>Exhibit 3-2 Management-Research Question Hierarchy Management Management Decision Question 1 What is the recommended course of action, given the research Insights? Measurement Information the manager needs? Questions What should be asked or observed to obtain the What plausible courses of action are available to Research Question(s) 2 management to correct the problem or take advantage of the opportunity, and which should be considered? Investigative best alternative from the available courses of action? What does the manager need to know to choose the Questions How can management eliminate the negative symptoms? Management What symptoms cause management concern? What Dilemma environmental stimull raise management Interest?
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Develop the first three steps of the management–research question hierarchy namely i)
management dilemma ii) management question iii) research question(s), for the following senario
A- The Country Sales Director of Blue sky Ice Cream
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- Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. " How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter." "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years." "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?15. A manager of a store wants it to be the sales leader in the region. In order to achieve this goal, the manager must analyze data to determine whether objectives have been met, efficiencies achieved, and goals obtained. Which tool should this manager use for this assessment? A:Key performance indicators (KPIs) B:Revenue growth rate (RGR) C:Customer lifetime value (CLV) D:Customer acquisition cost (CAC)
- 81 ll moodle.nct.edu.om/mod/q The correct answer is: Cooperation Question 8 Complete Mark 1.00 out of 1.00 P Flag question is the way one acts and conducts themselves towards others. a. Habit b. Norms • c. Behavior Od. Values The correct answer is: Behavior Question 9 Complete Mark 1.00 out of 1.00 P Flag question II1. A detailed description of the clinical need seeking to address, including an overview of the related disease state and the existing solution landscape for Hypertension disease. 2. A review of the affected stakeholders, with an emphasis on which groups are influencers versus decision makers, along with a sum- mary of the market for the need (overview of the competition, key market segment(s), market size calculations, and a value estimate). Be sure to discuss what fraction of the target market segment is accessible with supporting evidence for Hypertension disease.Quantitative Methods II - Question 1 Please assist with a. b. & c.
- Related Course Objectives:1. Assess the role of marketing research in the design and implementation of a successful marketing programme 2. Develop research strategies that will provide sound and reliable inquiry into customer characteristics and needs3. Design research instruments and procedures that will properly collect important information4. Produce report that incisively informs management and makes recommendations to resolve issues and problemsAssignment Description and Instructions:Please study the case scenario below and propose an approach to address the needs and find solutions. Your report should:1. Include four (4) research objectives2. Describe the research design. Use three (3) qualitative methods: Focus Groups, Depth Interviews and Netnography.For each give the following details:a. Participantsi. numbers, gender, age, how selected; Justify eachb. Interviews i. how many, the setting & process, length of time; Justify eachii. questions/discussions held related to the 4…Please help me with the problemnl analysis 1.1 appearant cause and justification 2.2 underlying issues 2.3 Assumptions made21-The analysis and evaluation which include strengths, weaknesses, opportunities and threats refer to which of the following? SWAT analysis SWOT analysis SWORD analysis SMART analysis
- RESEARCH FORM 5 THEORETICAL FRAMEWORK NAMES DATE SUBMITTED Proposed Study/Title 1. Theory Title: Theorist/s or Proponents, Theory Stateme Relationship of the Theory to the Present Study: Proposed Study/Title 2. Theory Title:Please Answer True or False 1 Product managers are often responsible for driving innovation within their organizations. 2 Product innovation is a team sport, involving specific people throughout an organization. 3 There might be aneed to tap into the potential for inspiration your sales, support, marketing, HR, even legal teams might experience. 4 A company can reap benefits by innovating its external processes, how the company gets market feedback, or even the way it arranges the office. 5 One great way to tap the collective creativity across your company is to show them the things your team is trying with your competitors' products. 6 The product management teams often overlook the wealth of perspectives and experiences they have right in their own organizations. 7 The Sales department sees your market a little differently from your marketing team, which has a different perspective from your support teams, and everyone sees things differently from engineering and design. 8 Sometimes…1. Analysis of Current Marketing Strategies (5 marks): Choose a hospitality business (e.g., hotel, restaurant, travel agency) and conduct an in-depth analysis of its current marketing strategies. Evaluate the effectiveness of their current marketing efforts in reaching their target audience and driving customer engagement. Identify any strengths, weaknesses, opportunities, or threats in their current marketing approach. 2. Development of Marketing Plan (10 marks): Based on your analysis, develop a comprehensive marketing plan for the chosen hospitality business. Clearly outline the goals, target audience, positioning, and marketing tactics to be employed. Include a detailed timeline and budget for implementing the marketing plan. Justify your choices by explaining how they align with the business's objectives and address the identified strengths, weaknesses, opportunities, or threats. 3. Creativity and Innovation in Marketing Approach (5 marks): Demonstrate creativity…