September 17, 2015

Communicate, Convince, and Convert - Role of Market Communications





Communicate, Convince, and Convert.  Selling  through communications. Selling through web communications, selling through catalogues, Selling through annual calendars etc. have to follow this strategy.

E-commerce websites have to adopt this mantra.  Communicate, Convince, and Convert.

Direct marketing approaches have to adopt this mantra.  Communicate, Convince, and Convert.

Email marketers have to adopt this mantra. Communicate, Convince, and Convert.

Catalogue marketers have to adopt this mantra. Communicate, Convince, and Convert.

Social media marketers have to adopt this mantra. Communicate, Convince, and Convert.

Brochure marketers have to adopt this mantra. Communicate, Convince, and Convert.

Annual calendar marketers have to adopt this mantra. Communicate, Convince, and Convert.

Seminar marketers have to adopt this mantra. Communicate, Convince, and Convert.

YouTube video marketers have to adopt this mantra. Communicate, Convince, and Convert.

Webinar marketers have to adopt this mantra. Communicate, Convince, and Convert.


Communicate - You have to try. You have to catch the attention. You have to retain the attention. You have to enter into dialogue. Use the selling process.

Convince - You have to present the value proposition to the listener. What is his need? Have you found out?  How does your solution benefit him? What is your claim? How do you validate it? Are you presenting testimonials? Are allowing him to validate? Can he check with prior users? Are you providing a sample to him to try?

Convert - Give a call to buy. Make it easy for him buy. Promote your solution by offering incentive to buy early (Sales promotion).

Learn more about marketing and selling by reading good number of articles posted in this blog on marketing and selling.


Top article on Marketing Communication Channels and Promotion Tools

Integrated Marketing Communications - Kotler's Explanation

September 16, 2015

Performance Improvement of Organizations - Initiatives from Multiple Directions



Top Down

Bottom up

Crossfunctional

Initiatives have to come from all directions and all must be receptive to suggestions from others.

Read the McKinsey Article

Leading Organizational Transformations

http://www.mckinsey.com/insights/organization/leading_organizational_transformations
February 1993

September 12, 2015

Groups and Teams - Review Notes

Organizational Behavior Revision Article Series


Group dynamics are the interactions and forces among group members in social situations.

In OB, the concept is applied to the dynamics of members in both formal work groups, informal groups of the organization and teams.

Team is concept that is being separated from Group.

Team has shared leadership roles.

Team has individual and mutual accountability.


Groups

The group is an important sociological unit of analysis in the subject of organizational behavior.

Types of Groups

Simplest group is a two person group (dyad).

Small groups and primary groups: Small group has the criterion of small size such that there is face-to-face interaction and communication among all members of the group. Primary group is a small group with the additional criteria that there is a comradeship, loyalty, and common sense of values among members. An example of primary group is family. The work group of a person is also a primary group.

All primary groups are small groups. But all small groups are not primary groups.

Coalition: Coalition is a group of interacting individuals and is formed by members for a specific purpose. But it does not have a formal internal structure. Still its members act as a group for the specific purpose for which it is formed.

Membership groups and Reference groups: A person is a member in the membership group. The group in which he wants to be a member is a reference group to him. Many times persons want to display the values of their reference groups.

Group Dynamics


Luthans made the statement, studying groups is especially valuable when the dynamics are analyzed. In this context it is important to know  the meaning of the term group dynamics. 

One view is that group dynamics describes how a group should be organized and conducted.

Another view is that group dynamics as a topic consists of techniques. In this view, role playing, brainstorming, focus groups, leaderless groups, group therapy, sensitivity training, team building, transactional analysis, and Johari window are techniques related to groups and they form the content of group dynamics.


A third view is that group dynamics includes the areas related to the internal nature of groups, the process of formation of groups, the structure of the group, internal processes of the group, the functioning of the group and the effect of the group on its members, other groups and organization. Luthans supported the third view and developed his chapter accordingly.

Group formation, types, and processes; the dynamics of informal roles and organization; and the dysfunctions of work groups and teams are all of particular relevance to the study of organizational behavior.

Groups represent an important dynamic in the study and application of organizational behavior.

Group formation, types, and processes; the dynamics of informal roles and organization; and the dysfunctions of work groups and teams are all of particular relevance to the study of organizational behavior. 

Why Do Individuals Form Groups?

The most basic idea is propinquity. According to it, individuals affiliate with one another because of spatial or geographical proximity.

A more comprehensive theory is that of George Homans. It is based on activities, interactions, and sentiments. The more activities the persons share, the more numerous will be their interactions and the stronger will be their sentiments. It is not physical proximity alone but shared activity and interaction and positive sentiment that lead to formation of groups.

Theodore Newcomb's Balance Theory: According to this theory, persons are attracted to one another on the basis of similar attitudes toward commonly relevant objects and goals. Once the relationship is formed, a balance is maintained between the attraction and the common attitudes. If an imbalance occurs, there is an attempt to restore the balance, and if the balance cannot be restored, the relationship dissolves.

Exchange Theory of Group Formation: An interaction between two or more persons has rewards and costs. Rewards from interactions gratify needs. Cost is incurred due to anxiety, frustration, embarrassment, and fatigue.

Participants in an organization also form into groups for very practical economic, security, and social reasons. Many different types of groups are found in modern organizations. Conceptually, there are primary groups, coalitions, and others such as membership and reference groups. Groups have been researched over the years, and findings from classic social psychology studies, such as the one conducted by Schachter, have implications for organizational behavior.

Stages in Group Formation

1. Forming : Period of uncertainty. Purpose, structure, task, leadership are not clear.
2. Storming: Structure evolves out of discussions, disagreements, confrontation and conflicts may arise.
3. Norming:  The norms of the group are established. Member settle into state of  cooperation and collaboration. We feeling is established and group identity is also established.
4. Performing: Group is fully functioning for the accomplishment of group objectives
5. Adjourning: The liquidation of the group. More common in project establishments (formal groups)
The Schater Study on Group Productivity
A highly cohesive group with positive leadership will have high productivity.

Group Effectiveness

In formal organizations, group effectiveness can be increased by the following actions
1. Organizing work around intact groups.
2. Let the group select, train, and reward its members.
3. Use the group only to enforce norms for behavior both on the job as well as off the job.
4. Distributing rewards on a group basis.
5. Allowing intergroup competition

Informal Groups in Organizations

The last half of the chapter (Luthans) discusses and analyzes the dynamics of informal groups.  Informal norms and roles and the informal organization are very relevant to and often represent the real organization. Informal structure coexists with every formal structure. Traditionally, only the dysfunctional aspects of informal organization have been emphasized. More recently, the functional aspects have also been recognized.

The dynamics of the dysfunctions of groups were examined in terms of norm violation resulting in antisocial behaviors, role ambiguity/conflict, group think conformity, the risky shift phenomenon, and social loafing.

Teams


Initially, most publicity was given to quality circles, but now self-managed teams are in the spotlight. Self-managed teams are beginning to become an established form of doing work to meet the high-tech, quality challenges facing both manufacturing and service organizations. To date, self-managed teams have a quite successful track record. In addition to self-managed teams, cross-functional and virtual teams are examples of new team forms that have also achieved success. Global teams in a multicultural environment have experienced some problems, but helpful solutions are forthcoming. Whether global or domestic, building effective teams requires long-standing principles regarding the creation of the proper environment in which support, commitment, rewards, communication, physical space, group size, membership, and cohesion are emphasized. Then, team effectiveness may be enhanced using team-building programs, collaboration, and effective leadership and by accounting for functional, demographic, or cultural diversity and global issues when teams are formed.

Luthans, Fred, Organizational Behavior, 9th Edition, McGraw Hill,.New York, 2002.







Patrick Lencioni's The Five Dysfunctions of a Team - A Leadership Fable is an outstanding business book that uses a model of 5 dysfunctions of a team that affect team performance and provides guidelines for increasing a effectiveness of teams.


Positive Approach:

Team members follow these practices.
1. They trust one another.
2. They engage in unfiltered conflict around ideas.
3. They commit to decisions and plans of actions.
4. They hold one another accountable for delivering against those plans.
5. They focus on the achievement of collective results.

http://flpbs.fmhi.usf.edu/pdfs/Five%20Dysfunctions%20of%20a%20Team.pdf
https://www.scriptrock.com/blog/5-dysfunctions-devops-team-team-assessment
https://www.gsb.stanford.edu/insights/andrew-meade-firm-great-teamwork-will-eventually-outrun-its-competition


July - Management Knowledge Revision

One Year MBA Knowledge Revision Plan

January  - February  - March  - April  - May   -   June

July  - August     - September  - October  - November  - December


Updated  12 Sep 2015, 16 July 2014



September 5, 2015

Consumer Pyramid - Concept and Measurement



Consumer pyramid is a concept being used by many marketing authors and executives.



Four Consumer tiers in Wold Economic Pyramid
http://www.ide.go.jp/English/Data/Africa_file/Manualreport/bop03.html


Middle of the pyramid used by a marketing researcher.


Chinese Consumer Pyramid

India's Consumer Pyramid - Techpro

India's Consumer Pyramid - Proctor and Gamble




Socio-Economic Classification of Consumers in India - 2011 Scheme


Items owned Q1

Items owned / have access at home


1a


Electricity Connection 01
Ceiling Fan 02
LPG Stove 03
Two Wheeler 04
ColourTV 05
Refrigerator 06
Washing Machine 07
Personal Computer/ Laptop 08
Car/Jeep/Van 09
AirConditioner 10



1b
Agricultural Land 11

Chief Earner: Education (Q2)

1. Illiterate
2. Literate but no formal schooling/School Upto 4 years
3. School- 5 to 9 years
4. SSC/ HSC
5. Some College (incl a Diploma) but not Grad
6. Graduate/Post Graduate: General
7. Graduate/Post Graduate: Professional

No. of           Educational Qualification of the Chief Earner
Durables
(TRANSFER
FROM Q1)

             1    2    3   4   5    6    7

None    E3     E2    E2    E2    E2   E1    D2
1          E2     E1    E1    E1    D2   D2    D2
2          E1      E1   D2   D2    D1   D1    D1
3          D2     D2   D1   D1    C2   C2   C2
4          D1    C2   C2   C1     C1   B2   B2
5          C2    C1   C1   B2     B1    B1   B1
6          C1    B2   B2   B1     A3   A3    A3
7          C1    B1   B1  A3     A3   A2    A2
8          B1   A3   A3   A3     A2  A2    A2
9 +        B1  A3   A3   A2    A2   A1    A1

Source:  http://imrbint.com/research/The-New-SEC-system-3rdMay2011.pdf


Calibrating Indian SEC Classifications In Terms Of Relative Purchasing Power
http://www.ramabijapurkar.com/10-demand-drivers/126-calibrating-sec-classifications-in-terms-of-relative-purchasing-power







Socio-economic Groups in UK


The National Statistics Socio-economic Classification (often abbreviated to NS-SEC) is the primary social classification in the United Kingdom. It  was used in the 2001 UK census.

The full version of NS-SEC has 17 main categories. The version intended for most users (the analytic version) has eight categories:

Higher managerial and professional occupations
Lower managerial and professional occupations
Intermediate occupations (clerical, sales, service)
Small employers and own account workers
Lower supervisory and technical occupations
Semi-routine occupations
Routine occupations
Never worked and long-term unemployed



The three-category version is reduced to following categories:

Higher occupations
Intermediate occupations
Lower occupations

https://en.wikipedia.org/wiki/National_Statistics_Socio-economic_Classification


USA  Socio Economic Classification


Upper - Upper
Lower Upper
Upper Middle Class
Lower Middle Class
Upper Lower Class
Lower Lower Class


May 12, 2015

Theory O - Theory of Open Mind - Educator and Learner - Assumption and Attitudes

We come across different types and statements regarding learners by educators.

Theory O or Theory of Open Mind is a desirable and positive set of assumptions.

1. Learning is change in behavior.
2. Every learner joins a program and attends a course with a desire to change his behavior as directed by the educator.
3. Educators have to try and change the behavior in desirable direction indicated by the course content and course objectives.
4. Learning is change in behavior implies that a student is in the classroom willing to change his behavior. Change in behavior is brought about through a mechanism of change on knowledge, change in attitude towards the knowledge, and change in behavior.
5. When a learner tries to engage in new behavior or changed behavior for the first time, he will be happy normally to have the educator be present along with him. He expects guidance from the educator during the event and after the event. Even if he fails in the first attempt, the feedback from the educator helps him to repeat the new behavior. Training is a popular term for repeat performances of a new behavior.
6. Educator is responsible for making sure that the learner learns new behavior. The educator has to design his course so that change in knowledge takes, attitudes are ascertained and changed and provision is made for the display of new behavior.



First Published on 12 May 2015 by Dr. K.V.S.S. Narayana Rao,  Professor, National Institute of Industrial Engineering (NITIE), 

May 6, 2015

A to Z April Blogging Challenge 2015 - Reflection Article


I participated in the April A to Z Blogging Challenge. I completed all the posts with only one post having delay of one day.  I started with an index.  I also made some posts in the last week of March. But the time was not sufficient. Now I feel, I have to start posting for the challenge right from January. I should make two posts a week starting from first week of January and should use April Month for visiting others' posts and interacting with them. You cannot post and also visit others' blogs. This time I realize that the better practice would be to take care of posts before the start of April schedule them for posting in April and concentrate on interacting with other bloggers. I had minimum interaction this time, but it is quality interaction. Next year I shall implement my new plan.

My thanks to organizing team of A to Z challenge.   Alex J Cavanagh.

April 29, 2015

Z Reminds me of Theory Z


This is the last post of A to Z April Blogging Challenge. This year I blogged on management subject on all the 26 days. It helped me to revise management theory. I intend to do it next years also, may be with industrial engineering as the subject of focus.

To begin writing this post I first studied my earliest post on the topic: Theory Z - Type Z Organizations and made some changes to it. I also plan to add more content in the coming days.


William Ouchi proposed the concept of theory Z organizations. The concept was developed in his efforts to understand the best practices of Japanese management which can be used in companies of USA. He identified the differences between American and Japanese organizations in some aspects.

American Organizations                      Japanese Organizations
Short-term employment                      Lifetime employment
Individual decision making             Collective decision making
Individual responsibility                     Collective responsibility
Rapid evaluation & promotion     Slow evaluation & promotion
Explicit control mechanisms             Implicit control mechanisms
Specialized career paths                     Nonspecialized career paths
Segmented concern for employee as an employee   Holistic concern for employee as a person


Practice of Theory Z in American Companies

Then he went around interviewing managers of various companies asking them to identify American Companies which are practicing the characteristics identified by Ouchi as Japanese organization practices. But Ouchi had not told the managers that they were Japanese practices. Many managers identified some American companies as following those practices. The companies identified were IBM, Procter and Gamble, Hewlett Packard, Eastman Kodak, and the US Military. These companies are named Theory Z companies by Ouchi. They are companies in USA but follow practices similar to Japanese companies.

Like Japanese companies, type Z companies tend to encourage long-term employment. They rotate employees around functions. Even though they have modern information and accounting systems, they do not dominate decision making. Explicit and implicit information and issues seem to exist in a state of equilibrium. There is a central set of objectives to which all employees have agreed. The corporation’s philosophy or central set of values preserves the freedom of employees to pursue projects they felt would be fruitful. Organizational life is treated as a life of interdependence. It is team work and individual performance measure in a period has some ambiguity.

The decision making is collective but the responsibility for decision still resides in the individual. In type Z companies, superiors show broad concern for the welfare of subordinates. At peer level also, there is concern for co-workers. Egalitarianism is a central feature of type Z organizations. In egalitarianism in organizational contexts means that it is believed that each person can apply discretion and can work autonomously without close supervision. The belief is that every person can be trusted.

Ouchi proposes that American companies adopt type Z company practices. In stead of trying to imitate Japanese companies which are very far in a different culture, American companies can learn from some other American companies only, to follow some of the Japanese best practices.
 Strategies to Transform the Organization

Ouchi proposed 12 strategies or steps to transform a typical American company, named as type A company to type Z company.




Theory Z of Maslow

Maslow is a well known psychologist. He is known for his hierarchy of needs model.
Maslow's Theory Z , presented in Maslow on Management, presupposes that people, once having reached a level of economic security, strive for a life steeped in values, a work life where the person would be able to create and produce. Maslow's Theory Z and Ouchi's Theory Z are different.