Professional Conduct in IT Assignment Example | Topics and Well Written Essays - 750 words

Professional Conduct in IT - Assignment Example As an employee, I am an agent to my employer. My employer would be vicariously liable for my wrongful acts within the scope of my employment, and if I were to decide to fix the system, the criminal liability of abetting tax would also fall on my employer (Berta, 2003). I am required to exercise due diligence in the normal course of my duties for the company, since any misconduct on my part could place civil or criminal liability on my employer. My duty as an IT practitioner is to provide professional review of systems in accordance to existing laws and regulations. I also have the duty of improving public understanding of computing, and I should use my professional knowledge and expertise to offer comprehensive evaluations of computer systems (ACM 2008). As such, I would make the clients understand the possible consequences of subjecting the system to wrongful use, as they are obviously doing. I would not go to the extent of reporting the matter to the authorities. However, although I have the duty to maintain client confidentiality, I would report my diagnosis of the system to my employer, and explain that my failure to fix the problem is due to its contradiction with my IT professional ethics. Reporting the matter to the authorities does not fall under my area of expertise, and I am only liable for actions falling under my professional duty to either my employer or the customers. My professional ethics cover the area of IT, guiding my relations with the client and employer, product management, professional judgment, and overall professional conduct (IEEE Computer Society 2011). As such, I would not be held professionally responsible for not reporting the matter to the authorities. However, my personal moral principles would determine the extent to which I go in search of justice for the company’s tax fraud. Reference List ACM 2008, ACM Code of Ethics and Professional Conduct. Retrieved October 20, 2011, from http://plone.acm.org/membership/COE_Flyer.pd f Berta, J. 2003, Employer Liability for the Wrongful Acts of its Employees, McCarthy Tetrault LLP , pp. 1-13. IEEE Computer Society 2011, Software Engineering Code of Ethics and Professional Practice. Retrieved October 20, 2011, from http://www.computer.org/portal/web/certification/resources/code_of_ethics Question 2: What due diligence requires in such a case A request to fix a system that obviously aids in illegal and unethical practice, in this case tax fraud, presents an ethical dilemma to an IT practitioner (Adams & McCrindle 2008). Professionally, the practitioner has a duty to the employer as well as to the customer, and is also required to maintain proper conduct in adherence to professional code of conduct. If faced with the request to fix the system, I would decline based on the illegality of the practice being upheld. As a professional, I should not make deliberate deceptive claims concerning a system, but should instead disclose any pertinent issue evident in the system (Peslak 2007). In this case, I would make it known to the clients that their system is faulty due to its application in unlawful practices. I would be honest with the clients, letting them know where the problem is in the

The Place of Female Vocalist in Jazz Band Essay

The Place of Female Vocalist in Jazz Band - Essay Example The essay "The Place of Female Vocalist in Jazz Band" discusses the relationship between jazz music and the Black people that have been strong over the years and several standards agreeable to comprising the Jazz genre of music. The paper also discusses if female vocalists have a role in the jazz bands.Most women have not familiarized themselves with the jazz culture hence they cannot bring out what is needed in a performance. Jazz is an area that has long standing culture. It relies on inspiration from the muses and not necessarily practice. Some years back, the position of a woman in society was to revolve around the kitchen and her career. The females were not exposed to jazz music so as to be in a position to learn the unwritten rules of the genre. The strong women, who try their take at jazz, do so by practice. The result of practicing for a jazz performance will not be as compelling as that performance by one who has intrinsically learned the rules of the game through experienc e. Inspiration is the primary key in staging a great jazz concert. The other social factor that spelled out women from jazz bands was the fact that many men had tried to master the culture of jazz without success. The failure arises from the lack of understanding that jazz music is an uncultured form passed from one person to the other through inspiration. Women of today cannot secure places in jazz bands since they copy other people’s material. The women who performed in jazz bands and succeeded were original in their compositions.

Porter Five Force Essay Example for Free

Porter Five Force Essay Food services (high) Bargaining power of suppliers: low. Food is a low cost industry; there is only a little price difference between different suppliers. The suppliers want to sell their raw material should accept the marketing price. Bargaining power of buyers: low The buyers can decide to choose a cheaper food because there is so many food service they can choose, the industry should establish an reasonable price. Threat of new entrants: medium People like to try new food. But if the industry has their own fixed customers, and making their own cooking style, the new entrants will not have a big entrant to them. Threat of substitutes: high The food can be replaced by another better food if the people like. It is not necessities to eat only one kind of food. There must to be some same cooking style in different brand, such as McDonald’s with KFC. Industry competitors: high Food service is very popularize in our life, there is many new food entrants around us, people always like to try different food. General merchandise (low) Bargaining power of suppliers: low The general merchandise as a leading position to sell the products, as a result, suppliers power is low. Suppliers hardly affect the industry’s profit. Bargaining power of buyers: high The general merchandise becomes popular, and we have a lot of branded supermarket. Buyers can have much more choice between different supermarkets; they can compare the price to choose a cheap one. Threat of new entrants: low General merchandise cost is high so before entry this industry the entrants need lots investment. Many supermarkets already branded so the new entrants hardly to threat the old one. Threat of substitutes: low or medium There are might be many shopping way, like online shopping. However, general merchandise is the necessary part of people’s life, and also their different type of merchandise is the key factor to win. Industry competitorsï ¼Å¡high The brand is various in this industry, they need branding their own store to strengthen the impression of people.

Niels Bohrs Model Of The Hydrogen Atom :: essays research papers

Niels Bohr's model of the hydrogen atom, was the primary reason for the understanding of energy levels.Bohr was able to explain the bright line spectrum of hydrogen. Sparked by the recent discovery of the diffraction patterns, scientists believed electrons could be described as waves. Bohr hypothesized that energy is being added to the hydrogen gas in the electricity form, and then leaving the gas in the form of light. He figured the light rays to be quantized, meaning only certain frequencies of the light rays can be seen. In turn, he reasoned that the hydrogen atoms themselves were quantized and, that they only can exist in certain energy levels. When the atoms absorb specific amounts of energy, they exist for a small period of time in higher energy levels. But as soon as these atoms lose their energy, they move back down to the lower levels of energy. His theory went on to state how the hydrogen atom can move up and down the energy levels, one level at a time, and can never stop in between. Every hydrogen atom is made up of a single electron - proton system. Because the negative electron is attracted to the positive proton, potential energy is created inside the atom.He figured that the farther away the electron is from the proton, the greater the potential energy is inside. In conclusion, since hydrogen atoms emit light energy in specific frequencies, the hydrogen atom must be within a specific energy level and nothing else. The different wavelengths help to determine the different colors emitted from the atom. The greater the wavelength, the faster the atom can be filled and jump to a higher level.Bohr developed his theory after studying the work of Einstein's ideas on the photons of energy.

Classical Period of Music Essay -- essays research papers

The Spirit of the Classical Era : The Classical Era saw the convergence of two opposing schools of thought in society. The first was the leftover from the Baroque Era, which said that the nobility had absolute power of society. The second was from the middle class, who said that the nobility had gone too far with their power and should give some of their power over to the middle class. The result of this was many opportunities for composers. Not only could they have theirtraditional occupations as servents to various noblemen who served as their patrons, but they could also make a fair living performing their work at public concerts, an innovation of the time. This uprising from the bourgeousie was happening all around the world. The American and French Revolution showed that the little people of the world were not going to stand for being trampled underfoot and the Industrial Revolution allowed for a power transfer from the nobility to the middle class, who controlled the mines and factories. Thinkers of the Classical Era despised complexity and detail. They preferred beauty in simplicity and form. The Classical Era represented a throwback to ancient Rome and Greece. The String Quartet: The string quartet represents one of the first musical forms that could be described as chamber music. In this style of music, the composer deals with a small group of instruments and the emphasis is on the blend and interplay between the players. A string quartet usually consists ... Classical Period of Music Essay -- essays research papers The Spirit of the Classical Era : The Classical Era saw the convergence of two opposing schools of thought in society. The first was the leftover from the Baroque Era, which said that the nobility had absolute power of society. The second was from the middle class, who said that the nobility had gone too far with their power and should give some of their power over to the middle class. The result of this was many opportunities for composers. Not only could they have theirtraditional occupations as servents to various noblemen who served as their patrons, but they could also make a fair living performing their work at public concerts, an innovation of the time. This uprising from the bourgeousie was happening all around the world. The American and French Revolution showed that the little people of the world were not going to stand for being trampled underfoot and the Industrial Revolution allowed for a power transfer from the nobility to the middle class, who controlled the mines and factories. Thinkers of the Classical Era despised complexity and detail. They preferred beauty in simplicity and form. The Classical Era represented a throwback to ancient Rome and Greece. The String Quartet: The string quartet represents one of the first musical forms that could be described as chamber music. In this style of music, the composer deals with a small group of instruments and the emphasis is on the blend and interplay between the players. A string quartet usually consists ...

Impact of Mixed Ability Classrooms in Catholic School

â€Å" A literature reappraisal is an history of what has been published on a subject by commissioned bookmans and research workers † ( Taylor, P.1 ) . In this chapter, my intent is to convey what cognition and thoughts have been established by others in my research field. I would discourse the literature which would assist me reply my research inquiries: What is the impact of Mixed Ability Classrooms in a Catholic School since its execution in 2005? Did low winners ability grouping scheme of GCS have a important impact on academic school accomplishment? Could Mixed Ability Classrooms and Ability Classrooms continue to coexist in the hereafter? The literature reviews what international organic structure has found on Mixed Ability and Ability Grouping and how it has impacted since execution, every bit good as its deductions in Mauritius particularly for GCS. This chapter is schematically structured as follows: Assorted Ability – Mauritanian definition v/s others Assorted Ability – Learning, Teaching and Assessment Strategies which could be applicable but are non used in the Mauritanian context Assorted Ability – Disadvantages Ability Grouping – Definition and which one is adapted to GCS. The pros and cons of Ability Grouping Ability Grouping v/s – Decisions of other literatures on the correlativity bing between grouping School accomplishment and accomplishment2 Assorted AbilityAssorted Ability is foremost defined before its deduction in the Mauritanian context is considered. Mckeon ( 2004 ) defines Assorted Ability Classroom as a group dwelling of able, mean, and kids with larning troubles in the same category. ( cited in Bremner, 2008, p.2 ) . Ireson and Hallam ( 2001 ) reinforce the thought of Mixed Ability schoolrooms as those providing for diverse â€Å" learning manners † and â€Å" penchants † . ( cited in Bremner, 2008, p.2 ) . These two definitions are consistent with what is found in the Mauritanian context. In 2005, the BEC changed the corporate purpose of all Mauritian Catholic Schools in following the Mixed Ability Policy. This was translated by a alteration in the consumption standards of these schools for Form 1 pupils. Admission standards, under BEC auspices, for Form 1 pupils since 2005 are as follows: Aggregate of 15 to 20 units at the Certificate of Primary Education Zoning: The Secondary School where application is lodged should be in the same zone as the Primary School attended Social Cases: on Humanitarian evidences Individual consequences in English, Mathematics, Science, French or History/Geography ( in that order ) will be used for campaigners with the same sum Aptitude tests/Interviews/Random choice if there are excessively many successful applications( Beginning: BEC, 2003 )Therefore the Form 1 schoolrooms in Catholic Schools had a diverse group of pupils since 2005. This state of affairs harmonises itself with the Catholic Education mission which is to: â€Å" humanise instruction, teaching methods, methods, agencies for pupils, instructors, parents to be more humanaˆÂ ¦A human instruction is a collaborative and originative attack to larning † ( Bishop Piat, Le Mauricien, Jan. 2006 ) . Assorted ability categories in Catholic schools of Mauritius therefore are made up of low, in-between and high winners within the same schoolroom. This construct is acknowledged by Dauguet ( 2007 ) that in Mauritius â€Å" Assorted Ability is related to performance-based groupings † ( p.58 ) and Merven ( 2005 ) â€Å" where pupils with different academic degrees will be in the same schoolroom † ( p.36 ) . It is understood that Mixed Ability is related to distinction since â€Å" diverseness means differences † ( Tileston, 2004, p.13 ) . The construct of distinction can be defined as â€Å" meeting the person demands of each scholar, of custom-making direction to assist pupils larn † ( Fogarty, 2005, p.2 ) . . Rose ( 2009 ) compared a Mixed Ability Class with an lift. The category is a lift, and everyone demands to acquire into the lift. Some will acquire on while others have to be dragged in. Some will go to the top while others may halt at the 3rd floor, others may merely make the first floor but everyone would hold travelled successfully someplace. ( English Teaching Professional, p. 3 ) . This narrative is in line with Mixed Ability doctrine where every pupil can go forth the schoolroom feeling that they have been challenged and that they have achieved something. Teaching, Learning and Appraisals are ingredients used as tools to do a Mixed Ability category effectual.2.1 Learning, Teaching and Assessment Strategies in Mixed Ability ClassroomsGCS Mixed Ability Classrooms have characteristics which are features of both the differentiated schoolroom every bit good as the traditional 1. ( Appendix.. ) . In my survey I aim to happen out whether Assorted Ability Classrooms at GCS were consistent with what is said on the subject in the international literature. Therefore Teaching, Learning and Assessment schemes which are used presently under Mixed Ability Policy would supply stuff for comparative analysis in my research. Tomlinson ( 1999 ) suggested that an pedagogue in a differentiated schoolroom would utilize as their planning footing, the pupils ‘ differences. The scholars on the other manus would be guided to do acquisition picks based on their involvements. In this context the scholars would be provided with an array of larning profiles such as preparedness, involvement and their attitude to larning which would determine direction. In a assorted ability schoolroom there is the possibility that pupils help their co-learners in trouble every bit good as their instructors in happening solutions to jobs. Furthermore pupils work with the pedagogue to establish encompassing whole-class every bit good as single acquisition purposes. In the same line of idea, the Mixed Ability attack expressed by Harris and Snow ( 2004 ) would do pupils go more effectual scholars and the usage of learner-centred schemes would give them the pick of content every bit good as larning manner. ( cited in Bremner, 2008 ) . Bremner ( 2008 ) acknowledged that Mixed Ability Classroom success depends on pupils larning as an person instead than holding a whole category instruction. The instructor in developing its instruction schemes would concentrate on multiple signifiers of intelligences found in diverse schoolroom as stipulated by Tomlinson ( 1999 ) . She farther advocated that in this context pedagogues will do usage of many instructional agreements every bit good as multiple learning stuffs or resources. Therefore this would take to multiple positions on thoughts and events. In this manner, the teacher/facilitator enhances pupil ‘s accomplishments in position of doing independent scholars. The GCS pedagogues in the survey were concerned about the deficiency of resources. The scarce resources could be circumvented ( Bremner 2008 ) by Educators learning scholars to be effectual. This should be done by puting accomplishable ends, by doing usage of available tools and maintaining those in good running conditions, and by pull offing efficaciously their clip allocated for work. To reenforce the key factors which would do a Mixed Ability Class successful, Moutou ( 2006 ) advocated that resource individual should hold a well planned and organised lesson program. The instructor should do proviso to provide for individualized demands. In order to suit assorted pupils ‘ demands, it should be supported by multi undertakings for one lesson. This scenario is more disputing for the instructor covering with multi degree category than a individual degree category. Similarly, this position is consistent with GCS pedagogues who found Mixed Ability Classrooms disputing. This ambitious attitude is reflected by the undermentioned quotation mark from Hubbard, Jones, Thornton and Wheeler: â€Å" Teacher ‘s attitude, their willingness to make, a sense of community in category, and a echt desire to assist, there can be progress at all degrees † ( 1983, p.318, cited in Moutou, 2006, p.1 ) . This ambitious attitude is contrasted with instructor centred attack where learning accent is on text book context and really few activities therefore engendering hapless lessons. This state of affairs is farther reinforced by deficient coaction in groups every bit good as unequal differentiated undertakings in category. ( HM Inspectors of Education cited in Bremner 2008 ) . GCS Educators have been challenged by the new policy to seek new ways of instruction and to do usage of available stuffs. Therefore, preparation and resources are of import tools to do a Mixed Ability category effectual. This links good with what Corbel ( 1989 ) said: â€Å" Professional development occurs of course in Mixed Ability Classes. These are categories that compel us to happen better ways of puting up everyday undertakings. They are the categories that make us believe, create and turn as a instructor † . ( p.4 ) . Learning, instruction and appraisals are portion of the pupil life. Thus, Tomlinson ( 1999 ) advanced that a schoolroom appraisal is â€Å" on-going and diagnostic † ( p.16 ) . He farther acknowledged that assorted types of assignments should be used in Mixed Ability Classrooms. To be in harmoniousness with a scholar ‘s demand clip flexibleness should non be a restraint. Differentiated/Mixed Ability direction and appraisal work together ( Tomlinson 1999, Chapman and King 2005 ) . Marzano ( 2000 ) suggested purposes of appraisal and direction as follows: â€Å" Appraisal should concentrate on pupil ‘s usage of cognition and complex concluding instead than their callback of low degree information † â€Å" Direction must reflect the best of what we know about how learning occurs. † ( cited in Chapman and King, 2005, p. ) Fullan ( 1998 ) reflects the above in qualifying that â€Å" appraisal has to drive the educational alteration docket around larning and pupil accomplishment † ( cited in Chapman and King, 2005, p. ) . Assessment is therefore portion of direction and has to be on-going and encompassing the acquisition procedure. Its purpose is to supply instructors with information on pupils ‘ profiles: â€Å" accomplishments, involvements and larning scheme † ( Tomlinson, 1999, p. ) . Teachers in differentiated schoolroom ( Tomlinson 1999 ) saw assessment non as a tool that semen at the terminal of a chapter or unit where it examined what has been learned instead it views appraisal as a manner of altering direction scheme. Differentiated appraisal should be used to roll up information on the pupils ‘ : â€Å" demands, accomplishments, prior cognition, manner and velocity at which they process new acquisition, and of showing advancement † ( Chapman and King ( 2005 ) p . ) . When sifting through the literature it is observed that varied agencies of appraisal directs larning and direction. In this context Formative Assessment which is ongoing before, during and after direction provides feedback on effectual pupil acquisition ( Chapman and King, 2005 ) . Diagnostic appraisals, as acknowledged by Dryer ( 2008 ) are done during the learning procedure. They tried to observe larning troubles in pupils and this has to be attended to. Appraisals, as defined by Dryer ( 2008 ) occur at the terminal of the ‘learning rhythm or stage and measures accomplishment ‘ are called Summative. The consequences ( p.17 ) are used as acknowledged by Chapman and King ( 2005 ) as ‘evidence for a class, for describing to parents, to place award receivers or to do arrangement determinations ‘ ( p. ) . Differentiated Appraisals are contrasted with traditional appraisal still in usage in Mauritanian schools. Puhl ( 1997 ) reflects on traditional appraisal which has as purpose summational trials that forces scholars to analyze. Traditional assessment focal point in on memorization and instructor centred scheme and encourages direction as a merchandise. The ensuing feedback on summational trials is concluding and normally these trials are written work. Mauritius, whose analyzing organic structure is external – UCLES, is a advocate of summational scrutinies. As it is an island and depends on export and imports for its endurance, it has to vie. This overall competition brings frontward an elitist society where Education follows the tendency. The Mauritanian instruction system allows for ‘star or national ‘ schools where the best acting pupil is recruited, laureates ( top ranked pupils at Higher School Certificate who benefits from a scholarship ) , and the parallel instruction – broad tuition based. All this encouraged the elitist system to proliferate. As lone conc luding mark counts in such system, summational scrutinies are adopted throughout the Mauritanian school system. Although since the 70 ‘s in England, and under the different Education Mauritian policy documents, Mixed Ability doctrine has been encouraged, such schoolrooms have encountered jobs. Salli-copur ( 2005 ) reported that it is hard for a instructor even for a little group to follow each scholar. Due to single differences pupils react otherwise to text book which can be gratifying for some and tiring for others. There is besides the fact that, pupils who feel confident voice out their replies quicker and more frequently than the diffident 1s. GCS Mixed Ability Classrooms are big. As a consequence of ailments from GCS Educators meeting troubles in managing and teaching Mixed Ability Classrooms, Low Achievers Ability Classroom was formed.2.2 Ability GroupingAs a consequence of Mixed Ability Policy implemented in the Catholic School under probe in the research, the low winners ability grouping was formed and used as a scheme to advance acquisition and beef up academic accomplishment. As stipulated by George ( 1988 ) the ability grouping pattern at GCS is aimed at: increasing academic criterions compared to what it was in a assorted ability environment, the pupils which could encompass a good feeling/attitude towards schools and besides in their input as a scholar, reenforcing instructors ‘ effectivity. In perusing through the literature, it was discovered that the ability grouping is besides known as: scene, stria, streaming, tracking. This is reflected in the undermentioned quotation mark: â€Å" The contention of set uping pupils in categories by accomplishment degrees, called ‘setting ‘ or ‘streaming ‘ in Scotland and ‘tracking ‘ or ‘ability grouping ‘ in the United States is over 100 old ages old † . ( Gamoran, 2002 ) . Therefore ability grouping is defined as: â€Å" Ability grouping is the pattern of spliting pupils for direction on the footing of their sensed capacities for larning † ( Balanced View, 2002, Vol 6, No.2 ) . The Balanced View ( 2002 ) makes the differentiation between â€Å" within category grouping † and â€Å" between category grouping † . The former group separates pupils of same ability into smaller groups while the latter allocate pupils to different categories based on accomplishment. GCS has adopted the ulterior system. Smith and Sutherland ( 2003 ) offered a principle for ability grouping in the sense that instructors would experience non merely more at easiness with a smaller scope of ability but besides it could be a manner of dividing pupils with behavior jobs. Such a category would actuate pupils and scholars to larn better than in a Assorted Ability one and therefore hold a opportunity in bettering their consequences. ( cited in the Journal of Research in Particular Education Needs, 2003 ) . GCS standards for Ability Grouping would be consistent with Barker-Lunn ( 1970 ) thought that â€Å" Teachers, faced with a Assorted Ability category, will group the students harmonizing to their abilities ; in other words, they will work out the jobs presented to them by the unstreamed school by streaming within the category † ( Cited in Kelly, 1978, p.96 ) . Kelly ( 1978 ) further added that there is a direct correlativity between accomplishment and grouping. The pupils with same working gait and past accomplishments would be grouped together. The pattern in GCS is correspondent to what is described by Oakes ( 15 & A ; 16 cited in Johnson ( 2002 ) . The latter acknowledged that pupils can be grouped through the undermentioned standards: accomplishment through trials public presentation, instructors ‘ perceptual experience of where to locate the pupils ‘ degree of understanding and learning, and their chances of what pupils intend to make after graduation. Therefore, Oakes acknowledged that a homogenous group would be consistent with the scholars ‘ demands. Johnson ( 2002 ) further emphasised that to group scholars with their equals who are in similar procedure of acquisition is a positive move. Ability grouping would therefore do â€Å" instruction efficient and effectual for all pupils while recognizing single differences. † ( Johnson, 2002, p 2 ) . Grouping harmonizing to ability is non new: Ireson and Hallam recount that: â€Å" Historically, grouping in the UK had been based on steps of general ability or intelligence, such as verbal logical thinking and cognitive abilities. During the 1960 ‘s and 1970 ‘s such trial were used by many secondary schools to apportion students to streams on entry. Students were so taught in their streamed categories for all lessons † ( 1999, p.343-344 ) . GCS Ability grouping could turn out to be a discouraging scheme for the school if the disadvantages that are revealed in the literature become applicable to the school. Oppositions of ability grouping as written in the Balanced View ( 2002 ) do non believe in its good effects as they prescribed that this type of grouping encouraged the channelling of â€Å" hapless and minority pupils † to have â€Å" lower quality direction † therefore lending to enlarge the spread between the low and high winners. ( Vol 6, No.2 ) . Other statements advanced by Hollifield ( 1987 ) against ability grouping are, that â€Å" the pattern creates categories or groups of low winners who are deprived of the illustration and stimulation provided by high winners. Labeling pupils harmonizing to ability and delegating them to low-achievement groups may besides pass on self-fulfilling low outlooks † . ( p.1 ) . This farther links to Gamoran ( 1998 ) unfavorable judgment that ability groupin g creates ‘status hierarchy ‘ in the school system. To label pupils as being ‘incompetent ‘ or ‘less smart ‘ could make ‘inequities outside the schoolroom ‘ ( cited in Johnson, 2002, p.2 ) .2.3 Ability Grouping v/s AccomplishmentSince one of my research inquiries is to happen out the whether there is a important impact between ability grouping and academic accomplishment, it is deserving observing the different literature on the topic. Slavin ( 1986 ) proceeded to a â€Å" Best Evidence Analysis † . To make so, he reviewed five comprehensive ability grouping programs in simple schools. The grouping programs are: â€Å" ability grouped category assignment, reorganizing for reading or mathematics, the Joplin Plan, not graded programs, and within-class ability grouping † ( cited in Hollifield, 1987 ) . The â€Å" Ability Grouped Class Assignment † placed pupils in a schoolroom on an ability footing. The grounds found by Slavin ( 1986 ) showed that this type of grouping has no consequence on pupil accomplishment in the simple school. The â€Å" Regrouping for reading or mathematics † is merely done during those two categories as for most of the twenty-four hours the pupils are in their assorted ability schoolrooms. This grouping has proved advantageous on pupil accomplishment. This has been enhanced by the fact that degree and direction gait had been adapted to achievement degree. However, it must be noted that the above regrouping to be proved efficient, it should be catered for non more than two topics. ( cited in Hollifield, 1987 ) . The ‘Joplin Plan ‘ regrouped pupils across class degrees – for illustration high accomplishing 4th classs, mean 5th graders, low accomplishing six classs form portion of the 50 class reading category. Slavin ‘s ( 1987 ) found strong grounds of such grouping additions reading accomplishment. This piece of information reflects what was said antecedently in the chapter, that the impression of high winners exciting low winners when they are assorted into a schoolroom. ( cited in Hollifield, 1987 ) . The ‘Non Graded Plan ‘ which channelled pupils into flexible groups based on public presentation, the topic course of study is divided in such a manner that pupils improve at their ain gait. This program has proved a positive relationship between grouping and accomplishment. Similarly ‘Within-Class Ability Grouping ‘ where pupils are grouped harmonizing to their ability in one schoolroom, grounds has shown a positive correlativity between grouping and accomplishment. However, Slavin ( 1986 ) , found out that the effects were somewhat greater for low winners than for center or lower circulars. ( cited in Hollifield, 1987 ) . Slavin ( 1986 ) concluded that schools and instructors should follow methods that have proved its effectivity where ability grouping is concerned. These methods include within-class ability grouping in Maths, Non graded programs in Reading, and the Joplin program. If ability grouped category assignment use an alternate grouping where pupils are assigned on public presentation degree so it can be used in ability grouping category. ( cited in Hollifield, 1987 ) . Slavins ‘ ( 1986 ) recommendations for successful ability grouping and positive accomplishment degree: This type of grouping should be done merely for some topics while in other topics the pupils should be in assorted ability schoolrooms. To learn a accomplishment, for illustration, Reading, the usage of grouping programs would cut down pupil heterogeneousness ‘ ( ( cited in Hollifield, 1987 ) . The same program would non work if IQ or Achievement degree is being tested. If the instructor formed little â€Å" within ability groups † this will assist instruction better as the instructor will be able to give better support. ( cited in Hollifield, 1987 ) . The literature has besides revealed that low circulars made as much advancement as high circulars when they are submitted to certain conditions. Gamoran ( 1993 ) explained that a US Catholic schools applied a rigorous academic course of study in lower ability grouping where the same instructors taught in low and high degrees, the academic course of study stayed the same for both groups and verbal interactions and treatments form portion of the instruction and acquisition scheme. All this factors combined had a positive consequence on achievement degree. However, there have been surveies where it has been found that ability grouping aggravate inequalities in accomplishment. Kerckhoff ( 1986 ) ( cited in Gamoran ( 2002 ) , commented on the impact of puting v/s achievement inequality. The grounds that he used came from the National Child Development Survey ( NCDS ) ( informations collected comes from a 1958 British cohort over 20 old ages ) . Data collected are from England and Wales. Kerckhoff showed that pupils ‘ accomplishment degree is greater in schools or categories which apply ability grouping while those pupils in assorted ability categories have decreased achievement degree. However, low degrees schools and categories fell far behind. Kerckhoff ( 1986 ) besides explained that there is an mean degree of achievement growing when comparing Mixed Ability and Setting grouping schools. This is due to the fact that high winners success is balanced against low winners loss. Inequalities in accomplishment could besides be due to differentiated schoolroom direction. In his article, Gamoran ( 2002 ) explained these findings from the surveies of English categories in US secondary schools. The survey revealed that higher degree pupils who are channelled towards more academic classs with the support of experient, qualified and prepared pedagogues who cover instruction and learning stuffs challengingly and at a faster gait show higher degree of accomplishment than the low achieving schoolroom. The low degree of accomplishment for low degree category was due to the riotous behavior of the pupils and where the instructor set written work instead than promoting unfastened ended inquiries and verbal interactions. Ability Grouping fell in disfavor, harmonizing to Hallam, Ireson and Davies ( 2004 ) , when ‘educational theory decided against ability grouping ( puting and streaming ) from the 70 ‘s onwards ‘ ( BERJ 2004, vol 30 ( 4 ) pp 516-533 ) . However over the last decennary there has been a revival of this type of grouping. Its reappearance is commented as being the agency which would assist raising criterions. Hallam, Ireson, and Davies ( 2004 ) recapitulated the grounds for which ability grouping fell in disfavor: â€Å" Low self-pride and societal disaffection of lower watercourse pupils Inconclusive grounds for positive effects on attainment A displacement of educational focal point towards equality of educational chance † ( BERJ 2004, vol 30 ( 4 ) pp 516-533 ) In my research survey, pupils ‘ sentiment on ability group has been sought. Hallam, Ireson and Davies ( 2004 ) admit that there has been few research on ability grouping ( streaming, puting and within category grouping ) where pupils voice out their positions. The research on ability grouping popularised the relationship between that type of grouping and academic, societal and personal results. The article from Hallam, Ireson and Davies ( 2004 ) cited old research which embraces Pupil ‘s position has drawn out the undermentioned accounts: Streaming encourages both positive and negative attitudes towards school and higher winners are pro streaming compared to lower circulars. Puting among mathematics pupils reveal that more pupils would wish to travel sets or articulation categories where assorted ability instruction is being done. In primary schools, the pupils holding higher position in head would wish to be in higher ability grouping. However, most pupils would prefer to be given whole category work or single work. Streaming emphasized the negative effects towards lower watercourses. It is further acknowledged that if students of below norm are taught by instructors who are for streaming in a assorted ability environment, this has a negative impact on the pupil. This can take the signifier that those pupils do non hold any friends and are rejected by their equals. Assorted ability categories encourage societal coherence in the category. It is appropriate at this phase to reexamine the undermentioned statistics on ability grouping. George ( 1988 ) ( cited in Crosby & A ; Owens ( 1993 ) revealed that: â€Å" Educators and parents are in favor of tracking/ability grouping. 85 % of the research says that tracking is non good while 85 % of schools continue to pattern it. â€Å" ( Solutions and Strategies,1995, ( 5 ) p.2 ) . Furthermore George ( 1998 ) and Slavin ( 1991a ) concluded that Ability Grouping research has non prompted any conclusive replies whether it be positive or negative ( Cited in Crosby and Owens, 1993 ) . This is what I intend to happen out with the research inquiry on significance of low accomplishing grouping with academic school accomplishment. I would wish to happen out whether it is consistent or in resistance with George and Slavin ‘s decisions.

Kraft Food’s Case Study

KRAFT FOOD COMPANY Chapter I INTRODUCTION A. COMPANY’S HISTORY According to Frank (2010), in 1903, there was a man named James Lewis Kraft who had begun cheese delivery service at Chicago area after he had been eased out from a cheese company at Buffalo. Every morning, he will buy cheese wholesale and resold it to the local vendors in order to avoid the cheese melt or spoil. The business was successful and several of his brothers who are known as Charles H. , John H. , Fred Walker and Norman had joined the company named J. L Kraft & Bros. Co. in 1909 as permanent employees (MAC 2011).James L. Kraft is a president of the company who had invented a revolutionary process in 1915. This process helps to pasteurize the cheese, thus it would not spoiled easily and can be transported long distances (NNDB 2009). Fundamentally, according to Phillip (2010), in 1920, Kraft purchased a Canadian cheese company and changed it to Kraft Cheese Company in 1924. Kraft Cheese Company had obtained a lot of sales which enable J. L Kraft to expand the company into Germany, Australia and Britain. During World War II, Kraft had supplied 4 million pounds of cheese to Britain.It had showed that Kraft was a main food supplier at that time. In 1945, the Kraft Cheese Company became Kraft Food Company (NNDB 2009). B. COMPANY’S DESCRIPTION Kraft Food Company’s headquarter had been located at Cheltenham, United Kingdom since Kraft has a close connection with the rest of Europe. The manufacturing site had been established at the Ban bury as a global manufacturing base that will supply a variety type of products worldwide in 155 countries including Malaysia, China and United State (Kraft Food Inc. 2010). Kraft Food Company was having more than 100,000 diverse employees all over the world.Currently, Kraft Food Company is a second largest food and beverage company in the world after Nestle. C. TYPE OF PRODUCTS Furthermore, according to Joel (2010), Kraft Food Company is popula r with cheese and dairy, snack foods and confectionary, beverage and convenient foods. However, Kraft Food Company is basically focusing more on cheese and dairy products such as cottage cheese and sour cream. Kraft produces a wide variety of natural cheese and American cheese slices. Besides that, Kraft also been known as snack food brands especially cookies and crackers.Some of popular snacks food offers by Kraft are Kraft cheese Nips, Wheat Thins crackers, Corn Nuts and Garden Harvest toasted chips (Kraft Food 2011). Instead of that, sweet and confectionary food brands produced by Kraft are Oreo cookies, Kraft Mayo with olive oil, Jet-Puffed Marshmallows and Kraft salad dressings whereas for beverage and convenient foods are Kraft Macaroni and Cheese, California Pizza Kitchen and DiGiorno frozen pizzas, Yuban Coffee and Maxwell House (David 2009). Chapter II STRATEGY FORMULATION A. VISION AND MISSION STATEMENTS 1.Kraft Foods Mission Statement: â€Å"Make Today Delicious† I n order to fulfill this mission Kraft Foods Inc. focuses on consumers in everything that they do. The company also understands that actions speak louder than words, so at Kraft Foods, they: – inspire trust. – act like owners. – keep it simple. – are open and inclusive. – tell it like it is. – lead from the head and the heart. – discuss – decide -deliver. 2. Kraft Foods Vision Statement: â€Å"Helping People Around the World to Eat & Live Better† Their vision captures the essence of who they are.Everything they do flows from their vision. They just don't happen to be a business that sells food – it's what they're all about. Their vision is about meeting consumers' needs and making food an easier, healthier, more memorable, and enjoyable part of the life. Revised Mission Statement Here at Kraft Foods we strive to produce superior products and services (2) to our customers (1) ranging from wholesalers to households. The 21st century is sure to bring more innovation, new products, and new food technology (4), thus enabling us to create and deliver better and healthier products.Kraft Foods continues to lead the food industry as the largest food supplier in North America (7) with plans to continue expansion into new and existing global markets (3). We support the goals of the company by applying the highest ethical conduct within our corporate philosophy in all our business transactions (6), treatment of employees (9), and social and environmental policies (8). We at Kraft Foods focus highly on our consumers’ lifestyles and aim to grow profitable in the worlds’ food market and provide a higher than expected return to shareholders (5).Our company takes pride in making today and the future-delicious. 1. ) Customers 2. ) Products and services 3. ) Markets 4. ) Technology 5. ) Concern for survival, growth, and profitability 6. ) Philosophy 7. ) Self-concept 8. ) Concern for public image 9. ) Concern for employees Revised Vision Statement Global leadership in offering the best food products enabling people to eat and live better. Explanation-This revised vision statement incorporates a vision for the Kraft Foods Inc. to become a global leader among its competitors-that is to be the number one.This statement shall encourage the whole organization of the corporation to think not only for the good but for the best. The corporation shall offer not only quality products but the best quality products helping their global market to live better through the consumption of their products. B. EXTERNAL ASSESSMENT 1. Competitive Profile Matrix (CPM) Table 1. Competitive Profile Matrix(CPM) for Kraft Foods Inc. Critical Success Factor | | | | | Rating | Rating | Rating | 1. Advertising| 3| 4| 2| 2. Financial Position| 3| 4| 2| 3. Global Expansion| 3| 4| 2| 4. Market Share| 3| 3| 2| . Product Diversity | 4| 4| 3| 6. Consumer Demands | 4| 3| 3| Average Rating | 20/6= 3. 33| 22/6= 3 . 67| 14/6= 2. 33| Note: 1=major weakness, 2=minor weakness, 3=minor strength, 4=major  strength The Competitive Profile Matrix shows  the relative strength of  Kraft Foods Inc. compared  to its competitors by using the critical success factors in  its industry. By identifying its strengths, we can also identify its relative weaknesses and address them to formulate effective strategies. Kraft Foods Inc. is relatively competitive in its industry, showing 3. 33 as its total score.The company has to improve on global strength, market share and attractiveness as an employer to improve on brand loyalty and customer retention. Its profit margin has a rating of 3 just like the other industry because it is considered as a minor strength for they all want to focus on their brand and customer satisfaction. 2. PESTLE Analysis The PESTLE analysis contains the analysis of Political, Economic, Social, Technological, Legal and Environmental environments of a country with reference to a  particular object. The PESTLE analysis of Kraft Foods Inc. is as follows: POLITICALThey support candidates who understand and appreciate the public policies that impact their  business, brands and employees. The company has started a political action committee called Kraftpac or Kraft Political Action Committee which makes  funding to state political parties, committees and candidates. ECONOMIC Kraft is making good earnings from its market involvements via  its products and brands. The company is delivering high quality earnings to  its shareholders despite the difficult economic environment. They are continuously investing in their brands and businesses to further  provide excellent product offerings to their customers.As a result of their investment strategies, the Kraft Foods is very well positioned to deliver sustainable top-tier  performance, with or without Cadbury (Kraft foods financial news, 2011). In 2008, Kraft Foods was once again named to the Dow Jones Sust ainability World Index and the Dow Jones Sustainability North America Index in recognition of the  company’s economic, environmental and social performance. SOCIAL The company took  initiative to improve the  living standards of more than 1 million farmers with effective partnerships with them.They  increased their cocoa and coffee purchase to further benefit their partner farmers. Kraft Foods reduced greenhouse gas emissions by 18% and water consumption by 30% since2005, as measured against total production. Furthermore, the  company improved the nutritional profile of more than 5,500  products during the last five years. They removed nearly 6. 5 million pounds (3  million kg) of salt from products in 2010 and helped to provide more than 1 billion servings of food since 1999 in the United States alone. TECHNOLOGICAL The company keeps consumer needs in  their minds  before designing their strategies.They adapt  and anticipate their needs in order to  mee t them efficiently. The company has employed SAP Net weaver technology platform to ensure effective information and business transformation strategy within all the business units (FBR, 2008). Kraft foods have established a hub and spoke model where a centrally led team focuses on the overall strategies, systems, enabling tools, networks and metrics. And, they have complemented that central team with R&D people the open innovation â€Å"technical scouts†? embedded in each  of Kraft's business units. LEGALThe company abides by the laws, rules, and regulations of the national as well as  international countries in order to sustain its  profitability and its business operations. Almost all of the activities of the company’s food operations outside of the United States are subject to local and national regulations similar to those applicable to Kraft Philippines  businesses and, in some cases,  international regulatory provisions, such as those of the European Uni on relating to labeling, packaging, food  content, pricing, marketing and advertising and related areas.ENVIRONMENTAL Kraft Foods has set an example  in the global industry by determining a push  to reduce the impact of its operations on the environment in the U. S. and  around the world. The company released  its CSR report in 2010 which stated its environmental goals agenda to reduce the effects of energy and the carbon dioxide emissions in food plants to the conservation of water and minimizing excess packaging. They are creating packaging that uses less material, weighs less and reduces impact  on landfills without compromising food safety or freshness.As part of their plan to  reduce our â€Å"carbon footprint,† Kraft foods are improving their energy efficiencies, using  less energy and finding new and cleaner sources of energy. Kraft Foods look for opportunities to reduce the use of water to  minimize the  impact of water discharge and even reuse wat er  in ways that help the environment and save money. Lastly they are not only focusing on creating less waste in the manufacturing process, they are also finding new and better  ways to reuse, treat and even put waste to work. 3. Porter’s Five Forces AnalysisBARGAINING POWER OF SUPPLIERS The food and beverage industry is quite high and competitive in nature. The  prices offered are usually competitive to  remain in the market. THE BARGAINING POWER OF BUYERS The buyers preferences changes with the passage of time and they are likely to switch to the seller who offers good  quality at  less price. Wal-Mart has played a  major  role in this case. It offers less priced goods to  attract the buyers ¶ attention. There is a significant opportunity for the buyers to  extract industry and firm profits. THE THREAT OF THE ENTRY OF NEW COMPETITORSThere are already so  many competitors present in the market that there are very less chances for the new comers to se t foot in and enjoy their share in the market. The existing companies have already spent  so much on their brands, quality and positioning that it will be difficult for the new comers to entice switching among consumers. RIVALRY AMONG ESTABLISHED COMPETITIONS Intense competition lies in the food and beverage industry. The main vehicle by which firms in the industry preserve market share  is through brand loyalty and diversification.In general, the products of these  firms are highly elastic with consumers weighing the tradeoff between price and quality between companies and products. Consumers in the industry have minimal switching costs and there is never the guarantee of brand loyalty. Therefore, the way these firms maintain market share is by providing  brand quality at an affordable price. Thus, there is some cooperation among  firms against the erosion of market share to  private label products. With all firms promoting brand quality, there are signals passed onto t he consumer that brand name products are superior  to private label products in quality and elegance.There have been restructurings and realignments at Kraft and at other companies in the industry in order to increase volume and profitability despite increasing input costs, sluggish top  line growth, margin contraction, and rising pension costs. THE THREAT OF SUBSTITUTE PRODUCTS OR SERVICES The consumers evaluate the quality of products and their prices with that of others to decide which product to  buy. The treat of substitutes is medium in this case. The  private label products, also referred to as  ? generic? products, pose a serious threat to industry and  firm profits. 4. Input Tools Table 2.External Factor Evaluation (EFE) Matrix for Kraft Foods Inc. Key External Factors| Opportunities| 1. Operates in many fast growing categories| 2. Growing demand for health and wellness products| 3. Decreased input costs [raw materials]| 4. Changing lifestyles. | 5. Increased tr ends of flavor enhancer for bottled water. | 6. Growth in the market overall. | 7. Cadbury acquisition provides new products. | Threats| 1. Increasing trend of dining out| 2. Health concerns| 3. Inflation [transportation]| 4. Unfavorable impact of foreign currency| 5. Customers switching to generic brands. | 6. Intense competition from Mars Inc. Nestle SA| C. INTERNAL ASSESSMENT 1. Internal Factor Evaluation (IFE) Matrix Table 3. Internal Factor Evaluation (IFE) Matrix for Kraft Foods Inc. Key Internal Threats | Strengths| 1. Strong R;D| 2 Increased organic revenues| 3. Availability| 4. Innovative advertising methods| 5. Diverse range of leading brands| 6. Focus on consumers| 7. Strong distribution network| 8. Strong brand image| 9. World’s second-largest food company| 10. 25% of global revenue from emerging markets| Weaknesses| 1. Difficulty in launching new brands| 2. Most of growth is dependent on acquisitions or expanding into new market. 3. Strong competition from Nestle , Hershey, etc. | 4. Poor performance of North-American segment| 2. Matching  Tools a. Strengths-Weaknesses-Opportunities-Threats (SWOT) Matrix   The  opportunities  and  threats  that  Kraft  Foods  Inc. possesses  are  now matched against its  strengths and  weaknesses by  using the SWOT matrix in order to generate appropriate strategies. Table 4. SWOT MATRIX for Kraft Foods Inc. 1| Strengths| SWOT MATRIX SWOT MATRIX | 1. Strong R;D| | 2. Increased organic revenues| | 3. Availability| | 4. Innovative advertising methods| | 5. Diverse range of leading brands| | 6.Focus on consumers| | 7. Strong Distribution network| | 8. Strong brand image| | 9. World’s second largest food company| | 10. 25% of global revenue from emerging markets| Opportunities| SO Strategies| 1. Operates in many fast growing categories| Focus on retailers and restaurants (O1,S1)Position itself as a healthy food producer (O4, S3, S8)Focus on ready to eat products (O4 S6)Promote r eady to drink beverages (O4, S5, S8)| 2. Growing demand for health and wellness products| | 3. Decreased input costs [raw materials]| | 4. Changing lifestyles. | | 5. Increased trends of flavor enhancer for bottled water. | 6. Growth in the market overall. | | 7. Cadbury acquisition provides new products. | | Threats| ST Strategies| 1. Increasing trend of dining out| Introduce low fat products (T3, S6)Outsource operations to cheaper logistics partners (T4, S7)| 2. Health concerns| | 3. Inflation [transportation]| | 4. Unfavorable impact of foreign currency| | 5. Customers switching to generic brands. | | 6. Intense competition from Mars Inc. , Nestle SA| | SWOT MATRIX SWOT MATRIX | Weaknesses| | 1. Difficulty in launching new brands| | 2. Most of growth is dependent on acquisitions or expanding into new market. | | 3.Strong competition from Nestle, Hershey, etc. | | 4. Poor performance of North-American segment| Opportunities | WO Strategies| 1. Operates in many fast growing categor ies| Look for divestiture in poor performing segmentsSell packaged coffees to cafes (W4, O1)  Ã‚  | 2. Growing demand for health and wellness products| | 3. Decreased input costs [raw materials]| | 4. Changing lifestyles. | | 5. Increased trends of flavor enhancer for bottled water. | | 6. Growth in the market overall. | | 7. Cadbury acquisition provides new products. | | Threats| WT Strategies| 1. Increasing trend of dining out| Launch a sub-brand (brand extension) for ealthier range of products(W3, T2)Market dependent; look into closing lower value markets and look to switch to higher value economies  Ã‚  Ã‚  Ã‚  Ã‚  | 2. Health concerns| | 3. Inflation [transportation]| | 4. Unfavorable impact of foreign currency| | 5. Customers switching to generic brands. | | 6. Intense competition from Mars Inc. , Nestle SA| | | | | | IP IP c. Boston Consulting Group (BCG) Matrix Division| Revenue (millions)| Percent Revneues| Profit (millions)| Percent Profit| Relative Market Share| Indus try Growth Rate (%)| Company| $ 42,201| 100%| $2,901| 100%| 0. 38| 6. 41%| In the BCG matrix, Kraft Foods Inc. ervices are presented and compared with industry’s growth rate. The percentage market share of Kraft Foods Inc. was computed as follows: (2010 Kraft Foods net sales/ 2010 industry total net sales) X 100%= $42,201/$111,507= 38% The percentage industry growth rate was obtained from the annual increase in revenues. Table 5. Boston Consulting Group (BCG) Matrix for Kraft Foods Inc. (Global Market Share) Relative market share in the industry (percentage) Relative market share in the industry (percentage) 1. 0 . 50 0. 0 2. . 50 0. 0 +20 0 20 +20 0 20 Industry Sales Growth Rate (Percentage) Industry Sales Growth Rate (Percentage) Question Marks I Question Marks I Stars II Stars II Dogs IV Dogs IV Cash Cows III Cash Cows III Kraft Foods belongs to Question Marks Group seen in Quadrant I, it remains to be competitive enough although its market share is not that high but its g rowth rate in industry is high enough to cover the market. In order to be on Stars the company must pursue an intensive strategy to strengthen the company and meet its goals in the industry. Table 6.Boston Consulting Group (BCG) Matrix for Kraft Foods Inc. (Domestic Market Share) Relative Market Share Position in the Industry Relative Market Share Position in the Industry 1. 0 . 500. 0 2. 0 . 500. 0 Industry Sales Growth Rate (Percentage) Industry Sales Growth Rate (Percentage) +20 0 -20 +20 0 -20 Question Marks I Question Marks I Stars II Stars II Dogs IV Dogs IV Cash Cows III Cash Cows III Kraft Foods belongs to Stars Group seen in Quadrant II, its market share is high and highly competitive in the industry, but because of fast growing market, Kraft is required to have a huge investments to maintain their lead.Division| Revenue (millions)| Percent Revneues| Profit (millions)| Percent Profit| Relative Market Share| Industry Growth Rate (%)| Company| $ 42,201| 100%| $ 2,901| 100%| 0 . 70| 6. 41%| The percentage market share of Kraft Foods Inc. was computed as follows: (2010 Kraft Foods net sales/ 2010 industry total net sales) X 100%= $42,201/$60,287= 70% The percentage industry growth rate was obtained from the annual increase in revenues. d. Internal-External (I/E) Matrix IFE Total Weighted Scores IFE Total Weighted Scores Table 7. Internal-External (I/E) Matrix for Kraft Foods Inc.Strong Average Weak Strong Average Weak 4. 0 High 3. 0 to 4. 0 3. 0 Medium 2. 0 to 2. 99 2. 0 Low 1. 0 to 1. 99 1. 0 4. 0 High 3. 0 to 4. 0 3. 0 Medium 2. 0 to 2. 99 2. 0 Low 2. 0 to 1. 99 1. 0 3. 0 to 4. 0 3. 0 2. 0 to 2. 99 2. 0 1. 0 to 1. 99 1. 0 3. 0 to 4. 0 3. 0 2. 0 to 2. 99 2. 0 1. 0 to 1. 99 1. 0 Grow and buildGrow and build I| 2. 57, 3. 14 2. 57, 3. 14 II | III| IV | Hold and Maintain Hold and Maintain V| VI| VII| VIII| Harvest or Divest Harvest or Divest IX| EFE Total Weighted Scores EFE Total Weighted Scores Division| Revenues (millions)| Percent Revenues| Profit (millio ns)| Percent Profit| IFE Scores| EFE Scores| Company| $ 42,201 | 100%| $ 2,901 | 100%| 2. 57| 3. 14| Kraft Foods Co. is in the Grow and Build position which means that its internal strengths are on the average and response to the external factors are on the above average.This means that Kraft can proceed in doing intensive and integrative strategies as suggested by the IE Matrix. e. Grand Strategy (GS) Matrix Rapid Market Growth Rapid Market Growth Table 8. GS Matrix for Kraft Foods Inc. Quadrant II| Quadrant I 1. Market Development 2. Market Penetration 3. Product Development 4. Forward Integration 5. Backward Integration 6. Horizontal Integration 7. Related Diversification| Quadrant III| Quadrant IV| Strong Competitive Position Strong Competitive Position Weak Competitive Position Weak Competitive Position Slow Market GrowthSlow Market Growth Kraft Foods Inc. falls under Quadrant I which is characterized by rapid market growth and strong competitive position. For Kraft Foods Inc. it would be best for them to continue their concentration on their current markets and strategies that would be best to use are market penetration and market development as suggested earlier in the other matrixes. If Kraft Foods is too heavily committed to a single product, then related diversification may reduce the risks associated with a narrow product line. g. Functional areas of the firm MarketingKraft's management performed an international consumer survey to determine if consumers were aware of the product quality and whether they were receptive to Kraft's product quality. After receiving a favorable survey response, KFI decided to produce an adaptive, revitalization, and business acquisition marketing campaign; tailored for specific foreign markets. An organization can make a creditable business case for product adaptation when the product modification develops into higher revenues and profits. Kraft's product brand managers developed ways and methods to revitalize existing food products to sell in foreign markets.The brand managers revisited products that were more than 35 years old and revitalized them by positioning the products as mild, hot, or spicy and microwavable. Consequently, product revitalization influenced consumer behaviors. Shortly after product revitalization, the initial response occurred when new customers became enticed by the repositioned products and younger consumers became interested in Kraft products. Finance At Kraft, cash is king When Kraft Foods needed to cut costs and free up cash, its supply chain organization rose to the challenge.Better inventory turnover played a leading role in boosting cash flow by 20 percent. If the company could make just the right amount of goods for a market and get them quickly into the hands of the consumer, it would speed up the cycle for converting products to cash. The relationship between inventory and cash flow put Kraft's supply chain organization front and center in the multiyear project. Research, Development ; Quality When it comes to bold thinking, Research, Development ; Quality is the place to be exciting new tastes. Packaging that extends the shelf life of our products – and is biodegradable.State-of-the-art machinery. That’s the kind of thing we’re aiming for. And what we come up with. Kraft Foods R;D Center At Kraft Foods, we have been focusing on inventing delicious foods and improving life quality. Thus we sincerely invite the best R;D staff and establish 6 R;D centers in world. All of our professional knowledge in nutrition and food safety allow us to accelerate product research and development, bringing the best technologies and products to benefit people all over the world. Kraft Foods Global R;D center located in Glenview, Illinois, has established professional labs for hemical and flavor analysis. We attract excellent R;D staffs and provide strong technique supports of product development for North America and other areas in global . We believe innovation is a journey. In 2010, Kraft Foods China launched a strong pipeline of innovative products including OREO Ice Cream Flavor and Mini-snack biscuits. Pacific Whole Grain is the first real whole grain biscuit on the market that has enjoyed great success among Chinese consumers. Production/operation Kraft Foods Inc. is a holding company, our principal source of funds is from our subsidiaries.Our wholly owned subsidiaries currently are not limited by long-term debt or other agreements in their ability to pay cash dividends or make other distributions with respect to their common stock. Reportable Segments We manage and report operating results through three geographic units: Kraft Foods North America, Kraft Foods Europe and Kraft Foods Developing Markets. We manage the operations of Kraft Foods North America and Kraft Foods Europe by product category, and we manage the operations of Kraft Foods Developing Markets by location. Our reportable segments are U. S. Beve rages, U. S. Cheese, U. S. Convenient Meals, U.S. Grocery, U. S. Snacks, Canada ; North America Foodservice, Kraft Foods Europe (formerly known as European Union) and Kraft Foods Developing Markets. †¢ We transitioned our European Biscuit, Chocolate, Coffee and Cheese categories to fully integrated business units, further strengthening our focus on these core categories. To ensure decisions are made faster and closer to our customers and consumers, each category is fully accountable for its financial results, including marketing, manufacturing and R;D. Category leadership, based in Zurich, Switzerland, reports to the Kraft Foods Europe President.These business units now comprise the Kraft Foods Europe segment. Information Systems Innovation can only happen if we’ve got the infrastructure to support it. And everything we do, every minute of the day, relies on having the right technology and information immediately available. Information Systems are the key. But they do mu ch more than just answer helpdesk calls and fix our computers. Information Systems also invent neat solutions to our technological problems, and work out what systems and equipment we need to support our ideas. Chapter III STRATEGY IMPLEMENTATION A. EXECUTIVE DECISION RESPONSIBILITIESKey decisions at Kraft are made by the following three organizations: †¢ Global Marketing and Category Development †¢ Commercial Units †¢ Functional Areas Global Marketing and Category Development is responsible for decisions on global category strategies, new product growth platforms and marketing excellence. Commercial Units are responsible for determining the marketing and sales programs that best meet the needs of local consumers and customers, with profit and loss responsibility for the results. Functional Areas are strongly aligned and linked to the Global Marketing ; Category Development group and the two commercial units.The functions are centers for excellence, with responsibilit y for identifying and sharing best practices and using Kraft’s global scale to best advantage. The leaders within these organizations all report directly to the CEO. The leaders are: †¢ Global Marketing and Category Development: – EVP, Global Marketing Resources ; Initiatives – EVP, Global Category Development †¢ Commercial Units: – President, North America Commercial – President, International Commercial †¢ Functional Areas: – EVP, Global Corporate Affairs – EVP ; Chief Financial Officer – EVP, Global Human Resources – EVP, General Counsel ; Corporate Secretary EVP, Global Strategy ; Business Development – EVP ; Chief Information Officer – EVP, Global Technology ; Quality – EVP, Global Supply Chai B. EXECUTIVE DEVELOPMENT ; SUCCESSION †¢ Executive development at Kraft takes place on the job. Unlike other companies where executive development takes place in an academic setting, Kr aft creates management opportunities on the job for its employees. †¢ Beginning even with their earliest assignments, young managers are expected to demonstrate an ability to carry responsibility and sophisticated thinking that’s usually reserved for top tier executives at other companies. As managers ascend the ranks, Kraft encourages them to develop leadership skills such as creativity, the power to persuade and influence, and the willingness to take risks. †¢ Kraft gives its young managers broad authority that helps to challenge themselves and spur their leadership skills. †¢ Each function within Kraft has an Advancement Planning Policy in place. This policy provides the guidelines for identifying replacements for executives. Generally, there are two to three potential replacements already identified for any executive in case he or she leaves the company.C. INSIDER’S VIEW ON KRAFT CULTURE †¢ Insiders have commented that Kraft is very diverse and that they have many qualified minorities in management positions. †¢ Even though working at Kraft is stressful, insiders have commented that many people enjoy working there. †¢ However, insiders have also commented that morale is low due to layoffs and the resultant heavy workloads on the remaining employees. There have also been comments made that employees from acquired companies suffer from low morale because of difficulty in adjusting to Kraft culture.Chapter IV STRATEGY EVALUATION Table 8. Balance Scorecard for Kraft Foods Inc. GOALS| STRATEGIES| MEASURES| TIME COMPLETION| Customer Perspective| | | | Provide quality products for all customers| Product Development| Developing quality products such as low fat and less cholesterol| Immediately after 2013| Internal Business Process| | | | More efficient internal control| Semi-centralization of the organization| A main branch per areas which controls other branches| 4th quarter 2007-2008| Financial perspective| | | |Attain ment of 2011, 2012, and 2013 revenue target| Having a large share in the global economy| Using effective marketing and extensive product developmentCutting cost if possible| 3rd quarter 2013| Learning and growth| | | | Increase industry awareness regarding service in other country. Development of intensive training program for human resources| Intensify marketing promotionsOffering seminars that will enhance skills in communicating and decision-making| Use the partner company’s expertise regarding the marketability of the countryIncrease of effectiveness and efficiency of skill performance| 2nd -3rd quarter 2014Immediately after 2013|As an evaluation tool, the balanced scorecard shows the various selected key strategies on aspects of consumer perspective, interval business processes, financial perspective and learning growth. A set of quantitative measures has been enumerated for each strategy to enable the company to monitor progress or strategy attainment on a regular basis and review whether these need to be changed or revised SUMMARY Kraft Foods remains to be competitive enough although its global market share is not that high but its growth rate in industry is high enough to cover the market.The company must pursue an intensive strategy to strengthen the company and meet its goals in the industry. Its domestic market share is high and highly competitive in the industry, but because of fast growing market, Kraft is required to have a huge investment to maintain their lead. Kraft Foods Co. internal strengths are on the average and response to the external factors are on the above average. This means that Kraft can proceed in doing intensive and integrative strategies as suggested by the I/E Matrix. For Kraft Foods Inc. t would be best for them to continue their concentration on their current markets and strategies that would be best to use are market penetration and market development as suggested earlier in the other matrixes. If Kraft Foods is too heavily committed to a single product, then related diversification may reduce the risks associated with a narrow product line. CONCLUSION Food industry is one of the fast growing industries ever since it started to appear  in the global market. United States is the home where leading food companies are  principally  located.Indeed  the  advance  technological  adaptation  in  this country led the food industry to become innovative and more eager to develop new products as time goes by. The challenge in this industry is the tough competition of the various companies belonging in the same industry. On how they could penetrate the market and what would be their advantage over their  competitor. Kraft Foods is one of the companies belonging in this category. It can achieve its leadership and growth by doing intensive promotion and management of its existing clients and venturing other countries to promote business. RECOMMENDATONSRECOMMENDED REVISE ORGANIZATIONAL STR UCTURE. The organizational structure of the company is fully a centralized one. It is only compose of the top executives of the company. We suggest the that company develop a line and staff structure wherein the middle and lower level of the organization is seen and have a direct communication in terms of decision making and finding solutions to the problems both on top to lower level management. RECOMMENDED STRATEGIES Upon the using the matrixes presented, the following are the recommended strategies that Kraft Foods Inc. should use. Market Penetration Increase advertising expenditures and specifically target the household population. †¢Offer extensive sales promotion during peak season and creating bonus packages. †¢Decrease the cost of the product if it would be possible so that buyers will be attracted to patronize it. Product Development †¢Develop  products  containing  low  fat  and  calories  for  those  healthconscious individuals. †¢Dev elop  confectionary  products  that  are  sugar  free  to  attract  retiringindividuals. †¢Package products that are inter-related †¢Improve technological systems, especially the  online  shopping  center for  mothers at home.BIBLIOGRAPHY http://www. kraftfoodscompany. com/SiteCollectionDocuments/pdf/KFT_RDQ_Innovatio n_Investments_FactSheet. pdf http://www. kraftfoodscompany. com http://www. Kraft. com http://www. Kraft's Cadbury Deal May Force Cocoa Consolidation, Moneynews. com http://www. scribd. com/doc/77538204/Kraft-Matrixes http://www. management480. wikispaces. com/file/view/Kraft. ppt http://www. mondelezinternational. com/ph/en/home/index. aspx CURRICULUM VITAE JENEVA V. VICENTE Rizal East, San Isidro, Isabela Mobile No. 09358723111 ————————————————- EDUCATIONAL BACKGROUND: TERTIARYBS in Business Administration Major in Manage ment Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYSan Isidro National High School San Isidro, Isabela S. Y. 2008-2009 * PRIMARYSan Isidro West Central School San Isidro, Isabela S. Y. 2004-2005 PERSONAL DATA: Date of Birth:March 9, 1993 Age:19 Civil Status:Single Gender:Female Height:5’ Weight:45 kgs. Religion:Pentecostal Christian Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Jeneva V.Vicente JOANA MARIE S. MARQUEZ Mabini,Alicia, Isabela Mobile No. 09267907457 ————————————————- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYAlicia National High School Paddad, Alicia, Isabela S. Y. 2008-2009 * PRIMARYMabini Elementary School Mabini, Alicia, Isabela S. Y. 2004-2005 PERSONAL DATA: Date of Birth:March 30, 1993 Age:19 Civil Status:Single Gender:Female Height:5’1 Weight:48 kgs. Religion:Roman Catholic Nationality:FilipinoLanguage Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Joana Marie S. Marquez Reila A. Abenojar Rizal East, San Isidro, Isabela Mobile No. 09358194873 ————————————————- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYSan Isidro National High School San Isidro, Isabela S. Y. 2006-2007 * PRIMARYSan Isidro West Central School San Isidro, Isabela S. Y. 2002-2003 PERSONAL DATA:Date of Birth:July 20, 1990 Age:22 Civil Status:Sing le Gender:Female Height:5’ Weight:40 kgs. Religion:Methodist Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Reila A. Abenojar Angela V. Almolanida San Fabian, Echague, Isabela Mobile No. 09068334307 ————————————————- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYEchague National High SchoolSan Fabian, Echague, Isabela S. Y. 2008-2009 * PRIMARYBanaba Elementary School Banaba, Dapdap, Bamban, Tarlac S. Y. 2004-2005 PERSONAL DATA: Date of Birth:October 21, 1992 Age:19 Civil Status:Single Gender:Female Height:5’2 Weight:40 kgs. Religion:Roman Catholic Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Angela Almolanida Joylyn M. Adop Catabban, Burgos, Isabela Mobile No. 09359504631 ————————————————- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business AdministrationMajor in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYDona Aurora National High School Sta. Rita, Aurora, Isabela S. Y. 2008-2009 * PRIMARYCatabban Elementary School Catabban, Burgos, Isabela S. Y. 2004-2005 PERSONAL DATA: Date of Birth:February 22, 1993 Age:19 Civil Status:Single Gender:Female Height:5’3† Weight:48 kgs. Religion:Born Again Christian Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Joylyn M. Adop Gaymarie A. FelipeBagong Tanza, Aurora, I sabela Mobile No. 09359029090 ————————————————- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYDona Aurora National High School Sta. Rita, Aurora, Isabela S. Y. 2008-2009 * PRIMARYBagong Tanza Elementary School Bagong Tanza, Aurora, Isabela S. Y. 2004-2005 PERSONAL DATA: Date of Birth:September 26, 1992 Age:20 Civil Status:Single Gender:Female Height:5’4† Weight:58 kgs. Religion:Latter-Day Saints Nationality:FilipinoLanguage Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Gaymarie A. Felipe Ryan A. Darang Silauan Sur, Echague, Isabela Mobile No. 09352083261 ————————————â €”———- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYEchague National High School San Fabian, Echague, Isabela S. Y. 2008-2009 * PRIMARYEchague West Central School San Fabian, Echague, Isabela S. Y. 2004-2005PERSONAL DATA: Date of Birth:November 23, 1992 Age:19 Civil Status:Single Gender:Female Height:5’6† Weight:55 kgs. Religion:Born Again Christian Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Ryan A. Darang Vic Rodriguez Catabban, Burgos, Isabela Mobile No. 09359504631 ————————————————- EDUCATIONAL BACKGROUND: * TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela SECONDARYDona Aurora National High School Sta. Rita, Aurora, Isabela S. Y. 2008-2009 * PRIMARYCatabban Elementary School Catabban, Burgos, Isabela S. Y. 2004-2005 PERSONAL DATA: Date of Birth:February 22, 1993 Age:19 Civil Status:Single Gender:Female Height:5’3† Weight:48 kgs. Religion:Pentecostal Christian Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Vic Rodriguez Fernando Ramos Catabban, Burgos, Isabela Mobile No. 09359504631 ————————————————- EDUCATIONAL BACKGROUND: TERTIARYBS in Business Administration Major in Management Accounting Isabela State University – Echague San Fabian, Echague, Isabela * SECONDARYDona Aurora National High School Sta. Rita, Aurora, Isabela S. Y. 2008-2009 * PRIMARYCatabban Elementary School Catabban, Burgos, Isabela S. Y. 2004-2005 PERSONAL DATA: Date of Birth:February 22, 1993 Age:19 Civil Status:Single Gender:Female Height:5’3† Weight:48 kgs. Religion:Pentecostal Christian Nationality:Filipino Language Spoken:Tagalog, English I hereby certify that the above information is true and correct to the best of my knowledge and belief. Fernando Ramos