Running head WEEK 3 ASSIGNMENT 1 1WEEK 3 ASSIGMENT 12We.docx
- 1. Running head: WEEK 3 ASSIGNMENT 1 1 WEEK 3 ASSIGMENT 1 2 Week 3 Assignment 1 Strayer University BUS499 Business Administration Capstone Dr. Grizzell 01/20/2019 April Monk Introduction The Nike company is a giant multinational company whose mission is to produce and market footwear together with other accessories. Additionally, the company offers services and sells other equipment. the company is affected by both external and internal factors. Given that the company is a leading supplier in athletic apparel and footwear, it records huge revenues. The company was listed in 2018 as number 89 in the Fortune 500 category of giant companies in the United States. The list is based on how much revenue a corporation makes. Nike is the most expensive sportswear company with a net worth of approximately $29.6 billion as at 2018.the corporation supplies sportswear worldwide. additionally, the company has embraced technology which ensures that it maintains its sales. The company has more than 74,400 employees worldwide. Although the company makes huge profits, application of industrial-based model and resource-based model can increase returns to above average. The company’s vision and mission contribute to its success (Nike, 2010). Globalization Change in global trends has hugely affected the Nike
- 2. Corporation. The company has opened a total of 45 offices all over the world excluding offices located in the United States. The company has spread it tentacles to other continents becoming a member of almost all sport events. Nike products are distributed through the contracted shops spread all over the world. In total, the company has 700 shops outside United States. Globalization has expanded the company’s net worth by increasing sales. This ensures that the company is able to compete with other similar sportswear firms. The company is able to reach its customers all over the world due to its marketing designs. Nike has embraced globalization as a marketing strategy and this ensures that its products reach all potential customers. additionally, the company has entered into marketing agreements with global marketing companies such as Amazon and Sweatshops. Globalization has also affected the way this company undertakes its advertisement campaign. The company has now embraced global trends of advertisement such as celebrities and international athletic teams. The company has also entered into official contracts with major leagues such as the National Basketball Association (NBA) to become their official uniform supplier. Technology Nike has incorporated new technology in its production process. The company applies new and innovative technology in manufacturing, marketing and customer services. The company was among the first global corporations to adopt marketing using the internet, managing its operations and communications via email technology and applying advanced communication technologies such as Broadcast. Application of such technologies in marketing has been instrumental in increasing sales. Through internet marketing the company is able to advertise its brand to potential customers. This advertising model has also increased the number of purchases since willing buyers can shop online. The company’s products can be located and purchased online. The company’s embrace of online
- 3. shopping is an integral factor in the evident growth in Nike brand and increased customer satisfaction. The manufacturing process at Nike adopts new technology. Most of the merchandize are in line with global trends such as incorporation of footwear with Bluetooth. The company also produces products which can be incorporated with a chip that efficiently controls numerous functions. The products are incorporated with new technology such that the new features allow users to perform less functions. The company simply makes it easier to enjoy sports while ensuring that the products control user functionality. Embracing such technology has led to more individuals preferring Nike products. This has eventually led to growth in customer base thereby increasing Nike’s revenue. Industrial-Based Model The company strategic actions are influenced by external factors. These are the factors outside the company which directly affect the company’s operations. Nike company is highly influenced by its customers. This is the biggest external factor affecting this company. The company should come up with new methods of improving customer satisfaction while ensuring that it attracts more customers. This can be achieved through an intensive social media campaign advertising its brand and attracting potential customers. The company also operates in different countries thus it is highly affected by different governmental policies. Nike should understand government policies in different countries to ensure easy ways of doing business. The company can also fund some government projects to improve their marketing strategy in those specific countries. Nike faces huge competition from similar companies such as Adidas. The company has embraced new technology to improve customer satisfaction. The decision-makers in the firms also ensure that all their designs are such that they improve the corporation’s social and financial position. Resource-Based Model
- 4. The resource-based model is purposed to look into how a company can apply its resources and other internal factors so as to increase returns to above average (Scott, 2016). The model is founded on the idea that the company’s strategies are based on its resources and unique features. additionally, the model assumes that each company has in the past been involved in developing unique capabilities and resources which improve its ability to compete with other similar corporations. Nike company should employ individuals with unique skills and knowledge which embrace new innovations to increase competitiveness. The company has numerous resources in terms of finances, productions lines, management and human resource. Nike should use this specialized resources within its internal environment to increase production. The company should also contract more firms in its manufacturing and marketing strategy. Vision Nike’s vision is an important ingredient to its success. The vision is an exact representation of the fact that the company is a giant athletic sportswear company. Nike’s vision statement is “to remain the most authentic, connected, and distinctive brand (Nike, 2010).” Nike works around this vision with its major aim being to continuously grow its brand. The company’s vision has particular words which shift focus towards brand development. This statement poses the idea that Nike’s brand is already authentic and relevant to the customer needs. The company also poses to continue producing better products. This has catapulted Nike into increasing sales since customers are satisfied with its products. The vision statement is central to Nike’s marketing strategy. Mission The mission statement is important in ensuring that a company competes well and increases its global reach. Nike’s mission statement is, “to bring inspiration and innovation to every
- 5. athlete in the world (Nike, 2010).” the company attracts individuals into buying its products by positing that every human being is an athlete. The company’s mission is aimed at ensuring that individuals are interested in athletics by inspiring and creative innovative products. This mission statement is pivotal increasing growth and competition. Nike’s mission is designed to target every individual as a potential customer Stakeholders Company stakeholders determine the level of success. These individuals are instrumental in supporting the company’s new and existing policies. Nike’s stakeholders include investors, management and employees. These individuals act in ways which favor the growth and development of the company’s brand (Abiodun, 2010). The stakeholders are also integral in managing Nik’s resources, marketing finished products and advertising their Barns. The success in the production process and marketing is directly proportional to the actions of stakeholders.References Abiodun, A. (2010). Interface between corporate vision,mission and production and operations management. Global Journal of Management and Business, 10(2), 18-22. Nike. (2010, May 23). Nice Inc'.s Website. Retrieved from NIKE: http://www.nike.org Scott, J. (2016). Empowering your teams will help you successfully implement your corporate vision. Strategic Finance, 12-13. GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate:
- 6. Grade Level: Date: Unit/Subject: Instructional Plan Title <Name> Kindergarten <Date> Science Weather Unit I. Planning Lesson summary and focus: Pupils will learn the four seasons using four adjectives matching with the season and picture cards. They will as well use the online thermometer to demonstrate the changes in temperature linking to the adjective word cards. Classroom and student factors: All pupils are physically and mentally fit. As such, there will be no use of special programs such as IEPs, 504s, and ELLs. In case we had some cases of physical or mental instability among the pupils, we would consider using the programs because they would help in the learning of these pupils as well as their assessment to ensure, thus, ensuring equity and equality in the lesson for all kids. National / State Learning Standards: Pennsylvania Standard - S.K-2.D.2.1.1 Pennsylvania Standard - CC.1.5.K.B Specific learning target(s) / objectives: Students should be able name the four seasons. Students should be able to identify and name four adjectives for temperature. That is, cool, cold, warm, and hot. Students should be able to match adjectives with the matching seasons (hot=summer). Teaching notes: Within the unit of study, this lesson falls under people and their environment.
- 7. Agenda: Start with introducing the four seasons using picture cards to illustrate their differences. Initiate the brainstorming process by asking the students the differences they see on the cards (10-15 Minutes). Then, introduce the four adjectives associates with the seasons (cold, cool, warm, hot). Check the differences on the online thermometer. Let students read flashcards with the adjectives (10 minutes). Afterward, have the pupils match the equivalent word cards with the correct temperature (5 minutes). Finally let them match the equivalent word card with the correct season card (5 minutes). Formative assessment: Questioning will be used for assessment. Once the four seasons have been introduced, the first assessment will be having the pupils hold up the coordinating cards to match thermometer changes using the website and projector. . Another assessment will occur at the end of the lesson to collect what the kids would have learned. The students will hold up the matching adjective word card telling what the season is. Academic Language: Key vocabulary: Weather and climate are the main content-specific words in this lesson. Use simple language (English) as opposed to the supposed environmental language. Thus, simplify the terms in the normal talking language of the students Function: With this language, you are able to maximize the understanding and appreciation of the kids of the lesson. The students will demonstrate understanding by correctly identifying features of weather and climate such moon rainy and sunny days and moon phases respectively Form: Describe thestructures or ways of organizing language to serve a particular function within each subject area. What kinds of
- 8. structures will you implement so that your students might demonstrate their depth of understanding? Instructional Materials, Equipment and Technology: Computer for putting pictures of fall, spring, winter and summer onto the projector Four adjective word cards (cold, cool, warm and hot) per student. Use the internet website http://www.mathsisfun.com/measure/thermometer.html Have a projector have the website onto the smart board. Utilize the board to move the thermometer up and down so the students can use their word cards to match the temperature. Grouping: Identify grouping strategies that will support your students’ learning needs. II. Instruction A. Opening Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation 1. Introduce the four seasons. Tell the kids there are four of
- 9. them in a year. Show them pictures of the seasons like of the “winter” and ask questions like, “What do you see in the photograph?” to initiate the brainstorming process. Then show them the spring word card and have them read and say it loudly. Do the same for the remaining seasons. 2. Present the adjectives cold, cool, warm, and hot. Use the word cards to have the students read and say aloud the adjectives on the card. Open the thermometer website on the smart board. Using the online thermometer at http://www.mathsisfun.com/measure/thermometer.html to show how each adjective relates to the thermometer. 3. He the Paraprofessional distribute cards for each four adjective to every student. Using the four cards, ask students to hold up the correct card that goes with the thermometer change. 4. Paraprofessional will place the spring picture card up on the board. Ask the students “What is the temperature this season?” and have students answer “It is…” and hold up the corresponding adjective word card. Repeat for the next three seasons. Paraprofessional to collect word cards from the students. 1. Look at the picture of spring and describe what they see when asked what they see in the picture. Have them read the spring word card and say it out loud. Repeat for the next three seasons. 2. Look at the cards for the adjectives and read the card and say it out loud. 3. Hold up the correct card that goes with the thermometer change. 4. Answer the teacher out loud by saying “It is…” and holding up the correct word card. 1. The question allows every child to come up with its own answer but does not require a higher-level of thinking. Using pictures will keep students interest and motivated. 2. Allowing children to speak aloud and participate together, as well as using one-syllable words and giving them enough time
- 10. to give the answer. 3. Using the online thermometer is great for keeping students interest and aids toward visual learners. 4 Giving the students 4 options and a picture to help achieve the right answer. It allows for students to take their time getting the answer and the teacher can visually see if one seasons is harder than others. The use of cards allows for students who may not even be able to say the words, hold up their card and be participating. The pictures allow the students to visually see what the subject is. III. ASSESSMENT Summative Assessment: N/A Differentiation: N/A Closure: Students will present presentations of what they have learned in the lesson to the class according to the course outline. The closure questions will include how have are you better now in understanding seasons as compared to how you were before we started the lesson? In practical, they will go out and try to feel if the seasons are hot, warm, cool or cold as they learned or not. Homework: Drawing the sun in the four seasons. Describing the sky in the four seasons. Listing the features and characteristics of the four feature and finding out the dressing codes of each season. The tasks are both drill and skill-practice-based as they seek to familiarize students with the four seasons and make them specialists in identifying them and adjusting to them. Page 3 of 3
- 11. GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. Planning Lesson summary and focus: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Classroom and student factors: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non- labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Learning Standards: Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text. Specific learning target(s) / objectives: Specify exactly what the students will be able to do after the standards-based lesson. Teaching notes: Clarify where this lesson falls within a unit of study. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Formative assessment:
- 12. Identify the process and how you will measure the progress toward mastery of learning target(s). Academic Language: Key vocabulary: Include thecontent-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Function: Clarifythe purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe thestructures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? Instructional Materials, Equipment and Technology: List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Grouping: Identify grouping strategies that will support your students’ learning needs. II. Instruction
- 13. A. Opening Prior knowledge connection: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Anticipatory set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do?
- 14. III. ASSESSMENT Summative Assessment: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Closure: Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Homework: Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 1 of 2 1 6
- 15. Week 6 Assignment 2 Student Full Name Strayer University BUS499 Business Administration Capstone Dr. Grizzell Date Everything in Blue should be deleted Due Week 6 and worth 125 points Using the corporation you chose from Assignment 1, examine its industry. Research the company on its own Website, the public filings on the Securities and Exchange Commission EDGAR database (http://www.sec.gov/edgar.shtml), in the University's online databases, and any other sources you can find. The annual report will often provide insights that can help address some of these questions. NOTE: Be sure to read Chapters 1-3 in the course textbook and complete the LEARN E-Activities for Weeks 1-3 as they set the foundation to this assignment. Be sure to cite your sources! Begin your paper on Page 2 by writing a four page paper (does not include Title or Reference pages) in which you: Week 6 Assignment 2 Write your introduction here: It should be one (1) good paragraph (not more than 1 paragraph) to introduce the reader to your topic and it should explain in detail what your paper will be discussing. Much of your introduction may be taken from the assignment itself (in your own words). Read the scenario to get a feel for what the paper is about and explain what your paper will be discussing – so be sure to review the Assignment instructions AND Rubric for understanding. Finally, please ask
- 16. me any questions about this assignment. General Environment Choose the two (2) segments of the general environment that would rank highest in their influence on the corporation you chose. Assess how these segments affect the corporation you chose and the industry in which it operates (for background, be sure to research and explain the industry in which it operates. You could also define the general environment (cite your sources) and could explain the segments you chose using the textbook/Learn). Read Chapter 2 in the course text book. Review the Week 2 Learn video/Lecture for supporting content. (cite your sources) Five Forces of Competition Considering the five (5) forces (model) of competition, briefly explain why these are important to a firm. Item 1 Choose one (1) of the five (5) forces (model) of competition that you estimate is the most significant for the corporation you chose (it would help to define your choice from the textbook). Read Chapter 2 in the course text book and review the Week 1 Learn video Lecture for supporting content. A side note, the five (5) forces of competition is the same as “Porters 5 Forces of Competition. (cite your sources) Item 2 Choose another one (1) of the five (5) forces (model) of competition that you estimate is the most significant for the corporation you chose (it would help to define your choice from the textbook). Read Chapter 2 in the course text book and review the Week 1 Learn video Lecture for supporting content. A side note, the five (5) forces of competition is the same as “Porters 5 Forces of Competition. (cite your sources) Evaluation
- 17. Evaluate how well the company has addressed these two (2) forces in the recent past. This will require some research. Future Improvements With the same two (2) forces in mind, predict what the company might do to improve its ability to address these forces in the near future. Read Chapter 1 in the course text book as each chapter it provides a solid background and clues on this model that apply to this section. Review the Week 1 Learn video Lecture for supporting content. (cite your sources) External Threats and Opportunities Assess the external threats affecting this corporation and the opportunities available to the corporation. Read Chapter 2 in the course text book as it provides a solid background and clues for this section. Review the Week 2 Learn video/Lecture for supporting content. (cite your sources) Threats and Opportunities Strategies Give your opinions on how the corporation should deal with the most serious threat and the greatest opportunity. Consider that Threats and Opportunities are External in origin (hint: external environments). Justify your answer. Read Chapter 2 in the course text book as it provides a solid background and clues for this section. Review the Week 2 Learn video/Lecture for supporting content. (cite your sources) Strengths and Weaknesses Give your opinion on the corporation's greatest strengths and most significant weaknesses. Consider that Strengths and Weaknesses are Internal in origin (hint: Internal environments). Read Chapter 2 and 3 in the course text book as it provides a solid background and clues for this section. Review the Week 2 and Week 3 Learn video/Lecture for supporting content. (cite your sources) Strategy Choose the strategy or tactic the corporation should select to
- 18. take maximum advantage of its strengths, and the strategy or tactic the corporation should select to fix its most significant weakness. Justify your choices. Read Chapter 2 and 3 in the course text book as it provides a solid background and clues for this section. Review the Week 2 and Week 3 Learn video/Lecture for supporting content. (cite your sources) Resources, Capabilities, and Core Competencies Determine the company's resources, capabilities, and core competencies. Read Chapter 3 in the course text book as it provides a solid background and clues on mission that apply to this section. Review the Week 2 Learn video/Lecture for supporting content. (cite your sources) Sources Use at least three (3) quality references, one of which should be the course text book. Note: Wikipedia and other Websites do not quality as academic resources. Your assignment must follow these formatting requirements: List your reference here. The reference page must include all of the references you used, listed in. All references listed here must be used (cited) in your paper. After deleting the blue fonts in this template, make sure your original writing is turned to a black font. Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills. You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills. The specific course learning outcomes associated with this assignment are: · Identify how the six segments of the general environment affect an industry and its firms. · Identify the five forces of competition.
- 19. · Analyze the external environment for opportunities and threats that impact the firm. · Analyze the internal environment of a company for strengths and weaknesses that impact the firm's competitiveness. · Use technology and information resources to research issues in business administration. · Write clearly and concisely about business administration using proper writing mechanics. NOTE: Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources (other websites) to support what you have written in your own words.