Case Study – Nike: Spreading Out to Stay Together

Case Study: Amazon: Nike: Spreading Out to Stay Together Nike, Inc. is an American  multinational corporation  that is engaged in the design, development and worldwide marketing and selling of footwear, apparel, equipment, accessories and services. The company is headquartered near  Beaverton, Oregon, in the  Portland metropolitan area. It is the world's leading supplier of  athletic shoes  and  apparel  and a major manufacturer of  sports equipment, with revenue in excess of US$24. 1  billion in its fiscal year 2012 (ending May 31, 2012). As of 2012, it employed more than 44,000 people worldwide. The brand alone is valued at $10. Billion making it the most valuable brand among sports businesses. Nike and  Precision Castparts  are the only  Fortune 500  companies headquartered in the state of Oregon, according to  The Oregonian. The company was founded on January 25, 1964 as  Blue Ribbon Sports  by  Bill Bowerman  and  Phil Knight,  and offic ially became Nike, Inc. on May 30, 1978. The company takes its name from  Nike  the Greek goddess of victory. Nike markets its products under its own brand, as well as Nike Golf, Nike Pro,  Nike+,  Air Jordan,  Nike Skateboarding, and subsidiaries including  Cole Haan,  Hurley International,  Umbro  and  Converse.Nike also owned Bauer Hockey (later renamed  Nike Bauer) between 1995 and 2008. In addition to manufacturing sportswear and equipment, the company operates retail stores under the Niketown name. Nike sponsors many high-profile athletes and sports teams around the world, with the highly recognized trademarks of â€Å"Just Do It† and the  Swooshlogo. Discussion Questions: 1. When Nike CEO Phil Knight stepped down and handed his job to Bill Perez, he stayed on as chairman of the board. In what ways could Knight’s continued presence on the board have created an informal structure that prevented Perez from achieving full and complete leaders hip of Nike?Answer: Informal structures are the shadow organization that represents the actual working and communication relationships that may not resemble the formal organizational chart. When knight remained on the board, old communication relationships may have survived his departure from the CEO position, cutting Perez off from valuable information. Knight’s access to the informal communication network may have worked to spread rumors to Knight and back down the communication chain. These rumors may have contained inaccurate information, caused resistance to change and distracted members from their work.This may have reinforced Perez’s position as an outsider. 2. How can Nike utilize both traditional and newer organization structures to support the firm’s heavy strategic commitment to outsourcing? Answer: Network structures use information technology (IT) to link with networks of outside suppliers and service contractors. This outlines Nike’s efforts to outsource many nonexecutive responsibilities to reduce overhead. In addition to outsourcing production, the research and marketing business centers listed in the case could be part of a network structure.Other functions may include design, advertising, licensing, compliance sports and entertainment marketing. 3. Given the problems Nike has had with sweatshop labour being used in some of its foreign contractors, are there subsystems of the firm that need to be run with a mechanistic rather than organic design? Give examples to support your answer. Answers: Mechanistic designs are highly centralized and bureaucratic with an emphasis on command and control. This might suggest that mechanistic designs are appropriate for manufacturing in foreign countries.Organic designs are adaptive, decentralized and tend to respond to change more quickly. This would probably be a good fit for an organization that has far flung operations in different countries with different cultures that try to respond to rapidly changing technology, fashion, customer demands and economic conditions. Nike’s manufacturing subsystem should be run with mechanistic rather than organic so as to protect the image brand and its original designs. The design should be utmost unique and further differentiated, not conforming to culture.Design is could be one competitive advantage so it is important that the manufacturing of the products are conformed to the original ideas of the maker, uninfluenced by any other factors involved in its manufacturing process. Example of this idea is the use of differentiation strategy of companies to gain competitive advantage. 4. Further Research—Gather information on Nike’s recent moves and accomplishments, and those of its rival Adidas. Are both firms following the same strategies and using the same structures to support them? Or, is one doing something quite different from the other?Based on what you learn, what do you predict for the future? Will Nike stay on top, or is Adidas the next industry leader? The advertising strategy differs from company to company. Generally, Nike believes in spending 5-7% of its revenues in advertising and endorsement. Nike has planned to spend $4. 2 Billion until 2014 for endorsements alone. With the huge size of Nike, it is tough for other companies to allocate a big amount for their marketing expenses. Moreover, Nike has always an edge when it comes to advertising and marketing. The table below shows the advertising strategy for the major players in the industry.Company| Strategy| Nike| * Endorsing Athletes * Sponsoring Sports events * City based advertisements * Banners ; Billboards * Themes on bringing inspiration and innovation to every athlete in world| Adidas, Reebok| * Sponsoring Sports events * Endorsing Athletes * Themes on improving performance of every athlete in the world | Puma| * Mixing influence of sports, lifestyle ; fashion * Puma concept retail stores * Puma fashion shows * New stuff advertising campaigns * Building seasonal momentum during holiday seasons| Other companies| * Minimal or less advertising based on stores|Nike has invested a lot so far in developing a premium brand that implies high quality and care for the customer. Nike has a wide range of products ranging from athletics to life style and also in different price ranges. Therefore, it is always a challenge to fight against brand dilution within Nike. The following gives an idea of the customer’s perception of the brands. Company| Branding message and strategy| Nike| Athletic, Influential, Outgoing, Aggressive, hi tech, futuristic, retro cool American way of living Associated with Athletes at top of their sportTo bring inspiration and innovation to every athlete in world| Adidas, Reebok| Clear, orderly, Practical, hi tech, Sophisticated, Sincere Conservative European style To improve performance of every athlete in the world Associated with elite soccer players/teams, NBA stars, Hip hop artists| Puma| Elegant, colorful, fresh, spontaneous, individual, metropolitan, international Mixing influence of sports, lifestyle ; fashion Fashion brand, performance ; casual footwear, fringe, extreme sports| Other companies| Based on their product lines. Generally not a strong brand message|In general, Nike’s shoes are associated to be of high quality and stylish. Reebok’s are comfortable and casual, and the Adidas brand boasts superior performance and is â€Å"perceived as a professional, technically orientated brand with strong European roots. Nike fields some of the best in class technological practices and has a few patents to its credit. Nike emphasizes on these and has developed a lot of new products with use of high technology and sophistication. An example of that is the microprocessor shoe to give great experience and comfort to the customer.However, Adidas is also working on high tech innovations to provide high quality shoes. Lately, Adidas and Nike have been doing entertainment based marketing campaign by forming alliances with technology/entertainment companies. Nike had an alliance with Apple to sell Nike shoes with Apple iPods while Adidas tied up with Microsoft to sell Adidas goods with Microsoft Xbox gaming systems. So far the success of these alliances is yet to be quantified. Nike follows a 100% outsourcing strategy. Most competitors follow the outsourcing strategy.Exceptions to this are New Balance and other smaller players. New Balance claims that 75% of its production is from the US and other small companies produce in the US as well. In general, Nike might still be the industry leader if it compensates its weaknesses in organizational structures with different strategies such as focusing on innovation and development, following differentiation and pricing-based strategies, and investing on sustainability research. References: http://www. nike. com/ph http://en. wikipedia. org/wiki/Nike,_Inc. http://www. scribd . com/doc/91701683/Case-Study

Are Marketers Responsible for the Use of Harmful Products in Society? Essay

Mattel Toys is currently in the process of withdrawing millions of toys released in the market following disclosures that the toys have substantially high elements of lead in their paint. Excess lead can be harmful if ingested by children and can cause mental retardation, a fact that senior managers at Mattel would have been well aware of. With the blame game on and Mattel managers assuming the role of well intentioned victims of callous suppliers, consumers can do little but wait for the next big scandal. The Mattel incident is just another sordid episode in the history of marketers being responsible for the use of harmful products in society. Whilst many people consider ethical marketing to be an oxymoron, there also exists a body of thinkers who feel that marketers contribute to social and economic development, are largely ethical and sell products that fulfil customer needs and are of use to society. The issue, while discussed at great length by business experts, social researchers and marketing academics remains topical and an issue that is far from resolution. The concept of corporate social responsibility (CSR) enjoins business firms to consider social and community interests by taking responsibility for the effect of their actions on customers, shareholders, the community, and the environment in all areas of work. This concept extends beyond the scope of existing legislation and encompasses voluntary actions to ensure well being and improvement of quality of life of all stakeholders and the community at large.   Milton Friedman, as is well known, had something very different to say. In his words, â€Å"In a free economy, there is one and only one social responsibility of business †¦ to use its resources †¦ to increase its profits †¦ as long as it stays within the rules of the game†Ã¢â‚¬â„¢ (Lantos, 2001, p 603) Friedman goes on to emphasise â€Å"few trends could so thoroughly undermine the very foundation of our free society as the acceptance by corporate officials of a social responsibility other than to make as much money for their stockholders as possible. This is a fundamentally subversive doctrine† (Anderson, 1989, p. 3) Friedman is not alone in such thoughts and there appear to be a number of experts who share such views. Donaldson, for example states that corporate executives who do not seek profits above all else are irresponsible in performing their functions. (Mascarenhas, 1995, p 46)Even while CSR is becoming a common enough flourish on corporate websites, many corporations, as is evidenced by the Mattel case still firmly believe in Friedman’s wisdom..   Whilst the protection and furtherance of customer interest is obviously among the foremost objectives of the CSR strategy of business corporations, corporate history is studded with scandals involving company wrongdoing in areas of marketing, finance, tax evasion, environmental degradation, and community activity. CSR tenets demand firms to sell products that are, in the first instance, safe and non injurious to consumers, the immediate community, the society at large and the environment, regardless of profitability considerations or perceived customer value. Notwithstanding the current obsession with CSR (evidenced among other things by the growing Fair Trade movement), history makes a strong case for its consistent and widespread denial by marketers and is replete with instances of companies not only introducing harmful goods in the market but also making strenuous efforts to ensure its widespread use and proliferation. Marketing has, during the past few decades become the most critical function of the modern day corporation. Even as the constant practice of marketing strategy has led to the enormous expansion of businesses, a number of ethical issues have manifested themselves in western nations, first as general concerns, and later as clear enunciations by various experts. Most of these issues relate to the introduction and propagation of products that harm and disempower consumers and communities.   Marketing activity, according to these experts, can be damaging to the personal choice and autonomy of the buyer, manipulative of social values, and deceptive in its message. In an article on â€Å"Is there more to Ethical Marketing than Marketing Ethics† Michel Brennan (1991, p 10) argues that the ultimate goal in a commercial venture is some sort of profit achievement. The needs and wants of consumers as well as the wider concerns for their impact on society become relevant only to the extent of their effect on the profitability of the organisation. With marketers following this approach many inequities have crept into the practice of marketing. It is particularly seen to be biased against minorities like gays and ethnic groups, guilty of unethical practices against the elderly, who are targeted with products related to time shares, and living trusts, exploitative of children, who are influenced at impressionable stages to consume unhealthy food and drinks, and buy undesirable fashion ware, derogatory towards women, who are used to elicit judgements on sexuality rather than product attributes, and cynically manipulative of the developing world, which is made the dumping ground for unnecessary, and often harmful, goods. George Ritzer, in his celebrated book â€Å"The McDonaldization of Society†, (1993, p 37) illustrates in graphic detail the all pervasive and malevolent impact that mass marketing can have on humankind. Ritzer argues that McDonaldization refers to a process wherein the principles of the fast-food industry, namely efficiency, predictability, calculability, and control through technology are applied to numerous sectors of society on a global basis. This process, while being immensely profitable to businesses, has the potential to cause great harm to society. In McDonald’s, customers entering fast food outlets are manipulated to pay for their food items before tasting them, collect their orders from common distribution points, choose from a restricted and unimaginative range of unhealthy and high calorie foods, sit on uncomfortable chairs, (thus being urged to gobble their food and vacate their places fast enough), and put their trays into the garbage on their way out. Similar practices, with the help of mass advertising and focussed promotions, have enveloped and controlled society in numerous ways. A recent study on confectionery retailing and merchandising by revealed that merchandising decisions were driven more by issues like space maximisation, profitability and customer pressure rather than by social responsibility. (Piacentinin, MacFadyen and Eadie 2000, p 463) The role of advertising in marketing has also come under severe attack by critics who feel that several harmful values like conspicuous consumption, greed, envy, emulation   and self-centredness, to name a few, get reinforced by advertising. Whilst reactions like these do carry elements of self righteous extremism, the argument that advertising can be more restrained and less blatantly aggressive in promoting consumption, particularly for products that appear to be harmful to vulnerable segments of society, is also valid. Developments in technology, consumer response and behaviour, and marketing thought have led to the introduction of a number of variables that have altered both the practice of marketing and its perception in the eyes of practitioners, theoreticians and students. Progress in communication and internet technology has created a proliferation of information and provided consumers with an array of choices. Not all of these developments have been positive. Computer and electronic communication technology have made it possible for large organisations to capture and store personal and some times very private data, on huge scales, thus leading to intrusions into the personal space and security of individuals. Recent trends in the west have reflected the emergence of a different line of thinking, namely postmodernism, in most areas of human thought and endeavour. Whilst modern marketing thought, exemplified by the McDonaldized society, follows extols the superiority of mechanised working, as well as extreme standardisation, and works on the achievement of progressive debasement of humans post modernism bewilders with its plurality of currents and styles, characterised by the juxtaposition of opposing thoughts. In marketing situations, the emergence of post modernism is reflected by the fragmentation of society, the rise of individuals, greater awareness in marketers of their ethical responsibilities and the development of movements like that of Fair Trade.   The concept of QOL (Quality of Life) marketing is also rapidly gaining ground. QOL concepts broadly require marketers to enhance customer well being and satisfaction without harming either the community or the various stakeholders. (Sirgy, and Dong-Jin, 1996, p22) QOL, by its very scope, is applicable to many marketing decisions and especially to the selling of harmful products. While post modernist thinkers like Stephen Brown have been vehement in their criticism of modern marketing thought, especially on the irrelevance of mass marketing in an increasingly fragmented and more informed society, the larger corporate response favours staying with accepted marketing dictum and, of late, tweaking the marketing mix to include ethical concerns. Thus whilst there is an appreciation of the changed environment, its demands are yet to be addressed sufficiently in the absence of concretised strategies that can be applied to maintain and wrest competitive advantage. Intensive research will no doubt provide strategies that can cope with the changed realities in the marketplace and enable marketing to work towards social good. In summation it would appear that while the movement to bring in ethics into the marketing of products is gaining headway much work still needs to be done and marketers need to internalise the tenets of corporate social responsibility in their working attitudes. CSR objectives would be very well served if marketers, even as they strive for competitive advantage and business profits also take care to observe time held values like honesty and exactitude, gratitude, justice, and protection of the health and safety of others. References Brennan, M, 1991, Is there more to ethical marketing than marketing ethics, Marketing Bulletin, Vol. 2, Pgs 8 to 17 Mascarenhas, OAJ. 1995, ‘Exonerating unethical marketing executive behaviours: A diagnostic framework’, Journal of Marketing, Vol.59, No.2, 43-57. Lantos, GP. 2001, ‘The boundaries of strategic corporate responsibility’, Journal of Consumer Marketing, Vol.18, No.7, 595-630 Nantel, J, 1996, Marketing ethics, Is there more to it than the utilitarian approach?, European Journal of Marketing, Vol.30, No. 5, Pgs 9 to 19 Piacentinin, M, MacFadyen, L., & Eadie, D. 2000, ‘Corporate social responsibility in food retailing’, International Journal of Retail & Distribution Management, Vol. 28, No.11, 459-469. Ritzer, G, 1993, The McDonaldization of Society, Pine Forge Press; Revised edition (September 1995) Sirgy, MJ. & Dong-Jin, L. 1996, ‘Setting socially responsible marketing objectives: A quality-of-life approach’, European Journal of Marketing, Vol. 30, No. 5, 20-34.

Carlill v Carbolic Smoke Ball Company Case Study

Carlill v Carbolic Smoke Ball Company - Case Study Example There must be an offer from one party and its acceptance by the other party. Also, there should be an exchange of consideration and willingness by parties to enter a legally binding relationship.2 However, the contracting parties can vary the terms of the contract such as by waiving the requirement for the communication of an acceptance as is the case when sellers make ads to the general public through the media the public responds by performing the requirements. The Carbolic Smoke Ball Company (defendant) was a manufacturer of the carbolic smoke balls that had responded to a flu pandemic that had claimed the lives of more than a million people. They made an advertisement in the Pall Mall Gazette and other media offering to reward any buyer with  £100 who would buy and use the smoke balls according to their directives of three times daily for two weeks and contract any disease such as influenza, colds, etc.3 After seeing the ad Carlill (the plaintiff) bought the smoke balls according to the direction specified by the company of three times a day for almost two months. She contracted influenza and claimed for the reward from the company. However, the defendant refused to give the reward prompting the plaintiff to seek court intervention. This case was determined in the court of appeal after the company decided to appeal the earlier court’s ruling in favour of the plaintiff. The legal issue, in this case, was whether the ads by the defendant constituted an offer for a valid contract having waived the right to be notified of the acceptance of the offer with a purpose of attracting as many buyers of the smoke ball as possible across the nation.4 There were other issues whether the case met the basis of a legal contract such as consideration, intention to form a legally binding agreement and determining whether a person could make a valid contract with the general public.   

Psychosocial and Ethical Issues Personal Statement

Psychosocial and Ethical Issues - Personal Statement Example In this assignment, the psychosocial and ethical issues involved in the disease and in the possible management of such patients will be analysed through a reflective account. Case: This is a little girl of age 9, suffering from a leukaemia. She is attending this hospital for followup chemotherapy. Her mother accompanies her every time, and she seems to be very supportive to her daughter throughout these treatment cycles. Ethical Issues: Every patients and care involve some ethical issues. Pediatric patients such as this go through grueling rituals of management in the clinical setting. Quite often, these involve multidisciplinary workup and management. In the clinical situation, these are data of various categories and their interpretations. Changes in the clinical conditions and other parameters are discussed in order to design a therapy that suits best to the clinical conditions of these children. These situations are often grappled with ethical issues which tend to neglect the patient and the physician perspectives, even though they may be ethically sound. This is a chronic condition, and the mechanism of coping with such a severe disease for a little child like her is always a problem, and it is more so for the family or the mother. The patient has her own rights, but the fact that the patient is a dependent member of the family, and therefore, many of her decisions will be made by the physician s and the family, adjusting to her growing competence and maturity. It is very evident that the medical professional will have to act with fewer presumed limits on their commitment of care. The principles of beneficence may counteract with the principle of autonomy in case of this pediatric patient. Obviously, this would vary from those in case of adult patients. It is to be noted that cancer is no longer that deadly. With tremendous improvement in medications and technologies, the outcome is no that poor. All these have led to changes in the ways the physicians communicate with their patients. Truth telling perhaps is the most important ethical responsibility of a healthcare professional. Although truth is dynamic in nature, truth about a patient's condition is a combination of both subjective and objective factors. It also involves psychosocial aspects as to how it is interpreted by the patient and the physician. This matter is further complicated by the fact that the patient is a child. However, ethically, the healthcare professionals are bound to lead to honest transmission of what is accepted medical knowledge at a given time. This must accept the fact that the patient is not passive, rather an active participant in the decision making process, embodying autonomy. Since the child is just 9 years old with cancer, there is a high chance th at there would be considerable extent of paternalism. However, due to superior medical knowledge, the doctor may lead to medical benefit out of this, but that may not ensure patient benefit. However, the patient's mother who has been supportive to her may also do the same thing, and despite that, the doctor will have to depend on her. It is to be remembered that the patient, despite being a child, has her own value systems, cultural beliefs, and religious beliefs. In the changed scenario of the present time, a shared decision making is the rule of the hour. Moreover, the patient would want to assert autonomous control

Positive Image of Nursing Profession Essay Example | Topics and Well Written Essays - 250 words - 1

Positive Image of Nursing Profession - Essay Example The National Association of employers and colleges conducted a survey and established that of the 50,000 new graduates; only 25.5 % of them got a job in the year 2011 (Grice & James, 2008). Â  Research shows that patients are discharged sicker and quicker. This implies that the rate of illness has increased and that health matters are at risk. The problem with this quick discharge of patients is an improper diagnosis, poor prescription of medicine and do follow-ups by the health facilities to avert this issue. Â  Patients can use the following measures as alternatives to hospitalization. One can adopt intensive outpatient treatment whereby he or she can do normal chores as he receives treatment on daily basis. Respite care is another way in which a patient is supported by peers at home with health tack ticks and with no medication. Day treatment programs can also be adopted. Here a patient receives care throughout the day and then goes home at night (Grice & James, 2008). Â  The strategies one can use to diversify nursing include measures such as presenting a positive image in the field. Intensive marketing of this career by the campaign is necessary. Besides, one can support the application process of a student who wants to do nursing. Facilitating the success of students is another strategy. In this case, the best students in the field are recruited for nursing jobs.

Lack of jobs for college graduates Essay Example | Topics and Well Written Essays - 1250 words

Lack of jobs for college graduates - Essay Example Consequently, this has affected a large number of young college graduates. Moreover, this acts as a way of making many graduates loose hope. Most of these graduates work hard in their school lives and use more amount of resources in order to get a good college education and respectable jobs. However, after graduation the reality strikes that only a few jobs exist for the large number of graduates entering the job market. Various graduates who majors in areas of studies also face these challenges. The finance major students have faced an example of such challenge. The state is expected to last for a time due to the current nature of United States economy. Analysis of the unemployment rate in United States helps in highlighting challenges faced by college graduates such as Joblessness, getting low income, failure to repay loans. The poor economic nature that is taking place in the country is making college graduates lack jobs. The poor economy started in December 2007 (Shierholz, Sabadish and Finio, 1). The government response to the poor state of the economy has been weak and slow. Consequently, the jobs become fewer for those getting out of college. For example, there lack over 8 million jobs and the unemployment rate has risen to a high of 7 percent as compared to the previous years (Shierholz et al. 1). In fact, the unemployment rate has risen to a rate that was not even experienced in The Great Depression. The weak labor force continues to affect young workers especially those graduating from college. â€Å"The March unemployment rate of workers under age 25 was twice as compared to the national average† (Shierholz et al. 1). However, there has been a rise in the number of available jobs, but the availability is yet to satisfy many graduates. As a result, the ability to get jobs for young high s chool and college graduates remain

Crude Oil Prices between 1985 and 1994 Article Analysis Assignment

Crude Oil Prices between 1985 and 1994 Article Analysis - Assignment Example The authors point out that over time, competitive forces have caused a greater variance in the prices of oil in world oil markets even with the market arrangements brought by OPEC or by international oil companies. They agree with other authors such as Claudio Morana who states that both direct and indirect effects that came about because of consumption matters and technologies led to oil price volatilities (Morana, 2012, p. 2). Hence, the authors assert that between 1985 and 1994 there was a volatility in the price of oil as well as other non-oil commodities The two authors divided the article into six major parts. In the introduction, the authors introduce the trends in the volatility of the oil prices, the oil price shocks and the forces behind the volatility of the prices. In the introduction, the authors bring in a very important argument stating that the way competitive forces lead to an upsurge in oil prices, so do the factors that determine the availability and price of oil parallel the factors that determine other traded commodities (Institute for the 21st Century Energy, 2012, p. 2). In the next section titled ‘background and motivation,’ the authors look at the years before the 1985-1994 period and the manner in which oil prices were handled. The authors look at the failure of the major oil companies to set oil prices that led to the emergence of OPEC as the ultimate price determinant. They also look at the price of oil going into the 1980s period when OPEC was weakened by market forces in determining the price of oils. They point out 1983 as the most significant year when the transition to market forces happened and saw the creation of the New York Mercantile Exchange (NYMEX).

East vs. West Germany Essay Example | Topics and Well Written Essays - 500 words

East vs. West Germany - Essay Example From the earliest days in 1945, the Allies wanted to avoid the mistakes of the Treaty of Versailles, which had humiliated the German people and had enforced crippling reparations that caused resentment for generations. This time a plan of partition into zones, and a generous package of aid which came to be known as the Marshall plan were adopted as strategies to manage German recovery. In the parts of Germany controlled by Britain, France and America there was a focus on de-Nazification and the building of a democracy that would ultimately fit into the emerging NATO alliance of Western Powers. The political structure which was adopted there was based on western style multi-party democracy, with a constitution that protected basic human rights and prevented the rise of another dictatorship like the Hitler regime. Free market capitalism was the preferred economic style, and this, along with assistance from the Marshall plan funds, created the so-called â€Å"economic miracle† of the post-war years. West Germany became a republic with 11 regions and grew into a strong and stable democracy. The Soviet Union, on the other hand, was keen to integrate the Eastern part of Germany, including its historic capital Berlin, into the network of Socialist states that became known as the Soviet bloc. The economic style was very different, and based on the principles of Socialism, where state-owned collectives ran industry rather than private enterprises. When the Western allies declared the West German mark to be separate from the East German mark, the differences in economic performance became even more marked. A wall was built by the East German authorities to prevent a wholesale emigration of citizens from the East to the West in search of a better standard of living. Winston Churchill’s statement  that an â€Å"iron curtain has descended across the continent† in a speech in 1946 (Perry at al. 2009, p. 300) turned out to be an accurate assessment of the increasing distance between East and West. A single party political system was introduced, and throughout the C old War,   East German citizens were prevented from traveling to the West or hearing about events there.  

Integration Efforts in Latin America Essay Example | Topics and Well Written Essays - 2500 words

Integration Efforts in Latin America - Essay Example Considerably, several Latin American countries were successful after the World War and established scientific, industrial and technical infrastructures, in generating organizational and managerial capacities, training workers and in developing multinational industrial structures. The Latin American countries’ economies grew spontaneously and soon they were competing with the strong economies in the world (Balasa et al. 1986, p. 34). Regional integration has had a momentous responsibility in the design of global and prolific policies in Latin American states. Balasa et al (1986, p. 36) notes that the conception of unity and integration among the Latin countries has existed since the wave of independence movements that swept the continent in the early 19th century. Spanish Empire Leader, Simon Bolivar, had dreamt of a united Latin America. Today, notable advances have been made towards regional integration. The success of the European integration prompted the Latin American coun tries to merge to form a regional block. This move was faced with development challenges (Iglesias, 2000, p. 24). The discussion on integration is a deep process delineated by efforts to harmonize policies between countries and yield dominion to a supranational body. Integration is described as an incessant learning and approximation process susceptible to crisis. Capannelli et al (2009, p. 10) notes that integration is typified by more integrated political, economic and social policies. Because of the colonial rule, dependency and underdevelopment, Latin American countries have been economically susceptible. Reliance on the exports of primary export products and the importation of manufactured goods resulted to competition to the domestic industries which prevented their development. The integration efforts made emerged to curtail the impacts of the unequal global economy relationship. In spite of the momentum for integration, diverse objectives among countries, vulnerability to in ternational crisis and lack unity and trust among the member states have inhibited the integration process (Tiefenbrun, 2012). The Latin American Integration emerged after the great depression after the World War. These countries wanted to liberate themselves from the world superpower countries. With industrial subsidies and lofty tariffs, the Latin American countries believed that domestic companies and industries would have an opportunity to develop and reduce the over dependence on manufactured imported items (Hughes & Singh, 1991, p.78). To some extent, Latin American integration succeeded and failed. This paper outlines the failures and successes of the Latin American integration and the factors that caused them. Failures of Latin American Integration and the causes Because of the pressures of the first evolving world, Latin American countries have come up with many sub-regional integration organizations (Balasa et al 1986, p. 34), fundamentally to promote economic integration and trade liberalization. Unfortunately, most of them could not go beyond rhetorical political statements. For this reason, most of the regional integration processes failed. The primary argument is that the different goals and political systems by different Latin American countries brought about economic failure (Fishlow, 1991, p. 36). This is attributed to domestic causes other than international economic forces.

Indian Market Essay Example for Free

Indian Market Essay This report deals with oral market of India especially the mouthwash sector. the various aspect of marketing and research and development of mouthwash product are discussed in detail. INTRODUCTION (COSMETIC MARKET) According to to a research RNCOS industrial research-The rising beauty concerns among both men and women are propelling the Indian cosmetics industry, which has witnessed a strong growth in the last few years. The country’s cosmetic sector has, in fact, emerged as one of the markets holding immense growth potential. New product launches catering to consumers’ growing requirements will fuel growth in the industry, for which the future outlook seems exceptionally bright. According to our latest research report, the Indian cosmetics market registered impressive sales worth INR 264. 1 Billion in 2011, and with rising purchasing power and growing fashion consciousness, the industry is estimated to expand at a CAGR of around 17% during 2011-2015. Their new research report, â€Å"Indian Cosmetic Sector Forecast to 2015†, sees that the Indian cosmetics industry holds promising growth prospects for both existing and new players. We have specifically studied the trends, pertaining to cosmetic products, among male and rural population which will help consultants, industry analysts, and vendors understand the direction in which the industry is moving. During the consumer behavior analysis, we observed that consumers are increasingly shifting towards ‘natural’ and ‘herbal’ cosmetic products as they are associated with bio-active ingredients and safe for human skin. In addition to this, we found that women are spending more on cosmetics as they are actively earning and spending money on grooming themselves. Besides, rural india is also showing its willingness to look attractive. We also studied the prospects of various segments, including hair care, skin care, oral care, fragrance and color cosmetics, and presented forecasts for them in our report. The study revealed that color cosmetics market is growing at a rapid rate in comparison to other segments. Our comprehensive study also provides a brief analysis of markets for Hair Beauty Salon, Spa and Cosmetics Surgery that are an important part of the Indian cosmetics industry. With a view to understanding the industry’s competitive landscape and presenting its balanced outlook to clients, we have included an overview of the activities of key players like Hindustan Unilever, Marico and L’Oreal in the report, which will prove decisive for clients. COSMETIC MARKET SALE-2011 Others 23% Hair Care 20% Make Up 20% Fragrance 10% Skin Care 27% 2|Page Hair Care Market About 20% of all cosmetic products sold are for the hair. Shampoos make up the vast majority of this market since almost everyone uses shampoo. Other significant market segments include conditioners, styling products, hair color, and relaxers. Skin Care Market The range of products that are offered for the skin care market are much more diverse than the hair care market. Skin care makes up about 27% of the total cosmetic industry and includes skin moisturizers, cleansers, facial products, anti-acne, and anti-aging products. Of all the cosmetics, skin care products can be some of the most expensive with 2 ounces of product routinely selling for gt;$200. Women do not mind spending big bucks to keep their skin looking young. Make-up Market The color cosmetic market represents about 15% of the cosmetic industry and includes anything from lipstick to nail polish. Included are hings like blush, eyeshadow, foundation, etc. The array of products is vast and the number of color variations are practically infinite. You can spend a lot of time as a cosmetic chemist working on new shades of familiar products. The market is highly segmented so there isn’t really one dominant player. Fine Fragrance This market segment has really taken a hit in the last few years but it still makes up about 10% of the cosmetic industry so some companies are still making money. This is the highest profit segment of the cosmetic industry but consumers are fickle. Only a few brands (like Chanel #5) can last for a long time. Fine fragrances come and go like fashion and companies have to continue to reformulate just to compete. Other The â€Å"other† category represents 23% of the cosmetic industry and is made up of things like toothpaste, deodorants, sunscreens, depilatories, and other personal care products not yet mentioned. Actually, many of these products could fall under one of the categories already mentioned but the industry likes to keep them separated whenever they do stories on the various markets. 3|Page ORAL CARE According to a report from RNCOS industry research solution-In India, oral care segment holds a substantial share in the overall cosmetic market. On back of increasing awareness about oral hygiene, improving income, and high advertising expenditure by players, the Indian oral care market has shown stupendous growth. According to our latest research report, tooth paste and tooth powders hold the majority share of the market, and this is expected to remain the major sub-segment in future. It is estimated that the Indian oral care market will register a strong CAGR of around 14% during 2011-2015. As per the report, â€Å"Indian Oral Care Market Forecast to 2015†, there exists an immense potential for tooth brush market in rural areas. During our study, we also observed that dental health camps and free dental checkups have raised awareness about dental infections and diseases, especially in suburban and rural parts. The Indian Oral Care market is derived by analyzing and studying its subsegments including: tooth paste, tooth powder, tooth brush, and mouth wash. Besides, our extensive study also discusses why the markets for tooth paste, tooth powder, tooth brush, and mouth wash are growing in India and in which direction they are likely to move in the coming years. It also forecasts the share of oral care segments in oral care market As per scribd. com,the oral care category has a market for about 5000crore for year 2011-12 . Key Players-Hindustan Unilever and Colgate Palmolive. 93 per cent of the households reported some expenditure on toothpaste in 2009-10. The penetration of toothpaste was 95 per cent in urban households and nearly 88 per cent in rural households. The penetration of toothbrushes is much lower than that of toothpaste. Possibly, the index finger is a substitute for the toothbrush in many households, or toothbrushes last for over a year.

Using Renewable Energy In Our Daily Lives Environmental Sciences Essay

Using Renewable Energy In Our Daily Lives Environmental Sciences Essay We all are concerned about our future with regard to the way we generate energy and power. Renewable energy is the process by which we use the radiant energy from the sun, wind, and hydropower etc. Unfortunately we are not using renewable energy in most cases and the methods by which we currently getting our raw materials for power and energy are simultaneously destroying our planet and depleting supplies of natural resources. The damages we have caused might take generations to reverse. Many of us who care wants to do something by raising their voice as we are on a threshold of change. Renewable energy resources are not only our way out of an environmental disaster; they could solve some of our economic woes. Many countries are embracing renewable energy and it has benefited n several ways. These benefits include saving consumers money and reducing unemployment. This is not a luxury that we pursue when the cost of gasoline goes up. Now is the time to convert our mode of transportation to clean electricity that we get from renewable sources. This is a necessity that is going to save the lives of future generations. We can survive the problems which we have created in order to power our world. The climate is changing and we have entire species of animals that are now extinct due to pollution. Lets look at the maximum possibilities as we are in the midst of a crisis therefore we must act according to what will benefit our generations. Aim Finding the main reasons for not using renewable energy in our daily lives. Objectives Literature Review Brief History Prior to the development of coal in the mid 19th century, all energy used was renewable, with the primary sources being human labor, animal power in the form of oxen, mules, and horses, water power for mill power, wind for grinding grain, and firewood. A graph of energy use in the United States up until 1900 shows oil and natural gas with about the same importance in 1900 as wind and solar played in 2010. By 1873, concerns of running out of coal prompted experiments with using solar energy.  Development of solar engines continued until the outbreak of World War I. The eventual importance of solar energy, though, was recognized in a 1911 Scientific American article: in the far distant future, natural fuels having been exhausted [solar power] will remain as the only means of existence of the human race. In the 1970s environmentalists promoted the development of alternative energy both as a replacement for the eventual depletion of oil, as well as for an escape from dependence on oil, and the first wind turbines appeared. Solar had always been used for heating and cooling, but solar panels were too costly to build solar farms until 1980.  The theory of peak oil was published in 1956. By 2008 renewable energy had ceased being an alternative, and more capacity of renewable energy was added than other sources in both the United States and in Europe. Renewable energy is becoming more and more prevalent around the world, but it is still not the dominant energy resource.  Renewable energy is derived from natural processes that are replenished constantly. In its various forms, it derives directly from the sun, or from heat generated deep within the earth. Included in the definition is electricity and heat generated from solar, wind, ocean, hydropower, biomass, geothermal resources, and biofuels and hydrogen derived from renewable resources. Renewable Energy as a replacement for Conventional Fuel Renewable energy replaces conventional fuels in four distinct areas:  electricity generation,  hot water/space heating,  motor fuels, and rural (off-grid) energy services: Power generation. Renewable energy provides 19% of electricity generation worldwide. Renewable power generators are spread across many countries, and wind power alone already provides a significant share of electricity in some areas: for example, 14% in the U.S. state of Iowa, 40% in the northern German state of Schleswig-Holstein, and 20% in Denmark. Some countries get most of their power from renewables, including Iceland (100%), Norway (98%), Brazil (86%), Austria (62%), New Zealand (65%), and Sweden (54%). Heating.  Solar hot water  makes an important contribution to  renewable heat  in many countries, most notably in China, which now has 70% of the global total (180 GWth). Most of these systems are installed on multi-family apartment buildings and meet a portion of the hot water needs of an estimated 50-60 million households in China. Worldwide, total installed  solar water heating  systems meet a portion of the water heating needs of over 70 million households. The use of biomass for heating continues to grow as well. In Sweden, national use of biomass energy has surpassed that of oil. Direct geothermal for heating is also growing rapidly. Transport fuels. Renewable  biofuels  have contributed to a significant decline in oil consumption in the United States since 2006. The 93 billion liters of biofuels produced worldwide in 2009 displaced the equivalent of an estimated 68 billion liters of gasoline, equal to about 5% of world gasoline production In international public opinion surveys there is strong support for promoting renewable sources such as solar power and wind power, requiring utilities to use more renewable energy (even if this increases the cost), and providing tax incentives to encourage the development and use of such technologies. There is substantial optimism that renewable energy investments will pay off economically in the long term. Primary Source of Renewable Energy With so much dependency placed upon our natural resources to produce our much needed energy, scientists have been evaluating and producing renewable energy as an alternative to traditional energy sources.   Renewable energy is energy that can be reproduced in a short period of time.   The most prevalent forms of renewable energy are solar, wind, biomass, hydro power, geothermal and biofuels. http://t1.gstatic.com/images?q=tbn:ANd9GcTkYfRchpvKxiBs2AOvwdSSJzKy36CT7E2JMhOnxdD18HgVG7uyfw Wind An abundant source of renewable energy, wind power is used as a means of generating electricity.  Wind turbines  are capable of harnessing the power derived from the wind, converting kinetic energy into mechanical energy. A source of clean, green renewable energy, favourable climate conditions in Europe means wind energy is a highly viable method for electricity generation. And none more so than in the UK, with 40% of all wind energy in Europe blowing over the country. Solar In one form or another, solar power has been around for thousands of years. As a renewable source of free, green energy, technology has found a way of harnessing the suns energy via solar panels which are used either to generate electricity (solar photovoltaics) or to produce heat to warm water (solar thermal). A popular choice in a growing renewable energy market, solar technology doesnt generate greenhouse cases and is environmentally friendly. Biomass Biomass energy is produced from organic materials such as plants and animals, but the energy that is produced in this fashion is originally provided by the sun.   For example, plants absorb the suns energy through a process called photosynthesizes.   This energy is then passed on through the organism that eats the plant, creating biomass energy.   The most common forms used to generate biomass energy are wood, crops, manure and some rubbish. When these substances are burned, they give off energy as heat.   For example, if you have a  wood fuelled heating, you are generating renewable biomass energy.   This is not the only method of generating biomass energy; you can also create biomass energy by converting these substances into methane gases, ethanol and biodiesel fuels which can be translated more easily into our current methods of energy use. Geothermal Geothermal energy comes from the original Greek word Geo which means sun. Geothermal energy is derived from the heat that is given off by the Earth.   For example, steam energy or hot water that is generated by the Earth can be used to generate energy.   It is considered to be a renewable source of energy as the water in the Earth is replenished by regular rainfall and the heat used is regularly produced by the planet. Hydro Power Hydro energy is derived from the movement of water.   One form of  hydro power  is generated through the movement of water through turbines, such as water running through turbines in a Dam.   Hydro power is considered a renewable energy source as the water is continuously cycled back through the plant or into nature. Biofuels Biofuels are a form of renewable energy derived from burning plant or animal substances, otherwise called combustion. One of the challenges to biofuels has been that it is not easily transferred into a liquid form which is the primary method used to fuel most cars and homes. Two of the most common strategies that are seed to produce biofuels includes: growing crops to produce ethanol and growing plants that produce biofuel oils. While these methods are effective sources of renewable energy, they are challenging to produce and maintain on a large scale. The basic feature of renewable energy is that it has the capacity to be regenerated and, as such, is virtually inexhaustible, besides being environmentally friendly. These are the two major properties that distinguish it from traditional energy sources. In recent years, these two features have pushed renewable energies to the forefront since, if current fossil fuel consumption rates are maintained, they would only be able to meet our energy needs for a few more decades before running out. The damage to the environment, on the other hand, caused by the burning of fossil fuels and the resulting climate changes, force us to consider alternative energy sources if we want to preserve the planet and guarantee the well-being of future generations. Advantages The advantages of renewable energy over traditional energy sources are many and are receiving ever greater recognition. Technological progress in recent years has contributed to making renewable energy ever cheaper and efficient in generating electricity. The main advantages of renewable energies are: They are inexhaustible, whereas fossil fuels are limited. They have less of an environmental impact than fossil fuel energy sources (coal, oil and gas), since they do not produce carbon dioxide or other greenhouse gases. They are less of a risk than nuclear energy. They provide energy independence to a country, given that their use does not depend on the import of fossil fuels (which only exist in certain regions of the world). They allow a country to develop certain areas within its borders. Disadvantages It is easy to recognise the environmental advantages of utilising the alternative and renewable forms of energy but we must also be aware of the disadvantages. One disadvantage with renewable energy is that it is difficult to generate the quantities of electricity that are as large as those produced by traditional fossil fuel generators. This may mean that we need to reduce the amount of energy we use or simply build more energy facilities. It also indicates that the best solution to our energy problems may be to have a balance of many different power sources. Another disadvantage of renewable energy sources is the reliability of supply. Renewable energy often relies on the weather for its source of power. Hydro generators need rain to fill dams to supply flowing water. Wind turbines need wind to turn the blades, and solar collectors need clear skies and sunshine to collect heat and make electricity. When these resources are unavailable so is the capacity to make energy from them. This can be unpredictable and inconsistent. The current cost of renewable energy technology is also far in excess of traditional fossil fuel generation. This is because it is a new technology and as such has extremely large capital cost. Research Methodology Findings and Results Reasons of not Using Renewable energy in Daily Lives   Time and time again, we have to explain to them why their reasoning is unfounded but still we find the same excuses wherever we go.   So we thought wed take a little time to dispel the four most common excuses for not utilizing solar power. Its Too Expensive Everyone seems to know that federal and state governments have significant financial incentives in place to help promote the adoption of solar power.    Even after these incentives, the average residential solar system costs between $10,000 and $30,000 and for most people, this represents a major capital investment.   As a result, most people stop there and say, I cant afford it.    What they dont know is that there are a number of financing options available to help ease the cost of solar.   For example, a number of solar installers offer  financing programs  , similar to small loan or mortgage, where there is little to no up front cost and finance the balance of the purchase price through a loan.   As a result, the homeowner does not have to come up with cash upfront but can amortize the cost of the solar system over time.   Whats great is that when you factor in a your reduced utility bill from solar and the amortization cost of the panels, this amount is most likely still less than your electric bill without solar power.   So you save immediately and that savings grows over time as electricity rates increase. There are also programs where you can  lease the panels  Ã‚  for little to no up front costs and you pay a small, manageable monthly fee over the term of the lease.   Again, the savings on your electric bill from the solar panels plus this leasing fee is still likely to be less than your current electric bill without solar.   There is also a mechanism called a  power purchase agreement  , which is a great option for larger projects, where the solar installer installs and owns the panels on the roof of your home/building but provides you electricity and simply charges you a flat fee for that electricity over the life of the agreement (typically 15-20 years).   That way you are guaranteed a set rate of electricity over a long period of time (protecting you from annual rises in electricity rates) and there is no up front cost to you. The moral of the story is that there are a lot of options for people to pay for solar panels. Gone are the days where you have to come up with all the money for solar panels up front. There are simply more ways than ever to finance and make the cost of solar work out beneficially for residential and commercial consumers alike. Solar Wont Work in cold climate Another really bad excuse. The average temperature in a climate region does not have an effect on solar panels.   In fact, solar panels are actually slightly more efficient at producing electricity in cold temperatures. The critical factor for solar panels is a concept called solar isolation which is the amount of sunlight that the solar cells receive. Obviously, the more the better so even if you live in a colder climate that is further north and receive ample amounts of sunlight, solar should work just fine for you. (If you want to learn more about how solar panels work, you can click  here  .) Remember, Germany, is which is farther north than just about any state in the U.S., is the world leader in solar photovoltaic energy with over 9,000 Megawatts.   Thats almost enough to cover the roofs of 2 million U.S. houses!    So dont worry if you live in a cold climate, just make sure that you receive plenty of sunshine. No Power if its cloudy A reasonable concern, but again, not a good reason to avoid solar power.   As stated above, its not temperature that affects the performance of solar panels, rather it is the amount sunlight received.   And even in the sunniest of locations, there are going to be days where there is cloud cover or rain (not to mentioned nightfall) and your solar panels performance may be compromised.   Not to worryà ¢Ã¢â€š ¬Ã‚ ¦you will not be left in the dark. Residential and commercial solar panels these days are almost always connected to the utility gridà ¢Ã¢â€š ¬Ã‚ ¦it is called a grid-tie.   So, while your solar panels are exposed to the sun, the electricity they produce powers your house or building.   But when it is cloudy or nightfall, you will still be able to draw power for your home or building because you remain connected to the electrical grid. Another cool concept is what is called net metering.   In states that allow net metering, if your solar panels produce more electricity in a day than you are consuming, that extra electricity is fed back into the electric grid and can actually spin your electric meter backward.   As a result, at the end of the month, the electric company will take into account the electricity that you fed back in to the grid through your solar power system and you will only pay for the net amount of electricity that you consume. People do not know Where to Start Getting Solar The worst excuse of them all!   First of all, there is a tons of information on the Internet related to solar, so for starters you can get educated that way. However, we understand that there may be so much information that you are overwhelmed. Never fear, sites likeMyEnergySolution.com  Ã‚  take the mystery out of the solar process.  MyEnergySolution.com  contains all the information you need to know about how solar works, what to expect and even ideas to help finance your solar power system. With sites like  MyEnergySolution.com  , there is no excuse not to understand the key elements of going solar. But what about getting a solar installer?   How do I know who to pick?   Another great question.   You can obviously talk to friends who have installed solar power systems in their homes and ask for a reference.   But if you dont have references, solar energy matching services can also take much of the guess work out of selecting a solar installer.   There are several free matching services that connect you with pre-selected and highly reputable solar installers based.   The process is simple: you provide basic information on your location and project type and within minutes or up to 1-2 business days the qualified solar installers will contact you to bid on your project.   These services have saved homeowners time and the headache of dealing with poor quality installers.   For example, see  www.solar-energy-installers.com  . Critical Evaluation Conclusion and Recommendation We know that people have other reasons for not going solar and that is fine.   Choosing solar is a personal/business decision that can only be made by you. However too often, we have seen a number of friends and business associates avoid solar power based on the excuses above yet solar power could have been so value-added to their home or commercial project.   Our goal here is to hopefully de-bunk the biggest excuses that we have seen and help show that there are answers and solutions out there for your concerns.  

Martin Luther King Jr. Essay -- Biography Biographies King Luther Essa

Martin Luther King Jr. Dr. Martin Luther King Jr. not only spoke with purpose but also with a style unlike any others. He was an inspirational speaker and a motivational leader. Dr. Martin Luther King Jr., due to his importance in the civil rights movement of the 1950's and 1960's, motivated masses with his tremendous speeches and actions. Dr. King utilized his charisma and inspirational tactics to change the views and beliefs of a nation and to lead his people throughout their course of the civil rights movement. His personality consisted of every good characteristic needed of a leader. He was sensible at all times and his ability to clearly state his ideas and thoughts surrounding peace and equality in the United States. There were other rights movements going on at the same time that Dr. King was leading his peaceful rights movements. The Black Panthers and other militant groups, some under Malcolm X's philosophy, often time would question King's leadership. King spoke in an eloquent manner and his abil ity to persuade and inspire is rivaled by none. Martin Luther King Jr. lived an exemplary life and although it culminated in his assassination, the strides that Dr. King made for the civil rights movement and his numerous speeches that inspired a nation such as his â€Å"I have a dream†¦Ã¢â‚¬  speech, should never be forgotten nor ignored. The â€Å"I have a dream†¦Ã¢â‚¬  speech is one of the most powerful speeches ever and is a main focus of the life of the great Dr. Martin Luther King, Jr. Martin Luther King was born on January 15th, 1929 in Atlanta, Georgia. Martin was the second child in the family whose parents were the Reverend Martin Luther King, Sr. and Alberta Williams King. He was the first son of the family, and his older sister was named Christine King. His actual real name was Michael Luther King, but â€Å"he was renamed "Martin" when he was about 6 years old† (Seattle). King's education is one of the normal sorts for a child growing up in the mid 1900's. He went through the regular educational system. Until his junior year, Martin Luther King was always an above average student, but once his junior year hit he received excellent marks on his college entrance exams which granted him admittance to Morehouse College an entire year earlier that expected. Also, Martin Luther King was so above average in his earlier years that he also skipped the ninth grade entirely... ...eaks in the same manner as always when he declares, â€Å"Somehow this madness must cease. We must stop now. I speak as a child of God and brother to the suffering poor of Vietnam. I speak for those whose land is being laid waste, whose homes are being destroyed, whose culture is being subverted. I speak for the poor in America who are paying the double price of smashed hopes at home and death and corruption in Vietnam. I speak as a citizen of the world, for the world as it stands aghast at the path we have taken. I speak as an American to the leaders of my own nation. The great initiative in this war is ours. The initiative to stop it must be ours† (King 1967). King was one for peace, whether it is on the home front, in the home, at the workplace, or around the world. He tried to limit the amount of trouble in the world. He was monumental in changing the views of a nation and helping to end segregation, inequality, and discrimination in the United States. Such a man who has caused such great change as King has, should be respected, admired, and given gratitude by all for his undying efforts to end the oppression that African Americans had been dealing with for hundreds of years.

I Am Not a Lesbian (for now) :: Personal Narrative Writing

My mother is not a lesbian. Her fraternal twin, Marty, was a lesbian. Marty died of lung cancer when I was seven; she and my mother were thirty-four. My mother’s twin is a martyr in my family, the perfect child, the perfect person. She loved people; she was smart, athletic, active in the fight for women's rights. She taught me how to jump rope on Sanibel Island in Florida. It was windy, but that's all I remember. We went to Philadelphia for the memorial service. Suede, one of Marty's former lovers, played "From a Distance" on her synthesizer. Marty's body was cremated, but we never saw the ashes scattered because a huge snowstorm covered Pennsylvania the day after the service. We ate dinner in Marty's old house, which she shared with Bonnie, her lover at the time. My mother says my father cooked chicken, and Suede played the piano and guitar for us. She played "House at Pooh Corner" and "Peanut Butter and Jelly" for me and my little sister. The August after Marty died, I taught myself how to play "Happy Birthday" on the piano, for my mother. Mom's birthday always created of a huge amount of stress for every member of my family. My father, my younger sister, Cricket, and I, we labored. To make it perfect. On our birthdays, my mother pined and agonized to ensure that every detail went correctly, so the birthday person would be happy. The reservations at the restaurant, the number of party favors, the order of giving presents and playing games, all must be in line. And when something did not go as planned, she would be devastated; we would spend the whole day assuring her that the birthday had gone well, that it had not been ruined by a burnt cake. So when August eleventh rolled around, it was imperative that not a single thing upset her, that we not ruin her birthday. Cricket led Mom by the hand into the living room as I began to play. I only got to the part where it goes high with "happy birthday dear Jody" before I messed up. Pressed the wrong key; the interval was off. I burst into tears. Sobbing on the piano bench, bent over the tainted keys, I realized my mother had also begun to cry, with Cricket in her lap. The only other time I'd ever seen my mother shed a single tear was months before, at Marty's memorial service.

Graduation Speech -- Graduation Speech, Commencement Address

I woke up this morning thinking that it was just an ordinary day. I showered and got dressed like I always do. I ate my usual bagel for breakfast. I got in my car and came to school like I’ve done every day this year (or — almost every day). I drove into the parking lot and straight to my spot, but when I got there it was already taken by another car. That is when I realized that this is not just any ordinary day. This is the day that we have been looking forward to for so long. For the past four years, we have watched friends and siblings walk across this stage and wish that it was us. Well, now it is finally our turn. We, the Class of 2006, are graduating. We are leaving the school that we have loved and hated all at the same time, that has made us laugh and cry, yet all the while it...

My Hometown Poem

My hometown was a wonderful place to live But there were many times it didn’t forgive Some memories I hold so fond, Others I wish were gone. My hometown’s history made my heart bleed The town no longer has what I need When the war came and took the peace as prisoners we wished to be freed That's when you know it's time to leave Because in my hometown I can no longer believe One day my father told me we must leave town With dismayed eyes as his tears were drawn He said we are fish following the ocean,We have to go north to a freer nation Where beaver live, mountains, it's a better option In my hometown I loved how you can walk wherever you want, No one casts a disapproving scowl or taunt This place has snowy hills, green valleys running up and down Still, my hometown deserves a crown My hometown was a wonderful place to live; But there were many times it didn’t forgive; (Some memories I hold so fond) ; Others I wish were gone; My hometown’s history made my heart bleed; The town no longer has what I need ;When the war came and took the peace as prisoners we wished toobeefreed; That's when you know it's time to leave; Because in my hometown I can no longer believe; One day my father told me we must leave town; With dismayed eyes as his tears were drawn ? He said we are fish following the ocean? We have to go north to a freer nation? it's a better option? In my hometown I loved how you can walk wherever you want, No one casts a disapproving scowl or taunt This place has snowy hills, green valleys running up and down Still, my hometown deserves a crown. .

Evidence Based Management

Academy of Management Review 2006, Vol. 31, No. 2, 256–269. 2005 Presidential Address IS THERE SUCH A THING AS â€Å"EVIDENCEBASED MANAGEMENT†? DENISE M. ROUSSEAU Carnegie Mellon University I explore the promise organization research offers for improved management practice and how, at present, it falls short. Using evidence-based medicine as an exemplar, I identify ways of closing the prevailing â€Å"research-practice gap†Ã¢â‚¬â€the failure of organizations and managers to base practices on best available evidence. I close with guidance for researchers, educators, and managers for translating the principles governing human behavior and organizational processes into more effective management practice. Evidence-based management means translating principles based on best evidence into organizational practices. Through evidence-based management, practicing managers develop into experts who make organizational decisions informed by social science and organizational research—part of the zeitgeist moving professional decisions away from personal preference and unsystematic experience toward those based on the best available scientific evidence (e. . , Barlow, 2004; DeAngelis, 2005; LemieuxCharles & Champagne, 2004; Rousseau, 2005; Walshe & Rundall, 2001). This links how managers make decisions to the continually expanding research base on cause-effect principles underlying human behavior and organizational actions. Here is what evidence-based management looks like. Let’s call this exampl e, and true story, â€Å"Making Feedback People-Friendly. † The executive director of a health care system with twenty rural clinics notes that their performance differs tremendously across the array of metrics used. This variability has nothing to do with patient mix or employee characteristics. After interviewing clinic members who complain about the sheer number of metrics for which they are accountable (200 indicators sent This article is based on the address I gave at the annual meeting of the Academy of Management in Honolulu, Hawaii. Chuck Bantz, Andy Garman, Paul S. Goodman, Ricky Griffin, Bob Hinings, Paul Hirsch, Sharon McCarthy, Sara Rynes, Laurie Weingart, and John Zanardelli contributed ideas toward its development. 256 onthly, comparing each clinic to the 19 others), the director recalls a principle from a long-ago course in psychology: human decision makers can only process a limited amount of information at any one time. With input from clinic staff, a redesigned feedback system takes shape. The new system uses three performance categories— care quality, cost, and employee satisfaction—and provides a summary measure for each of the three. Over the next year, through provision of feedback in a more interpretable form, the health system’s performance improves across the board, with low-performing units showing the greatest improvement. In this example a principle (human beings can process only a limited amount of information) is translated into practice (provide feedback on a small set of critical performance indicators using terms people readily understand). Evidence-based management, as in the example above, derives principles from research evidence and translates them into practices that solve organizational problems. This isn’t always easy. Principles are credible only where the evidence is clear, and research findings can be tough for both researchers and practitioners to interpret. Moreover, practices that capitalize on a principle’s insights must suit the setting (e. g. , who is to say that the particular performance indicators the executive director uses are pertinent to all units? ). Evidence-based management, despite these challenges, promises more consistent attainment of organizational goals, including those affecting employees, stockhold- 2006 Rousseau 257 ers, and the public in general. This is the promise that attracted me to organizational research at the beginning of my career— but it remains unfulfilled. THE GREAT HOPE AND THE GREAT DISAPPOINTMENT It is ironic that I came to write this article in my role as the sixtieth Academy of Management president. â€Å"Management† was a nasty word in my blue collar childhood, where everyone in the family was affected by how the company my father worked for managed its employees. When the supervisor frequently called my father to ask him to put in more overtime in an already long work week, all of us kids got used to covering for him. If the phone rang when my father was home, he’d have us answer it. We all knew what to say if it was the company calling: â€Å"Dad’s not here. The idea of just telling the supervisor that he didn’t want to work never occurred to my father, or anyone else in the family. The threat of disciplinary action or job loss loomed large, reinforced by dinnertime stories about a boss’s abusive behavior or some inexplicable company action. From this vantage point, the term management connot es harsh and arbitrary behavior, with undertones of otherness. It is a far cry from the dictionary definition of management as â€Å"a judicious use of means to accomplish an end† (Merriam-Webster, 2005). I acquired a wholly new perspective on management and managers when I became a business school professor. First, many business students, even at the MBA level, have never experienced what it is like to work for a good manager. In the first business course I taught, in organizational behavior, I gave the students two assignments: (1) write about the worst boss you ever had, describing what made that person the worst and how it impacted you, and (2) write about the best boss you ever had, describing what made that person the best and how it impacted you. My MBA students with an average of five years of full-time work experience had no problem with assignment 1. For many of them, the assignment was cathartic, and they frequently exceeded its assigned page limit in writing vituperative portrayals of managers variously presented as self-centered, capricious, or otherwise lacking in capability or character. Assign- ment 2 was another matter. Many students had great difficulty thinking of anyone who qualified as â€Å"the best manager. † Over a third couldn’t think of any boss they could even describe as good. To the extent that people manage others the way they themselves have been managed, I came to worry about what the future held for these managers-in-the-making. Nonetheless, while these business students may never have had a great boss, they themselves still hoped to become one. (By the way, I have since abandoned this assignment in favor of more selfreflection on the manager students want to become and ways they can develop themselves to move closer to that ideal. ) Second, most business students have never worked for a great company either. There is the possibility that only dissatisfied people quit their jobs to study full time for an MBA, but in this regard I suspect availability bias. ) I never have had any difficulty getting students to share their experiences of dysfunctional organizational practices. However, when it comes to identifying a more functional way to motivate workers or restructure firms, they are often at a loss. Still, in-class discussions and students’ ow n future plans suggest that they do hope to join a company (or to start one) that is better managed than those they have worked for so far. In class and out, I have spent a lot of time helping students learn how to make a business case, with their future employers in mind, for creating financially successful firms that are good for people too. I have come to feel tremendous respect and affection for those students who have the personal aspiration to be a great manager in a great company. Out of these personal and professional experiences, I have nurtured my great hope—that, through research and education, we can promote effective organizations where managers make well-informed, less arbitrary, and more reflective decisions. My great disappointment, however, has been that research findings don’t appear to have transferred well to the workplace. Instead of a scientific understanding of human behavior and organizations, managers, including those with MBAs, continue to rely largely on personal experience, to the exclusion of more systematic knowledge. Alternatively, managers follow bad advice from business books or consultants based on weak evidence. Because Jack Welch or 258 Academy of Management Review April McKinsey says it, that doesn’t make it true. Several decades of research on attribution bias indicate that people have a difficult time drawing unbiased conclusions regarding why they are successful, often giving more credit to themselves than the facts warrant. Management gurus are in no way immune. ) Sadly, there is poor uptake of management practices of known effectiveness (e. g. , goal setting and performance feedback [Locke & Latham, 1984]). Even in businesses populated by MBAs from top-ranked universities, there is unexplained wide variation in managerial practice patterns (e. g. how [or if] goals are set, selection decisions made, rewards allocated, or training investments determined) and, worse, persistent use of practices known to be largely ineffective (e. g. , downsizing [Cascio, Young, & Morris, 1997; high ratios of executive to rankand-file employee compensation [Cowherd & Levine, 1992]). The result is a research-practice gap, indicating that the answer to this article’s title question is no—at least not yet. What it means to close this gap and how evidencebased management might become a reality are the matters I turn to next. THE â€Å"EVIDENCE-BASED† ZEITGEIST The phrase â€Å"evidence-based† is a buzzword in contemporary public policy, with all the risk of triteness and superficiality that buzzword status conveys. Let’s not be misled by its current popularity. Evidence-based practice has tremendous substance and discipline behind it. We can observe its impact in two fields highly influenced by legislative decisions: policing and secondary education. In evidence-based policing, community police officers are trained to treat criminal suspects politely, because doing so has been found to reduce repeat offenses (Sherman, 2002; Tyler, 1990). In evidence-based education, many secondary schools have restored the practice of social promotion, where students who have difficulty passing their courses, even after several tries, are advanced to the next grade level. Research indicates that social promotion’s benefits outweigh its costs, because a high school diploma increases the likelihood of subsequent employment and lowers the incidence of drug use, even among students who wouldn’t otherwise have qualified for that diploma (Jimerson, Anderson, & Whipple, 2002; National Association of School Psychologists, 2005). Evidence-based practice is a paradigm for making decisions that integrate the best available research evidence with decision maker expertise and client/customer preferences to guide practice toward more desirable results (e. g. , Sackett, Straus, Richardson, Rosenberg, & Haynes, 2000). Proponents are skeptical about experience, wisdom, or personal credentials as a basis for asserting what works. The question is â€Å"What is the evidence? â€Å"—not â€Å"Who says so? † (Sherman, 2002: 221). The answer, as the criminologist Lawrence W. Sherman indicates, can be graded from weak to strong, based on rules of scientific inference, where before-and-after comparisons are stronger than simultaneous correlations—randomized, controlled tests stronger than longitudinal cohort analyses. Strong evidence trumps weak, irrespective of how charismatic the evidence’s presenter is. Sherman sums it up: â€Å"We are all entitled to our own opinions, but not to our own facts† (2002: 223). Medicine is a success story as the first domain to institutionalize evidence-based practice. Evidence-based medicine is the integration of individual clinical expertise and the best external evidence. Its origins date back to 1847, when Ignaz Semmelweis discovered the role that infection played in childbirth fever. Semmelweis was vilified by physicians of the time for his assertion that it was doctors themselves who were infecting women by carrying germs between dead bodies and patients. Nonetheless, his work influenced the formulation of germ theory, which gained acceptance with the work of Lister and Pasteur forty years later (Wikipedia, 2005). Extensive infrastructures promote evidence-based health care (e. g. , the U. S. National Institutes of Health and Institute of Medicine, the Canadian Health Services Research Foundation, and the Cochrane Collaboration). Evidence-based-clinical care as a way of life in health care organizations is of relatively recent vintage, enjoying its greatest growth after 1990. (If you are wondering what physicians did before, the answer is what managers are doing now, but without medicine’s added advantages from common professional training and malpractice sanctions. ) The attributes of evidencedbased medicine provide a useful reference point 2006 Rousseau 259 for exploring what its counterpart in management might look like. By way of example, germ theory is widely understood by clinical care givers. It has led to broad application of infection control systems (gowns, sterile needles, and sterile instruments), medicines to avoid or cure infections, and supporting practices (handwashing). Its application has led to radical but important interpretations of seemingly distant events. Incidence of heart attack, for example, increases immediately after having one’s teeth cleaned. Reflecting on this correlation in light of germ theory led to recognition that teeth cleaning disperses mouth bacteria into the heart’s arteries. Certain bacteria in these arteries create conditions that give rise to heart attacks. Recognizing this causal link led to a risk-reducing solution: giving heart patients antibiotics to take before dental treatments as a preventive. This application of medical evidence involved cause-and-effect connections— how dental practice can disperse mouth bacteria into the heart’s arteries. It also required isolation of variations that affect desired outcomes, requiring knowledge of the mechanisms triggering heart attacks (and, in this case, knowledge that gum disease may itself trigger heart attacks [see, for instance, Desvarieux et al. 2005]). Yet more than scientific insight is needed to create evidence-based practice. In fact, only some physicians recommend this preventive action for their heart patients. Others may not see the risk as that great, are unaware of the finding, or merely have forgotten to make this preventive action part of their standard orders for cardiac patie nts. The involvement of other practitioners further complicates matters: dentists are not necessarily educated to inquire about heart conditions. Organizational factors affect whether evidence-based practice occurs. In health care settings certain features increase the likelihood that an at-risk patient will get the preventive medication. Social networks and organizational culture matter. It helps if the patient’s physician is part of a practice or a hospital where others recommend such preventive care. Similarly, impeding this evidence-based practice is the fact that dentists are unlikely to be in the same professional networks as physicians. In a hospital where medical leadership promotes evidencebased medicine, more physicians are likely to e aware of the finding. Such settings are also likely to have staff in-services to update physician knowledge where this practice might be discussed. Relatedly, participation in research increases the salience of the evidence base. It helps if physicians in the immediate environment have participated in clinical research and are engaged in one of the several online communities that review clinical evidence and then create and disseminate recommendat ions, which raises the next point: access to information on those practices the evidence supports. Physicians have online services that provide ready access to clinical practice best supported by research, based on the review and recommendation of health care experts (e. g. , Cochrane Collaboration). Such services capitalize on the information explosion and internet connections to build communities of practice enabling experts to communicate their knowledge, identify the best-quality evidence, and disseminate it broadly to care givers (Jadad, Haynes, Hunt, & Browman, 2000). Decision supports can be designed to make it easier to implement evidence-based practices. A patient care protocol might be written specifying that each heart patient and all post-op cardiac cases be advised of the need to premedicate before teeth cleaning, along with a prescription written for and given to the patient at discharge. This protocol might be formalized to the extent that a premedication instruction is written in each cardiac patient’s discharge orders. Last, a web of factors—individual (knowledge), organizational (access to knowledgeable others, support for evidence use), and institutional (dissemination of evidence-based practice)—promotes, sustains, and institutionalizes evidence-based medicine. Britain’s national health system, for example, promotes evidencebased practice using the Cochrane Collaboration’s recommendations as the standard. Medicare in the United States publishes information on whether hospitals use proven remedies in patient care (Kolata, 2004). In sum, features characterizing evidencebased practice include †¢ learning about cause-effect connections in professional practices; †¢ isolating the variations that measurably affect desired outcomes; 260 Academy of Management Review April creating a culture of evidence-based decision making and research participation; †¢ using information-sharing communities to reduce overuse, underuse, and misuse of specific practices; †¢ building decision supports to promote practices the evidence validates, along with techniques and artifacts that make the decision easier to execute or perform (e. g. , checklists, protocols, or standing orders); and †¢ having individual, organizational, and institutional factors promote access to knowledge and its use. Now let’s consider what such practice might mean for management and organizations. WHY EVIDENCE-BASED MANAGEMENT IS IMPORTANT AND TIMELY Evidence-based management is not a new idea. Chester Barnard (1938) promoted the development of a natural science of organization to better understand the unanticipated problems associated with authority and consent. Since Barnard’s time, however, we have struggled to connect science and practice without a vision or model to do so. Evidence-based management, in my opinion, provides the needed model to guide the closing of the research-practice gap. In this section I address why evidence-based management is timely and practical. Calling Attention to Facts: â€Å"Big E Evidence† and â€Å"little e evidence† An evidence orientation shows that decision quality is a direct function of available facts, creating a demand for reliable and valid information when making managerial and organizational decisions. Improving information continues a trend begun in the quality movement over thirty years ago, giving systematic attention to discrete facts, indicative of quality (e. g. , machine performance, customer interactions, employee attitudes and behavior [Evans & Dean, 2000]). This trend continues in recent developments regarding open-book management (Case, 1995; Ferrante & Rousseau, 2001) and the use of organizational fact finding and experimentation to improve decision quality (Pfeffer & Sutton, in press). In all the attention we now give to evidence, it helps to differentiate what might be called â€Å"Big E Evidence† from â€Å"little e evidence. † Big E Evidence refers to generalizable knowledge regarding cause-effect connections (e. g. , specific goals promote higher attainment than general or vague goals) derived from scientific methods—the focus of this article. Little e evidence is local or organization specific, as exemplified by root cause analysis and other fact-based approaches the total quality movement introduced for organizational decision making (Deming, 1993; Evans & Dean, 2000). It refers to data systematically gathered in a particular setting to inform local decisions. As the saying goes, â€Å"facts are our friends,† when local efforts to accumulate information relevant to a particular problem lead to more effective solutions. Although decision makers who rely on scientific principles are more likely to gather facts systematically in order to choose an appropriate course of action (e. . , Sackett et al. , 2000), fact gathering (â€Å"evidence†) doesn’t necessarily lead decision makers to use social science knowledge (â€Å"Evidence†) in interpretating these facts. In my introductory example of the health care system, the executive director might have concluded that the performance differences across t he twenty clinics were due to something about the clinics or their managers. It was his knowledge of a basic principle in psychology that gave him an alternative and, ultimately, more effective interpretation. However, systematic attention to local facts can prompt managers to look for principles that account for their observations. The opening example illustrates how scientific principles and local facts go together to solve problems and make decisions. Opportunity to Better Implement Managerial Decisions In highly competitive environments, good execution may be as important as the strategic choices managers make. Implementation is a strong suit of evidence-based management through the wealth of research available to guide effective execution (e. g. , goal setting and feedback [Locke & Latham, 1984]; feedback and redesign [Goodman, 2001]). Indeed, with greater orientation toward scientific evidence, health care management’s guidelines frequently reference social and organizational research on implementation (e. g. , Lemieux-Charles & Champayne, 2004; Lomas, Culyer, McCutcheon, 2006 Rousseau 261 McAuley, & Law, 2005). The continued wide variation we observe in how organizations execute decisions (e. g. , in goal clarity, stakeholder participation, feedback processes, and allowance for redesign) is remarkable, given the advanced knowledge we possess about effective implementation and what is at stake should implementation fail. Better Managers, Better Learning Given the powerful impact managers’ decisions have on the fate of their firms, managerial competence is a critical and often scarce resource. Improved managerial competence is a direct outgrowth of a greater focus on evidencebased management. Managers need real learning, not fads or false conclusions. When managers acquire a systematic understanding of the principles governing organizations and human behavior, what they learn is valid—that is to say, it is repeatable over time and generalizable across situations. It is less likely that what managers learn will be wrong. Today, the poor information commonly available to managers regarding the organizational consequences of their decisions means that experiences are likely to be misinterpreted— subject to perceptual gaps and misunderstandings. Consider the case of a supervisor who overuses threats and punishment as behavioral tools. A punisher who keys on the fact that punishing suppresses behavior can completely miss its other consequence—its inability to encourage positive behavior. Status differences and organizational politics make it unlikely that the punisher will learn the true consequences of that style, by limiting and distorting feedback. The reality is that managers tend to work in settings that make valid learning difficult. This difficulty is compounded by the widespread uptake of organizational fads and fashions, â€Å"adopted overenthusiastically, implemented inadequately, then discarded prematurely in favor of the latest trend† (Walshe & Rundall, 2001; 437; see also Staw & Epstein, 2000). In such settings managers cannot even learn why their decisions were wrong, let alone what alternatives would have been right. Evidence-based management leads to valid learning and continuous improvement, rather than a checkered career based on false assumptions. Organizational legitimacy is another product of evidence-based management. Where decisions are based on systematic causal knowledge, conditioned by expertise leading to successful implementation, firms find it easier to deliver on promises made to stockholders, employees, customers, and others (e. g. , Goodman & Rousseau, 2004; Rucci, Kirn, & Quinn, 1998). Legitimacy is a result of making decisions in a systematic and informed fashion, thus making a firm’s actions more readily justifiable in the eyes of stakeholders. Yet, given evidence-based management’s numerous advantages, why then is the research-practice gap so large? I next turn to the array of factors that align to perpetuate this evidence-deprived status quo. WHY MANAGERS DON’T PRACTICE EVIDENCE-BASED MANAGEMENT The research-practice gap among managers results from several factors. First and foremost, managers typically do not know the evidence. Less than 1 percent of HR managers read the academic literature regularly (Rynes, Brown, & Colbert, 2002), and the consultants who advise them are unlikely to do so either. Despite the explosion of research on decision making, individual and group performance, business strategy, and other domains directly tied to organizational practices, few practicing managers access this work. (I note, however, that of the four periodicals the Academy publishes, it is the empirical Academy of Management Journal to which company libraries most widely subscribe. So there is some recognition that this research exists! ) Evidence-based management can threaten managers’ personal freedom to run their organizations as they see fit. A similar resistance characterized supervisory responses to scientific management nearly 100 years ago, when Frederick Taylor’s structured methods for improving efficiency were discarded because they were believed to interfere with management’s prerogatives in supervising employees. Part of this pushback stems from the belief that good management is an art—the â€Å"romance of leadership† school of thought (e. g. , Meindl, Erlich, & Dukerich, 1985), where a shift to evidence and analysis connotes loss of creativity and autonomy. Such concerns are not unique: physicians have wrestled with similar dilemmas, expressed in 62 Academy of Management Review April the aptly titled article â€Å"False Dichotomies: EBM, Clinical Freedom and the Art of Medicine† (Parker, 2005). Managerial work itself differs from clinical work and other fields engaged in evidencebased practice in important ways. First, managerial decisions often involve long time lags and littl e feedback, as in the case of a recruiter hiring someone to eventually take over a senior position in the firm. Years may pass before the true quality of that decision can be discerned, and, by then, the recruiter and others involved are likely to have moved on (Jaques, 1976). Managerial decisions often are influenced by other stakeholders who impose constraints (Miller, 1992). Obtaining stakeholder support can involve politicking and compromise, altering the decision made, or even whether it is made at all. Incentives tied to managerial decisions are subject to contradictory pressures from senior executives, stockholders, customers, and employees. Last, it’s not always obvious that a decision is being made, given the array of interactions that compose managerial work (Walshe & Randall, 2001). A manager who declines to train a subordinate, for example, may not realize that particular act ultimately may lead the employee to quit. Evidence-based management can be a tough sell to many managers, because management, in contrast to medicine or nursing, is not a profession. Given the diverse backgrounds and education of managers, there is limited understanding of scientific method. With no formally mandated education or credentials (and even an MBA is no guarantee), practicing managers have no body of shared knowledge. Lacking shared scientific knowledge to add weight to an evidence-based decision, managers commonly rely on other bases (e. g. , experience, formal power, incentives, and threats) when making decisions acceptable to their superiors and constituents. Firms themselves—particularly those in the private sector— contribute to the limited value placed on science-based management practice. Although pharmaceutical firms advertise their investment in biotechnology and basic research, the typical business does not have the advancement of managerial knowledge in its mission. Historically leading corporations such as Cadbury, IBM, and General Motors were actively engaged in research on company selec- tion and training practices, employee motivation, and supervisory behavior. Their efforts contributed substantially to the early managerial practice evidence base. But few organizations today do their own managerial research or regularly collaborate with those who do, despite the considerable benefits from industry-university collaborations (Cyert & Goodman, 1997); the globally experienced time crunch in managerial work and the press for short-term results have reduced such collaborations to dispensable frills. Nonetheless, hospitals participate in clinical research and school systems evaluate policy interventions. In contrast to more evidence-oriented domains, such as policing and education, management is most often a private sector activity. It is less influenced by public policy pressures promoting similar practices while creating comparative advantage via distinctiveness. Businesses are characterized by the belief that the particulars of the organization, its practices, and its problems are special and unique—a widespread phenomenon termed the uniqueness paradox (Martin, Feldman, Hatch, & Sitkin, 1983). Observed among clinical care givers and law enforcement practitioners too, the uniqueness paradox can interfere with transfer of research findings across settings—unless dispelled by better education and experience with evidencebased practice (e. g. , Sackett et al. , 2000). Yet, despite all these factors, the most important reason evidence-based management is still a hope and not a reality is not due to managers themselves or their organizations. Rather, professors like me and the programs in which we teach must accept a large measure of blame. We typically do not educate managers to know or use scientific evidence. Research evidence is not the central focus of study for undergraduate business students, MBAs, or executives in continuing education programs (Trank & Rynes, 2003), where case examples and popular concepts from nonresearch-oriented magazines such as the Harvard Business Review take center stage. Consistent with the diminution of research in behavioral course work, business students and practicing managers have no ready access to research. No communities of experts vet research regarding effective management practice (in contrast to the collaboratives that vet health care, criminal justice, and educational research [e. . , Campbell Collaboration, 2006 Rousseau 263 2005; Cochrane Collaboration, 2005]). Few MBAs encounter a peer-reviewed journal during their student days, let alone later. Consequently, it’s time to look critically at the role we educators play in limiting managers’ knowledge and use of research evidence. EVIDENCE-BASED MANAGEMENT AND OUR ROLE AS EDUCATORS My biggest surprise as the Academy president turned out to be the most frequent topic of emails sent to me by Academy members: complaints about our journals from self-identified teaching-oriented members. A typical email goes like this: â€Å"I want to let you know what a waste the Academy journals are. There’s nothing in them at all pertinent to my teaching. The Academy should be for everybody, not just researchers. † My first response was to feel guilty (why hadn’t I seen this? ). But then I started to think more deeply about what this message implies. It says that educators aren’t finding ideas in journals that cause them to change what they teach. This might mean that current research is irrelevant to what’s being taught if educators focus on other topics. It could mean that the kind of information research articles provide about principles or practices is insufficient to determine what settings or circumstances their findings apply to. Or it could even mean that professors aren’t updating their course material when research findings differ from what they teach. These emails prompted me to wonder what exactly we are teaching. If we are teaching what research findings support, the content of a class has to change from time to time, with new evidence or better-specified theory. The concern that prompted this address stemmed from these emails: the role we educators play in the research-practice gap. How Professors Contribute to the ResearchPractice Gap Management education is itself often not evidence based, something Trank and Rynes implicitly recognize (2003) as the â€Å"dumbing down† of management education. They also persuasively demonstrated that, in place of evidence, behavioral courses in business schools focus on general skills (e. g. , team building, conflict man- agement) and current case examples. Through these stimulating, ostensibly relevant activities, we capture student interest, helping to deflect the criticism â€Å"How is this going to help me get my first job? † Business schools reinforce this by relying heavily on student ratings instead of assessing real learning (Rynes, Trank, Lawson, & Ilies, 2003). Stimulating courses and active learning must be core features of training in evidence-based management, because these educational features are good pedagogy. The manner and content of our approaches to behavioral courses perpetuate the research-practice gap. Weak Research-Education Connection Pick up any popular management textbook and you will find that Frederick Herzberg’s work lives, but not Max Weber’s. Herzberg’s longdiscredited two-factor theory is typically included in the motivation section of management textbooks, despite the fact that it was discredited as an artifact of method bias over thirty years ago (House & Wigdor, 1967). I asked a famous author of many best-selling textbooks why this was so. â€Å"Because professors like to teach Herzberg! † he answered. Students want updated business examples but can’t really tell if the research claims are valid. † This conversation suggests that professors are likely to teach what they learned in graduate school and not necessarily what current research supports. (Since many management professors are adjuncts valued for their practical experience but are from diverse backgrounds, even educators of comparable professional age may not share scien tific knowledge. ) I suspect that the persistence of Herzberg will continue until all the professors who learned the twofactor theory in graduate school (c. 960 –1970) retire. However, business schools may discourage inclusion of some well-substantiated topics because they don’t â€Å"sound† managerial. Paul Hirsch, the well-known sociologist, tells the story that when he flies business class, his seatmates ask what he does for a living. When he identifies himself as a business school professor, the next customary question is â€Å"What do you teach? † As a sociologist steeped in Weber and the century of research he spawned, Paul used to say, â€Å"Bureaucracy. † His seatmates frequently 264 Academy of Management Review April moved to the opposite wing at that point, until Paul wised up and found a more appealing response: â€Å"Management† (personal communication). Paul notes that managers still need to understand bureaucratic processes, so he hasn’t changed what he teaches— only what he calls it. I do this too: I no longer call socialization, training, and rules â€Å"substitutes for leadership† (Kerr & Jermier, 1978), having found that the last thing a would-be manager wants to hear is how he or she can be replaced. The implications are clear. We frame, and perhaps even slant, what we teach to make it more palatable. Can it be we are on that slippery slope of avoiding teaching the most current social science findings relevant to managers and organizations, from downsizing to ethical decision making, because we fear our audience won’t like the implications? Failure to Manage Student Expectations Student expectations do drive course content, and current evidence indicates that there is a strong preference for turnkey, ready-to-use solutions to problems these students will face in their first jobs (Trank & Rynes, 2003). What efforts do we make to manage these expectations? Unless students are persuaded to value sciencebased principles and their own role in turning these principles into sound organizational practice, it will be nigh impossible for faculty to resist the pressure to teach only today’s solutions. We might start by asking students who they think updates more effectively—practitioners trained in solutions or in principles. Effective practices in 2006 need not be the same as those in 2016, let alone 2036, when the majority of today’s business students will still be working. If we teach solutions to problems, such as how to obtain accurate information on a worker’s performance, students will acquire a tool—perhaps, for example, 360-degree feedback. Yet they won’t understand the underlying cognitive processes (whether feedback is task related or self-focused), social factors (the relationships between ratees and raters), and organizational mechanisms (used for developmental purposes or compensation decisions), which explain how, when, and why 360-degree feedback might work (or not). Imagine a doctor who knows to prescribe antibiotics to patients with bronchitis (a common recommendation in the 1980s before recognition of antibiotic overuse [Franklin, 2005]) but doesn’t understand the basic physiology that can lead other therapies to be comparable, more effective, or have fewer downsides. In the case of feedback, basic social science research is quite robust regarding how feedback impacts behavior (Kinicki & Kreitner, 2003). Such knowledge is likely to generate broader utility and more durable solutions over time than training in any particular feedback tool. Lack of Models for Evidence-Based Management Case methods are de rigueur in business schools, helping to develop students’ analytic skills and familiarity with conditions they will face as practicing managers. The cases that I find most effective are those that have an individual manager as a protagonist (as opposed to those that describe an organization without developing one or two central personalities). A central character creates tension and evokes student identification with the events taking place. That character is typically a manager, who can be the change agent responsible for solving the problem or a catalyst for the dysfunctional behavior on which the cases focuses. Either way, students have a model—a positive or negative referent—from which they can learn how to behave (or not) in the future. As with most complex behaviors, from parenting to managing, people learn better when they have competent models (Bandura, 1971). Nonetheless, in twenty-five years of using cases in class, I cannot recall a single time in which a protagonist reflected on research evidence in the course of his or her decision making. No Expectation for Updating Evidence-Based Knowledge Throughout the Manager’s Career Upon graduation, few business students recognize that the knowledge they may have acquired can be surpassed over time by new findings. Although social science knowledge continues to expand, business school training does not prepare graduates to tap into it. Neither students nor managers have clear ideas of how to update their knowledge as new evidence emerges. 2006 Rousseau 265 There are few models of what an â€Å"expert† manager knows that a novice does not (see Hill, 1992, for an exception). In contrast, expert nurses are known to behave in very different ways from novices or less-than-expert midcareer nurses (Benner, 2001). They more rapidly size up a situation accurately and deal simultaneously with more co-occurring factors. In the professions, extensive postgraduate development exists to deepen expertise to produce a higher quality of practice. In contrast, business schools often imply that MBAs know all they need to know when they graduate. WHAT WE CAN DO TO CLOSE THE RESEARCH-PRACTICE GAP There is a lot we can do to close the researchpractice gap, both as individual educators and through working collectively. Manage Student Expectations We can manage student expectations with regard to the role of behavioral course work in the student’s broader career. I often introduce myself to full-time students by telling them that the easiest teaching I do has always been to executives, because these experienced managers come to the program convinced that human behavior and group processes are the most critical things they need to learn. At this point in their careers, our full-time students can only be novices whose expertise will grow with time and active effort on their part to understand the dynamics of behavior in organizations. Try asking students what the difference is between ten years of experience and one year of experience repeated ten times. Then let them imagine what ten years of experience in becoming more expert on behavior and group processes in organizations would look like (the types of job, people, settings, etc. ). Let them also imagine this for one year repeated ten times. Reflecting on these contrasting visions of their careers gives students an opportunity to raise their expectations of themselves as professional managers. There are various related means for managing expectations, including the creation of learning contracts based on the learner’s anticipated future roles, the behavioral knowledge and skills these roles will necessitate, and how that knowledge and skill will be acquired in the course (Goodman, 2005). It is easier to do this as part of a larger curriculum framed by anticipated future roles—the would-be-manager’s story (Schank, 2003). Important also is the next feature: providing models of evidence-based practice and evidence-based managers. Provide Models of Evidence-Based Practice We need to model evidence-based practice in our teaching and in the curriculum. Psychological research on learning offers a useful guide for course/curriculum practices (e. g. , Kersting, 2005). These include exposing the learner to models of competent evidence-based managers. I have been fortunate to encounter such a person. John Zanardelli is the CEO of Asbury Heights, the Methodist Home for the Aged, Mt. Lebanon, Pennsylvania. I first met John in an executive course on change management at Carnegie Mellon. He peppered me with questions about skills, information, and management tactics and wanted to know the research support behind my answers. Trained as an epidemiologist, John understands the scientific method and regularly looks for scientific corroboration of ideas he comes across in popular management books and from self-proclaimed experts. (Not surprisingly, the calls for evidence-based management largely have come from health care professionals and scholars [e. g. , DeAngelis, 2005; Kovner, Elton, & Billings, 2005]. I knew that I was seeing an unusual manager, to say the least, when John, faced with the need to redesign his organization’s compensation practices, went off to the Carnegie Mellon library to read J. Stacy Adams’ equity theory! His organization’s vision statement is built around the concept â€Å"Where Loving Care and Science Come Together. † Managers such as John Zanardelli provide exemplars of the complex set of proficiencies required to b ecome a master management practitioner. Using them as examples reinforces the notion that the typical twenty-something student is a novice taking first steps along the path to becoming an expert (e. . , Benner, 2001; Hill, 1992). Active practice, self-reflection, and feedback are core learning principles (Schon, 1983). ? Developing student competence through active practice entails project work supported by ongoing reflection and debriefing regarding what constitutes valid learning and effective behavior. Similarly, our educational practices, 266 Academy of Management Review April courses, and curricula need that same reflection and evolution to effectively model evidencebased teaching. Promote Active Use of Evidence Students need to know that evidence is available, and they need to learn how to apply it. This necessitates a balance between teaching principles—that is, cause-effect knowledge—and practices—that is, solutions to organizational problems—though the mix is subject to dispute (Bennis & O’Toole, 2005). In the spirit of making the course tell a story students can understand and participate in, a course conveying how a novice becomes an expert manager, like any good story, involves a succession of experiences, trials, failures, and successes (Schank, 2003). That story line is marked by the acquisition of distinctly different kinds of knowledge. There is declarative knowledge regarding principles or cause-effect relationships. Students can acquire principles in a variety of ways. They might address the appropriateness of group incentives versus individual incentives by locating evidence in a textbook, in journals, or online. Informing students of the â€Å"evidence† through lectures and books has its place, but there is value in identifying and deriving the principles themselves from the sources that will remain available to them throughout their careers. Students can learn a good deal from actively accessing evidence, using it to solve problems, reflecting—and trying again. Indeed, one of the most powerful forms of learning may be deriving principles from experience and reflection, as when students review cases and then derive the principles governing the underlying outcomes (Thompson, Gentner, & Loewenstein, 2003). Thompson and her colleagues found that students learned better when they developed principles from cases than when they derived solutions, a finding consistent with basic psychological research on learning (Anderson, Fincham, & Douglass, 1997). Actually using evidence takes a metaskill— the ability to turn evidence-based principles into solutions. A form of procedural knowledge, a solution-oriented approach to evidence use is comparable to product design, where end users and knowledgeable others familiar with the situation in which the product will be used jointly participate in specifying its features and functionality. Perhaps one of the first products of behavioral research in organizations was the revolving spindle restaurants use to convey customer orders to the kitchen. William Foote Whyte (1948) discovered that status differences between restaurent wait staff (typically female) and the (male) chef led to conflicts, because chefs disliked taking orders from women. The revolving order spindle to which waitresses could attach an order and spin it in the direction of the kitchen allowed customer orders to be conveyed impersonally, reducing workplace conflict and improving communication. Other researchbased products include decision supports such as checklists to guide a performance review or action plans to conduct meetings in ways that build consensus (e. . , Mohrman & Mohrman, 1997), effectively translating the evidence into guides for action. Build Collaborations Among Managers, Researchers, and Educators As the saying goes, it takes a village to educate people. Changing how we educate managers in professional schools necessitates a collective attitude and behavior shift among educators, researchers, current managers, and recruiters. Pfeffer and Sut ton’s (in press) book calls attention to managerial heroes—people who use evidence to turn troubled companies around and/or to create sustained successes. As in the case of any change in collective attitudes (Gladwell, 2002), turning evidence-based management from a practice of a prophetic few into the mainstream requires champions— credible people like Pfeffer and Sutton’s managerial heroes—to advertise its value. Networks of individuals, excited by what evidence-based management makes possible, need to exist to disseminate it to others. One such collaborative network might parallel the Cochrane Collaboration in medicine and the Campbell Collaboration in criminal justice and education. Such a community has been advocated to promote evidenced-based management of health care organizations [Kovner et al. , 2005], suggesting that communities of experts might effectively be built around the management of specific kinds of organizations. ) Each represents a worldwide community of experts created to provide ready access to a particular 2006 Rousseau 267 body of evidence and the practices it supports. Community members, p ractitioners as well as researchers, collaborate in summarizing stateof-the-art knowledge on practices known to be important. Information is presented in sufficient detail regarding evidence and sources of outcome variation to reduce underuse, overuse, and misuse. While these communities are geographically distributed, they also sponsor face-to-face meetings to promote community building, commitment, and learning. Their major product is online access to information, designed for easy use. EVIDENCE-BASED PRACTICE CAN BE MISUNDERSTOOD On a cautionary note, the label evidencebased practice can be misapplied. It can be used to characterize superficial practices (another company’s so-called best practice or the latest tool consultants are selling). Alternatively, it can be used as a club (the kind with a nail in it) to force compliance with a standard that may not be universally applicable. One downside of poor implementation of evidence-based medicine is the challenge the British health care system has faced owing to the use of the Cochrane Collaboration’s recommendations to regulate clinical care decisions, with enforcement of the recommendations regardless of their suitability for particular patients (Eysenbach & Kummervold, 2005). Evidence-based practice is not onesize-fits-all; it’s the best current evidence coupled with informed expert judgment. OUR OWN ZEITGEIST PROMOTING EVIDENCE-BASED PRACTICE OF MANAGEMENT Forty years elapsed between Semmelweis’s discoveries and the formulation of germ theory. One hundred years later, even basic infectionreducing practices such as hand washing still are not consistently performed in hospitals (Johns Hopkins Medicine, 2004). Considering the personal growth and social and organizational changes evidence-based practice requires, our own evidence-based management zeitgeist still has plenty of time to run. The first challenge is consciousness raising regarding the rich array of evidence that can improve effectiveness of managerial decisions. Educating opinion leaders, including prominent executives and educators, in the nature and value of evidence-based approaches builds champions who can get the word out. Updating management education with the latest research must be ongoing, demanding that educators and textbook writers apprise themselves of new research findings. The onus is on researchers to make generalizability clearer by providing better information in their reports regarding the context in which their findings were observed. All parties need to put greater emphasis on learning how to translate research findings into solutions. In the case of researchers, too much information that might affect the translations of findings to practice remains tacit, in the apparent minutiae research reports omit, known only to the researcher. Educators need to help students acquire the metaskills for designing solutions around the research principles they teach. Managers must learn how to experiment with possible evidence-based solutions and to adapt them to particular settings. We need knowledgesharing networks composed of educators, researchers, and manager/practitioners to help create and disseminate management-oriented research summaries and practices that best evidence supports. Building a culture in which managers learn to learn from evidence is a critical aspect of effective evidence use (Pfeffer & Sutton, in press). Developing managerial competence historically has been viewed as a training issue, underestimating the investment in collective capabilities that is needed (Mohrman, Gibson, & Mohrman, 2001). The promises of evidence-based management are manifold. It affords higher-quality managerial decisions that are better implemented, and it yields outcomes more in line with organizational goals. Those who use evidence (E and e) and learn to use it well have comparative advantage over their less competent counterparts. Managers, educators, and researchers can learn more systematically throughout their careers regarding principles that govern human behavior and organizational actions and the solutions that enhance contemporary organizational performance and member experience. A focus on evidence use may also ultimately help to blur the boundaries between researchers, educators, and managers, creating a lively community with many feedback loops where information is sys- 268 Academy of Management Review April tematically gathered, evaluated, disseminated, implemented, reevaluated, and shared. The promise of evidence-based management contrasts with the staying power or stickiness of the status quo. Like the QWERTY keyboard created for manual typewriters, but inefficient in the age of word processing, management-asusual survives, despite being out of step with contemporary needs. 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