Employee Motivation Elements in Job Design

Employee Motivation Elements in Job Design Introduction Background It is obvious that the world is in constant change process. Markets are growing and becoming more competitive and dynamic. According to Chartered Institute of Personnel and Development (online), the systems and methods that once were effective to hold organisations together are now more likely to prevent communication and demotivate employees. Managers now need to take account of the changing attitudes and expectations of employees. They need to find new ways to organising work so that it allows more flexibility and brings motivation and job satisfaction to employees. Robinson, I. (2006) argues that motivated employees produce higher levels of performance, are more enthusiastic and committed to the organisation. They are willing to use their skills, participate and contribute to the benefit of the company. By contrast, demotivated employees are likely to be apathetic and to have higher levels of absence. It is self evident that organisational performance is likely to be greater with motivated and engaged employees. The concept of job design opens a new perspective to creating a more favourable work environment in which motivated employees will improve and enhance organisational performance. Aims Objectives This projects objectives are the following: To identify those specific factors / elements which are considered / used when designing job. To establish which job design factors motivate employees. To establish whether a relationship exists between employee motivation and the quality of job performance. The purpose of my research is fundamentally to find out whether the following hypothesis is true: H1. The aspects of job design improve employee motivation and lead to improved employee performance. Answering the following questions will help to research into my topic as well as either prove or disprove the hypothesis I have put forward. These are the following: What is job design? What is the difference between Mechanistic and Motivational approaches in job design? Are motivation and job performance inter-related? What are the factors of Motivational approach that improve employee motivation? What is the role of IT in job design? Such a study aims offer insight into the changes going around and a basis for managers for reflecting on how best reorganise work to improve performance. Preliminary literature review There is a wealth of literature covering the topic of my research hypothesis. My study of the literature will start with the key question of what job design is and how it impacts employee performance. I will then compare two different approaches, mechanistic approach and motivational approach in job design and assess the role of IT in this context. Jobs are created by people for people. Whether deliberately or by default, choices are made about which tasks to group together to form a job, the extent to which job holders should follow prescribed procedures in completing those tasks, how closely the job incumbent will be supervised, and numerous other aspects of the work. Such choices are the essence of job design, which may thus be defined as the specification of the content and methods of jobs (Wall and Clegg, 1998:265-268). Background to job design Mechanistic approach The concept of job design was first used in the late nineteenth century when industrialists such as Taylor or Ford first introduced a scientific approach in management practices (CIPD, online). Their approach consisted of defining clear job roles, suggesting that workers required specific tasks and boundaries to enable organisation to become more productive, effective and efficient. The principle of this approach is that a job is broken down into small and simple tasks that can be easily learned and performed. It is assumed that it makes the production more efficient (Business Dictionary, online). It aims to achieve maximum job fragmentation to minimise skills requirement and job learning time. Taylor (1914) was one of the first to develop the idea of time and motion studies to identify the most efficient movements during a work task. Workers were selected and trained to perform their jobs using Taylors approach and were offered monetary incentive to ensure that they performed to the ir maximum efficiency. Bloisi (2007) argues that the problem with this approach to job design is that it is too preoccupied with the productivity and ignores the workers social needs. According to Pickard (2006, in CIPD), in the 1960s, the focus shifted from hard, process-oriented approach to job design emphasizing social behavioural perspective of employees. While scientific management aimed on achieving organisational effectiveness through task fragmentation, during the middle part of the twentieth century, there was recognition that motivation would influence organisational performance. The work of Maslow and McGregor advocated that job design could be heavily influenced by understanding and responding to the motivations of individuals. However, it was Herzbergs two-factor theory of motivation and the concept of job enrichment that was to shape the development of job design during the second half of the last century (Marchington and Wilkinson, 2002). Motivational approach This new approach, called human relations approach (Bloisi, 2007) stems from the assumption that jobs can be designed to stimulate employee motivation and increase job satisfaction. Herzberg (1993, in Bloisi, 2007) asked two questions: What makes you feel good about your work? and What makes you feel bad? From the answers received, Herzberg concluded that the job satisfaction was one of the key elements of motivational job design. In his two-factor theory he identified hygiene factors and motivator factors. Hygiene factors are referred to practices at work that would cause dissatisfaction, but if corrected would not motivate (i.e. salary, organisations policies, administration and supervision). For example, if an employee were given a laptop computer to do his job, it may stop him to be unhappy because of the lack of the IT, but he would not be motivated to work harder. On the other hand, motivator factors, such as achievement, advancement, growth, recognition, responsibility and wor k itself, tend to create satisfaction and positive attitude and discretionary effort of employees (Robinson, 2006). The impact of job design on employee performance From the studies of motivator factors, different job design models were developed, such as Hackman and Oldhams (1980, in Bloisi, 2007). They developed a job characteristics model that identified the motivational factors of a job from the following aspects: Skills variety the variety of skills needed to complete the task. Task identity how much of the complete product or service is completed by the worker; how much they feel they have ownership of the task. Task significance how important is the task to the lives of others. Autonomy how much of decision-making role the person has while doing a job. Feedback how much feedback an employee is given about their job performance. The Figure 1 below shows how job characteristics described above impact on critical psychological states of employees, therefore improving their job satisfaction and performance. Core job Critical psychological Outcomes characteristics states Skill variety Job identity Job significance Job autonomy Feedback from job Meaningfulness of work Responsibility for work outcomes Knowing the actual results of the work activities Less absenteeism Less turnover High satisfaction High motivation High quality work performance Figure 1. Job characteristics model. Source: Adopted from Hackman and Oldham (1980: 77). It can be seen from the diagram above that when the critical psychological states are high, then employees will have a high level of internal work motivation. This leads to a greater productivity and helps create competitive advantage through people. During the 1990s an increased emphasis on employee empowerment led to high discretion models characterised by individual job enrichment and self-managing teamwork (Huczynski and Buchanan 2001, in CIPD online). Herzberg (Accel, online) suggested the following for the job enrichment: Lessen the control and retain accountability at the same time; Increase personal accountability for work; Grant additional autonomy and authority to employees; Make company reports available to all employees and not only to managers; Introduce new and more challenging tasks into the job; Encourage the enrichment of skills and expertise by assigning employees to specialized tasks. This approach aims to involve employees in decision-making processes, planning, organisation and control of work. An example of this can be through self-managed teams, where workers are given a goal to achieve but it is their teams that decide how tasks are allocated to achieve their goal. Job rotation can also be used as part of the motivational approach; here, employees are moved from one job to another over time (Bloisi, 2007). When job rotation is used, most of the jobs tend to be similar. However, it can increase skills variety and help boost job identity. The Figure 2 illustrates how job redesign can improve work and make it more meaningful. After the redesign of the cashiers jobs, their new jobs were found to be more motivating and as a result their job performance increased significantly. Before job redesign After job redesign Cashiers cashed cheques, processed deposits and payments for bills Business customers were referred to a business advisers Foreign currency transaction were referred to another cashier Auditors ensured transactions balanced Errors were notified to cashiers No feedback on workload No records were kept on who did the transactions Cashiers handled all aspects of the transaction for both business customers and foreign currency Feedback on errors available immediately Feedback on volume displayed on a computer screen Cashiers signed their names to each transaction so they were recognised as taking responsibility for their work Figure 2. How job redesign can make work more efficient and meaningful. Source: Bloisi (2007: 84). Research has shown that if work is seen as meaningful and important to the individual then they are likely to be more committed to the organisation and more productive. The role of IT in job design Developments in technology and increased use of the Internet open a new perspective in organisation and job design. Many employers are developing flexible working patterns using latest technological advances. There are great advantages as well as drawbacks to it. Here are some examples of how employer and employees can benefit of IT: Employees are encouraged to work more flexibly: it means they can work from home. Employees can save money and time on travelling to work. Although employees are physically absent at work, employers can always contact them either by mobile phone or email. Apart from that, organisations safe a huge amount of money on property costs, when some of the workforce is based at home. Disadvantages of using developed communication technologies at work: Employees are no longer able to switch off from work: they work outside their habitual nine-to five hours. It can lead to increased employee stress and dissatisfaction, which ultimately leads to less productive work. Despite these obvious disadvantages, the benefits of the use of the communication technology are major. As stated in Bloisi (2007), British Telecom encourages staff to work more flexibly. Following a workstyle analysis it now has 7500 of its workforce formally based at home and another 40,000 have remote access. Not only has it saved  £180 million in property costs, but also improved productivity by 20-40 per cent. The example above illustrates how flexible working in job design can act as a significant motivator contributing to employee well-being and improved productivity. Methodology Approach to my research scope The scope of my research is to explore the impact of job design on employee motivation and improved performance as its result. This is reflected in my research topic and hypothesis. This topic is of my own interest. Basically the research consists of the following three sequential parts: Job design Æ’Â   Employee motivation Æ’Â   Improved performance My research objectives and questions are designed in a way so that they first explore what job design is; secondly, how it can motivate people (Herzberg theory above); thirdly, I studied the model of Hackman and Oldham about the impact of employee motivation on the quality of their task performance (please see above). Research methodology Definition: Pattron (2009, online) defined research methodology as a highly intellectual human activity used in the investigation of nature and matter and deals specifically with the manner in which data is collected, analysed and interpreted. Secondary data collection method I have conducted a preliminary literature review to investigate what other authors write about my research topic. All findings in my literature review are meant to serve as a base for comparison with the results of primary data collection. The comparison between the two will help to either prove or disprove my research hypothesis. Theory Hypothesis Primary Research Conclusions The approach I have adopted for my research is deductive and can be represented in the diagram as follows: Figure 3. Deductive Research Approach. Primary data collection method Written questionnaire is the method I have chosen to collect the data. The type of my questionnaire is the Likert Scale (PHS, online) where I have given a scale to indicate the strength of agreement to statements (please see a sample of my questionnaire in the Appendix 2 below). The advantage of this type of questionnaire is that it is easier and faster for the recipient to complete and also allows direct comparability to answers as well as to assess the feelings of the respondents towards issues. This method ascribes quantitative value to qualitative data, makes it amendable to statistical analysis. A numerical value is assigned to each potential choice and the final average score represents overall level of accomplishment or attitude toward the subject matter. This questionnaire is targeted on sample population. Sample population is a number of homogenous respondents who share important characteristics e.g. all employed and working in a relatively big companies, rather than self-employed or working in small private businesses. It is essential to make the data comparable as well as to make conclusions meaningful (PHS, online). Accordingly, I distributed my questionnaires to a number of people working in different organisations but which had one same characteristic employed and working in medium size businesses. Approach to analysis and interpretation of data The theories in the literature review above (Hackman and Oldhams Job Characteristics model) have confirmed my research hypothesis which states that there is a link between job design, employee motivation and improved performance. In order to test this theory, I designed my primary data collection (questionnaire: questions 1 to 15) so that it fits the following formula: Motivating Potential Score MPS = Skill Variety + Task Identity + Task Significance x Autonomy x Feedback 3 Source: Hackman Oldham, 1980:90 in Bloisi, 2007. This formula is a summary of Hackman and Oldhams Job Characteristics model. It measures the overall potential of a job, or Job Satisfaction. It is calculated by taking the average of Skill variety plus Task identity plus Task significance and then multiplying that Average by Autonomy and Feedback. The outcome of jobs with high MPS will be high quality work performance and high worker satisfaction (Hackman Oldham in Bloisi, 2007). I created additional 12 questions, 16 to 27, to identify strong feeling of employee engagement. Results from this part of the questionnaire would show a strong correlation between high scores and superior job performance. All answers are accumulated and represented in the table in the Appendix 1 below. For each of the agree answers 1 point, and for each of disagrees 0 point is ascribed. The averages are calculated as well as MPSs for individual questionnaires. Conclusions The objective if this research was to investigate into the impact of job design on employee motivation and performance. The results of the primary data should either prove or disprove the statement made in the research hypothesis. The research was based on 5 dimensions that according to Hackman and Oldham (1980) would help to analyse how jobs were designed. The highest score for the Variable 1 (average 1.93) showed that the majority of the respondents agreed to a certain degree with the statement that their jobs require the variety of skills and abilities. Whereas Task significance and Autonomy had the lowest scores (Appendix 1). MPS has revealed which of these dimensions, that impact total Motivating Potential of a job, can be redesigned so that employees feel more motivated. Additional questions on job performance (16 to 27 and referred as Variable 6 in the Appendix 1), showed the result for the quality of job performance (average score 7.8 out of 12 questions). The research has revealed that job performance score is far greater at those jobs which had higher scores for Task variety, Task significance and Feedback. Therefore, we can conclude that if a job is well designed, people feel more satisfied and motivated which results in improved performance. Thus, our research hypothesis has proven to be true. Timescale Key tasks with milestones plotted along a time line

How Can Students be Moviated to Stay in High-school Essay -- Teaching

How Can Students be Moviated to Stay in High-school First of all, I think the students should be motivated mainly by their parents and then by their teachers. Parents should motivate their children by telling them how being a high-school graduate High-School Drop-Outs How can students be motivated to stay in school? First of all, I think the students should be motivated mainly by their parents and then by their teachers. Parents should motivate their children by telling them how being a high-school graduate will help them in life. The parent may mention how being a high-school graduate helped them or how they were hurt by being a high-school drop-out. Teachers can help motivate students by making school fun along with the teaching of the regular lessons. Teachers could also invite various people that graduated from high-school and some that were drop-outs to tell their own personal story. This may help students see the reality of being a high-school graduate or that being a high school drop-out can seriously affect that persons' life. Another thing that should be taken into consideration is that when a parent or teacher is talking to their child or student, the parent or teacher should not focus all on negative ideas. If they focus on negative ideas, and say such things as, â€Å"If you don't finish school then......,† then the child could be demotivated instead of being motivated. Parents and teachers should focus mainly on the positive ideas when motiv...

Becoming a Doctor Essay examples -- Research Medical Career Essays

Becoming a Doctor Many people think that becoming a doctor is difficult. Others have some sense that becoming a physician takes many years and is expensive. Most people realize that being a physician is difficult yet rewarding. All these people are correct. Becoming a physician is a long, arduous, expensive process that can only be accomplished with great dedication.   Ã‚  Ã‚  Ã‚  Ã‚  Before starting the process of becoming a physician (or any profession) you must do some honest soul searching. First of all you must be aware of the time commitment involved in becoming a physician. Medicine is a career that requires many years of preparation. Generally most people graduate college at age 22 and medical school at 26. Then after 3 years of internship and residency, many physicians begin their career at age 29. However, the training for some specialties can last until the physician's early to mid 30's. Obviously this can delay plans for marriage and starting a family. Some people begin their medical education after pursuing other careers, which can further delay the completion of their medical training. You must decide early on if you are willing to dedicate the time it takes to become a physician. As you can see, this is not a decision to be made lightly. More importantly, you must decide if medicine is a field that is right for the kind of person you are. I believe that there are three cornerstones of a successful career in medicine: „h A love for learning in general „h A true intellectual curiosity about medicine in particular „h A strong desire to help others. Being smart and doing well in the sciences are obviously important components of being a successful physician. However, do not fall into a medical career because you have done well in the sciences. Although this is a necessary requirement, you must also be able to relate well with people. As a physician you have an opportunity to help others. Wanting to help others and enjoying helping others are necessary attributes of a good physician. This is something that cannot be taught. However, there are many other professions that can help others. Politicians, religious leaders and social workers all have the opportunity to help others, perhaps in larger numbers. Medicine is a career filled with choices. In what other career can you choose between delivering babies, taking care of children,... ...al Colleges (AAMC) and The American Medical Association (AMA). Many states require only 1 year of training after medical school (internship) in an approved residency program as the bare minimum for obtaining a license. Residency programs are accredited by the Accreditation Council of Graduate Medical Education (ACGME) through the Residency Review Committees (RRC). You need to have passed one of several exams to prove that you are competent (such as the USMLE). Letters of reference are usually required. A check of your malpractice history will also be obtained. The rules for graduates of foreign medical schools are more complex and can be obtained from each state medical licensing board.   Ã‚  Ã‚  Ã‚  Ã‚  Becoming a board certified physician in a specialty involves the completion of a residency in a given specialty, then completing a comprehensive exam (often a written and oral exam). When you have satisfied the requirements of that particular board you are now Board certified and are called a Diplomate of that board (e.g. Diplomate of the American Board of Emergency Medicine). There are 24 approved medical specialty boards in the U.S. Many boards require recertification every 7-10 years.

Violence and Tragedy in Romeo and Juliet

Violence in The Tragedy of Romeo and Juliet In The Tragedy of Romeo and Juliet there are many scenes of dramatic irony throughout the play. The dramatic irony in the play adds suspense because you know something the other characters in the play does not know. This play if filled with many examples of dramatic irony and that creates suspense in the plotline. The first example of dramatic irony in the play is when a Capulet servant was sent my Lord and Lady Capulet to invite guests to their party.At the same time Romeo and his cousin Benvolio are standing in the streets and the servant comes up to them because he cannot read and asks them to read the names on the list. In return the servant says â€Å"Now I’ll tell you without asking. My master is the great rich Capulet, and if you be not of the house of Montagues, I pray come and crush a cup of wine. Rest you merry! †(Shakespeare 1:1, 82-84) this is a prime example of dramatic irony because the servant does not know that Romeo and Benvolio are Montagues but the audience does.This creates suspense because the audience is nervous about what is going to happen at the party. Another great example of dramatic irony is when Tybalt has challenged Romeo to a duel because he disgraced the Capulet name, and Romeo does not want to fight him. The reason Romeo does not want to fight is because he and Juliet just got married which means that him and Tybalt are now related. Romeo tries to stop him from fighting by telling him that he â€Å"love thee better than thou canst devise, till thou shalt know the reason of my love† (Shakespeare 1:1, 70-71).Tybalt does not know that Romeo is married to his cousin so he does not realize why Romeo is trying to reason with him and tell him he loves him. This is yet another example of how the dramatic irony adds suspense; the audience is waiting to see how the duel will play out and to see how Romeo will handle this situation. The third and final example of dramatic iro ny in the play is when Lady and Lord Capulet have decided to allow Count Paris to marry their daughter Juliet.She says â€Å"Marry my child, early next Thursday morn, the gallant, young, and noble gentlemen, The County Paris, at Saint Peters Church. †(Shakespeare 3:5 112-114) This would be great, but Romeo and Juliet have just gotten married, secretly at that. Nobody in Juliet’s family know about their marriage except for Nurse, which means that she has to decide if she is going to marry Paris and leave Romeo, or she could run off with Romeo.The dramatic irony in this scene play an important role in creating suspense in the fact that the audience want to know what will happen next, they want to know what Juliet will do or will she chose Paris over Romeo. As stated earlier The Tragedy of Romeo and Juliet is filled with dramatic irony and here are just some of the many examples that give the play great suspense and make it an ancient classic. The suspense in this play is important to creating much suspense making it a great play.

The Addie Model – Instructional Design and Example Lesson Plan

The ADDIE model is a generic process that is usually used by instructional designers and training developers. It offers instructional designers with a definite structure that ensures efficient instructional products.   ADDIE stands for its five phases: Analysis, Design, Development, Implementation, and Evaluation.These five phases are representations of a flexible and dynamic guideline for establishing effective training and support tools for performance. Each phase is represented by as a project output and a set of activities.   More so, each phase ends in a review, which forms a go or a no-go point to determine whether to proceed to the next phase or not.During the Analysis phase, the instructional problem is defined and the instructional goals are established.   More so, this is the phase where the learner’s present skills and knowledge and the learning environment is identified.   Some of the outputs and activities to be considered in the Analysis phase are as foll ows: §Ã‚   Clarify instructional problem and instructional objectives §Ã‚   Determine the audience and their characteristics §Ã‚   Identify the existing types of learning constraints §Ã‚   Identify the new behavioral outcome §Ã‚   Determine the delivery options §Ã‚   Determine the timeline to complete the projectIn the Design phase, the complete design of the learning solution is determined. This phase addresses the training methods (administered online or detailed storyboards with training program and course content illustrations).The Design phase considers the assessment tools, lesson planning, learning objectives, content, subject matter, media selection, and exercises.   Therefore, this phase entails a systematic and specific approach.   The following procedures are utilized in the Design phase: §Ã‚   Documentation of a project’s instructional, technical, and visual design strategy §Ã‚   Application of instructional strategies based on the intended beh avioral outcomes by domain (affective, cognitive, and psychomotor) §Ã‚   Designing the use interface and experience §Ã‚   Prototyping the creation §Ã‚   Application of visual or graphic designThe Development Phase of the ADDIE model involves the creation and assembly of the content assets, which were blueprinted in the Design phase.   Instructional designers and developers create storyboards, write the contents, and design the graphics in this phase.   The following activities are conducted during the Development phase: §Ã‚   Acquisition and/or creation of required media §Ã‚   Determining apt interactions through creativity, innovation, and exploration §Ã‚   Planning of activities that allows the construction of a supportive social environmentThe Implementation Phase involves the development of a training procedure for both learners and facilitators.   The training of facilitators should encompass the course content, learning outcomes, delivery methodologies, and p rocedures for testing.   On the other hand, learners should be trained on using new tools, which will be used in the learning process.   The Implementation phase usually involves only two activities: execute and maintain the learning solution.The last phase in the ADDIE model, which is the Evaluation phase, consists of two parts, the Formative and Summative evaluation.   The Formative evaluation is present throughout the entire ADDIE process while the Summative evaluation involves tests that are designed for criterion-related referenced items.   The Summative evaluation provides opportunities for feedback from learners.The ADDIE Model is a repetitive instructional design process in which the outcomes of the formative evaluation of each phase may prompt an instructional designer to go back to any previous phase.   The outcome of one phase determines the starting product of the next phase.ADDIE Model and Instructional PlanningInstructional Planning asserts that instruction s hould be data driven.   It is assumes that both learners and teachers should gain access to the expected results of a course.   The purpose of Instructional Planning is to acknowledge quality and aid in the enhancement and improvement of a course.Since an instructional plan presents individual instruction from teaching to learning, this is where the ADDIE model comes in; the ADDIE model provides a definite structure of the instructional plan.As the instructional plan serves as a communication tool between learners and teachers, the ADDIE model provides a step by step process of the instructional plan.   Each step in the instructional plan consists of outcomes from the ADDIE model that feed the next step in a specific sequence.   

The Ultimate Guide to Applying to Caltech

Known for its incredibly strong science and engineering programs, the California Institute of Technology is recognized worldwide as one of the top universities in the nation . Caltech boasts prestigious academic programs, renowned faculty, and a strong emphasis on research. Every year, these qualities, among others, draw thousands of applicants to the school. Caltech was originally founded as Throop University in 1891, and was renamed in 1920. Located in Pasadena, California, Caltech provides students with strong academic offerings and incredible research opportunities. Caltech prides itself on its emphasis on undergraduate teaching, has one of the lowest student-to-faculty ratios in the country. Approximately 300 faculty members teach 1,000 undergraduate and 1,250 graduate students. The Caltech faculty members are leaders in their fields, and among them are 34 Nobel Prize winners. Caltech is also home to numerous prestigious programs related to science and engineering. For instance, the Institute is in charge of NASA’s Jet Propulsion Laboratory, and operates â€Å"large-scale research facilities such as the Seismological Laboratory and a global network of astronomical observatories, including the Palomar and W. M. Keck Observatories†. Are you interested in applying to Caltech? In this post, we’ll walk you through the Caltech application and provide you with the tips, tricks, and insights you need to make your application to Caltech stand out. Caltech is a highly selective school when it comes to admissions. In the 2014-2015 admissions cycle, Caltech received over 6,500 applications. It accepted approximately 9% of those applications. 241 students ultimately enrolled in the Caltech Class of 2019. 54% of those students identified as male, and 46% identified as female. 15% were identified as being of underrepresented race or ethnicity, and 7% were international students. On the old SAT scale , the middle 50% range for Caltech was 2230-2340. The middle 50% for ACT scores was 34-35. The middle 50% range for the SAT Math Level 2 subject test was 790-800. 99% of the members of the Caltech Class of 2019 graduated in the top tenth of their class, and all graduated in the top quarter of their class. Caltech offers two programs under which you can apply: Early Action and Regular Decision. Caltech’s Early Action program is not binding, meaning that if you admitted under Early Action, you are permitted to apply to other and consider other schools. You also do not have to respond to Caltech’s offer until Decision Day, May 1st. The deadline to apply to Caltech under Early Action is November 1, 2016, and applicants will receive their decision in mid-December. The deadline to apply under Regular Decision is January 3, 2017, and applicants will receive their decision in mid-March. Caltech requires that applicants have taken the following courses, or be enrolled in them at the time of their applicants: four years of math, including calculus; one year of physics, one year of chemistry; three years of English, with four years recommended; one year of U.S. history/government, although this requirement is waived for international students. Caltech accepts both the Common Application and the Coalition Applicants. Applicants must also submit a $75 application fee or a fee waiver. In addition, applicants must submit either the SAT with writing or the ACT with writing, the SAT Subject Test in Math Level II, one SAT science subject test (biology [ecological], biology [molecular], chemistry, or physics), one evaluation from a math or science teacher, one evaluation from a humanities or social sciences teacher, the secondary school report, and academic transcripts. If you are international student, you must also submit your TOEFL scores and International Financial Aid Statement of Intent Form, which indicates whether or not you intend to apply for financial aid from Caltech. Note that Caltech is need sensitive when it comes to international students. Additionally, if you are an international student and plan to apply for aid, you are not permitted to apply under the Early Action program. Instead, you must submit your application for consideration under the Regular Decision program. Caltech neither requires nor reviews arts and music supplements . You may submit an additional recommendation from an individual, such as an extracurricular mentor or work supervisor, who can add another dimension to your application. Caltech asks that applicants submit no more than five total evaluations. If applicable, you may submit a scientific research paper you have published to Caltech. You will receive information on how to send such a paper to Caltech in your application confirmation email, once you have submitted your application.    Caltech does not offer merit scholarships, and financial aid is solely determined by the applicant’s need. Caltech meets the full demonstrated financial need of admitted students. Domestic students applying under the Early Action program must submit their CSS Profile and FAFSA by November 15, 2016. The Noncustodial Parent PROFILE, if applicable, and the IDOC are both due on January 6, 2017. California residents should ensure that their Cal Grant GPA Verification is submitted by March 2, 2017. The Caltech Scholarship Data Form is due by July 15, 2017. Domestic Early Action admittees will receive their financial aid offers in February. Domestic students applying under the Regular Decision program need to submit their CSS Profile February 1, 2016. Their FAFSA and Cal Grant GPA verification (if a California resident) must be submitted by March 2, 2017. The Noncustodial Parent PROFILE, if applicable, and the IDOC are due on March 2017 2017. The Caltech Scholarship Data Form is due by July 15, 2017. Domestic Regular Decision admittees will receive their financial aid offers in April. International students who are also applying for financial aid from Caltech must apply under the Regular Decision program. They are to submit the CSS Profile by February 1, 2017. If admitted, they must also submit the Caltech Scholarship Data Form by July 15, 2017. Admitted international students will receive their financial aid offers in April. The first section in the Caltech supplement to the Common App, titled â€Å"General†, asks a series of basic questions. You are asked which start term you plan to apply to (the only available answer is Fall 2017) and whether you plan to apply under the Early Action or the Regular Decision program. You are also asked if you intend to apply for financial aid from Caltech, and if you qualify for a Caltech specific fee waiver program. Caltech then asks if you are a U.S. citizen or a U.S. permanent resident. You also have the option of describing your sexual orientation and/or gender identity. The next series of questions focuses on academics. You are asked to indicate your proposed area of study at Caltech, and an alternate area of study. You can choose from any of Caltech’s majors. You should note that your response to this question is not binding, and is simply intended to give Caltech admissions officers a better idea of what you are interested in. The area of interest you indicate has no bearing on your application, and does not play any role in making your admissions decision. In this section, you also have the opportunity to list your scores in math exams like the AMC 12 or the AIME, if applicable. In the â€Å"Activities† section of the Caltech supplement, you are asked to list the extracurricular activities at Caltech that most interest you, in order of preference. You may choose from the following options: You are also asked to respond to the following short answer question in 200 words or less: What three experiences or activities have helped you explore your desire to study and possibly pursue a career in STEM? (200 words max) The next section, â€Å"Contacts†, contains only one question. Here, you are asked if you have previously applied to Caltech. If you respond affirmatively, you are then prompted to list the month and year in which you previously applied. In the â€Å"Family† section, you are first asked if you have any siblings applying to Caltech this year. If so, you are prompted to provide their information. You are also asked if any relatives have attended Caltech, and if any relatives have worked for Caltech. If you respond with â€Å"yes†, you are then asked if any of these relatives are a parent, grandparent, sibling, cousin, aunt, or uncle. If so, you are asked to then supply their information. The last section in the Caltech Supplement to the Common App asks a series of short answer and essay questions.

Learning Team Integrated Marketing Communications (IMC) Plan and Essay

Learning Team Integrated Marketing Communications (IMC) Plan and Presentation - Essay Example Hastings, an industry expert noted that â€Å"we are becoming like them in doing some originals and they are becoming more like us in creating an on-demand interface like HBO Go," which allows viewers to watch channels on the Web and on mobile and tabulate devices† (Coyle, 2012). This comment however is not without merit because close analysis in the industry shows that online video is going that way. Already, Netflix, the dominant player in the online video industry premiered its first scripted show Lilyhammer and House of Cards which was originally aired on Fox (Coyle, 2012). Hulu also premiered its own documentary show Battleground in February followed by Up to Speed which is a documentary about the ignored monuments of American cities (Coyle, 2012). Even Yahoo which was originally known as a search engine and email provider launched Electric City an animation series produced and voiced by Tom Hanks. Netflix, the industry leader is already operating under the assumption tha t TV and internet is converging with TV networks already experimenting on of going online for its shows to be seen in the internet and handheld mobile devices (Coyle, 2012). ... Branding As a brand, Hulu was previously known to be a free internet movie provider whose content were supported solely by advertisement. Its transition from free internet movie provider to paid subscription albeit first was met with resistance (Sandoval, 2009) was however overcome where Hulu is now known as one of the leading provider of internet videos. While Hulu have made decent strides in the internet video industry, its brand is not yet that established compared to its competitor Yahoo who is capitalizing on its existing audience base. Thus, it is highly recommended that Hulu should diversify and create more original content that is patently produced and owned by the company for the brand to be known among consumers. It is also recommended that the company should advertise itself more to increase the presence of the brand. Hulu’s brand presence should also not be limited in North America but extend it abroad including the rising market in Asia if it intends to go global. Positioning The online video market uses the internet as its platform which is global in reach and cost efficient. Having this reach to anywhere in the world for as long as there is an internet connection spells a different economics for industry players because of the sheer volume of its potential market. Unlike in traditional broadcast TV whose immediate reach is limited to one geographical location such as the United States, internet video can reach other countries simultaneously without having its shows or content syndicated to a third party just for the content to be shown outside the territory of its original location. At present, Hulu is limited to US customers and is not able to other regions particularly in emerging market such as Asia. This limitation is