Adidass Strategy

Adidass Strategy Free Online Research Papers What is adidass corporate strategy? â€Å"To lead the sporting goods industry with brands built on a passion for sports and a sporting lifestyle. To provide athletes with the best possible equipment to optimize their performance. Leveraging opportunities across their brand portfolio 1.Market penetration – gaining market share across all markets in which they compete 2.Market development – expanding into new markets and addressing new consumer segments To have a leading market positions in all regions where we compete. Leading though innovation and design Customizing distribution 1.Mono-branded stores run by retail partners 2.Shop-in-shops that Adidas establish with their key accounts 3.Joint ventures with their retail partners 4.Co-branded stores with sports organizations or other brands Creating shareholder value† Was there a common strategic approach used in managing the companys lineup of sporting goods businesses prior to its 2005–2006 restructuring? No, Adidas was trying to regain the number one position within the sporting goods industry by investing in many different areas of sporting goods. â€Å"Adidas’s 1998 acquisition of Salomon had several businesses that adidas’s management viewed as attractive-its Salomon ski division was the leading producer of ski equipment: TaylorMade Golf was the second-largest seller of golf equipment; and Mavic was the leading producer of high-performance bicycle wheels and rims.† Adidas was not focused on athletic footwear and started selling bike wheels and rims that had nothing in common with their main business of athletes’ footwear. Also the ski division was out of line with their many main business goals and strategies. Has the corporate strategy changed with restructuring? Yes, Adidas sold the divisions that were not inline with their main strategy or didn’t have noting in common with their main business. â€Å"Adidas announced near the end of its second quarter 2005 that it would divest its winter sports brands and Mavic bicycle components before the end of the year.† Adidas started focusing on its main business strategies and divisions that were in common with the strategies. â€Å"Adidas’s October 2005 announcement that it would acquire Reebok International Ltd for three point eight billion was the final component of a restructuring initiative that would focus the company’s business lineup primarily on athletic footwear and apparel and golf equipment by 2006.† With the restructuring and acquisition of Reebok the company strategy has changed. The new Adidas will start focusing on their core business strengths in the athletic footwear and apparel business. The combined companies will offer the spectrum of their product mix to gain a greater combined market share. â€Å"The brand adidas will continue to have a clear focus on sport performance and will highlight team sports, while brand Reebok will be positioned as a fitness oriented, sports-lifestyle brand with the focus on individual performance. The positioning will also be reflected in the distinct brand communication to reach different consumers.† What is your evaluation of adidass 1998 acquisition of Salomon SA? Adidas should have not acquired Salomon SA since they did not have the knowledge to run the division and it made adidas to diverse. â€Å"A Merrill Lynch analyst suggested that the Salomon acquisition might prove troublesome for adidas since other athletic shoe companies had dabbled in the hard goods segment, but they have been unsuccessful to date in making inroads.† By adidas becoming too diverse, they were unable to capitalize on any value chains and unable to cross promote their products. The acquisition did give adidas more market share â€Å"Adidas’s 1.5 billion acquisition of Salomon allowed it to surpass Reebok to become the world’s second-largest sporting goods company† This was not a good business decision because adidas already owned Reebok and just because they gain market share showed that the end result would not be profitable (bigger is not always better). Did the acquisition achieve the Robert Louis-Dreyfuss objective of putting together the best portfolio of sports brands in the world? NO. Louis-Dreyfus used 100 percent debt financing to create adidas-Salomon thinking that the new business units would boost adidas’s pretax profit by 20-25 percent, however, Louis-Dreyfus’s projections never materialized. In 2000 Louis-Dreyfus resigned since his objective failed. What does a 9-cell industry attractiveness/business strength matrix displaying adidas-Salomons business units look like? A 9-cell industry attractiveness/business strength matrix for the time would have showed that the combination of adidas and Salomon AS would not be a good fit. Adidas brought to the deal a company that had underestimated the competitor (Nike), falling to the eighth position of athletic footwear market within the United States. Their was no competitive advantage for adidas within an maturing industry. Both adidas and Salomon had challenges within their industries that were not fix or address before or during the merger. Did adidass business lineup prior to the divestiture of Salomon and Mavic exhibit good strategic fit? No, at first it looks like a very good fit since both companies are in the sporting goods industry and having well known brand names. Both of them have strong apparel lines and having presence in similar geographical regions. However, it’s obvious that the hard-goods categories of Salomon and Mavic would not create synergies with the apparel and footwear industries of adidas. Skill transfers between the businesses would have been a problem to because each business was so different. What value-chain match ups existed? Adida’s knowledge in the apparel and footwear industries were a good match up for running TaylorMade, Salomon, etc. footwear and apparel lines. What opportunities for skills transfer, cost sharing, or brand sharing were evident? Adidas should have gain more bargaining power that should have resulted in cost savings for all the companies. Advertising cost could have been shared since all the companies are in the sporting goods industry. TaylorMade can use adidas’s apparel and footwear manufacturing strengths to its advantage to come up with more apparel and footwear products to increase its market share. Cost reduction learned from adidas could be used at TaylorMade to save money. What strategic fits will be possible once Reebok International is acquired? Reebok will give adidas’s company the ability to position adidas as a technologically superior shoe designed for athletes and adidas can then focus on the high-end of the markets. Reebok would be positioned as leisure shoes that would sell at middle price points. Adidas can keep endorsement contracts with respected athletes and Reebok’s endorsements would be from more edgy celebrities. This is a great strategic fit since both companies are in the same line of business, but in different segments of the market and so they compliment each other. Another great fits is that Reebok would keep its CEO to lead Reebok after the acquisition so both companies will have the management that knows how to run their part of the business. Did adidass business lineup exhibit good resource fit between 1998 and 2004? No, because the businesses were too different in order to gain any economies of scale from combined production. Management skills and employee skills could not be moved from one company to the other without retraining. What were the financial characteristics of each of three major segments? Exhibit 5 Adidas 2004 2003 2002 2001 2000 1999 1998 Net Sales 80% 79% 78% 79% 80% 83% 85% Gross profit 75% 71% 71% 71% 75% 82% 86% Operating profit 88% 78% 75% 74% 79% 87% 94% Salomon 2004 2003 2002 2001 2000 1999 1998 Net Sales 10% 10% 10% 12% 12% 11% 10% Gross profit 8.47% 9% 10% 12% 12% 10% 9% Operating profit 2% 7% 9% 13% 12% 6% 1% TaylorMade 2004 2003 2002 2001 2000 1999 1998 Net Sales 10% 10% 11% 9% 8% 6% 5% Gross profit 9.74% 10% 12% 11% 4% 7% 6% Operating profit 10% 14% 16% 13% 9% 6% 5% Salomon was far behind Adidas and TaylorMade with operating profit declining from 2002. As of 2004 Salomon is getting to the point where it is just able to cover expenses. Which businesses might have been considered cash hogs and cash cows? Adidas is the cash cow with 75% gross profit. Solomon is the cash hog with only 9% operating profits then TaylorMade is the second cash hog How did adidas-Salomons performance vary by geographic region? On average from 1998 2004 Europe with 51% of adidas’s sales Asian with 16% of adidas’s sales Latin American with 3% of adidas’s sales Based on your analysis of adidas-Salomon businesses, did the 2005 restructuring make sense? Yes It allowed adidas to focus back on its core business of athletic footwear and apparel. At also allowed adidas to get rid of businesses that it was unable to manage. Does it appear the acquisition of Reebok International will produce positive results for shareholders? Yes, since adidas sales has gained more market share in china, overtaking Nike within that business region. What strategic actions should adidas CEO Herbert Hainer initiate to improve the companys financial and market performance now that the restructuring is nearing completion? Grow in other location out side of Europe. Adidas must increase market share in North America. Either sell or get the Salomon’s division more profitable. Focus on getting more business within the basketball area’s were Nike is slam dunking them at the hoops. Work Cited adidas-group.com/en/investor/strategy/default.asp Crafting and Executing Strategy: The Quest for Competitive Advantage- Concepts and Cases, 15th ed., by Arthur A. Thompson Jr, A. J. Strickland III, and John E. Gamble (New York: McGraw-Hill/Irwin, 2007). Crafting and Executing Strategy: The Quest for Competitive Advantage- Concepts and Cases, 15th ed., by Arthur A. Thompson Jr, A. J. Strickland III, and John E. Gamble (New York: McGraw-Hill/Irwin, 2007). Crafting and Executing Strategy: The Quest for Competitive Advantage- Concepts and Cases, 15th ed., by Arthur A. Thompson Jr, A. J. Strickland III, and John E. Gamble (New York: McGraw-Hill/Irwin, 2007). businessweek.com/bwdaily/dnflash/aug2005/nf2005088_0844_db008.htm Crafting and Executing Strategy: The Quest for Competitive Advantage- Concepts and Cases, 15th ed., by Arthur A. Thompson Jr, A. J. Strickland III, and John E. Gamble (New York: Mc Graw-Hill/Irwin, 2007). Crafting and Executing Strategy: The Quest for Competitive Advantage- Concepts and Cases, 15th ed., by Arthur A. Thompson Jr, A. J. Strickland III, and John E. Gamble (New York: McGraw-Hill/Irwin, 2007). Research Papers on Adidas's StrategyAnalysis of Ebay Expanding into AsiaMarketing of Lifeboy Soap A Unilever ProductOpen Architechture a white paperDefinition of Export QuotasBionic Assembly System: A New Concept of SelfPETSTEL analysis of IndiaIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemTwilight of the UAWRelationship between Media Coverage and Social and

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Business Economics 1 Essay Example | Topics and Well Written Essays - 1000 words

Business Economics 1 - Essay Example As third world countries are moving into the industrialized world, the demand is growing. As this evolution of the world is taking place, more oil is being drawn from the earth, which means one day the oil supply will dry up (Presswire). That does bring about the question of whether or not supply is an issue since we are told frequently that one day the earth will not yield anymore oil. But as the oil prices go up, one will find that it is because demand is not staying the same. This is making the aspect of supply a little less of a contributor to the increase in oil prices. When using an oil demand curve chart, the demand becomes vertical, but when looking at both the supply and demand curves, one can see that both have been increasing at the same rate for the past twenty years. Yet recently, the supply curve has not moved at all while the demand curve has increased. If supply cannot keep up with demand, then the prices will seen an increase. We probably won't see an increase in the supply aspect until supply reaches maximum production. When this maximum production or extraction of oil occurs, we will see another increase in the price of oil due to the decline of supply until true maximum production is reached. ... Chances are, the extreme fluctuations in oil prices for the past few years has been due to the fact that maximum production has been reached, which lowers demand. This decrease in demand leads to a decrease in prices just as a decrease in supply leads to an increase in prices. When these price increases happens, the economy sees a recession and when decreases occur everyone feels that all is well (valuesystem). Supply influences Unfortunately, the supply to a specific market will not be constant. There are several different factors that influence supply such as: Price: High prices will influence producers to supply more oil Cost of production: These are the costs that are associated with the productive resources used to bring the oil to the market. These costs can include labour costs, the cost of materials, etc. Technological innovations: Oil companies can reduce various costs through new technological innovations that allow them to perform in a more efficient manner at a lower cost. Objectives of the producer: A lot of times the supply of oil can also be dependent upon profit maximisation. There are certain objectives that oil companies have in mind, which can distort our perception of how the supply aspect is really working. There are also other things such as labour force and climate change that can influence supply. These are just some of the factors that can influence the supply aspect of oil that, in turn, influences the fluctuations in cost. Yet supply is only half of the equation since demand is also a very important part of the supply and demand economic theory (Souster). Demand influences Demand is the amount of goods and

Unknown Thesis Example | Topics and Well Written Essays - 250 words

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Marketing Essay Example | Topics and Well Written Essays - 250 words

Marketing - Essay Example The particular product selected for the research was nothing but a big-name energy drink ‘Red Bull’. To study this impact, the research approach used was ‘experimental’ and subjects were ‘personally’ contacted by the experimenter. In the experiment, the subjects were made to play a car racing video game where each was assigned a racecar which was functionally identical yet differing in terms of brand logos and color schemes including the logos of Guinness, Tropicana, Coca Cola, and Red Bull. The different brands were actually reflecting different brand identities. This experimental research found that the players racing the Red bull car competed with speed, recklessness, power, and aggressiveness – attributes that have been identified with the brand throughout its marketing programs. The players raced either inspiringly by winning or horribly by crashing, reflecting the associated extreme dimensions confined in the brand’s attribut es. In this way, the performance of Red Bull car racers was revealing the brand’s attributes among the racers even this impact was unknown to them. This finding can also be generalized to the behavioral influence of other energy drinks on consumer behavior or even to brands having an established, prominent personality.

Whole School Approach To Behaviour For Learning Education Essay

Whole School Approach To Behaviour For Learning Education Essay B4L is a concept that has been developed through a review of effective behaviour management strategies. It has been identified that B4L is a result of a multitude of influences and not merely the desire of a learner to misbehave and unwillingness to learn. B4L identifies the link between students social conduct and behaviour and the way in which they learn. The study will focus on policies and practice to promote B4L. Research has identified the importance of motivating learners by improving teaching, making learning enjoyable in reducing behavioural issues and promoting B4L. Schools with good or outstanding teaching almost always have outstanding behaviour. The most successful schools set expectations of staff to deliver lessons that were varied and interesting, this has proven to increase attendance as well as reduce the incidence of unacceptable behaviour in lessons. The study identifies the importance of consistency within the application of policies, it also identifies a number of areas for improvement to promote B4L including the rewards system and use of detentions. Further research identifies the link between outstanding teaching B4L. Every opportunity to reward praise students should be taken, through verbal communication and point allocation. It is important that any policy in place is agreed and embraced by all staff to ensure that it is delivered consistently. Introduction The need to manage behaviour has long been an issue within schools. With the push on raising attainment, the development of Special Educational Needs (SEN) provision and the increase in policy, to be inclusive of all learners irrespective of their academic level or their social behaviour. It has been identified that 20% of all SEN learners have Social Emotional Behavioural Difficulties (SEBD) (Department for Children, Schools Families, (DCSF) 2009). The schools policy sets out high expectations of students, We expect students to reflect this in their appearance, attitudes and behaviour. We know we are moulding the citizens of the future and will encourage them to care for one another, be open, fair, honest and just. We want them to have a sense of pride in being part of our school community. (Appendix 1). Further to this the schools vision is to raise achievement by developing a culture where learning is at the heart of the school community. To achieve this vision the school identifies whole school priorities for 2010/2011 including improving behaviour and attendance. It also stated that the school will focus on incorporating Social, Emotional aspects of Learning (SEAL) practice in the classroom, which has been identified as an important key in developing learners emotional intelligence (Goleman, 1996 cited in Capel, Leask Turner 2009, p.141) providing learners with the skill set to monitor and improve their behaviour independently. It was clearly identified in the School Development Plan that Behaviour for learning (B4L) is a targeted area for improvement (Appendix 1). This was reinforced as a high priority area during staff meetings and subsequent correspondence from the Head Teacher. Issues that arose were the use of mobile phones MP3 players within lessons, consistency in the application of sanctions and use of rewards (Appendix 2). It is interesting to note that these both encompass the teacher and the learner identifying the diversity of the issues. It would be interesting to further enquire as to whether the use of mobile phones within lessons is a B4L issue or a sign of disengagement due to other factors. Understandably there is a close link between the quality of learning, teaching and behaviour, and therefore raises the question Can behaviour be improved through improving the quality of learning teaching? The school clearly identifies that there is a need to reinforce their policies on B4L. Through i nitial observation around the school it was interesting to note the overall behaviour of students occurring both in and out of lessons, there was frequent use of inappropriate language, fighting and a significant littering problem. During lessons students often refused to do any work, persistently had their mobile phones out and there was significant level of unrequired talking during lessons. This posed the question Is the school being pro-active in managing behaviour for learning or re-active to behaviour that has now reached undesirable levels? Behaviour management is often flagged as an area that Initial Teacher Education (ITE) students feel they would benefit from having greater support in when entering the profession of teaching (Buell et al., 1999 cited in Powell, S, Tod, J, 2004). This has been met by the expectations set by the Teacher Training Agency (TTA) via the Qualifying to Teach, the new standards and requirements for Qualified Teacher Status (QTS) (TTA, 2002). B4L is a concept that has been developed through a review of effective behaviour management strategies. It has been identified that B4L is a result of multitude of influences and not merely the desire of a learner to misbehave and unwillingness to learn. It is important to identify the theoretical principles behind the way in which learners manifest themselves in terms of behaviour (Powell, S, Tod, J, 2004). B4L identifies the link between students social conduct and behaviour and the way in which they learn. Recent national policy has moved away from a punitive system where students were punished for doing something wrong, known as being reactive, and are now working towards understanding what causes learners to be off task and display undesirable behaviour, pro-active, as supported by Weare (2004 cited in in Capel, Leask Turner, 2009, p.141) who suggested that a punitive approach tends to worsen or create the problems it is intended to eradicate. Punishment alienates children from their teacher and does nothing to build up trust which is the foundation of relationships. National policy now promotes the inclusion of a greater diversity of learners in schools irrespective of level of achievement or social behaviour (Department for Education Employment (DfEE), 1999). It is important for schools to recognise this and develop strategies to promote B4L as over 20% of SEN provisions are learners with SEBD (DCSF, 2009). SEBD learners by nature can display undesirable behaviour unless managed in a positive way, so would it not be deemed unacceptable from an education professionals view for a learner predisposed to display poor behaviour, to fall victim to punitive actions? It is therefore important for schools to have a well-structured B4L policy that coincides with the SEN policy. In order for schools to develop an effective policy they must be able to identify the complexity of factors that influence behaviour and clearly identify what is considered an unacceptable level. Do schools have a standard response to unacceptable behaviour with clear sanctions regardless of the severity of the behaviour witnessed? The Elton report (1989) defines misbehaviour as such that raises concern to teachers. This clearly has limitations as it is dependent on the individual teacher and within the context of which it occurs. This can cause numerous issues within schools as inconsistencies can arise due to teachers individual views of unacceptable behaviour, as reported by Ofsted (2006). Ofsteds (2008) report identified the importance of all staff sharing clear expectations of pupils. The report showed that the most successful schools had strong senior leaders that supported staff through training. They also had clear behaviour policies instated that are implemented consistently by all staff, which clearly proves that by providing clear instruction of policies to staff and the consistent application of them is fundamental in controlling negative behaviour in schools. Disruptive, challenging, anti-social, emotional behavioural difficulties (EBD) are widely used terms by teachers to describe a students behaviour (Capel, Leask Turner, 2009,). These however do not clearly identify the actual behaviour and the causation. It is important for teachers to not merely state that a child is being disruptive but record what they were doing to be disruptive and why. In order to be proactive rather than reactive staff need to have dialogue with the offender to discuss what happened, who was affected and acknowledge the learners views. This falls within the restorative approach and is essential in developing a learners emotional intelligence. Far too often learners are punished and do not know exactly what they were doing wrong or resolve the underlying issue. It is difficult to define unacceptable behaviour on a National whole school level due to the perceptions, tolerance threshold, and experience management approach of teachers. These inconsistencies can lead to confusion amongst pupils and lead to teachers being pin pointed as being strict and inconsistent in comparison with the rest of the school, which can cause tension and ultimately a breakdown in student-teacher relationships (Weare, 2004 cited in Capel, Leask Turner, 2009, pg141). It is therefore essential that schools adopt a well-structured monitoring and reporting policy which relates to the observable actions of pupils. The Qualifications and Curriculum Authority (QCA) (2001 cited in Capel, Leask Turner 2009, pg145) generated a list of 15 behaviours by which pupils emotional and behavioural actions could be defined, these were sub-divided into three categories learning , conduct and emotional. Ofsted (2008) identified persistent low-level disruption as the most common for m of poor behaviour. There is an abundance of research on behavioural management strategies. However behaviour still remains an area of concern for schools. It was also raised as an issue for newly qualified teachers (NQT) who expressed that they would benefit from additional support in behaviour management in preparation for teaching (Powell, S, Tod, J, 2004). In response the Behaviour Management Review Group (2004) conducted a review into the theoretical explanations of behaviour, in order to enhance teachers understanding of the causal factor of behaviour. By providing teachers with a theoretical framework to model their management strategies around, Initial Teacher Trainees (ITT) will not feel the need to continually find new strategies to cope with behavioural issues. The review highlighted the complexity of learning behaviour and the contributing factors of societal, family and school environments that influence pupil behaviour basing their model on Bronfenbrenners Ecological Systems Theory (1989 c ited in Powell, S, Tod, J, 2004) (Appendix 3) . This obviously highlights a barrier to addressing B4L, as teachers do not have input during all environments. It is therefore important that schools need to develop and maintain relationships with students, parents carers, which was identified in the Ofsted Report (2009), as still needing some improvement. The conceptual framework used within the review by the Behaviour Management Review Group (2004) identified the importance of relationships in shaping learning behaviour. The model identified the relationship of a learners with others, the curriculum and themselves. When observing a learners behaviour a teacher must consider if the curriculum is relevant in the learners eyes, does the learner feel they can achieve what is asked of them? Does the learner have a strong relationship with their teacher and peers? This is supported by Evans et al, (2003 cited in Capel, Leask Turner, 2009) who suggested the key to promoting a positive lea rning environment by improving learning behaviour is characterised through the development of positive relationships and developing an appropriate emotional climate in the classroom. It is in all teachers interest to take responsibility for B4L focusing on developing positive relationships with learners. Several reports have identified the importance of motivating learners by improving teaching, making learning enjoyable in reducing behavioural issues and promoting B4L. Schools with good or outstanding teaching almost always had outstanding behaviour. The most successful schools set expectations of staff to deliver lessons that were varied and interesting, this has proven to increase attendance as well as reduce the incidence of unacceptable behaviour in lessons. Schools reported improved attitudes towards learning and an improvement in monitoring students achievement (Ofsted, 2001; 2006; 2008). Ofsted (2008) continued to acknowledge the need to improve behaviour as 28% of secondary schools displayed no better than satisfactory behaviour. Other contributing factors to improve B4L included consistent acknowledgement of achievement and use of a reward system to promote positive behaviour. Often schools do not provide consistent administration of reward systems and it has been seen that often teachers cease to use reward systems past Yr7 and very rarely into Key stage 4 (Ofsted, 2001, pg26). This was identified within the study school during a staff meeting where senior management had gathered information during student council raising the issue that older students still liked receiving reward points, where it had been presumed by staff that it was no longer effective. The study will focus on the schools current policy on behaviour for learning and how this is implemented on a daily basis. Through a review of the schools current policy and staff views the study will hope to identify areas for improving B4L providing recommendations for the future. The study will focus on current school issues including inappropriate use of mobile phones, reward system and sanctions. Methodology The research will aim to identify the current issues within the school surrounding B4L schools current strategies to improve B4L. To gain an in-depth review of the schools current B4L issue the study will focus on the implementation of B4L strategies through direct informal observation. This allows a high degree of validity by monitoring the focus in its setting of actual use. The limitation of this is that actual situations may be skewed due to the presence of the observer and it is therefore important for observation to occur over a period of time so those being observed become less aware of the observers presence. To promote this the observer should not become involved or drawn into the social interactions with those being observed. A significant limitation to observation is that the observer will have to interpret what they witness without confirmation from the subject. This limitation will be reduced by following observations with unstructured interviews as used by Frederikson, et al (1996) which allows subjects to express a more detailed insight into the topic. Data across the school will be analysed to identify any trends in negative behaviour. A view of the whole school approach towards behaviour will be obtained through analysis of the current policies along with statistical data from the Schools Information Management System (SIMS). Further to this, interviews will be arranged with lead staff on B4L. Over a period of a week a number of lessons were observed and followed up with informal discussions with the teacher. The observations were focused on identifying the levels of engagement of students, any behavioural issues and how they are addressed by the teacher and level of teaching learning. Through further discussions post-lesson, staff members were asked on their views of the lesson and how they feel the students level of behaviour impacted on the learning. In addition to this the reward policy was reviewed and the application of it was observed in lessons. The main purpose of this study was to review existing policies on improving B4L including behavioural and reward policies and the consistency of their application. Findings Whole School The schools Ofsted report (2009) identified that students behaviour was not always as good as it should be with instances of boisterous behaviour. Inspectors found behaviour to be satisfactory overall, but variable. The report stated too many lessons lack challenge and do not take sufficient account of students individual capabilities or encourage independent learning. They also noted that the quality of marking and feedback was varied across the school. The report went on to suggest that teaching was not challenging on a whole school stage did not provide students with the opportunity to make progress, develop confidence and develop the skills to work independently. This could contribute to poor B4L as the lack of development of learners emotional intelligence can restrict learners from being able to monitor and improve their behaviour (Goleman, 1996 cited in Capel, Leask Turner 2009, p.141). The report continues to identify that teaching can be too directed and does not take into account the differing abilities of learners; the school needs to ensure that lesson activities consistently challenge students of all ability groups to make better progress and develop their independent learning skills, especially at Key Stage 4. Behaviour Policy In the first instance the school has a well-structured behavioural policy with the aims of providing a caring and secure environment by promoting positive behaviour, regular attendance, self-discipline and respect for others. It clearly states that consistent, yet flexible implementation of the policy by all is essential. This goes on to refer to special considerations for vulnerable groups such as SEN. This initially raises the issue of how flexible the policy should be whilst trying to remain consistent. As identified by the school as a high priority target, the policy states mobile phones MP3s can be confiscated when it disturbs the learning environment. The policy goes on to set out five expectations that should be maintained at all times (Appendix 4, Pg2). The policy has a clearly structured sanction system and identifies methods for recording behavioural infractions through SIMS. Through analysis of data on SIMS it is clear that teaching staff are thorough at recording behavioural incidents that occur during lesson with details of the incident. Some teachers used the data as a motivational tool in tutor time by sharing positive and negative points with students and setting them goals for the week. This was particularly effective with year 7 students who were very keen to see how many points they currently had. Sanctions The school sanction policy followed a ladder system which identified different sanctions for the level of behaviour displayed (Appendix 4, pg11). It was interesting to note that the column labelled examples of behaviour use general descriptive terms such as disruptive behaviour, persistent disruptive behaviour, disrupting the learners of other. It also groups various types of behaviour which a student may display. Many of these behaviours were identified by the QCA (2001) as either being learning behaviours, conduct behaviours and emotional behaviours and therefore individual and definitive in the way they should be met. All of the responses to behavioural issues bar the first incident result in a punitive response primarily of detentions at different levels. It is not until the fourth level when students are displaying persistent disruptive behaviour, three negative SIMS in a week in the same lesson and failing to attend a detention that meetings are set in place with the students a nd senior staff to discuss expectations. During observation of lessons the majority of incidences occur within the first three steps of the sanction flowchart which were often dealt with accordingly. It was however noted that not all staff made contact with parents as suggested when placing students in break lunch time detentions. On most occasion students are asked to stop what they are doing if disruptive to the lesson or asked to sit out as not to hinder the other students learning. The teacher then resolved the issue with the learner, by setting clear expectations of the student, then allowing them to join back in the lesson. If continual disruptive behaviour occurred, staff then proceeds to give the students a break time or lunch time detention depending on the severity of the behaviour. It was noted that the relationship between offences and consequences were inconsistent in application by different staff and dependent upon the individual learners. Often students who were kno wn to staff to be persistently difficult tended to be flagged up quicker for their behaviour compared to others. This often led to some students feeling that they were victimised by staff. During detentions in the Physical Education department students were asked to sit in an allocated area for the duration. Often this area had other students around and friends of the student in detention would come in and sit with them. It was also unclear as to the purpose of the detentions, was it time for the student to reflect on their actions or simply used to punish by taking up the students free time? Most conversations between teachers staff were one-sided and did not necessarily allow the student to resolve or discuss their actions. It was clear that the application purpose of detentions needed to be reviewed as supported by the departments views during a departmental meeting. If students repeatedly offended they were placed on report. This involved the students achieving their individually set behaviour targets each lesson. This allowed closer monitoring of the students behaviour in all lessons. The targets set on some reports were often too general and allowed flexibility in the judgement of the outcomes by teachers. The reports were useful as they facilitated conversation with the student and teacher at the end of lessons developing relationships and providing opportunity for the student to reflect on their actions over the lesson. It was noted that often students would lose their reports or not get their reports completed every lesson with little consequence when given to tutors. This raised an issue of the unimportance and disregard of the severity of being on report by students. If students ultimately did not improve their behaviour this would lead to a behavioural support program and the risk of internal and potentially external exclusion. Data Analysis Data was gathered from the school monitoring reports and SIMS (Appendix 5). Over the last three years there has been a decline in exclusions from 137 to 96 and withdrawals from 380 to 186 within the whole school. However Disruptive behaviour has returned to high levels from a dip in 2009/10 rising from 3983 up to 4424. By analysing the three areas it can be seen that although the amount of exclusions and withdrawals has decreased, this is accounted for by the contributing percentile increase of disruptive behaviour (Appendix 6). By analysing the SIMS reports for the whole school the most prevalently recorded behaviour incidents highest first were; Disruptive behaviour Inadequate work completed in a lesson Defiance Failure to complete homework, Truancy Rudeness to a member of staff Ignoring regulations Use of mobile phone/ MP3 in lesson Failure to attend detentions Dangerous behaviour Persistent lack of equipment Disruptive behaviour was by far the highest rating incident recorded, consistent with the Elton report (1989), which identified low-level disruptive behaviour as the most prevalent poor behaviour in schools. A significant number of reports of disruptive behaviour were due to talking out of turn. Disruptive behaviour levels were consistently high through all years with a decrease in years 10 11, this could be due to the responsibility of learning shifting towards the learners as they start preparing for GCSEs, and that the learners then have the opportunity to personalise their learning programme through options. Mobile Phone MP3s School data for 2010/11 identifies mobile phones as the 8th ranked occurring behaviour incident within the school. Through observation around the school it was clear that the use of mobile phones and music players had reached critical level and were continually causing disruption during lessons. Many students would arrive at lessons with mobile phones in hand and headphones in ears. It was good to see that on the majority of times students were challenged and told to put away their mobile phones and earphones at the beginning of a lesson. However this did not have a lasting affect as students often returned to using their mobile phones during lessons when the teacher was not aware of them. Some students continued to listen to music in lessons without being challenged, clearly identifying the issue of inconsistency with the implementation of the behaviour policy. It was clear that this behaviour was being communicated back to senior management, as during briefing the head teacher reit erated the schools policy and through further correspondence with particular focus on the use of mobile phones and music players (Appendix 2). In reaction to this release of policy staff started to clamp down on mobile phone use in lessons, however there were issues with the length of confiscation as this was not made clear. Some staff confiscated the phones till the end of the lesson, some till the end of the day and some even for the rest of the week. Although this revision and awareness of the policy certainly had an impact as staff soon felt empowered to confiscate students mobile phones it did not tackle the issue of as to why students were continually on their phones during lessons. It soon got to a point in some lessons where teachers were repeatedly taking mobile phones off the same students every lesson. Through discussions with students it was noted that students often resort to going on their mobile phones when feeling bored, disengaged in their learning or unsure of what they are doing. During a whole school meeting on B4L and the revised policy, various departments offered their views and strategies they have implemented to address B4L. The science department had set out a code of conduct with posters clearly indicating to students to put their bags and belongings in a designated area. This is felt to be an issue within the school as a whole as students are continuously carrying their belongings around in lessons and have them at easy reach during lessons, where it was suggested by getting students to leave their bags out of reach has helped reduce the distraction to their learning. Reward System The school operates on a house system where students belong to one of the five houses. Students can gain house points in the form of stickers to the value of 1, 5 and 10 points (Appendix 4, pg8. Each lesson students are able to gain stickers for achieving and taking part in a number of school activities. The ways in which students can achieve house points seem unobtainable on a daily basis for the majority of the school population. Through observations of tutor time students were asked to count up their points during the week, which were recorded onto SIMS. It appeared that on the whole students were receiving reasonably high amounts of points on a weekly basis including those who were known to staff as having regular behavioural problems. It appeared that the amount of points awarded were not consistent with the reward policy as students commented that some teachers were awarding high points for basic expectations of students which according to the policy only merited a single point . During the observation of physical education lessons it was apparent that the points system was not being applied as teachers expressed difficulty in physically awarding stickers during lessons due to the nature of the environment. However the staff did focus on recording positive behaviour on SIMS which the students seemed to respond to and want to achieve. Overall the observation of the reward system identified inconsistency in the administration of the house points and urgently needs reviewing and supported through discussion with staff. It was not clear within the school from a students perspective as to what the points contributed towards. There was no immediate or substantial reward for students who achieved in lessons. It was also clear that for some students particularly those who had been identified as SEN that points were awarded for demonstrating basic good behaviour which contradicts the reward policy that states, Points should not be awarded for students displaying the schools basic expectations as agreed by all staff (Appendix 4, pg9). The policy also states that individuals can have specific targets set to gain house points but this can only be sanctioned by faculty coordinators and year coordinators. Conclusion Based on the findings of this study it is clear that there is need for greater consistency in managing B4L even though the school has the well-structured policies in place. During a whole staff review meeting on B4L the head teacher acknowledged that the policy is not working due to inconsistencies in application. This is current with the rewards system, application of sanctions and addressing of poor behaviour, with particular reference to transition time between lessons and break time (Appendix 2). In order to improve levels of behaviour during break times the school could focus on providing structured sports sessions. Students currently have access to the courts and facilities which are supervised by the PE staff; however there is lack of structure. Through the Physical Education, School Sports Club Links (PESSCL) (2008) investigations it has been shown that by providing a range of clubs for the students, there has been an improvement in behaviour during lunchtime and afternoon l essons. Other schools have had success with students who have poor behaviour records and low motivation by providing them with the opportunity to develop their leadership skills and then run a sporting competition. This had a positive impact on the students self-esteem and attitude to learning (PESSCL, 2008). Ofsted (2000) identified that in schools where teachers agreed to follow procedures for supervision of corridors and outdoor areas between lessons, reduced behaviour incidents and increased punctuality. As identified in this study a large proportion of poor behaviour is due to the inconsistency in applying behaviour policies. Numerous studies have identified that in order to improve behaviour the school must tackle it as a whole school approach including attainment, teaching and attendance Ofsted (2006; 2000). Ofsted (2006; 2000) also highlight the importance of providing effective teaching that is interesting, structured and works to develop personal learning thinking skills. By developing these skills students will be able to work independently and take more responsibility for their learning. It is evident that B4L is directly related to Teaching Learning practice policy. Schools that have poor behaviour have often been seen to have ineffective teaching, this is concurrent with the study school as identified in the Ofsted report (2009).Several studies have identified that good teaching can promote good behaviour, creating a positive learning environment. By providing interesting lessons with clear learning objectives, clear expectations, differentiation and recognition of individual achievement learn ers feel positive about their learning and consequently act in a positive manner (Ofsted 2005;2008). There is a need for schools and teachers to be proactive in developing learning behaviour rather than simply being reactive to behavioural problems. It would be beneficial to prioritise the development of positive relationships with lear

Jeffrey Dahmer :: essays research papers

Jeffrey Dahmer was born May 21st, 1960, the first child for Lionel and Joyce Dahmer, after a difficult pregnancy that had Joyce on various prescription drugs. Jeff and his little brother David were raised in Bath Township, Ohio. Unlike many other killers, Jeffreys parents were not abusive. Joyce had some relatively mild psychological problems, but Lionel tried to be as loving a father as possible, struggling to reach his quiet and isolated son. As a small child, Jeff seemed happy enough, playing with his dog or riding his bike, but was fascinated with death. When Lionel removed some animal bones from under the porch, the remains of small creatures killed by small local predators, Jeff seemed quite pleased by the sound they made dropping back into the bucket. His father dismissed it as childhood curiosity. Jeff was the class clown, known for doing things as ridiculous as faking seizures for laughs. In fact, he was lonely and isolated in school, with few friends. By high school, he was a full-blown alcoholic, drinking before, after, and even during class. When his parents divorced, his father was the one to move out of the house. When Jeff was 18, Joyce took David and left. Jeffrey was alone in the house with little food and a broken refrigerator until his father and his new wife found out about the situation and moved into the house. Trying to help his son, Lionel assisted Jeffrey get into the University of Ohio. But it was already too lateJeff Dahmer made his first killing at age 17, when he picked up a hitchhiker , brought him home, murdered him, and scattered the bone fragments in the woods behind the Dahmer home. When Jeff flunked out of college, a desperate Lionel took him to enlist in the army. The ever docile Jeffrey went along with his fathers wishes as if he had no opinion of his own. Alcohol got the young Dahmer discharged from the army while he was stationed in Germany. He went to Florida, and tried to get a job. When his money ran out, and he had nothing to fall back on, Jeff called his father. Jeffrey was told that, no, he couldnt have any money, but he could have a plane ticket home. Jeffrey was sent to Wisconsin to stay with his grandmother. Things went well for a while, until Lionel got a call from his mother reporting a strange smell coming from the garage. Jeffrey Dahmer :: essays research papers Jeffrey Dahmer was born May 21st, 1960, the first child for Lionel and Joyce Dahmer, after a difficult pregnancy that had Joyce on various prescription drugs. Jeff and his little brother David were raised in Bath Township, Ohio. Unlike many other killers, Jeffreys parents were not abusive. Joyce had some relatively mild psychological problems, but Lionel tried to be as loving a father as possible, struggling to reach his quiet and isolated son. As a small child, Jeff seemed happy enough, playing with his dog or riding his bike, but was fascinated with death. When Lionel removed some animal bones from under the porch, the remains of small creatures killed by small local predators, Jeff seemed quite pleased by the sound they made dropping back into the bucket. His father dismissed it as childhood curiosity. Jeff was the class clown, known for doing things as ridiculous as faking seizures for laughs. In fact, he was lonely and isolated in school, with few friends. By high school, he was a full-blown alcoholic, drinking before, after, and even during class. When his parents divorced, his father was the one to move out of the house. When Jeff was 18, Joyce took David and left. Jeffrey was alone in the house with little food and a broken refrigerator until his father and his new wife found out about the situation and moved into the house. Trying to help his son, Lionel assisted Jeffrey get into the University of Ohio. But it was already too lateJeff Dahmer made his first killing at age 17, when he picked up a hitchhiker , brought him home, murdered him, and scattered the bone fragments in the woods behind the Dahmer home. When Jeff flunked out of college, a desperate Lionel took him to enlist in the army. The ever docile Jeffrey went along with his fathers wishes as if he had no opinion of his own. Alcohol got the young Dahmer discharged from the army while he was stationed in Germany. He went to Florida, and tried to get a job. When his money ran out, and he had nothing to fall back on, Jeff called his father. Jeffrey was told that, no, he couldnt have any money, but he could have a plane ticket home. Jeffrey was sent to Wisconsin to stay with his grandmother. Things went well for a while, until Lionel got a call from his mother reporting a strange smell coming from the garage.