Tag: Information

  • Components of a Strategy Statement

    Components of a Strategy Statement

    What are Components of a Strategy Statement?

    The strategy statement of a firm sets the firm’s long-term strategic direction and broad policy directions. It gives the firm a clear sense of direction and a blueprint for the firm’s activities for the upcoming years. The main constituents of a strategic statement are as follows:

    Strategic Intent

    An organization’s strategic intent is the purpose that it exists and why it will continue to exist, providing it maintains a competitive advantage. Strategic intent gives a picture of what an organization must get into immediately in order to achieve the company’s vision. It motivates the people. It clarifies the vision of the vision of the company.

    Strategic intent helps management to emphasize and concentrate on the priorities. Strategic intent is, nothing but, the influencing of an organization’s resource potential and core competencies to achieve what at first may seem to be unachievable goals in the competitive environment. A well expressed strategic intent should guide/steer the development of strategic intent or the setting of goals and objectives that require that all of the organization’s competencies be controlled to a maximum value.

    Strategic intent includes directing organization’s attention on the need of winning; inspiring people by telling them that the targets are valuable; encouraging individual and team participation as well as the contribution, and utilizing intent to direct allocation of resources.

    Strategic intent differs from strategic fit in a way that while strategic fit deals with harmonizing available resources and potentials to the external environment, strategic intent emphasizes on building new resources and potentials so as to create and exploit future opportunities.

    Vision Statement

    A vision statement identifies where the organization wants or intends to be in future or where it should be to best meet the needs of the stakeholders. It describes dreams and aspirations for future. For instance, Microsoft’s vision is “to empower people through great software, any time, any place, or any device.” Wal-Mart’s vision is to become the worldwide leader in retailing.

    A vision is the potential to view things ahead of themselves. It answers the question “where we want to be”. It gives us a reminder about what we attempt to develop. A vision statement is for the organization and its members, unlike the mission statement which is for the customers/clients. It contributes to effective decision-making as well as effective business planning. It incorporates a shared understanding about the nature and aim of the organization and utilizes this understanding to direct and guide the organization towards a better purpose. It describes that on achieving the mission, how the organizational future would appear to be.

    Mission Statement

    The mission statement is the statement of the role by which an organization intends to serve its stakeholders. It describes why an organization is operating and thus provides a framework within which strategies are formulated. It describes what the organization does (i.e., present capabilities), who all it serves (i.e., stakeholders) and what makes an organization unique (i.e., the reason for existence).

    A mission statement differentiates an organization from others by explaining its broad scope of activities, its products, and technologies it uses to achieve its goals and objectives. It talks about an organization’s present (i.e., “about where we are”). For instance, Microsoft’s mission is to help people and businesses throughout the world to realize their full potential. Wal-Mart’s mission is “To give ordinary folk the chance to buy the same thing as rich people.” Mission statements always exist at the top level of an organization, but may also be made at various organizational levels. Chief executive plays a significant role in the formulation of a mission statement. Once the mission statement is formulated, it serves the organization in long run, but it may become ambiguous with organizational growth and innovations.

    In today’s dynamic and competitive environment, the mission may need to be redefined. However, care must be taken that the redefined mission statement should have original fundamentals/components. The mission statement has three main components a statement of mission or vision of the company, a statement of the core values that shape the acts and behavior of the employees, and a statement of the goals and objectives.

    Goals and Objectives

    A goal is a desired future state or objective that an organization tries to achieve. Goals specify in particular what must be done if an organization is to attain mission or vision. Goals make the mission more prominent and concrete. They coordinate and integrate various functional and departmental areas in an organization.

    Objectives: Objective, in general, indicates a place where you want to reach. In organizational literature, it means the aim which an organization tries to achieve. Objectives are generally in plural form. Objectives are predetermined; they provide clear direction to the activities and results to be obtained from the planning process. Objectives must be SMART (Specific, measurable, achievable, realistic and timely). Objectives must be clearly defined so that the works become goal-oriented and the unproductive and unsystematic tasks can be avoided.

    Goals: A Goal is simply something that somebody wants to achieve. The synonyms of goal are aim, ambition, purpose, target and objective. Simply speaking, goal refers to the purpose towards which the efforts are made or endeavors are directed. A goal has a time-frame which is generally long term. So, it’s a long term plan.

    At this stage, it is important to differentiate between the terms objective and goal, because the words, objective and goals seem to be synonymous, but, in fact, they are not. It does not matter much which word you call goal and which word you call objective if you are consistent in your own use and understand its relevance or applicability. However, if there are words in English that are confusing, especially to the students, objective and goal are the ones among them. It’s, therefore, important to understand them so as to avoid the confusion.

    When you have something you want to accomplish, it is important to set both goals and objectives. Once you learn the difference between goals and objectives, you will realize that how important it is that you have both of them. Goals without objectives can never be accomplished while objectives without goals will never get you to where you want to be. The two concepts are separate but related and will help you to be who you want to be.

  • What is Strategic Management? Meaning and Definition

    What is Strategic Management? Meaning and Definition

    What is Strategic Management? Strategic management involves the formulation and implementation of the major goals and initiatives taken by a company’s top management on behalf of owners, based on consideration of resources and an assessment of the internal and external environments in which the organization competes. Strategic management can also define as a bundle of decisions and acts which a manager undertakes and which decides the result of the firm’s performance.

    Here explains read and learn; What is Strategic Management? Meaning and Definition.

    Strategic management provides overall direction to the enterprise and involves specifying the organization’s objectives, developing policies and plans designed to achieve these objectives, and then allocating resources to implement the plans. Academics and practicing managers have developed numerous models and frameworks to assist in strategic decision making in the context of complex environments and competitive dynamics. Strategic management is not static; the models often include a feedback loop to monitor execution and inform the next round of planning.

    Michael Porter identifies three principles underlying strategy: creating a “unique and valuable market position”, making trade-offs by choosing “what not to do”, and creating “fit” by aligning company activities with one another to support the chosen strategy. Dr. Vladimir Kvint defines strategy as “a system of finding, formulating, and developing a doctrine that will ensure long-term success if followed faithfully.”

    The corporate strategy involves answering a key question from a portfolio perspective: “What business should we be in?” Business strategy involves answering the question: “How shall we compete in this business?” In management theory and practice, a further distinction is often made between strategic management and operational management. Operational management is concerned primarily with improving efficiency and controlling costs within the boundaries set by the organization’s strategy.

    Definition of Strategic Management:

    Strategic management involves the formulation and implementation of the major goals and initiatives taken by a company’s top management on behalf of owners, based on consideration of resources and an assessment of the internal and external environments in which the organization competes.

    The strategy is defined as;

    “The determination of the basic long-term goals of an enterprise, and the adoption of courses of action and the allocation of resources necessary for carrying out these goals.”

    Strategies are established to set direction, focus effort, define or clarify the organization, and provide consistency or guidance in response to the environment. As well as, Strategic management involves the related concepts of strategic planning and strategic thinking. It is analytical and refers to formalized procedures to produce the data and analyses used as inputs for strategic thinking; which synthesizes the data resulting in the strategy. Strategic planning may also refer to control mechanisms used to implement the strategy once it determines.

    In other words, strategic planning happens around strategic thinking or strategy making activity. Strategic management often describes as involving two major processes: formulation and implementation of a strategy. While described sequentially below, in practice the two processes are iterative and each provides input for the other. Also, Strategic Management is all about identification and description of the strategies; that managers can carry to achieve better performance and a competitive advantage for their organization. An organization is said to have a competitive advantage if its profitability is higher than the average profitability of all companies in its industry.

    Explanation;

    The manager must have a thorough knowledge and analysis of the general and competitive organizational environment to make the right decisions. They should conduct a SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats), i.e., they should make the best possible utilization of strengths, minimize the organizational weaknesses, make use of arising opportunities from the business environment and shouldn’t ignore the threats.

    Strategic management is nothing but planning for both predictable as well as unfeasible contingencies. It applies to both small as well as large organizations as even the smallest organization faces competition; and, by formulating and implementing appropriate strategies; they can attain sustainable competitive advantage.

    It is a way in which strategists set the objectives and proceed about attaining them. It deals with making and implementing decisions about the future direction of an organization. They help us to identify the direction in which an organization is moving.

    Strategic management is a continuous process that evaluates and controls the business and the industries in which an organization involve; evaluates its competitors and sets goals and strategies to meet all existing and potential competitors; and then reevaluates strategies regularly to determine how it has been implemented and whether it was successful or does it needs replacement.

    Strategic Management
    What is Strategic Management? Meaning and Definition.

    More things;

    Strategic Management gives a broader perspective to the employees of an organization; and, they can better understand how their job fits into the entire organizational plan; how it co-relate to other organizational members. It is nothing but the art of managing employees in a manner that maximizes the ability to achieve business objectives. The employees become more trustworthy, more committed and satisfied; as they can co-relate themselves very well with each organizational task.

    They can understand the reaction of environmental changes in the organization; and, the probable response of the organization with the help of strategic management. Thus the employees can judge the impact of such changes on their job and can effectively face the changes. Also, the managers and employees must appropriately do appropriate things. They need to be both effective as well as efficient.

  • Strategy

    Strategy

    What is Strategy?

    A method or plan has chosen to bring about the desired future, such as achievement of a goal or solution to a problem.

    The art and science of planning and marshaling resources for their most efficient and effective use. The term is derived from the Greek word for generalship or leading an army. See also tactics.

    A strategy is a high-level plan to achieve one or more goals under conditions of uncertainty. In the sense of the “art of the general”, which included several subsets of skills including “tactics”, siege craft, logistics etc., the term came into use in the 6th century C.E. in East Roman terminology and was translated into Western vernacular languages only in the 18th century. From then until the 20th century, the word “strategy” came to denote “a comprehensive way to try to pursue political ends, including the threat or actual use of force, in a dialectic of wills” in a military conflict, in which both adversaries interact.

    Companies now face increasingly turbulent, complex and threatening environments. In the past, they could succeed by focusing virtually all management efforts on running their day to day affairs as efficiently as possible. Although such focusing is still important, adapting the firms to changing environmental conditions have become an essential gradient for success.

    The strategic management perspective highlights the significance of devoting more attention to analyzing environments and formulating strategies that relate directly to environmental changes. The ultimate purpose of strategic management is to help the organization increase its performance through increased effectiveness, efficiency, and flexibility.

    A strategy is a way of doing something. It usually includes the formulation of an objective and a set of action plans for the accomplishment of the objective.

    Strategic management may be understood as the process of formulating, implementing and evaluating business strategies to achieve organizational objectives. It is a set of managerial decisions and actions that determine the long-term performance of a corporation. It involves environmental scanning, strategy formulation, strategy implementation, evaluation, and control.

    The study of strategic management emphasizes on monitoring and evaluating environmental opportunities and threats in the light of corporation’s strengths and weaknesses.

    Step 01: Analyze opportunities and threats or constraints that exist in the external environment.

    Step 02: Formulate strategies that will match the organization’s strengths and weaknesses with opportunities and threats or constraints that exist in the external environment.

    Step 03: Implement the strategies.

    Step 04: Evaluate and control activities to ensure that organizations objectives are achieved.

    It is important because the resources available to achieve these goals are usually limited. Generally involves setting goals, determining actions to achieve the goals, and mobilizing resources to execute the actions. A strategy describes how the ends (goals) will be achieved by the means (resources). This is generally tasked with determining strategy. The strategy can be intended or can emerge as a pattern of activity as the organization adapts to its environment or competes. It involves activities such as strategic planning and strategic thinking.

    Henry Mintzberg from McGill University defined strategy as a pattern in a stream of decisions to contrast with a view of strategy as planning, while Max McKeown (2011) argues that “strategy is about shaping the future” and is the human attempt to get to “desirable ends with available means.” Dr. Vladimir Kvint defines strategy as “a system of finding, formulating, and developing a doctrine that will ensure long-term success if followed faithfully.”

    Many Definitions of Strategy

    In 1988, Henry Mintzberg described the many different definitions and perspectives on strategy reflected in both academic research and in practice. He examined the strategic process and concluded it was much more fluid and unpredictable than people had thought. Because of this, he could not point to one process that could be called strategic planning. Instead, Mintzberg concludes that there are five types of strategies:

    As plan: A directed course of action to achieve an intended set of goals; similar to the strategic planning concept.

    As pattern: A consistent pattern of past behavior, with a strategy realized over time rather than planned or intended. Where the realized pattern was different from the intent, he referred to the strategy as emergent.

    As position: Locating brands, products, or companies within the market, based on the conceptual framework of consumers or other stakeholders; a strategy determined primarily by factors outside the firm.

    As ploy: A specific maneuver intended to outwit a competitor; and

    As perspective: Executing strategy based on a “theory of the business” or natural extension of the mindset or ideological perspective of the organization.

    In 1998, Mintzberg developed these five types of management strategy into 10 “schools of thought” and grouped them into three categories. The first group is normative. It consists of the schools of informal design and conception, the formal planning, and analytical positioning. The second group, consisting of six schools, is more concerned with how strategic management is actually done, rather than prescribing optimal plans or positions. The six schools are entrepreneurial, visionary, cognitive, learning/adaptive/emergent, negotiation, corporate culture and business environment. The third and final group consists of one school, the configuration or transformation school, a hybrid of the other schools organized into stages, organizational life cycles, or “episodes”.

    Michael Porter defined strategy in 1980 as the “Broad formula for how a business is going to compete, what its goals should be, and what policies will be needed to carry out those goals” and the “Combination of the ends (goals) for which the firm is striving and the means (policies) by which it is seeking to get there.” He continued that: “The essence of formulating the competitive strategy is relating a company to its environment.”

  • Mission Statement

    Mission Statement

    What is Mission Statement?

    A mission statement is a short statement of an organization’s purpose, identifying the scope of its operations: what kind of product or service it provides, its primary customers or market, and its geographical region of operation. It may include a short statement of such fundamental matters as the organization’s values or philosophies, a business’s main competitive advantages, or a desired future state the “vision”.

    A mission statement is not simply a description of an organization by an external party, but an expression, made by its leaders, of their desires and intent for the organization. The purpose of a mission statement is to focus and direct the organization itself. It communicates primarily to the people who make up the organization its members or employees giving them a shared understanding of the organization’s intended direction. Organizations normally do not change their mission statements over time, since they define their continuous, ongoing purpose and focus.

    According to Chris Bart, professor of strategy and governance at McMaster University, a commercial mission statement consists of three essential components:

    Key Market: Who is your target client or customer (generalize if needed)?

    Contribution: What product or service do you provide to that client?

    Distinction: What makes your product or service unique, so that the client would choose you?

    Bart estimates that in practice, only about ten percent of mission statements say something meaningful. For this reason, they are widely regarded with contempt.

    The next step is to prepare mission statements. If the vision is “WHAT” of life, then the mission is “WHY” and “HOW”. It identifies the roles and activities to which an individual is committed and provides the overall direction for achieving the vision. Mission focuses on what you want to be and what you want to do- contributions and achievements. Mission focuses on the values and principles upon which being and doing are based. A personal vision needs to be clearly developed so that the mission statement can be based on it.

    I. These statements should clearly indicate the important roles and methodologies followed for fulfilling the vision.

    II. Techniques and tools such as affinity diagram, brainstorming, fish-bone diagram, and surveys should be used.

    III. Mission statements should realize the vision in action. Conduct a mind map to check whether it is really fulfilled.

    IV. These statements will carry the information which needs to be fulfilled in the near future.

    V. Time factor may be brought in to make it more systematic.

    Mission statements are prepared to make the employees understand in clear terms “HOW” to achieve the vision and “WHY” all this has to be done. It is a ROAD MAP for achieving the vision. The mission statements act as a guiding force encouraging the individuals to work towards reaching the vision.

    What is Purpose of Mission statement?

    The sole purpose of a mission statement is to serve as your company’s goal/agenda, it outlines clearly what the goal of the company is. Some generic examples of mission statements would be, “To provide the best service possible within the banking sector for our customers.” or “To provide the best experience for all of our customers.” The reason why businesses make use of mission statements is to make it clear what they look to achieve as an organization, not only for themselves and their employees but to the customers and other people who are a part of the business, such as shareholders. As a company evolves, so will their mission statement, this is to make sure that the company remains on track and to ensure that the mission statement does not lose its touch and become boring or stale.

    North American magazine and website that carries news stories about entrepreneurship, small business management, and business, Entrepreneur explains the purpose of a mission statement as the following:

    “The mission statement reflects every facet of your business: the range and nature of the products you offer, pricing, quality, service, marketplace position, growth potential, use of technology, and your relationships with your customers, employees, suppliers, competitors and the community.”

    It is important that a mission statement is not confused with a vision statement. As discussed earlier, the main purpose of a mission statement is to get across the ambitions of an organization in a short and simple fashion, it is not necessary to go into detail for the mission statement which is evident in examples given. The reason why it is important that a mission statement and vision statement are not confused is because they both serve different purposes. Vision statements tend to be more related to strategic planning and lean more towards discussing where a company aims to be in the future.

    Here are what business leaders say a mission statement should do for a company:

    “A good vision or mission statement will fill a few roles: It will be toothy enough to engage the media, analysts and other industry watchers. It will be aspirational enough to give employees something to reach for and bind them together in their day-to-day work. And it will be clear and specific enough to build the brand and affect public perception of the company. In an ideal world, it will even give your customers a sense that they’re buying into your vision when they purchase one of your products.” by Kyle Monson, a partner at Knock Twice hybrid creative agency.

    “A company’s mission statement is the cornerstone on which it is built. Its strategic plan and its culture are directly tied to the vision the mission statement puts forth. It is important that a mission statement supports the overarching goals and purpose of the company and explain why you exist as a business in a way that can be understood internally within the company and externally to consumers.” by Gerry David, president, and CEO of healthy lifestyle company Celsius Holdings.

    “Creating a mission statement takes time and a lot of decision making. It lays down expectations for how your customers and employees will interact with one another, so take your time with it. Clearly, write down your vision of the company and ask yourself, ‘What am I trying to accomplish?’ Think about how you want others to perceive your company, what’s important to you and your organization, and then prioritize it. Most importantly, make sure it’s clear, concise and easy for anyone to understand.” by Bobby Harris, president, and CEO of Blue Grace Logistics.

  • What is Vision Statement?

    What is Vision Statement?

    Learn, What is Vision Statement? Meaning and Definition!

    A vision statement is a declaration of an organization’s objectives, ideally based on economic foresight, intended to guide its internal decision-making. A vision statement is not limited to business organizations and may also be used by non-profit or governmental entities. Also learn, “The Language of Business” also called Accounting, but Why? Vision Statement! 

    The vision statement is written by looking ahead into the future. It aims at higher achievable things. It is based on what the organization should strive for and achieve in another five to ten years. Through various activities, the faculty is guided to attain the vision. This acts as a powerful tool, a guiding star. When personalized and truly owned, vision provides the incentive the drive towards fulfillment. It creates commitment, motivation and the drive for initiating the mission, objectives, projects, and tasks necessary to realize the vision. Developing a vision may take a few weeks. Though this looks to be a long time, it should be understood that it is a portrayal of what life could be five to ten years from now. Time is allowed for dreaming and brainstorming along with categorizing random thoughts to ensure a comprehensive and realistic vision.

    In today’s competitive environment, it is just not sufficient if we are a step ahead of other institutes. It should be by leaps and bounds. To achieve this, every institute needs to have a vision. They should start looking into the future, predicting it, planning for it, and making it happen. Only this will make the difference between dreaming things and making things happen. Thus, vision is the result of dreams in action.

    The gap between dream and action is filled with the plan. How well we succeed will depend upon depends on how well we plan. Planning sets the direction and speed of the progress. Effective utilization of time and resources is a needed prerequisite. To survive in this global village, productivity is more important than production. Effectiveness is more important than efficiency. It is more important how effectively I utilize the fewer opportunities put forth before me.

    Vision is not the state of being but the process of becoming. Vision should be something which is far fetching and not that which calls for a change every day. It should be borne in mind that the vision statement is organization specific.

    #Definition and Structure of Vision Statement!

    A vision statement is a company’s roadmap, indicating both what the company wants to become and guiding transformational initiatives by setting a defined direction for the company’s growth. Vision statements undergo minimal revisions during the life of a business, unlike operational goals which may be updated from year-to-year. Vision statements can range in length from short sentences to multiple pages. Vision statements are also formally written and referenced in company documents rather than, for example, general principles informally articulated by senior management.

    The definition of a vision statement according to Business Dictionary is “An aspirational description of what an organization would like to achieve or accomplish in the mid-term or long-term future. It is intended to serve as a clear guide for choosing current and future courses of action.”

    A consensus does not exist on the characteristics of a “good” or “bad” vision statement. Commonly cited traits include:

    Concise: Able to be easily remembered and repeated.

    Clear: Defines a prime goal.

    Future-oriented: Describes where the company is going rather than the current state.

    Stable: Offers a long-term perspective and is unlikely to be impacted by market or technology changes.

    Challenging: Not something that can be easily met and discarded.

    Abstract: General enough to encompass all of the organization’s interests and strategic direction.

    Inspiring: Motivates employees and is something that employees view as desirable.

    Management vision can lead the organization towards success and it can also demoralize the organization. There are cases where improper vision statements have ruined the organization. Hence, it is necessary that utmost importance is given and care is taken while formulating the vision statement. To formulate a vision statement, one has to study the core values and purpose of the organization. Only such a vision statement will do the motivating role.

    For the human being, there are many core values. Some people have money as the core value. Some have ethics and some have power, status as core values. Whatever people do are the reflections of their core value. Similarly, the activities of an organization should reflect its core value. Some of the core values are:

    I. Service to people.

    II. Innovative technology.

    III. High ethical standards.

    IV. Always on time, and.

    V. Maximum Profit.

    The purpose means to answer the question: “what for does the organization run?” This purpose also should reflect in the vision statement.

    The vision statement gives direction to the organization. Having a vision paves way for the success of the organization. Between the dream and the vision, the organization has to climb a ladder of action plans such as expertise, creativity, empowerment, involvement, and values. A vision in each of these sub-levels will help the organization to reach the goal faster.

    What should be Vision statement?

    As Future-oriented.

    As Creative.

    As Setting high standards of excellence.

    As Inspiring enthusiasm and encouraging commitment.

    As Reflecting uniqueness, and.

    As Very clear and challenging.

    It is found that when a vision is clearly stated, the focus is there. People, who look ten years ahead, succeed more rather than those who leave things to fate.

    Continuous monitoring and feedback are necessary to find where the organization is positioned with regard to its vision. It gives an indication of the progress of the organization.

    The vision should be popularized among the employees by having it displayed in all prominent places in the organization; having it printed on personal items such as ID cards, pay slips etc. Top officials should promote the vision statement frequently in personal and public talks. They must also own it and live it.

    What is Vision Statement - ilearnlot

  • Help Seeking

    What do you understand by Help Seeking?

    Help seeking theory postulates that people follow a series of predictable steps to seek help for their inadequacies, it is a series of well-ordered and purposeful cognitive and behavioral steps, each leading to specific types of solutions.

    Help seeking theory falls into two categories where some consider similarity in the process’ (e.g. Cepeda-Benito & Short, 1998) while others consider it as dependent upon the problem (e.g. Di Fabio & Bernaud, 2008). In general help seeking behaviors are dependent upon three categories, attitudes (beliefs and willingness) towards help-seeking, intention to seek help, and actual help-seeking behavior.

    Helped A Dog Named Cheeseburger

    Do you ask for help when you need it or do you have the view, “I have to do it myself, no one can do it except me?” From a motivational perspective, help seeking is an adaptive cognitive strategy that indicates a striving for mastery and achievement (R. Ames, 1983; Karabenick, 1998; Newman, 1998) and a general problem-solving strategy (Nelson-Le Gall, 1985). If help seeking is an adaptive strategy, why do teachers observe that students

    who are most in need of help are often the most reluctant to seek help? We have learned from research that seeking help from others can have negative connotations (Newman, 1990, 1991).

    Help Seeking 00

    Help seeking may be seen as threatening if the student thinks it is a sign of low ability. In this case, there is a personal cost to seeking help: Students may feel incompetent. Help seeking is positive when students seek assistance in order to make a change in their learning. The attributional process is an important factor in whether help seeking is seen as positive or negative and consequently whether students attend academic help sessions. R. Ames and Lau (1982) identified factors that affected the extent that college students attend help sessions:

    • Low-performing students were more likely to attend help sessions if they were given specific positive information about the effects of the sessions (e.g., “students who attended improved their performance”).
    • Students who attributed success to effort were more likely to attend.
    • Students who did not seek help used more external attributions for failure, such as “tricky test questions,” and used these external reasons as excuses.

    Newman’s (1990, 1991) investigations of help seeking among children in Grades 3, 5, and 7 provided a fuller understanding of help seeking. For example, who seeks help, individuals with high or low self-esteem? For all grades, the higher the perceived competence of the children, the less they felt there were personal costs to help seeking (e.g., being thought of as low ability). Students with low self-esteem were especially unlikely to seek help, whereas those with high self-esteem were more likely to seek help. Similar results were obtained by Nelson-Le Gall and Jones (1990) for average-achieving African-American children. Newman (1991) also found differences between younger and older students in views about help seeking. Seventh graders were more aware than younger children that negative fallout might result from help seeking (e.g., embarrassment). However, older children were also more likely than younger ones to believe that smart classmates rather than “dumb” ones ask questions of the teacher. Help seeking by college students showed a pattern similar to that of children. Karabenick and Knapp (1991) found that students with low self-esteem were more threatened by seeking help.

    Help Seeking 01

    One important and perhaps surprising finding was that students who use more learning strategies are more likely to seek help when needed, whereas students who use fewer strategies are less likely to seek help when needed. This attitude presents a double bind for those needing help. Not only do they lack the necessary strategies for success, but they do not seek the needed study assistance. The authors concluded that students need to learn to judge when they need help and that help seeking should be included in learning strategy and motivation programs. These findings on help seeking are important for teachers and counselors so that they can plan ways to get students to attend help sessions or seek help in counseling when needed. Nelson-Le Gall (1985) emphasized the need to think of help seeking as an adaptive coping strategy rather than as a self-threatening activity. Some ways to accomplish this are listed in Strategy.

    Types of Help Seeking

    Help seeking behavior is divided into two types, adaptive behavior and non-adaptive behavior. It is adaptive when exercised to overcome a difficulty and it depends upon the person’s recognition, insight and dimension of the problem and resources for solving the same, this is valued as an active strategy. It is non-adaptive when the behavior persists even after understanding and experiencing the problem solving mechanism and when used for avoidance. Dynamic barriers in seeking help can also affect active process (e.g.: culture, ego, classism, etc.). Nelson-Le Gall (1981) distinguished between instrumental help-seeking, which she regarded as being essential for learning, and passive dependency.

    Strategy of Help Seeking

    • The overriding task is to have students view help seeking, when needed, as a smart move instead of a dumb one.
    • Establish a classroom climate where students are encouraged to ask questions.
    • Document attendance and improved performance as a result of the help sessions and show this to students.
    • Be sure students who have improved after attending help sessions attribute the improvement to the help sessions.
    • Teach students a self-talk script to practice asking teachers for help in classes where they were having problems, as one middle school teacher did.

  • Helpless

    What is a meaning of Helpless?

    Meaning of helpless: “Unable to defend oneself or to act without help.” A student who has a history of failure and does not expect this to change will attribute failure to ability an internal and stable factor. This pattern is characteristic of students classified as having learned helplessness. These individuals expect that their actions will be futile in affecting future outcomes. Consequently, they give up. Learned helplessness was first investigated in young animals who had been presented with inescapable electric shocks in one situation; when placed in a different situation, they failed to try to escape or avoid the shock (Seligman & Maier, 1967). Animals that demonstrated no connection between their activity and avoiding the shock had learned to be helpless. It was further hypothesized that humans responded the same way: they were passive in situations where they believed their actions would have no effect on what happens to them. In this original explanation, helplessness was viewed as global affecting all domains of one’s life. Later research found that people may experience helplessness in one situation and not in others (Alloy, Abramson, Peterson, & Seligman, 1984). This means that a student may feel helpless in learning math but not in learning history.

    Helplessness exists in achievement situations when students do not see a connection between their actions and their performance and grades. The important aspect of learned helplessness is how it affects the motivational behavior of students in the face of failure. The attributions a student makes for failure act as a bridge between a student’s willingness to try again and the student’s tendency to give up.

    Helpless and Mastery Orientation

    Helpless 02

    In a now-classic study, Diener and Dweck (1978) identified two patterns of responses to failure following success in problem-solving tasks: a maladaptive-helpless orientation and an adaptive-mastery orientation. Children showed different response patterns to failure in their thinking, self-talk, affect, and actions. Keep in mind that the students in the study had the same failure experience while performing the tasks, but there were two different patterns of response to the failure outcome. The thinking, self-talk, and actions of the helpless-oriented children formed a self-defeating pattern. When failure is attributed to lack of ability, there is a decline in performance. Attribution to lack of effort does not show this decline (Dweck & Goetz, 1978).

    Are there ability differences in learned helplessness? Butkowsky and Willows (1980) compared good, average, and poor readers. They found that poor readers had lower expectancies of success on a reading task. Poor readers overwhelmingly attributed their failures to lack of ability (68% compared with 13% for average readers and 12% for good readers). They took less responsibility for success, attributing success more to task ease an external cause than did the good and average readers. In the face of difficulty, poor readers became less persistent a self-defeating behavior. Helplessness was also found when children studied new material that required them to read passages with confusing concepts.

    In a study by Licht and Dweck (1984), half the children received material with a clear passage, and the other half received a confusing passage. There were no differences between mastery orientation and helpless orientation when the passage was clearly written. In contrast, when the passage was not clear, most of the mastery children reached the learning criterion, whereas only one third of the helpless children did. This investigation is important because some academic subjects, like math, are characterized by constant new learning, which may be initially confusing to students. Mastery students will not be discouraged by the initial difficulty, whereas helpless students immediately lose confidence although they may be equally competent. When teaching new material, teachers can be especially alert for this pattern of helplessness in the face of initial difficulty.

    Learned Helplessness and Students with Learning Disabilities

    Helpless 01

    Are some students more prone to experience a sense of helplessness? Students particularly susceptible to the pattern of learned helplessness are those students who are identified as having learning disabilities (LD) (Licht, 1983). Children with LD experience much failure over a long period of time on a variety of school tasks. As a result, these children come to doubt their academic abilities, with the accompanying belief that nothing they can do will help them be successful. This is followed by the self-defeating response of decreasing effort. Children with LD have been found to exhibit the following characteristics of the learned helplessness pattern (Licht, 1983):

    • Score lower than non-LD children on measures of self-esteem and perceptions of ability,
    • Are more likely to attribute difficulty with tasks to lack of ability,
    • Are less likely to attribute failure to insufficient effort, and
    • Lower their expectations for future success and display greater decline in expectation following failure.

    It is important for teachers to be aware of the characteristics of helplessness because learned helplessness may explain the students’ apparent lack of motivation. How can a teacher identify a helpless pattern? What can a teacher do to lessen the likelihood of helplessness and help students who have this tendency? Butkowsky and Willows (1980) suggested that educators must begin to rethink failure as a necessary component of the learning process and not as a damaging experience to be avoided.

    Does the pattern of learned helplessness show up in young children? Dweck and Sorich (1999) concluded that there is clear evidence of a helplessness pattern in children younger than age 8. After experiencing failure or criticism, they show signs of helplessness like self-blame, lowered persistence, and lack of constructive strategies. Mastery-oriented children, in contrast, assumed they were still good even when their work had errors, and believed they could improve through effort. An important implication for parents and teachers, according to the authors, is to be very cautious when giving feedback to children. Extremely positive or negative feedback can be detrimental to children’s beliefs about their competence.

  • Attribution and Motivation Among Ethnicity

    Understanding of Attribution and Motivation Among Ethnicity?

    What is Ethnicity? Meaning of Ethnicity “The fact or state of belonging to a social group that has a common national or cultural tradition.” Some about of Ethnic; Relating to a population subgroup (within a larger or dominant national or cultural group) with a common national or cultural tradition. Relating to national and cultural origins. Denoting origin by birth or descent rather than by present nationality. Characteristic of or belonging to a non-Western cultural tradition.

    An ethnic group or ethnicity is a category of people who identify with each other based on similarities, such as common ancestral, language, social, cultural or national experiences. Unlike other social groups (wealth, age, hobbies), ethnicity is often an inherited status based on the society in which one lives. In some cases, it can be adopted if a person moves into another society. Membership of an ethnic group tends to be defined by a shared cultural heritage, ancestry, origin myth, history, homeland, language or dialect, symbolic systems such as religion, mythology and ritual, cuisine, dressing style, art, and physical appearance.

    Ethnic groups, derived from the same historical founder population, often continue to speak related languages and share a similar gene pool. By way of language shift, acculturation, adoption and religious conversion, it is sometimes possible for individuals or groups to leave one ethnic group and become part of another (except for ethnic groups emphasizing racial purity as a key membership criterion).

    Ethnicity is often used synonymously with ambiguous terms such as nation or people. In English, it can also have the connotation of something exotic (cf. “White ethnic”, “ethnic restaurant”, etc.), generally related to cultures of more recent immigrants, who arrived after the founding population of an area was established.

    Now reading – Attribution and Motivation Among Ethnicity; Do attributional explanations for success and failure act as an important motivational force in different ethnic groups? According to Graham (1989,1994), because attributional theory considers the role of thought in determining behavior, it is particularly fruitful in examining motivation in different cultures and ethnic groups.

    Beliefs About Effort and Ability

    Are attributional belief patterns similar among different ethnic groups? A comparison of poor African-American, Hispanic, Indo-Chinese, and White fifth- and sixth-grade students found similar attribution patterns for all groups (Bempechat, Nakkula, Wu, & Ginsberg, 1996). All groups rated ability as the most important factor for success in math. In a subsequent study comparing African-American, Hispanic, Indo-Chinese, and White fifthand sixth-graders, Bempechat, Graham, and Jimenez (1999) found cultural similarities as well as cultural specifics. For all ethnic groups, failure was attributed to lack of ability and success to external factors. In contrast, Indo-Chinese students had stronger beliefs that failure was due to lack of effort. Attribution for failure due to lack of ability is a problem for all students because it is believed to be uncontrollable.

    Graham (1984) compared middle- and low-SES African-American and White students on attributions for failure following a problem-solving task. The middle-class children in both ethnic groups were more likely to attribute failure to lack of effort and maintained consistently higher expectancies for success after experiencing failure. For both groups, this is indicative of an adaptive attributional pattern following failure, similar to that found in research by Diener and Dweck (1978). The findings of this research are important because they demonstrate the positive motivation pattern of African-American students—a pattern that has received little attention.

    Stevenson and Lee (1990) compared beliefs of American and Asian students concerning the role of effort and ability for success in mathematics. They asked mothers in Minnesota, Japan, and Taiwan to assign 10 points among ability, effort, task difficulty, and luck to rank their importance in academic success and school performance. All the mothers assigned the points in the same rank order: (1) effort, (2) ability, (3) task, and (4) luck. American mothers scored ability and effort as about equal. In contrast, Taiwanese and Japanese mothers assigned effort a higher value than ability. Peak (1993) noted that, in Japanese elementary schools, ability is rarely mentioned, whereas effort is consistently portrayed as key to success. In contrast, in the United States, students who try very hard are often labeled nerd or grind.

    These perceptions of effort and ability take on increased importance when homework is considered in the context of effort. Japanese and Chinese students spend at least twice the amount of time and effort on homework than do American students (Stevenson & Lee, 1990). American teachers assign less and consider it less valuable. Peak (1993) pointed out that homework reflects teachers’ beliefs on whether extra practice makes a difference and whether students are willing to engage in extra effort on behalf of their studies. American parents do not appear to consider good study habits as critical to academic success as do Asian parents.

    Implications for Teachers

    What can teachers draw from the attributional beliefs among different ethnic groups in terms of classroom practice? The important issue is to understand the motivational processes, such as attribution, operating within a particular ethnic group (Bempechat et al., 1996; Graham, 1994). When similarities are found across ethnic groups, educational interventions do not necessarily have to be targeted to children differentially based on their ethnic group membership.

    Graham (1989) emphasized the importance of teacher feedback in influencing concepts of ability and expectations of minority, low-SES students. Recall the previous discussion of indirect attributional cues. It is important to be aware of feedback that may indirectly convey to students that they have low ability. Graham (1994) suggested that in view of the number of African- American children in negative educational situations, it is especially important to be sensitive to how minorities feel, think, and act in response to non-attainment of goals.

     

  • What are Source of Attributional Information?

    What are Source of Attributional Information?

    How do we decide what caused our success and failure? What cues do we use to explain whether an outcome was influenced by our ability, effort, or some other factor? Information comes from direct and indirect cues (Graham, 1991). Some information comes from direct cues, like failing a test when other students succeeded. Information is also obtained from more indirect cues, often conveyed unintentionally, such as when a teacher communicates pity to a student who failed a test. In addition, there may be a bias toward causes (Weiner, 1992).

    Direct Attributional Cues

    One of the most important informational cues is the outcome of the task. Here students have a direct cue as to their performance. Another source of attributional information comes from comparing one’s performance to that of others (Weiner, 1992). When most of the class fails a test, students are likely to attribute the failure to the difficulty of the task, not to their ability. However, if Sam failed and everyone else in the class made an A or B, he is likely to believe the failure was due to his low ability. If Sarah fails a test and a peer says, “I didn’t study at all and I made an A,” Sarah may take this as a cue that failure must be due to her ability. When a teacher sees students comparing grades on a test, information other than the test score is being communicated. An important role of the teacher is to help students interpret the possible reasons for test scores and make an adaptive attribution.

    Indirect Attributional Cues

    In school, feedback that students receive from teachers is a source of much information about ability. Students’ attributional interpretations may be based on the attributions that teachers communicated to them (Reyna, 2000). Graham (1991) identified three groups of feedback as sources of indirect cues: praise versus blame, sympathy versus anger, and help versus neglect.

    Praise Versus Blame: The praise or blame a student receives from a teacher can function as an indirect low-ability cue (Graham, 1991). The cue provided by praise or blame interacts with the difficulty of the task and effort expended by a student. Praise acts as a low-ability cue when a student is praised for completing an easy task. A low-ability cue is also conveyed when a student fails a task but receives no blame, like lack of effort. The student can interpret this to mean, “There’s nothing I can do about the failure.”

    Sympathy Versus Anger: Did it ever occur to you that communicating sympathy to a student could be interpreted as evidence that he or she has the low ability? Graham (1984) found that when teachers conveyed sympathy following poor student performance, the failing students took this as a cue that they had low ability. Obviously a statement like “I feel sorry for you because you made such a low score” would be a low-ability cue. What might a teacher say that unintentionally conveys a message of low ability to a student? One student remembers a class being told, “All students have to do this except Holly and Ramon.” Holly took her omission as a cue that she would not be able to do the task. In contrast, mild anger for failure can provide an indirect cue that one is capable. For example, “You can do better than this. You handed this paper in with no editing,” provides a cue to the student that he or she is capable of more.

    Unsolicited Help: Another low-ability cue for students is unsolicited help by the teacher (Graham & Barker, 1990). Graham and Barker found that, regardless of whether a helper was a peer or teacher, other students judged the student who received unsolicited help as lower in ability than non-helped peers. The important factor in this example is unsolicited. When the teacher consistently gives help to Sylvia before she requests it, this suggests that the teacher knows that she will not be able to do it.

    Ability Grouping: One powerful cue for ability that affects large groups of students are tracking according to ability groups. Students in both high and low tracks are defined by labels such as high ability, honors, low-achieving, slow, and average (Oakes, 1985). These labels are powerful cues about one’s ability. Oakes observed that students in the lower track are usually seen by others as dumb and also see themselves in this way. A label may have an adverse effect on students in the high-achieving class as well. Students in a high-track class may take this label as a cue that they naturally have high ability and then assume inflated self-concepts. This belief can interfere with students working to develop their academic skills.

    It is important that teachers be aware of the subtle cues that may have unintentional effects on students’ perception of ability. Commonly accepted practices of generous praise, minimal blame, sympathy, and unsolicited help can sometimes be interpreted by students as they have the low ability (M. D. Clark, 1997; Graham, 1991). M. D. Clark found that responses given to students with LD are often interpreted as low-ability cues. Graham further suggested that these cues raise important questions pertinent to the motivation of minority students such as African-Americans. For example, are minority students more likely to be targeted for feedback that conveys sympathy—thus receiving a cue for low ability? Reyna (2000) took this a step further, stating that labeling and indirect cues can lead to stable beliefs about ability and have the negative effect of stereotyping.

    Attribution Bias

    Attribution bias or Attributional bias is a predisposition to make certain attributional judgments that may be in error (Weiner, 1985). Several variations of attributional bias have been identified that are relevant to achievement settings. A common misjudgment is a hedonic bias, the tendency to attribute success to self rather than to attribute failure to self (Weiner, 2000).

    Previous knowledge can also lead to attributions that are erroneous (Frieze, 1980). Potential sources of errors in attributional judgments can be found in stereotypes about certain groups (Reyna, 2000). These preconceptions about certain groups can serve as ready-made explanations for why a student achieves or does not achieve. There is a danger that the stable, uncontrollable attribution for low performance will lead to lower expectations.

    The implication for educators is to recognize that a number of possible causes may explain any given success or failure. Thus, it is important to be aware of potential stereotypical attributional biases. Explore other possible causes by gathering more information when bias may be a factor (see Strategy).

    Strategy of Collect Attributional Information

    Simply ask students why they succeeded, failed, or improved.

    Some teachers elicit information by having students give their reasons for how well they did after assignments or exams.

    Attribution information can be obtained through the use of learning logs, in which students keep records and write about their goals, successes, and failures.

    Conduct an attributional task analysis of student performance. Is it because the student cannot or will not? A teacher may believe that a student is not performing well because he or she has the low ability or is lazy. Instead, the student may be performing low because he or she does not have the essential skills.

    Look for clues that will enable you to determine if the student has the essential skills. Does the student have prerequisite knowledge or skills? Does the task require formal reasoning whereas the student is functioning at the concrete reasoning level? Does the student have the necessary learning or memory strategies?

    If the student cannot, then teach the prerequisite skill or guide student to the appropriate source of help.

  • DNA Structure

    What is DNA Structure?

    What do a human, a rose, and a bacterium have in common? Each of these things along with every other organism on Earth contains the molecular instructions for life, called deoxyribonucleic acid or DNA. Encoded within this DNA (Deoxyribonucleic Acid) are the directions for traits as diverse as the color of a person’s eyes, the scent of a rose, and the way in which bacteria infect a lung cell.

    DNA is found in nearly all living cells. However, its exact location within a cell depends on whether that cell possesses a special membrane-bound organelle called a nucleus. Organisms composed of cells that contain nuclei are classified as eukaryotes, whereas organisms composed of cells that lack nuclei are classified as prokaryotes. In eukaryotes, DNA is housed within the nucleus, but in prokaryotes, DNA is located directly within the cellular cytoplasm, as there is no nucleus available.

    But what, exactly, is DNA? In short, DNA is a complex molecule that consists of many components, a portion of which are passed from parent organisms to their offspring during the process of reproduction. Although each organism’s DNA is unique, all DNA is composed of the same nitrogen-based molecules. So how does DNA differ from organism to organism? It is simply the order in which these smaller molecules are arranged that differs among individuals. In turn, this pattern of arrangement ultimately determines each organism’s unique characteristics, thanks to another set of molecules that “read” the pattern and stimulate the chemical and physical processes it calls for.

    DNA is made up of molecules called nucleotides. Each nucleotide contains a phosphate group, a sugar group, and a nitrogen base. The four types of nitrogen bases are adenine (A), thymine (T), guanine (G) and cytosine (C). The order of these bases is what determines DNA’s instructions, or genetic code. Similar to the way the order of letters in the alphabet can be used to form a word, the order of nitrogen bases in a DNA sequence forms genes, which in the language of the cell, tells cells how to make proteins. Another type of nucleic acid, ribonucleic acid, or RNA, translates genetic information from DNA into proteins.

    The entire human genome contains about 3 billion bases and about 20,000 genes. Nucleotides are attached together to form two long strands that spiral to create a structure called a double helix. If you think of the double helix structure as a ladder, the phosphate and sugar molecules would be the sides, while the bases would be the rungs. The bases on one strand pair with the bases on another strand: adenine pairs with thymine, and guanine pairs with cytosine.

    DNA molecules are long so long, in fact, that they can’t fit into cells without the right packaging. To fit inside cells, DNA is coiled tightly to form structures we call chromosomes. Each chromosome contains a single DNA molecule. Humans have 23 pairs of chromosomes, which are found inside the cell’s nucleus.

    Why does a DNA molecule consist of two strands? The primary function of DNA is to store and transmit genetic information. To accomplish this function DNA must have two properties. It must be chemically stable so as to reduce the possibility of damage. DNA must also be capable of copying the information it contains. The two-stranded structure of DNA gives it both of these properties. The nucleotide sequence contains the information found in DNA. The nucleotides connect the two strands through hydrogen bonds. Because each nucleotide has a unique complementary nucleotide, each strand contains all the information required to synthesize a new DNA molecule. The double-stranded structure also makes the molecule more stable.

    DNA is the information molecule. It stores instructions for making other large molecules, called proteins. These instructions are stored inside each of your cells, distributed among 46 long structures called chromosomes. These chromosomes are made up of thousands of shorter segments of DNA, called genes. Each gene stores the directions for making protein fragments, whole proteins, or multiple specific proteins.

    DNA is well-suited to perform this biological function because of its molecular structure, and because of the development of a series of high-performance enzymes that are fine-tuned to interact with this molecular structure in specific ways. The match between DNA structure and the activities of these enzymes is so effective and well-refined that DNA has become, over evolutionary time, the universal information-storage molecule for all forms of life. Nature has yet to find a better solution than DNA for storing, expressing, and passing along instructions for making proteins.

    Alternative DNA structures

    DNA Structure A-DNA B-DNA and Z-DNA
    DNA Structure A-DNA B-DNA and Z-DNA

    DNA (Deoxyribonucleic Acid) exists in many possible conformations that include A-DNA, B-DNA, and Z-DNA forms, although, only B-DNA and Z-DNA have been directly observed in functional organisms. The conformation that DNA adopts depends on the hydration level, DNA sequence, the amount and direction of supercoiling, chemical modifications of the bases, the type and concentration of metal ions, and the presence of polyamines in solution.

    The first published reports of A-DNA X-ray diffraction patterns—and also B-DNA—used analyses based on Patterson transforms that provided only a limited amount of structural information for oriented fibers of DNA. An alternative analysis was then proposed by Wilkins et al., in 1953, for the in vivo B-DNA X-ray diffraction scattering patterns of highly hydrated DNA fibers in terms of squares of Bessel functions. In the same journal, James Watson and Francis Crick presented their molecular modeling analysis of the DNA X-ray diffraction patterns to suggest that the structure was a double-helix.

    Although the B-DNA form is most common under the conditions found in cells, it is not a well-defined conformation but a family of related DNA conformations that occur at the high hydration levels present in living cells. Their corresponding X-ray diffraction and scattering patterns are characteristic of molecular para crystals with a significant degree of disorder.

    Compared to B-DNA, the A-DNA form is a wider right-handed spiral, with a shallow, wide minor groove and a narrower, deeper major groove. The A form occurs under non-physiological conditions in partly dehydrated samples of DNA, while in the cell it may be produced in hybrid pairings of DNA and RNA strands, and in enzyme-DNA complexes. Segments of DNA where the bases have been chemically modified by methylation may undergo a larger change in conformation and adopt the Z form. Here, the strands turn about the helical axis in a left-handed spiral, the opposite of the more common B form. These unusual structures can be recognized by specific Z-DNA binding proteins and may be involved in the regulation of transcription.