School Leadership Contributes To Student Achievement Education Essay

School Leadership Contributes To Student Achievement Education Essay This makes schools and their leaders under increasing pressure to make them more effective since there is compelling evidence that the school makes a difference in determining the achievement of the students and later, in life. The effort to make schools and educators who manage the education process more effective is a worthwhile goal. For many years now, researchers in the area of educational leadership have attempted to identify links between educational leadership and school effectiveness. This phenomenon is mainly due to the perception that educational leaders, especially school principals, increase school effectiveness. The notion of leadership is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). Goldring and Greenfield (2002) argue that the image of the school leader has changed from a position that was once ideologically grounded in philosophy and religion in the1800s, to a highly perspective manager concerned with efficiency and focused on functional administrative tasks in the mid 1900s, to a behavioral science perspective in the mid to late twentieth century . Having reviewed the long-standing debate about the principalship . Sergiovanni (1991) concludes While distinctions between management, leadership and administration debates may be useful for theorists, the key is the recognition that the principalship involves multiple responsibilities and duties . As predicted by Laffey (1980), principals are expected to be all things to all people. They are expected to be effective managers, and currently, with the focus on student achie vement, and instructional leaders effectiveness. However, according to Scott (1983), Principals and other significant groups who work with them have expectations regarding the principals managerial role but disagree significantly with the principal as an instructional leader. Reports have noted that principals have resisted changing their role from manager to that of an instructional leader (e.g. Philadelphia School Improvement Project, Kopple, 1985). Moreover, where principals role transition has been successful, extensive training (Newburg Glatthorn, 1983) and/or long-term training efforts (Kline, 1987) were necessary. (Cited from School leadership that works, p.23) Statement of Problem In the past 20 years, much attention has been given to education leadership and its impact on students outcome. Recently, at the beginning of the 21st century, school accountability and initiatives have come to the forefront of educational practices more evidently than in the past. Schools now, more than ever, are challenged to improve to the extent that every effort is made to ensure the success of all students. In UNRWA Association where this study was conducted, the department of education has held for a number of years many reform plans for enhancing the school performance. Action by the UNRWA in this study is defined as restructuring ; a process that begins by identifying schools that are not making adequate progress as measured by a series of assessments and attendance rates. Schools under local restructuring are given additional assistance from the UNRWA and are directed to develop annual school improvement plans. Then they are monitored by the UNRWA every two years to check o n progress made in each school. Placed at high risk, as a result of these actions, is the school principal. Efforts to improve education relate directly to the quality of leadership provided in the schools. A past research has focused on the relationship between effective principals and effective schools (Edmonds 1982).In current and future research, student achievement is the key factor in defining effective principals and schools.( No child left behind Act,2001). School leaderships are progressively responsible for education quality based on the belief that students success or failures are determined by the way a school run (Fullen 2000) .These beliefs for more effective leadership skills and practices are described as a change agent ,manager ,symbolic leader ,instinctual leader, disciplinarian, decision maker and policy maker (Cotton,2003,Morzano,Wale and Mcnully ) . One impact of the reform movement of the last decade is to involve as many people as possible in local school decision making. This shared decision making reflects a less centralized approach to school leadership and requires a great deal of collaboration and trust (Midgely Wood, 1993). Collaborative decision making means many things and takes many forms, depending on the people involved; therefore the role of the principal changes as situations and circumstances change. As a principal of a school under restructuring, he or she must reconcile the demands and initiatives of the UNRWA with those of the local system to bring about school improvement (School focus development in UNRWA). Therefore, principals in these schools are under pressure to follow up the reforming revolution seeking out a better academic achievement. For that, this study was anchored in perspectives on the principal ship and on factors that shape how principals define and respond to their roles with respect to school reform, and how principals respond to some of the changes and challenges of the position. Purpose of the Study The purpose of this study is first, to determine Bolman and Deal leadership and management styles of principals as perceived by themselves, and by their principals assistances and by teachers. Second, to compare the leadership and management styles of school principals at risk to the styles of school principals showed an adequate progress in official exams for Grade nine. Finally, to determine the set of leadership and management behaviors that best describe the degree of principals performance in their schools, and their effectiveness in school academic achievement. Significance of the Study As a teacher, a central question, which requires further analysis is how exactly principals leadership style influence the instructional working of their school and thereby increase students achievement. My conceptual frame work is done on a Bolman and Deals four frames of model leadership. I have been through many models, but I found that this model is one of the best models necessary for improving the leadership style of any principal, indirectly increasing the school effectiveness. They classified these tools as frames, which give leaders a clearer view of reality. These include the structural, human resources, political, and the symbolic frame. Moreover, Bolman and Deal (1997) assert that leaderseffectiveness emerge when leaders are able to respond to the needs of their organizations by viewing them through more than one frame. In this way they can reach a deeper and better understanding of organizations. As a graduate student in the field of educational administration and leader ship, the question of how to practice the educational leadership in our school and how this influence learning outcomes are applied. As I experienced the complexity and diversity of school life through my teaching experience, I realized how confusing and frustrating leadership experiences can be, especially when you lack the tools needed to face these experiences. On the other hand, my teaching experience, through which I felt the impact of Bolman and Deals leadership techniques on the effectiveness of leaders, had a stimulating effect in the selection of this model, among others, to guide and enrich my study on school leadership. In broader terms, these experiences came to support the belief that leadership is a complex (Hughes, Ginnett, Curphy, 2002) and multifaceted process (Northouse, 2004), and can be exercised in any situation that requires influencing others. Tannenbaum, Weschler, and Massarik (1961) introduced the idea that leadership is applicable to all interpersonal rela tionships in which influence attempts are involved. How to deal with the constantly increasing challenges facing organizational life, how to help organizations improve, grow, or survive, and how to understand and gain insight into leadership as a topic and/or as a process, are some of the questions that have kept researchers and practitioners of leadership engaged. A review of the enormous body of literature on this topic reveals a significant interest in understanding leadership and its leadership effectiveness. Researchers interest in leadership over the past one hundred and fifty years reveals itself in the vast number of theories, models, and practical guides that have been developed to gain deeper knowledge into this phenomenon, and to improve leadership practices. In summary, this study is significant in that, it proposes to address the need to document the extent to which leadership behaviors differ among principals in schools at risk and principals in schools that have made adequate progress. There was a need to clarify the daily behaviors and practices of the principal and to provide insight into how the principal makes leadership decisions and judgments about school improvement and how to get the job done (Bolman Deal, 1997).This study will be useful to all UNRWA organizations wishing to proficiently exploit the leadership styles practiced by the principals as designed by Bolman and Deal. It will provide these organizations with a substantial association between leadership practices and students achievements as well as it will insight to raise this association, in order to maintain a competitive edge within the other school in the reforming evolutions . Research Questions and Hypotheses To gather data for this study, questions were asked to the principal and teachers. The following questions are: To what extent the principals frame utilization (structural, human resource, political and symbolic orientations) in schools labeled at risk differ from that in schools making adequate progress? Does the leadership style designed by Bolman and Deal affect the students academic achievement? Research Objectives Examine the different definitions of leadership and styles Identify the parameters which determine principals leadership style, schools organizational culture, and classrooms learning cultures. Examine the effects of the principals leadership style on schools effectiveness. Identify of Bolman and Deals model of leadership and examine the effect of having more than one frame on the principals behavior and students achievement. List the characteristics of the effective principal activities and their influence on learning outcome. Definition of terms School Leadership: The influential behaviors applied by the school administration or principal that facilitate teachers and the wider school community working towards the achievement of the mutually agreed upon organizational goals of the school.( NWREL 1995) Instructional Leadership: This entails the communication of the schools mission and goals, and the effective management of the instructional program of the school. This is accomplished through the provision of direction, emphasis, and support to the schools central mission of teaching for the success of all children.(NWREL1995). School Climate: The existing learning environment. This environment can either facilitate effective teaching and be conducive to student learning, or affect the quality of the teaching and be an impediment to student academic progress (NWREL 1995) Effective Schools: Settings in which students display high levels of academic achievement, satisfaction, morale, and pride in their schools (NWREL 1995)  [1]  . In this research synthesis, for most of the studies, school effectiveness is measured in terms of student academic achievements indicated by scores on various statewide tests School effectiveness is defined as student engagement in school .Blank (1987) used, in addition to student academic performance, student attendance in determining school effectiveness. Frame Utilization: a process by which leaders order their experiences and make informed decisions; framing helps filter out some things and allow others to pass through. Frames represent a lens through which principals might view their leadership behavior. (Bolman Deal, 1995). Bolman and Deal Frames: Frames represent the manner in which leaders view and process their experiences. Bolman and Deal (2003) identify four frames: structural, human resource, political and symbolic. Each frame has its own specific perspective for viewing a situation. (Bolman Deal, 1995). Leadership by Bolman and Deal Frame:Leadership is thus a subtle process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led. Single-frame managers are unlikely to understand and attend to the intricacies of a holistic process. (Bolman Deal, 1995). CHAPTER TWO Literature Review Introduction In the contemporary world, improvements of student achievements are recognized as the foremost objective of school reforms and restructuring efforts. With this objective in mind, many different reform problems are being implemented while key focus of the reforms is more or less the same. They focus on improving students learning and increasing their achievement (William. G. Kean; 2002). Students achievement can be viewed from two perspectives: the first perspective is to view achievement in terms of enrollment, or a number of students who pass a course, and the second perspective examines student achievement in terms of whether they mastered or attained course learning objectives. Enrollment numbers include the number of students who have passed the course, the number of non-grads, and the final average grade of the class. These enrollment numbers may be used to identify the causes for non-graduation. These numbers may also be compared over time to locate possible problems prior to class convening, such as lack of prerequisite knowledge, student concerns, or overall course concerns. (William. G. Kean ; 2002) Although the final average grade of a class is recorded to look at overall student performance, the percent of students who mastered, or attained, the individual objectives (terminal objectives and enabling objectives) are also recorded to find which units and/or lessons are the most difficult for the them. The percentages for the individual objectives can provide information about areas in the lesson where students may need extra help and may require modification or extra instruction. Student enrollment and achievement data can help educators to identify problem areas in the subject and improve it. Nowadays improvement of student achievement has always been one of the main goals of education. (William. G. Kean ; 2002) There are many factors that influence students outcome. First, student background characteristics -especially social, economic and cultural background frequently emerge as the most important source of variation in student achievement. Such student background characteristics cannot be easily influenced by educational policy in the short term. Second, school-related factors, which are more open to policy influence, explain a smaller part of the variations in student learning than student characteristics (Hallinger and Heck, 1996; Leithwood et al., 2006; OECD, 2005b). Third, among school-level variables, the factors that are closest to student learning, such as teacher quality and classroom practices, tend to have the strongest impact on student achievement (Leithwood and Riehl, 2003; OECD, 2005b). These factors are categorized as following: External factor such as the gender, race, parents education background, social state and reinforcement. Internal factors concerning motivation and self reflection Social factor includes the students ability to connect with teachers and students. Curricular factor includes all the practices done in the school to improve students outcome as matching teaching style to learning style, engaging material, engaged teachers and learners, collaborative / cooperative learning, instructional strategies, classroom management and classroom curriculum design etcà ¢Ã¢â€š ¬Ã‚ ¦ Administrative factor that includes all the practices that done by the school leaders to improve students outcome. Even through all these factors which are necessary for increasing the students outcomes, school leadership has become a priority in education policy agendas across countries because it plays a key role in improving classroom practice, school policies and connections between individual schools and the outside world. It can encompass people occupying various roles and functions such as principals, deputy and assistant principals, leadership teams, school governing boards and school-level staff involved in leadership tasks. The Concept of Leadership The concept of leadership dates back to antiquity. According to Bass (1981), the study of leadership is an ancient art. Discussions of leadership appear in the works of Plato, Caesar, and Plutarch. Additionally, leadership is a robust concept that occurs universally among all people regardless of culture, whether they are isolated Indian villagers, Eurasian steppe nomads, or Polynesian fisher folk. Theories of leadership abound. They include approaches such as the great man theory, which suggests that, for example, without Moses the Jewish nation would have remained in Egypt and without Churchill the British would have acquiesced to the Germans in 1940; trait theories, which contend that leaders are endowed with superior qualities that differentiate them from followers; and environmental theories, which assert that leaders emerge as a result of time, place, and circumstance. Regardless of the theory used to explain it, leadership has been intimately linked to the effective functioning of complex organizations throughout the centuries. The traditions and beliefs about leadership in schools are no different from those regarding leadership in other institutions. Leadership is considered to be vital to the successful functioning of many aspects of a school. Concerning on school leadership, many definitions involve the process of influence. As YuKI has phrased it most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over other people [or groups] to structure the activities and relationships in a group or organization (Yukl, 2002). The term intentional is important, as leadership is based on articulated goals or outcomes to which the process of influence is expected to lead. Leadership is a broader concept where authority to lead does not reside only in one person, but can be distributed among different people within and beyond the school. Peter.G. Northouse also defines leadership as a process whereby an individual influences a group of individuals to achieve a common goal and identifies the central components of leadership: (a) Leadership is a process; (b) leadership involves influence, (c) leadership occurs within a group context, and (d) leadership involves goal attainment (Northouse, 2004, p. 3). For the purpose of this study, leadership will be defined, in Bolman and Deals terms, as a process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led(Bolman Deal, 1997, p. 296 ). Leadership and Management The study of leadership and management has a long history. The concept of effective leadership prompts the question: by whose standards? Historically, school leaders have been portrayed as people in charge of a school who have the sole responsibility for leading those who work for them to success. This kind of school leader has the expectation that when he/she leads, others will follow. More recent views of leadership involve persuading other people to set aside for a period of time their individual concerns and pursue a common goal that is important for the group (Hogan et al., 1999). They express that leadership is persuasion, not domination; persons who can require others to do their bidding because of their power are not leaders. Leadership only occurs when others willingly adopt, for a period of time, the goals of the group as their own. Research from the last two decades has also shown a strong link between effective leadership and effective organizations (Bolman Deal, 1994; Boyan, 1988; Griffiths, 1988; Lezotte, 1997; Sergiovanni, 1995). Hogan et al. (1999) assert that a growing body of evidence supports the common sense belief that leadership matters (p.34). Fullan (2002) expresses that schools need leaders who can change what people in the organization value and how they work together to accomplish it (p.34). Fullan (2002) continues by saying the schools need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself (p.18). Beach and Reinhartz (2000) note that leadership is essential to promoting student achievement and creating a vision of success for the total educational program (p.72). A causal and definitional link exists between leadership and team performance, Hybels and Hodges (1999), who also note that leadership is about serving and starts on the inside and moves outward to serve others. Such leadership has the interest of others in mind, nurtures growth and development in others, is willing to listen, and thinks less about self while held accountable for performance. Lambert (1998) suggests that leadership involves learning together and constructing meaning and knowledge collectively and collaboratively to reflect on and make sense of work in the light of shared beliefs and create actions that grow out of these new understandings (pp.5-6). One of the most influential calls for educational leaders is to develop a vision suitable with the standard of the district .The school leader develops a vision of learning from the culture of the organization and establishes a mission for the school community. The vision is the primary and major influence on both the mission and the culture. Vision can be defined as foresight and forethought. It is the dream of where the school principal wants the school to be in the future. If it is a shared vision, it exceeds what the principal wants; it is now what the staff, students, parents and community leaders want. Every vision should be followed by a mission. Deal and Peterson (1999) wrote that the mission is the focus of what people do (p.23). The culture in a school reflects the vision and the mission of the school. In defining culture, Deal and Peterson (1999) state that it consists of the stable, underlying social meanings that shape beliefs and behavior over time (p.3). The vision is the dream; the mission is how to achieve the dream; and the culture is impacted by the realization of the vision as the mission is accomplished. Culture involves values, beliefs, mores, tools for establishing goals, and the way in which people are valued or devalued. Smith and Andrews (1989) explain that communication of vision is perhaps the most important way for principals to exert effective leadership-to leave no doubt about school priorities These principals know what to expect for the school and students and are able to infect others with that dream, a positive and beneficial contagion. Perhaps these principals can do nothing more important for their teachers and staff than to create a process for forging and reworking the vision or mission of the school. Traditionally, schools have not been places where adults can easily share the collegial relationships that are essential to leadership, as distinct from management, and teacher empowerment. An effective school principal demonstrates a strong interest in promoting collegiality and shared leadership, an interest in shifting the norms of the schools culture from the traditional to more collaborative ways of working together (Owens, 2004, p. 274). Powell (2004), in her research on the behaviors and practices of successful principals working with at risk schools, found that the school vision, mission and culture are important to the success of the school. She found that it is difficult to separate the three because one supports and affects the others. She also found other research that supports this claim. For example, it is the vision of the school that leads the way to accomplishing the goals of the school (Uchiyama Wolf, 2002). Dufour and Eaker (1998) state that the shared vision motivates the staff to work together and gives a sense of direction for what they want to accomplish in the future. The vision of the school principal influences the mission of the school. Papalewis and Fortune (2002) also cited examples of successful schools in which the goals that reflect the mission statement are displayed in every classroom. In these schools everyone knew the direction of the school and the posted goals in the halls and classrooms reflected their knowledge and commitment. In successful schools, there is a culture that shows everyone focused on teaching and learning. Connell (1999) described these schools as a place where everyone is involved in the work of the school. During Connell(1999) study about high-performing and high-poverty schools, Connell(1999) found that a staff focused on engagement in the school is an important aspect of school success. Connell ( 1999) stated: Of primary importance is the principals engagement in a school. There is no high-achieving school where the staff is not serious about their work and where they are not focused. One can sense that people in a building are moving in the same direction. Everyone knows their job and why theyre there even the lunch-room aide. In low-achieving schools, everyone is an island unto themselves. Clearly from the research, the vision of the principal is the key element of school leadership. With a vision, the leader is then able to influence the mission of the school and create a culture of learning that will promote success for all students. Hughes (2004) further explains a schools culture. He states a schools culture is a representation of what its members collectively believe themselves to be: It is their self-concept. It reflects what they value and what they express to others as being important around here'. Culture is a shared reality constructed over time; cultures may be cohesive or fragmented, strong or weak, and functional or dysfunctional depending on the degree to which the same reality is shared by organizational members (Morgan, 1986; Sergiovanni, 1990). It is clear that schooling has reached a turning point and the need for cultivating creative cultures is at hand (Hughes, 2004). The principal has emerged as the energizer and facilitator of this process. Purposeful direction depends on the leaders ability to inspire the creative contribution of all members of the organization. Leadership must become reciprocal as leaders and followers raise one another to higher levels of moral consciousness and improvement of social order. Creative leaders recognize that excellence is facilitated through a bonding of purposes and values rather than through imposed structures designed to streamline, predict and quantify set objectives. Blumberg (1989) explains that the successful principal applies the craft of administration by balancing the art of leadership and the science of management to improve curriculum, instruction, and other important elements of school. He adds that by purposefully adding elements of a specific school setting into the general model, a principal can categorize and assess important site-specific school improvement actions. School leadership has become increasingly more complicated and vital to ensuring school success and soliciting substantial participation from faculty, staff and students. In responding to higher standards of increased student progress, school leaders recognize that they alone cannot be the sole instructional leaders but must coach, mentor, and empower faculty and staff in the pursuit of reform and renewal. As school leaders continue to adapt to their changing roles, effective leadership skills will be essential and the real challenge is providing the type of leadership skills necessary to assist schools in expanding their traditional boundaries (Green, 2001). Lambert (2002) notes that for decades, educators have understood that they are all responsible for student learning, but more recently administrators have come to realize that they are responsible for their own learning and the learning of their colleagues as well. School Leadership Contributes To Student Achievement Since we are focusing on the extent to how the of principals leadership and management style and behaviors affect the school academic achievements. A number of studies have been conducted to develop effective schools towards the achievement of better student outcomes as well as to identify the relationship between school effectiveness and school improvement. There are two related lines of research demonstrating the influence of school leaders on school improvement. The first line of inquiry is what is known as school effectiveness research which identified the characteristics of effective schools that influence the high-achieving schools particularly students achievement. The second line of research is what is focused primarily on the principals role in developing instructional programs which have mainly contributed to create more high-achieving schools. Now, let us focus on the first line of inquiry which primarily emphasizes the features of effective schools movement, leading to increase students achievement. The Coleman Report (1966 ) demonstrated that the school had little or no effect on student achievements, concluding that family background was the key factor influencing the student achievements. Following this report, many researchers in the 1970s and early 1980s intensively conducted similar studies and reacted sharply to the report (Edmonds, 1979, Walberg Scott, 1979; Austin, 1979). In contrast to Coleman report, Edmonds (1979) argued that school leadership behavior is critical in determining the quality of education. Further, on the basis of his research on instructionally effective schools in Detroit and a review of previous studies involving effective schools in New York, California, and Michigan, he has concluded that school factors have predominantly contributed towards the creation of instructionally effective schools. These factors are: (1) strong administrative leadership; (2) high levels of expectations in student achievements; (3) an orderly but not oppressive school cl imate; (4) a focus on pupil acquisition of basic school skills; (5) conducive atmosphere to the instructional process; (6) means of student progress monitoring; and (7) resources that can be focused on the fundamental learning objectives of the school. In line with these findings, Austin (1979) suggests that an effective school which can promote student outcomes need to provide a climate that stimulates ideas and facilitates the exchange of ideas with colleagues. Purkey and Smith (1985) have identified school leadership as one of the major factors in improving academic performance. For the purposes of seeking the perceptions of school communities on factors which mostly help the schools to

Spanish Settlement of the West :: European Europe History

Spanish Settlement of the West International borders have always been centers of conflict, and the U.S.-Mexican border is no exception. With the European colonizing the New World, it was a matter of time before the powers collided. The Spanish settled what is today Mexico, while the English settled what is to day the United States. When the two colonial powers did meet what is today the United States' Southwest, it was not England and Spain. Rather the two powers were the United States and Mexico. Both Counties had broken off from their mother countries. The conflict that erupted between the two countries where a direct result of different nation policies. The United States had a policy of westward expansion, while Mexico had a policy of self protection. The Americans never had a written policy of expansion. What they had was the idea of "Manifest Destiny." Manifest Destiny was the belief that the United States had the right to expand westward to the Pacific ocean. On the other hand, Mexico was a new country wanti ng to protect itself from outside powers. Evidence of U.S. expansion is seen with the independence of Texas from Mexico. The strongest evidence of U.S. expansion goals is with the Mexican-American War. From the beginning, the war was conceived as an opportunity for land expansion. Mexico feared the United States expansion goals. During the 16th century, the Spanish began to settle the region. The Spanish had all ready conquered and settled Central Mexico. Now they wanted to expand their land holdings north. The first expedition into the region, that is today the United States Southwest, was with Corando. Corando reported a region rich in resources, soon after people started to settle the region. The driving force behind the settlement was silver in the region. The Spanish settled the region through three major corridors; central, western and eastern. The first settlements were mainly through the central corridor. The Spanish went thorough what is now the modern Mexican state of Chihuahua into the U.S. state of New Mexico. Eventually the Spanish established the city of Santa Fe in 1689. The eastern corridor was through modern day Texas and led to the establishment of San Antonio. The eastern expansion was caused by the French expansion into modern day Louisiana. The Spanish crown wanted a buffer between the French in Louisiana and central Mexico. The last corridor of expansion was in the

Automobile Industry in Bangldesh Essay

1. 1 Introduction Now day’s education is not just confined to books and classrooms. Internship is such a program that helps to test the knowledge and understanding of the courses and to use them in a practical field. Internship training gives this opportunity to be engaged in an organization where it is possible to have an experience of the real business world and to see different practical aspects of education. Marketing Department of Chittagong University is committed to produce marketing professionals for the market who will not only benefit the society as a whole but also make path of a better future for the next generation. Internship program is a step towards fulfill this commitment by giving the students an opportunity to get ready for the real world before they enter into it. 1. 2 Research Issue This research is a requirement of the internship program for my MBA program. My supervisor Professor A. J. M. Nuruddin Chowdhury assigned me the topic. I have tried my level best to make it as an excellent one. I used all the latest data and information. I have been serving this company as an intern under Sales & Marketing Department for two months. I got privilege to put latest data. My job responsibility is to create relationship with our present and potential customers, sales products and provide service time to time by giving latest product’s information. So, I am getting the opportunity to be very close to the customer. I have the idea why customer choose, the reason of leave and the reason of using pragoti Industries Product. My supervisor Mr. Khayrul Haue officer of Sales & Marketing Department guides me time to time to make this report fruitful. 1. 3 Research Objectives The main objective of this report is to have an assessment about overall activities of sales & marketing department. How they manage all the selling process, what services it is providing to the customer and how agents are getting benefit from it and finally what is the gain for pragoti from this project, in short how it is meeting up the requirements of the three stakeholders of the company. The objectives of the study are as follow: †¢ To get the practical experience by doing job with expert of sales & marketing manager. †¢ To understand the drive structure of PIL. †¢ To understand the channels of PIL. †¢ To observe the production process & know the inputs procurement system, warehousing system and the selling and distribution system of the company. †¢ To know the marketing and pricing policies of their products †¢ To know about the products & the quality of products produced by the company. †¢ To know the accounting system and the transparency in the preparation of the financial statements. †¢ To know the application of the Corporate Governance in PIL †¢ To produce a report that will give a guideline to the future researchers or customers of the Pragoti Industries Ltd on the different aspects that are covered in this report. †¢ Finally, to suggest the management with some recommendations so that the management can identify some of the faulty areas in the organization and initiate necessary steps to bring changes in those areas. 1. 4 Research Methodology The current study is conducted primarily in participatory research analysis method and secondary on practical and theoretical analysis. The research supervisor proposed research topic. Primary and secondary data was collected from every possible source. The primary sources are as follows: †¢ Observation of the production and management sector of the company. †¢ Face-to-face conversation with the respective offices and stuffs of the industry. †¢ Related field study as provided by the officer concerned. The secondary sources of data and the information are: †¢ Web site address †¢ Book basis articles †¢ Internal magazine published by PIL †¢ Different brochures of PIL †¢ Information provided by my supervisor 1. 5 SCOPE OF THE STUDY This internship report covers all the aspects of retail environment from all the three perspective, UBL, retailers and agent. This report also gives an overview about the company like about the mission and goals of the company, the marketing mix & the strategies, competitive strategies etc. This report has been prepared through extensive discussion with the customer, sales development manager, and agent and with the other stakeholder. While preparing this report, I had a great opportunity to have an in depth knowledge of sales activities of the â€Å"Pragoti Industries Ltd. † It also helped me to acquire a first-hand perception of a leading state run automobile industry in Bangladesh. 1. 6 Limitation of the Study I have tried my best to collect the maximum information from the authority, management, production department and marketing department. But I have faced the following problems: †¢ To make a report it is very trouble full to collect the information from various personal for the job constrain. †¢ Planning & production department’s has no appropriate maintenance of planning procedure and articles. †¢ Time is not sufficient for various activities to prepare a report. †¢ Non-availability of published data. †¢ Information was not provided due to business secrecy. †¢ Lack of adequate knowledge about research by new employee †¢ Non-availability of secondary data. Chapter- 2 Literature Review 2. 1 Introduction. Bangladesh is totally underdeveloped in the sector of automobile industry. As It has no automobile industry, the sector is totally depended on import, except a few automobile-assembling units. Due to increase amount of demand, requirement and increased every year it has to import a huge amount of automobiles from the other countries. But in recent times, Bangladesh automobile industry is turning around, as a result local and foreign investor are interest about this sector for investment. So the sector has a great potentiality and prospect in the development. Pragoti is the only state own automobile company in Bangladesh and it made & repair only government related automation production. Bangladesh machine tools Factory (BMTF) was establish in February 11, 1979 and it is the commercial automobile assembly plant, maintain by Bangladesh Army, especially for defense industry. Walton & Aftab is the largest Bangladeshi private automobile company in Bangladesh. Walton Company establish a large plant for motorcycle production, on the other hand Aftab automobile is famous for bus accessories assembling. [pic]. Mitsubishi Pajero will be assembling in Bangladesh Mitsubishi Pajero, Hino Bus, Tata bus/Truck, Proton automobile manufacturer company already buildup their production assemble plant in Bangladesh and here is the important news, near Dhaka, location name is Dolaikhal, is the largest automobile market in Bangladesh for expire & new automobile parts. 2. 2 Bangladesh most popular Automobile company List †¢ Aftab Automobiles †¢ Pragoti †¢ TagAZ Bangladesh (Proposed) †¢ Mitsubishi Pajero †¢ Walton †¢ Bangladesh Machine Tools Factory 2. 3 Auto parts market of Bangladesh. Bangladesh automobile industry is not a big industry and maximum automobile parts are imported from other countries . Besides, there is no quality local manufacturer of parts and components. So, parts and components are mainly imported from countries like Japan, UK, Taiwan, China, Korea, Malaysia, USA, India, Indonesia, Pakistan, etc. The market of parts and components of this country is very small but expanding rapidly. Commercial importers import a bulk amount of parts and components that are distributed through wholesalers and retailers. Final users get the parts from the retailers and the retailers buy parts from the importers. However, there are also importers who have their own retail outlets. An assembler may also be an importer who requires a large quantity of parts and components for its assembling unit. A limited number of commercial importers import parts and components from different sources. In most cases, the assembler imports parts and components from the country where the brand is originated. Some assemblers even purchase parts and components directly from the big importers. There is another group within the distribution channel of parts and components i. e. auto servicing centers like garage, mechanical workshop, body building units, etc. The servicing centers purchase parts from the whole seller as well as from the retailer. End users get parts and components from retailers dealing in different type and brand of automobile. Although no local manufacturer of quality parts does exist, but active negotiations are going on to set up joint venture parts and component manufacturing units with China, Korea and Taiwan. Present structure of parts and components market is graphically shown below: [pic] In Bangladesh, neither we have an automobile industry nor a quality auto parts industry. So, the people of Bangladesh have no clear idea about the automobile industry or auto parts and components and their usage. The market of auto parts and components is influenced by couple of elements. People while purchase auto parts and components, they are influenced by several factors and these auto servicing centers, workshop and garage, motor pool managers, Institutional Importers (i. e.embassy), retailers, agents of branded automobile, 2. 4 Domestic parts and components industry Presently, there is no well-organized and quality manufacturer of parts and components in Bangladesh. Some low quality indigenous manufacturing of parts and components are there but they are carried out against specific order to meet emergency requirement. There is no mass production to meet the requirements. Given below is some idea of what the local manufacturers try to produce: Filters, radiators, radiator hoses, air filter housing; Brake pads, brake drum, brake disc; Electrical parts such as battery, horn, wiring, wiper and washer assembly, head lights and other lights; Trim and upholstery such as carpet, floor mat, rear parcel shelf, seat assembly, safety belt and melt damping sheet; General parts such as paint and thinner, under seal, tires and tube, and mirrors. Chapter- 3 Growth & Development of Automobile Industry in Bangladesh 3. 1 Bangladesh Automobile Prospect Bangladesh has a great prospect and potentiality in the development of automobile industry there has been an increasing trend in the use of all sorts of automobiles/vehicles in Bangladesh. However, the increased demand of individual types of automobile varies from case to case. As a result of increasing demand of individual the annual demand for automobile is increasing with a great speed an statistic show the demand has increased into 30 percent than the last year with the Improvement of roads and highways and increased number of bridge and culverts are also responsible for motivating people to buy vehicles for their day to day activities. Again the Improvement of life style in the urban areas is also responsible for the development automobile industry . With the passage of time the living standard of general people of BD has increased and they also turn into low class to middle class, middle class to upper class and in recent times the amount of upper middle class has increased which means additional demand for automobile There are also some another key reason for whom Bangladesh has a great potentiality in this industry. They are mentioned below: †¢ Government annual development plan has given priority on development of automobile industry †¢ Special attraction for Japan made vehicles †¢ Withdrawn of Rickshaw gradually. †¢ Getting popularity of Small car/sports vehicle †¢ Rent-a-car getting popularity †¢ Reduction of tax on the new motor vehicles †¢ Govt. initiative to float 10,000 commercial vehicles †¢ Expanded and increased volume of export and import 3. 2 Comparative scenario of different types of automobiles in Bangladesh A comparative scenario of different vehicles and their usage trend may be explained as below: (a) Motorcycle The use of motorcycle in Bangladesh is increasing day by day by a new group of users. Motorcycle is extensively used in Bangladesh in both rural and urban areas. The use of motorcycle has gradually increased in Bangladesh due to easy to drive; easy access to remote location; cheapest transport; Longevity of the vehicle; easy to handle and park at any place. The general users are the students, individual businessmen, officials of marketing companies and pharmaceutical industries. Over the last one and a half decades, the field level officials of different non- government organizations have been using a large number of motorcycles. In Bangladesh, both locally assembled motorcycle and imported motorcycle are available for intending users as detailed below: (i) Locally assembled motorcycle: Mainly, there are about 20 locally assembled brands. For example: ATLAS, EMMA, NITOL and SINGER. List of the local motorcycle assembling houses is given in the annex. (ii) Imported motorcycle: There are at least 7-8 different regular brands of motorcycle and these are: Honda CD 80, Yamaha, Suzuki from Japan, Xinfu, Jangshen, Jailing, Hero, TVS Victor, Yamaha, Suzuki, Bajaj, Vespa, etc. (b) Auto rickshaw / Three wheelers There has been a phenomenal increase in the number of auto rickshaw and tampoo in Bangladesh. Now, it is an important vehicle in Bangladesh. Low and middle class family members mainly use these vehicles. But, the government of Bangladesh has already banned these two vehicles to avoid environmental pollution. It is estimated that presently there are 160,000 auto rickshaws including unauthorized units in Dhaka City alone. There has been a phenomenal. – However, effective 1st September,2002, the two stroke auto rickshaw will be totally banned, which is expected to dramatically reduce the requirement of parts for these type of vehicles, but increase demand for the new CNG auto rickshaw and three stroke auto rickshaws will be there with increased demand for parts and components. (c) Motorcars Increased demand, economic development and changed life style have resulted in a great increase in the number of motor cars and the demand for motor cars is still increasing day by day. Both brand new and reconditioned cars are imported into the country. Statistics show that majority of the people usually prefer reconditioned motorcars more than brand new cars due to lower price. In Bangladesh, more than 65% of the total motorcars are coming from Japan. Many Bangladeshis living in Japan involve themselves in reconditioned car business. Recently, the government has put an age restriction on the import of reconditioned motor cars. Reconditioned cars more than 3 years old can not be imported. The government has also reduced the duties and taxes on the import of new cars to discourage reconditioned car import. Impact is that people now can buy new cars at a reasonable price having longer durability. The government has introduced new system of taxicab in 1998. As a result, the number of motorcars has been increasing. But, the requirement of spare parts and components will be lesser. Again, after the 1st September 2002, the ban of auto rickshaw will lead to a significant increase in motorcars mainly in the form of taxi cabs. Use of motorcars has increased tremendously, which is evident from the statistics for the last five years shown in the chart below: (d) Light & heavy commercial vehicles (bus, minibus, truck, pick-up, etc) Like the motorcar, there has been an increasing trend in the number of light and heavy commercial vehicles that include mini bus, bus, human howlers, passenger carriers, trucks, pick-ups, covered vans, large covered vans, etc. Over the last one decade, the use of these types of vehicles has increased at a high rate. This is due to increased demand for the these types of vehicles/automobiles effectively backed by institutional financial support to procure them. This growth rate will continue to increase in the near future. The average growth rate is 5. 63% and 4,644 in the number of vehicles annually. (e) Farm and agricultural equipment/vehicles Also, there is an increasing trend in the number of farm and agricultural equipment/vehicles due to increased application of modern tools and techniques in farming and agricultural production. Now-a-day, agricultural vehicles like power tiller, tractor and trailers are being used in the rural areas more frequently than the past. During the last one decade, various agricultural development projects funded by the different donor agencies have been implemented in the rural areas and under those programs, the farmers were given financial facilities through NGOs and banks to procure modern agricultural equipment including farm vehicles. One of the key elements that made this possible is the availability of lease financing facilities in the country and the large amount of agricultural credit funds. It has been observed that there is a reasonable growth in the number of agricultural equipment every year. This growth rate will continue to increase in the near future provided there is no drastic change in the government policy relating to agricultural sector like reduction in the subsidy and assistance and low cost fund for the farmers. The average annual growth rate is 2. 5% and 125 in number of vehicles every year. 3. 3 Estimated demand of automobile /vehicles in Bangladesh. Taking into consideration the future prospects and also keeping the resent growth pace influenced by various elements discussed earlier, it is expected that there would an additional increase in the use of vehicles. In view of the possible new avenues and prospects and looking into the weighted average growth rate of 6%, table below shows estimated demand for the next five years. Table: Projected demand of automobile /vehicles in Bangladesh |Vehicle/Year | |Taxi | |Bus/ Minibus | |Tractor |3,646 | |Headquarters |11, Agrabad C/A, Finley House (3rd floor) P. O. box no. 73 | | |Chittagong4100, Bangladesh | |Location of the factory |Barabkund, Dhaka-Chittagong Highway, Sitakund, Chittagong. | |Year of establishment |1966 under private ownership | |Nationalized Time |: After liberation of Bangladesh on 11th May, 1972 | |Types of operation |Assembling the Transport Vehicles | |Operated By |Bangladesh Steel and Engineering Corporation under the Ministry of industry | |Company Type |: Autonomous | |Initial Authorized Capital |20 Cores, Divided into 20,00,000 shares @tk100/- | |Paid-up Capital. |25 Lakhs, Divided into 25,000 no. of Ordinary Shares. | |Products |Car Assembling, Automotive Parts | |Main sources of CMD Kits from |: Vauxhall Motors of England; American Motors Corporation (AMC) of USA; Isuzu Motors | | |Corporation, Mitsubishi Motors Corporation, Nissan & Toyota Motors of Japan; KIA | | |Motors, Daewoo Motors of Korea; Aelous, Dong Feng of China; HML TATA, Swaraj Mazda, | | |Mahindra & Mahindra, Maruti, Eicher and Ashok Leyland of India | |Recent Initiative |A CNG Conversation Unit is established in Tejgoan Workshop at Dhaka. | |Nature of Business |Govt. approved automobiles marketing company, Sole Distributor of Isuzu, Suzuki | | |vehicles from Japan and Bajaj, Swaraj Mazda & Maruti vehicles from India. Parts & | | |Accessories, Sawafuji & Suzuki Generator from Japan, Scott & English industrial | | |Generator from Singapore & G. S. Automotive battery from Indonesia | | Initial production capacity |(Approximately) 200 | |Present production capacity | (Approximately) 900 | |Logo |[pic] | |Website |http://www. bsec. gov. bd/html/ent_progoti.php |. 4. 2 Aim of Pragoti Industries Limited The sky is not the limit for them but their expectations are within limit. Their imagination soars beyond conventional barriers. They share their destiny with their beloved motherland. They want to serve her the better in the greater quest for national economic emancipation.. 4. 3 Mission of PIL We shall be at the forefront of automobile industry development by: †¢ Anticipating automobiles required by all our customers everywhere and innovatively supplying them beyond expectation. †¢ Setting industry benchmarks of world class standard in delivering customer value through our comprehensive product range, customer service and all our activities †¢ Building an exciting team-based working environment that will attract, develop and retain employees of exceptional ability who help celebrate the success of our business, of our customers and of national development †¢ Maintaining the highest ethical standards and a community responsibility worthy of a leading corporate citizen †¢ Continuously improving productivity and profitability. 4. 4 Vision of PIL. To be in thee forefront of national development by providing all the customers inspirational strength, dependable support and the most comprehensive range of vehicle solutions, through our team of professionals who work passionately to be outstanding in everything we do. 4. 5 Organizational structure of the Pragoti Industries Ltd. (Agrabad Branch) Branches of Pragoti Industries Limited Chittagong Office 11, Agrabad C/A, Finley House (3rd floor), post box no. 73, Chittagong. Production Factory Barabkund, Dhaka-Chittagong Highway, Sitakund, Chittagong. Dhaka Office 151-152, Tejgaon C/A, Dhaka-1208. Pragoti Industries Limited (Local Management) |Name |Position | |Engr. Md. Nazmul Huda |Managing Director | |Md. Mustafizur Rahman |General Manager ( Marketing & Admin) | |Engr. Md. Ali Chowdhury |Addl. Chief Engineer (purchase) | |Engineer Nizamul Haque |Addl. Chief Engineer (In charge Plant) | |Dr. Zubaid-Ur-Rahman |Addl. Chief Medical Officer | |Md. Ashraful Haider Khandaker |DGM (Com) | |Md. Golam Nabi |Deputy Chief Accounts Officer | |Md. Faridul Islam |DGM (com) Dhaka Office | Board of Directors (PIL Company Board) |Sl. |Name |Designation | |1 |Md. Ataur Rahman |Chairman | | |Chairman, BSEC. | | | |Telephone: 88-02-8114616, 8112808. | | |2 |Mr. Md. Forhad Uddin |Director | | |Addl. Secretary, Ministry of Industries. | | | |Telephone: 88-02-9563561, 7194156 (Res. ) | | |3 |Mr. P R Borua |Director | | |Rtd. DIG. | | | |Phone: 88-02-8912414 | | |4 |Mr. Sheikh Md. Mobarak Hossain. |Director | | |Director (Planning & Development), BSEC | | | |Telephone: 88-02-8130473, 9338429 | | |5 |Mr. A T M Pearul Islam |Director | | |Telephone: 88-02-8122898, 9348371 Cell: 01711895957 | | |6 |Mr. Capt. (Retired) K. A. K. Modabber Hossain |Director | | |Secretary , BSEC | | | |Telephone: 88-02-8121451Res: 8757332 | | |7 |Mr. Dider Mohammad Abdur Rab |Director | | |Genarel Manager, Office of the General Manager, | | | |Sonali Bank Ltd,Chittagong. | | |8 |Engr. A. k. M. Solayman Haque |Managing Director | | |Managing Director, Pragoti Industries Ltd. | | | |Telephone: 88-031-723110, 725712 | | |9 |Mr. Md. Helal Uddin |Director | | |General Manager, Janata Bank Ltd, Divisional Office, | | | | 27 Agrabad C/A, Chittagong. | | | | | | Chapter- 5 Marketing organization of pragoti industry The â€Å"Marketing & Sales Department† of PIL is one of the most important departments of PIL. In this department, there are one DGM (Depute general manager), two assistant manager and four executives. They are smart, energetic, experienced and high educated. They are capable of handling clients and selling the products in the efficient and effective way. [pic] Role & Responsibilities of â€Å"Marketing & Sales Department†: ? Providing Quotation among prospect about inquiry. ? Receiving order from different prospect or customer. ? Selecting specific model for customer from factory on behalf of their choice. ? Direction to factory engineer for made up pre requisite model base on customer choice. ? Delivery the order pre specific date. ? Receiving product price through cash, chque, or money receipt. ? Deposit that amount into accounts department. ? Attending seminar, symposium as part of marketing activities. ? Input all of sales & money receipt in respective journal. Chapter- 6 Marketing Mix strategies of Pragoti Industries 6. 1 Product: As we have known that Pragoti industries limited does not produce auto mobiles but only assembles the auto mobiles. After assembling it mainly markets the following products: Product name and model, origin of CKD & country of origin |Sl No |Product name |Model |Origin of CKD ( ClOSE KNOCK DOWN) |Country of origin | |1 |MITSUBISHI PAJERO 4. 4 |LWB WGON |MITSUBISHI MOTOR |JAPAN | | | |V31VHNDKB |CORPORATION | | |2 |MITSUBISHI PAJERO |KH4WGNMR |MITSUBISHI MOTOR |JAPAN | | |CR-45 | |CORPORATION | | |3 |TATA TC BUS |LP01316 TC |TATA ENGINEERING & |INDIA | | | | |LOCOMOTIVE COMPANY LTD. | | |4 |TATA MINI TRUCK |LPT 709 |TATA ENGINEERING & |INDIA | | | | |LOCOMOTIVE COMPANY LTD. | | |5 |ASHOK LEYLAND MINI TRUCK |HR-55 |ASHOK LEYLAND LTD |INDIA | |6 |NISSAN NAVARA PIC UP |YD25DDTI |NISSAN MOTORS LTD. |JAPAN | |7 |MITSUBISHI MICROBUS L-300 |P13WHLNDER |MITSUBISHI MOTOR |JAPAN | | | | |CORPORATION | | Pragoti Industries ltd. Product name, model & Specification/Features: |Sl No |Product Name |Model |Specification/Features | | | | | | |1 |MITSUBISHI PAJERO 4. 4 |LWB WGON |Long wheel base, 5 door, 9 set ( approved by BRTA), Petrol engine 4. 4, 4 cylinder, | | | |V31VHNDKB |86 k. w. horse power/117 PS/5500 RPS, drive by right hand, hard top metal, 2350 CC, | | | | |wheel base 2725 m. m. , digital clock, cigarette lighter, fold belt, power steering, 1| | | | |additional wheel with cover. | | | | |Co lour – BLACK | |2 |MITSUBISHI PAJERO CR-45 |KH4WGNMR |Long wheel base, 5 door, 7 set ( approved by BRTA), Diesel engine 4 WD, 4 cylinder, | | | | |100 k. w. horse power/136 PS/3500 RPS, drive by right hand, hard top metal, 2477 CC, | | | | |wheel base 2800 m. m. , power steering, 1 additional wheel with cover. | | | | |Co lour – BLACK,SILVER | |3 |TATA TC BUS |LP01316 TC |Tata LPO-1316/55TC,52 set Deluxe bus, power steering, 4*2, Drive by right hand,6 | | | | |cylinder, horse power 160PS/K. W120/2500 RPM, Water cold, Diesel engine, Wheel Base | | | | |5545 CC,1additionl wheel. | |4 |TATA MINI TRUCK |LPT 709 |Tata LPT-709 EX, 3. 5 ton truck chassis, 4. *2, 4 cylinder, 3783 CC, Turbo Charge | | | | |inter cooled, diesel engine, Drive by right hand, Wheel Base 3400 CC, output 66. 3 | | | | |km,90 PS/2400RPS,1additionl wheel. | |5 |ASHOK LEYLAND MINI Truck |HR-55 |HR-55 in 1. 5 ton mini truck chassis, 4 cylinder, 2771 CC in line over heed volt | | | | |direct injection, water cold, diesel engine, power steering, output: 59 k. w/3600RPM,| |6 |NISSAN NAVARA PIC UP |YD25DDTI |Double Cabin 4/4, Dingell pick up,2488 (2500) CC, 4 Door, 5set with driver, power | | | | |steering, 128 horse power/4000 RPS, Wheel Base 3200, radio, Digital Clock, CD | | | | |player, power Window, Bumper | |7 |MITSUBISHI MICROBUS |P13WHLNDER | 5 door (Sliding both side), 12 set ( approved by BRTA), 4. 2 cylinder, 86 k. w. | | |L-300 | |horse power/114 PS/5750 RPS, drive by right hand, hard top metal, power steering, 1 | | | | |additional wheel with cover, bilt in ac . | | | | |Co lour – WHITE | 6. 2 Services: In case of providing services Pragoti industries limited is not exception. Like other automobiles industries it provides services which are followings every product has one year warrantee. All repairmen services are provided through 7 (seven) servicing agents of Pragoti Industries Ltd which are situated at Dhaka and Chittagong. A. Dhaka city: No. of agents -05. The servicing agents are at Motijeel, Fakirarpul, Tejgaon, Baridhara and Tongi. B. Chittagong City: No. of servicing agents – 02. The servicing agents are at Sholoshahar and Jamal Khan Lane Product. 6. 3 Pricing: Price is the element of the marketing mix that produces revenue; the other elements produce costs. Price is the easiest marketing mix elements to adjust; product features, channel, and even promotion take more time. Price also communicates to the market the company’s intended value position of its product and brand. Companies set prices by selecting a general pricing approach that includes one or more of three sets of factors. We examine these approaches: the cost base approach (cost plus pricing, break-even analysis, and target profit pricing); the buyer-based approach (value-based pricing); and the competition-based approach (going rate and sealed bid pricing) Pragoti’s pricing Method: Pragoti fo0llows the cost- based method in setting prices of all its products. They consider different prices and estimate break-even volumes, probable demand, and profits for each. Pragoti Industries ltd. Product name, price per unit & payment terms: |Sl No |Product Name |Price per unit |Payment terms | | | | | | |1 |MITSUBISHI PAJERO 4. 4 |55,00,000 |Fully cash | | | |3,05,000 | | | | |Total=58,05,000 | | |2 |MITSUBISHI PAJERO CR-45 |75,00,000/= |Fully cash | | | |76,000/= | | | |With additional fittings |Total=75,76,000 | | |3 |TATA TC BUS |24,58,000 |35% in down payment, additional 65% paid 18% interest with 36 monthly | | | | |installment. | |4 |TATA MINI TRUCK |16,50,000 |Fully cash | |5 |ASHOK LEYLAND MINI Truck |16,50,000 |Fully cash | |6 |NISSAN NAVARA PIC UP |41,72,000 |Fully cash | |7 |MITSUBISHI MICROBUS |28,50,000 |Fully cash | | |L-300 | | | 6. 4 Promotion: In recent time marketing not only calls for just developing a good product but also pricing it attractively and making it available to the targeted customer. Companies also must communicate with their customers and they try to create a good customer relation among them. To communicate well, the firm often hires advertising agencies to develop effective advertisement, give appointment to active experienced officers and executives, give on – line services to the big businessmen or organization, and create a private relationship with clients. As PIL assembles automobiles for selective customers it spends less than the others. It mainly uses two types promotion. They are: †¢ Consumer promotion tools & Advertising †¢ 6. 4. 1 Consumer promotion tools: Short term incentive to encourage the sales of service or products of the firm is called sales promotion. PIL uses the following Consumer promotion tools they are: Price Pack: At the time of festival PIL offer some special discount for Suzuki vehicles. Cash refund offer: PIL still thinking about it. Patronage reward: For corporate sales (Huge quantity) special discount offering. 6. 4. 2 Advertising: Advertisement is the fine art of convincing people that the doors to open standards are never closed. The Advertisement plan & campaign plan are similar in outline & structure. It matches the right audience to the right Message & represents it in the right medium to reach that audience. †¢ Objective of advertising plan are †¢ Create awareness among 60% of target audience. Pragoti industries use the following media for advertising its products. They are Newspaper: Advertise publish in The Daily Newspaper with multi colour, regarding after sales service facilities. Direct mail: New product’s catalogue sends by direct mail with product specification, advantage and design. Calendar: Every year Pragoti Publishes colourful and attractive calendar with picture of their products. Direct mail: New product’s catalogue sends by direct mail with product specification. Advertising problems: PIL often can not advertise in the media since it is very expensive and difficulty in the corporate level. Finance 6. 4. 3 Distribution Channel: Most of the Producers use intermediaries to bring their products to market. They try to forge a distribution channel—a set of interdependent organizations involved in the process of making a product or service available for use or consumption by the consumer or business user. The distribution functions of PIL are made by 32 dealers. Functions of the dealers: †¢ Sell the cars to the private company, people or NGO which are produced by the 1st party. Here Pragoti is the 1st party, †¢ They cannot sell other company’s cars except the Pragoti within the duration of the contract, †¢ The full payment will be collected by them from the buyers, †¢ Help the buyers in taking permission from BRTA, †¢ Will sell at least 40 cars within the deed duration, The performance will be evaluated after 6 months. Dealership will be cancelled if they fail to achieve the quota.

Trevor Taylor Scope of International Relations - 2773 Words

Trevor Taylor (1979) defines International Relations as a discipline, which tries to explain political activities across state boundaries. Scope of International Relations It is known by now that international relations encompass a myriad of discipline. Attempts to structure and intellectualize it have often been thematically and analytically confined to boundaries determined by data. The core concepts of international relations are International Organization, International Law, Foreign Policy, International Conflict, International Economic Relations and Military Thought and Strategy. International/Regional Security, Strategic Studies, International Political Economy, Conflict/War and Peace Studies, Globalization,†¦show more content†¦One is that our wants and desires are unlimited and the other is that we always go on trying to achieve their maximum satisfaction, even though we realize it well that their complete satisfaction is never possible. Thus the relationship between all units participating in the process of politics is inherently full of conflicts. (b) Conflict differentiated from Disputes: We should not, however, confuse conflict with disputes. Conflict is that state of relationship among the units participating in the process of politics which arises, and continues to exist, from the fact that the wants and desires of those units are unlimited and from the further fact that they regard one another as their rivals. Disputes, on the other hand, arise from specific issues. Thus conflict is abstract and dispute is the concrete manifestation of conflict. Disputes can be counted but conflict cannot be. It can at best be measured in terms of degrees. Whether a group of two or more countries have a large or small number of disputes, depends upon how acute is the state of conflict between them. 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