Market Expansion Possibilities In The Auto Mobile Industry Of Pakistan Marketing Essay

Market Expansion Possibilities In The Auto Mobile Industry Of Pakistan Marketing Essay Chapter 1: Introduction The evolution of the automotive industry has been influenced by various innovations in fuels, vehicle components, societal infrastructure, and manufacturing practices, as well as changes in markets, suppliers and business structures. As the challenges of twenty-first century are growing day by day and business world is becoming more competitive and customer centric with fluctuating trends. The automotive industry is the industry involved in the planning, design, development, manufacture, and marketing. The automobile industry is concerned with profits and competition; with consumer demands for styling, safety, and efficiency; and with labor relations and manufacturing efficiency. In 2007, more than 73 million motor vehicles, including cars and commercial vehicles were produced worldwide. This report represents a detailed and comprehensive account of the market expansion possibilities of the automobile sector in Pakistan and is documented on the directions of our subject teacher Sir Mustaghis-ur-Rehman. Our project essentially becomes the part of our course Strategic Management as this will make us implement practically what we have learnt throughout the course. Automobile sector is one of the most vibrant sectors in Pakistani economy with respect to policy changes, criticism on underdevelopment and lack of transfer of technology and head on collision with imported vehicles. The automobile industry in Pakistan operates under franchise and technical cooperation agreements with leading world manufacturers and can be broadly categorized into various segments, i.e. cars and light commercial vehicles (LCVs), two and three wheelers, tractors, trucks and buses and vendor industry. The  Automobile industry  has been an active and growing field in  Pakistan  for a long time, however not as much established to figure in the prominent list of the top automotive industries. Despite significant production volumes, transfer or technology remains low. Most cars in the country have dual fuel options and run on CNG(compressed natural gas) which is more affordable than petrol in the country. There are only three major passenger car assemblers in the market; Pak Suzuki, Indus Motors and Honda Atlas. Pak Suzuki has almost complete monopoly in the small car segment as it faces almost no competition other than the single odd Diahatsu Cuore produced by Indus Motors. In the Subcompact Sedan segment Toyota Corolla, Honda Civic, Honda City, and the Nissan Sunny are currently the only cars in production. There are still no locally made SUV, Mid or Full sized sedans available. We have analyzed the industrys dominant economic features because industries do differ significantly in their basic character structure thereby identifying the market size, scope of competitive rivalry, market growth rate, number of buyers and their relevant sizes. The competition prevalent in the industry and the strength of the competitive forces has been elaborated. The driving forces in the auto industry are highlighted and its impact on the Pakistani auto industry expressed. The key success factors that affect industry members ability to prosper in the marketplace regarding resources, competencies, product attributes etc have been pointed out. In depth analysis of the political, economical, social,technological and legal conditionsof Pakistanwith reference to the automobile industry will help in crafting a better strategy for the expansion. Automobile demand was strengthened by higher bank financing which shored up car sales despite the increase in prices during the first quarter of FY11. Chapter 2: Background This chapter covers the background of the expansion possibilities in the auto industry of Pakistan. As we are discussing the expansion possibilities; we will first have a look at the current situation of industry; where it is lagging and then what can be done for the future expansion. DOMINANT ECONOMIC TRAITS IN AUTO INDUSTRY Scope of the Rivalry: Suzuki is the biggest competitor holding 52% of the total market share. Following is Toyota with around 29% and then Honda with 10.4%. Other companies constitute rest of the market share. We can say that Suzuki is leading the industry and does not have a direct rivalry as market niche for Toyota and Honda is different. Market Size: In 1998 500 Million Vehicles on the Road, 49 Million New Registrations. Number of Competitors: The most dominant of the competitors are Suzuki, Indus motors for Toyota and Honda Atlas for Honda. Prevalence of Backward Integration: Partially integrated industry. Entry Barriers: Very High, Experience Curve, sizable economies of scale, brand loyalty, large capital requirements, access to distribution channels. Exit Barriers: High Fixed Costs, Specialized Plants and machinery to some degree, Shared facilities Pace of Technology: Obsolescence is not really an issue because of resale value and functionality. Product and Customer Characteristics: Segmented by Social Status and Value Orientation. Most manufacturers have broad product lines. Capacity Utilization: Capacity in Nos. CAR 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 1 Pak Suzuki Motor Co. Ltd. 120000 150000 150000 150000 150000 150000 2 Indus Motor Co. Ltd. 44298 53040 53040 53040 53040   53040 3 Honda Atlas Cars (Pakistan) Ltd. 30000 50000 50000 50000 50000 50000 Rapid Product Innovation: Many innovations in the 1990s, numerous cooperation agreements. In ten years, time-to-market went from an average of 60 months to 24 months. DRIVERS OF CHANGE IN THE AUTO-INDUSTRY Driver Industry Effect Slow Industry Growth More Consolidation, Larger firms in better position to reduce costs in production, purchasing, and product development costs Increasing Globalization Requires an infrastructure to manufacture and distribute vehicles internationally. Technological Change Encouraging more cooperative agreements Suppliers Larger Role Suppliers account for 69% of entire value. Working in parallel with suppliers helps to reduce time to market. Increasing Government Regulation Concerns regarding safety, emissions, fuel efficiency. Increasing emphases on reducing Costs Mature market requires new features, but at the same time manufacturers must be concerned about costs KEY SUCCESS FACTORS IN AUTO INDUSTRY The key success factors of any industry are indicators or milestones that measure your business achievements and help determine how well you are progressing towards your goals and objectives. Without determining your key success factors, you run the risk of needing to make expensive changes of direction later on as you have not aligned your objectives to the success of your business. Following are the KSFs for the auto industry of Pakistan: Positive Image One critical factor that often defines an automotive company is its public image. Because buyers entrust their safety, along with a sizable portion of their income, to a  car  company, the perception of the company figures greatly in the buying decision. Factors influencing an automotive companys image include advertising, word of mouth and expert reviews and opinions. Low Cost Provider Pakistan is a developing country and majority of the population is below the poverty line; the middle class is vanishing very quickly; there is an emerging need of a cost effective car which is fuel efficient and also low cost. Distribution Network A more practical critical success factor for any automotive company is a strong network for distribution. Because  cars  and trucks are not sold directly to customers, auto manufacturers rely on franchised dealerships to provide local showrooms. These dealers must be knowledgeable and reputable to sell cars, which is essential for the automaker. Like auto corporations, dealers are reliant on a positive image that may be influenced by, or influence in turn, the image of the automaker. The cars should be available also in the remote areas of Pakistan to capture market share. Cash Flow A healthy cash flow is another practical critical success factor. When an automaker provides incentives or lowers prices, it almost always sells more cars, but the profit margin may not be a healthy one. At the same time, an automaker needs to keep costs under control, including line items that are prone to fluctuation such as the price of raw materials and outsourced components. Achieving a sustainable cash flow is central to the frequent discussions between automakers and employee unions. Compliance Automakers must also ensure that the vehicles they sell are in compliance with various federal and local regulations. These include emissions standards, fuel efficiency and safety standards. While it may cost less to produce vehicles that perform marginally in these areas, the cost of a safety recall or government-mandated repairs are often much higher and difficult to anticipate. Flexibility An elusive critical success factor for the automotive industry is the ability to be flexible. Pakistan car buyers may change their buying habits quickly in response to factors like the state of the economy, the price of fuel and new automotive technologies. It is essential that automakers remain attentive to these trends and keep in place a system that can adapt quickly to create new products that meet the current and near-future needs of customers. Chapter 3: Industry Analysis Pakistan is an emerging market for automobiles and automotive parts offers immense business and investment  opportunities. The total contribution of Auto industry to GDP in 2007 is 2.8% which is likely to increase up to 5.6% in the next 5 years. Total gross sales of automobiles in Pakistan were Rs.214 billion in 2006-07 or $2.67 billion. The industry paid Rs.63 billion cumulative taxes in 2007-08 that the government has levied on automobiles. There are 500 auto-parts manufacturers in the country that supply parts to original equipment manufacturers (PAMA members). Auto sector presently, contributes 16% to the manufacturing sector which also is expected to increase 25% in the next 7 years, as compared to 6.7 percent during 2001-02.Vehicles manufacturers directly employ over 192,000 people with a total investment of over $ 1.5 billion. Currently, there are around 82 vehicles assemblers in the industry producing passengers cars, light commercial vehicles, trucks, buses, tractors and 2 /3 wheelers. The auto policy is geared up to make an investment of $ 4.09 billion in the next five years thus, making a target of half a million cars per annum achievable. Government of Pakistan had undertaken two major initiatives in the form of National Trade Corridor Improvement Program (NTCIP) and Auto Industry Development Program (AIDP) for the development of the automotive industry in Pakistan. Engineering Development Board (EDB) is actively implementing the AIDP to increase the GDP contribution of the automotive sector to 5.6%, boost car production capacity to half a million units as well as attract an investment of US$ 3 billion and reach an auto export target of US$ 650 million. Automotive engineering is a driving force of large scale manufacturing, contributing US$ 3.6 billion to the national economy and engaging over 192,000 people in direct employment. The Auto parts manufacturing is $ 0.96 billion per annum. The demand for auto parts is highest in the motor cycle industry which is 60%, then is for cars which constitutes to 22% and the rest 18% is consumed by trucks, buses tractors. This demand is met by Imports which caters 22% while the remaining 78% is supplied by the local manufacturers. Due to the increase in demand for sophisticated machinery, the government has allowed duty free import of raw  material, sub components, components assemblies for manufacturers assemblers. Total import bill of machinery stands at $2.195 billion in the current fiscal year of 2007-08 which is 12.77% higher than that of the preceding year. The impressive growth in the machine tools and automation sector is directly proportional to the growth of the automotive industry which has become the fastest growing industry of Pakistan and contributes $3.6 billion annually to the countrys GDP.   The aftermarket for spares has also witnessed immense expansion over the same period, with imported parts playing an important role in meeting local demand. The spare parts market is given further impetus by a total vehicle population of approximately 5.4 million Pakistan has the second highest number of CNG-powered vehicles in the world with more than 1.55 million cars and passenger buses, constituting 24% of total vehicles in Pakistan with improved fuel efficiency and conforming to the latest environment regulations. Honda Atlas Cars Pakistan Ltd Honda Atlas Cars Pakistan Limited is a joint venture between Honda Motor Company Limited Japan, and the Atlas  Ã‚  Ã‚  Group of Companies, Pakistan. The company was incorporated on November 1992 and joint venture agreement was signed on August 1993. The ground breaking ceremony was held on April 17, 1993 and within a record time of 11 months, construction and erection of machinery was completed. The first car rolled off the assembly line on May 26, 1994. Official inauguration was done by President of Pakistan, Sardar Farooq Ahmad Khan Leghari. Mr Kawamoto, President of Honda Motor Company Limited Japan was also present to grace the occasion. The company is listed on Karachi, Lahore and Islamabad Stock Exchanges. In July 1994, car bookings started at six dealerships in Karachi, Lahore, and Islamabad. Since then the Dealerships Network has expanded and now the company has sixteen 3S (Sales, Service and Spare Parts) and thirty 2S (Service and Spare Parts) Pitstops network in all major cities of Pakistan. Since the commencement of production in 1994, the company has produced and sold more than 150,000 cars till Oct, 2008. All dealerships are constructed in accordance with the standards defined by Honda World over.  Ã‚   Indus Motor Company Indus Motor Company (IMC) is a joint venture between the House of Habib, Toyota Motor Corporation Japan (TMC),  Daihatsu Motor Company Ltd.vehicles in Pakistan through its dealership network. The company was incorporated in Pakistan as a public limited company in December 1989 and started commercial production in May 1993. The shares of company are quoted on the stock exchanges of Pakistan. Toyota Motor Corporation and Toyota Tsusho Corporation have 25 % stake in the company equity. IMCs production facilities are located at Port Bin Qasim Industrial Zone near Karachi in an area measuring over 105 acres. Indus Motor companys plant is the only manufacturing site in the world where both Toyota and Daihatsu brands are being manufactured. IMCs Product line includes 6 variants of the newly introduced Toyota Corolla, Toyota Hilux Single Cabin 4ÃÆ'-2 and 4 versions of Daihatsu Cuore. Toyota Tsusho Corporation Japan (TTC) for assembling, progressive manufacturing and marketing of Toyota vehicles in Pakistan since July 01, 1990. IMC is engaged in sole distributorship of Toyota. Pak Suzuki Motor Company Pak Suzuki Motor Company Ltd (PSMCL), established as a joint venture between Suzuki Motor Corporation of Japan (SMC) and Pakistan Automobile Corporation (PACO) Govt. of Pakistan in 1983. Started commercial operations with production (S.O.P.) of Suzuki FX in 1984. In 1992, started production of MARGALLA at new Plant. In 1997, started production of 1300cc BALENO replacing Margalla. In 2001, launched the CNG version of MEHRAN, RAVI and BOLAN. By 2005 capacity expansion up to 80,000 vehicles per year were completed. In 2006, capacity expansion up to 120,000 vehicles per year was completed and production of 1300cc/1600cc car LIANA and BALENO commenced. In 2007, the third  Ã‚  phases of capacity expansion up to 150,000 vehicles per year were completed. Amalgamation of Suzuki Motorcycle Pakistan Ltd into Pak Suzuki Motor Company Ltd took place and new land of 120 acres was acquired for further expansion adjacent to current plant. In 2008, the company started exporting Suzuki LIANA to Bang ladesh. Pak Suzuki acquired a land of 25.22 acres at Lahore for setting up PDI centre, Spare Parts Ware-house, Regional Office and other related facilities. Nexus Automotive Chevrolets were sold in Pakistan well into the 1970s, after which the automotive regime was changed and Chevrolet  Ã‚  gradually withdrew to its home market in the United States. In 2004, after an absence of three decades, Chevrolet was re-introduced in Pakistan. Once again, a global brand with a product line-up suited to developing markets such as Pakistan, Chevrolet has made a successful return to the country. Working with Nexus Automotive, General Motors partner in Pakistan , Chevrolet can once again be seen on roads all over the country. Today, Nexus Automotive assembles the 1000cc Chevrolet Joy at Port Qasim (Sindh), and imports a broader line-up of cars, including Aveo, Optra, and Colorado (coming soon) from the General Motors global network. Al-Ghazi Tractors Al-Ghazi Tractors Limited (AGTL) was incorporated in 1983. In 1991 the project was offered for privatization, andacquired by Al-Futtaim Group of Dubai who took over the management control of AGTL in December 1991. Ever since   AGTL is a case study of rollicking corporate success. 50.02% shares of the company are held by Al-Futtaim Industries Co. LLC and 43.17% shares are held by CNH Global NV, with whom Al-Ghazi Tractors Limited has signed an Industrial Collaboration Agreement for manufacture of New Holland brand tractors. The Agreement is valid till April 2016. With expansions carried out in 2005, the plant is now capable of producing 30,000+ tractors per year in a single shift the most enduring competitive edge being the quality of our tractors, which are robust and sturdy and carry a local content as high as 92%. AGTL was the first automobile company in Pakistan to earn the ISO-9002 Certificate. Dewan Motors Dewan Farooque Motors Limited has one of the most advanced automobile assembly plants of South Asia. Located at Dewan City, Sujawal, Thatta, with a total project cost of Rs. 1.8 billion, the plant is built on an area of 42,000 square meters. Selection of the site reflects the commitment of Dewan Group towards building of a prosperous Pakistan and its contribution to national wealth. The project has provided direct employment to over 700 personnel. The plant is the first automobile manufacturing unit in Pakistan to be independently invested by 100% Pakistani investors. The annual capacity of the plant is 10,000 units on a single shift basis. The groundbreaking ceremony for the plant was held in June 1999, and the first Kia Classic rolled-out in a record time of six months. Today the modern state-of-the-art plant is rolling-out cars every day. This is the first and only automobile assembly plant in Pakistan with state of art robotic equipment. Dewan Farooque Motors Limited has technica l collaboration and license agreements with the following Korean companies: Hyundai Motor Company December 25th 1998 Kia Motors Corporation July 27th 1999 Ghandhara Industries The Ghandhara Industries Limited is a public limited company quoted on the Stock Exchanges and registered under the Companies Act, 1913 (now companies Ordinance, 1984). It was established in Karachi by General Motors Overseas Distribution Corporation U.S.A. in 1963 Lt. Gen. M. Habibullah Khan Khattak acquired these facilities from General Motors and renamed it Ghandhara Industries Limited. The Government of Pakistan nationalized Ghandhara Industries Limited in 1972 and renamed it National Motors Limited. In 1992 M/s. Bibojee Services (Pvt) ltd. acquired it under Privatization Policy of the Government, and adopted its original name Ghandhara Industries Limited w.e.f. 27-11-1999. The major business activities of the company comprise of progressive manufacture, assembly and marketing Isuzu truck and bus chassis and fabrication of Bus and Load bodies.   Ghandhara industries Ltd have a product range of ISUZU medium-duty vehicles (F-Series) light-duty Vehicles (N-Seies) in Pakistan. Hino-Pak Motors Ltd Hino Motors Japan and Toyota Tsusho Corporation in collaboration with Al-Futtaim Group of UAE and PACO Pakistan formed Hinopak Motors Limited in 1986. In 1998, Hino Motors Ltd., and Toyota Tsusho Corporation obtained majority shareholding in the company after disinvestments by the other two founding sponsors. Adam Motor Company We would do  great injustice if we fail to mention, the only large scale effort made by a Pakistani to achieve what others  Ã‚  failed to  implement or even envision. Mr.Feroz Khan,  founder of the  Adam Motor Company, Ltd.  was an automobile assembler based in Karachi, Pakistan. They were notable for producing the  Revo, which was Pakistans first homegrown company to assemble a decent car. Together with styler Mehmood Hussain, Chief Engineer N. A. Salmi and two fresh graduates from NED, Khan designed and manufactured Pakistans first car. In fact, Khan invested in the latest software programs to train his team using Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM). Khan is also Chairman and CEO of Omar Jibran Engineering Industries and has twice been Chairman of Pakistan Association of Automotive Parts and Accessories Manufacturers.  All their vehicles used Made in China components due to lack of a modern manufacturing industry in Pakistan. Initially Adam Motor was involved in assembling cheap Made in China light trucks, followed by a Made in China four-wheel drive off-road vehicle. Later they started manufacturing the Revo. The 800CC version of the Revo costs Rs. 269,000 (about $4,500) and the 1050 model is Rs. 369,000 (about $6,200). The Revo has also been built in accordance with EU safety regulations. Mr. Feroz Khan blames the politicians for the companys failure. The current auto update about vehicle production in year 2008, i got the report in recently from local magazine, i am subcriber of the said magazine thats why i have update information about it. According to the report which was published in February 2009 issue of Mobile World. The number of vehicles produced in country declined in the second half of last year to 59,288 from 96,448 units produced during first half in contrast to installed capacity of 383,922 units. It may be mentioned here that out of total number of 19 registered four wheeler assemblers 4 have already abandoned the assembling activities. Out of remaining 15 manufacturers M/s Pak Suzuki Motor Company was the top producer during July to December 2008 by making a total of 34,607 vehicles of six different types. Indus Motor Company was the second highest who produced 14,844 vehicles of three different kinds followed by Honda Atlas Cars who produced only two brands making a total of 6,154. Dewan Farooque Motors with 1,413 and Nexus Automotive with 197 were the other car manufacturers in the line. Sigma Motors, assemblers of Defender Jeep produced only 13 units in six months while Sindh Engineering had manufactured 25 Dong Feng light Trucks and Dewan Automotive Engineering formerly known as Delta Innovations produced 2 Star Trucks only. Similarly, Karakoram Motors produced 43 Kalash pickups. M/s Hinopak Motors was the leading manufacturer of heavy/ light duty trucks, dumpers, semi trailers, prime mover and bus segments which produced a total of 1,062 vehicles. Ghandhara Nissan followed through manufacture of 315 including 24 Nissan Sunny cars and Ghandhara Industries produced 308 Isuzu vehicles while Afzal Motors made 85 Daewoo vehicles and Bibojee Services produced 8 Kamaz prime movers. M/s Raja Motor Company, Adam Motor and Transmission Motor were the companies whom had abandoned the manufacturing of Fiat UNO car, Zabardast truck and Alif car, Bay pickup respectively. Similarly, M/s Roma Motor Company was the assembler of Roma Mini truck. During this period Suzuki pickup was the most demanded vehicle for Pak Suzuki Motors that topped by 9,267 in the company followed by 7,853 Mehran, 6,301 Bolan, 6,133 Cultus, 4667 alto and 386 Liana cars. Toyota Corolla was the favorite from Indus Motors with 10,130 units followed by 4,003 Daihatsu Cuore and 711 Hilux pickups. Honda produced 3,301 Civic and 2,853 City cars. Dewan Farooque produced 1,320 Shehzore pickup and 93 Hyundai Santro cars while Nexus Automotive assembled 197 Chevrolet Joy cars. It may be mentioned here that Pak Suzuki has installed capacity of 150,000 units, Indus 50,000, Honda 50,000, Dewan Farooque 10,000, sigma Motors 1,000, Sindh Engineering 3,000, Mater Motor 8,500, and Roma Motor 572. In truck and bus assembling segment Hinopak has installed capacity of 5,950 vehicles, Ghandhara Nissan 2,200 trucks buses and 6,000 Nissan sunny cars, Ghandhara Industries 3,000, Afzal Motors 3,000 and Bibojee Services 200 units, respectively. Automobile demand was strengthened by higher bank financing which shored up car sales despite the increase in prices. Similarly, production of some of consumer electronics rose sharply despite imposition of federal excise duty in Budget FY11. In fact, continued indigenization of automobiles partly contained the pass-through of currency depreciation on local prices, while duty reductions on imports of some electronic parts have helped firms reduce their costs. Car Financing and Sales (Jul-Nov) FY10 FY11 Disbursements (mln Rs.) 6,252 22,969 Avg. car price (Rs.)* 854,122 912,822 Car sales 42,166 46,822 * Average of 11 car models; Source: PAMA, Automark. Official Pakistani car sales figures only take into consideration the models produced locally, which gives a pretty good idea of actual car sales given imports are very limited. Nearly 1 in every 3 new cars sold in the country is a Toyota Corolla! It totals 44,098 sales over the year for a 29.7% market share. No less than 5 Suzukis follow, on top of which the veteran Suzuki Mehran (a 1988 Maruti 800), still holding very well for its age at 23,117 sales and 15.6%, and the pick-up Ravi grabbing nearly 10% of the Pakistani market in 3rd. The Suzuki Bolan (aka Carry) is 4th with 12,701 sales and 8.6% ahead of the Alto and Cultus. The plant capacity was increased in year 2005-2006 as the bank car financing was at boom. But since then it has been fixed. The table below describes the total number of cars, jeeps, trucks, buses, tractors and buses sold from 2001-2009.   According to Government Board of Investment, Automotive Industry   No of Units Number 01-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 Cars 5 164,000 40,601 62,893 99,263 126,817 160,642 176,016 164,710 84,308 Jeeps 2 3,298 1,590 932 Light Vehicles 4 32,500 8,491 12,174 14,089 23,613 29,581 19,672 21,354 Trucks 5 17,500 1,141 1,954 2,022 3,204 4,518 4,410 4,993 3,135 Buses 5 3,900 1099 1,340 1,380 1,762 825 993 1,146 662 Tractors 3 50,000 24,331 26,501 36,103 43,746 49,439 54,610 53,607 59,968 Motor Cycles 55 733,000 133,334 176,591 327,446 571,145 744,875 839,224 1,057,751 493,592 EXPANSION POSSIBILITIES AND OPPORTUNITIES Increasing Demand for Cars: In Pakistan context there are 9 cars in 1,000 persons which is one of the lowest in the emerging economies which itself speaks of high potential of growth in the auto sector and more so in the car production. Rising per capita income with changing demographic distribution and an anticipated influx of 30 to 40 million young people in the economically active workforce in the next few years provides a stimulus to the industry to expand and grow. Resale of Local Assembled Cars: Resale of locally assembled cars is better due to availability of spare parts and after sales services and warranty Used imported cars have been selling below their cost at the showrooms for the last six months but consumers are not inclined to buy because of their low re-sale value and problems in parts availability. Quality of local cars: Initially when the import of cars was liberalized the quality of local assembled cars was unsatisfactory so the people of high income level group started buying imported cars and the sales of the local assembled cars started decreasing so the local assemblers started enhancing the quality of their vehicles so we can say that the quality of local cars is becoming the strength of the auto industry. OEM: The local OEM of Pakistan is well equipped with enough advance technology and skilled labor to produce parts according to the desired quality of any foreign company. CNG kit The advantage of buying local assembled cars is that they come with factory fitted CNG kits at the times when the prices of fuel rising at higher pace internationally. Mechanics: For local assembled cars mechanics are readily available in market and much cheaper so the buyer has not to worry about any problem that can occur in the car in long term whereas the availability for imported cars is a bigger issue for the owners and if somehow they are able to find one then the mechanics charges much higher than actually it should be charged. Import German technology and skills EDB wanted to build a Pakistan-German automotive supply network, providing opportunities to Pakistani automotive vendor enterprises to benefit from the German know-how and technology to improve quality, productivity, developing and marketing of value-added products. Foreign Investment and setup production facilities China National Heavy Duty Truck Corporation (CNHDTC), on

Performance Management Systems

Performance Management System Sparrow and Hiltrop (1994) suggest that â€Å"performance management is essentially a strategic management technique that links business objectives and strategies to individual goals, actions, performance appraisal and rewards through a defined process. † They also believe that â€Å"the most important feature of an effective performance management system is its ability to be seen as a method of continuously securing improvement’s in the performance of teams and individuals against pre-defined business strategies and objectives. From reading through the quotes of Sparrow and Hiltrop I understand performance management to be a system which identifies the strengths and weaknesses of individuals or teams of employees. From then speaking to the employees in a formal manner, in which you are praising them for their achievements throughout the year i. e. promotion, raise or a company car, but also explaining to them where they could improve them selves to be motivated in following the objectives and strategic plans of the company.Job performance within management performance reveals several terms that are often used interchangeably, such as performance appraisal, performance assessment, performance evaluation and job appraisal. However, in general terms, they are regularly all concerned with measuring an individual’s performance in a given job against preset work standards and involve designing a formal system to facilitate observation, monitoring, analysis, feedback and target setting. Since of late I have had my own performance appraisal done in my part time job in a large fast food restaurant I will be constructing my essay around performance appraisal.In my essay I will be looking at how performance appraisals help improve motivation within the work force, I will explain how the system operates currently, provide evidence that base criticism of the system, and suggest practical and implementable improvements. His tory Its roots started in the early 20th century; it can be linked to Taylor’s scientific management theory. Taylor thought that workers should be paid and rewarded by meeting specific work targets. If the workers met these targets, he would then pay his workers fairly for the tasks and goals met.He would also give regular feedback to his workers. This point ties in with performance appraisal, by Taylor rewarding and giving feedback to his workers he was demonstrating how if workers did well they would be rewarded for their efforts. Also by giving his workers feedback he was showing how the task could be better or to the correct standard. Taylor also believed that workers should be trained and developed, which is also relevant to today’s role of performance appraisal. However Taylor assumed the way of thinking like an autocratic manager, where he thought workers where only motivated by money.But as performance appraisal has expanded and grown with time, it has seen tha t workers are not just motivated by money. Performance appraisals started out as being a simple method of income justification. Appraisals were used to decide whether or not the salary or wage of an individual employee was justified. If the employee’s performance was found to be unsatisfactory then the employees’ wages would be cut. However, on the other hand if the employees work was found to exceed the manager’s expectations, then the employee would find him/herself with a pay rise.Very little consideration was given to developing the employees’ skills and talents in the work place. It was seen that a cut or rise in pay was good enough for the employee to work harder or keep working hard. More often or not this system failed. Motivational research showed that workers with evenly the same work abilities could be paid the same but one individual’s motivational principles could be completely different to someone else’s. Pay rates are importan t to workers but it is not the only characteristic that influences an employee’s performance.By the research discovered once employee’s where financially safe workers would then look for morale and self-esteem to motivate them. I associate this research finding with Maslow’s hierarchy of needs. Once a worker knows that they are physiologically safe, they then start to move up the pyramid, they would realize that money does not influence them to be motivated to work hard at work anymore. Instead they will look to be socially accepted in the company and that their hard work is valued and recognized within the company.When a worker has been with a company after a length of time and has been rewarded with rises in pay, they will then look to getting promotions and move higher up in the company. Present Appraisals Once managers recognized that workers were not motivated by money anymore, they realized things had to change. So in today’s working environment, th ere can be five key steps to setting up a performance appraisal. * Develop an appraisal form. * Identify performance measures. * Set guidelines for feedback. Create disciplinary and termination procedures. * Set an appraisal schedule. Developing an appraisal form Appraisals should be done justly, consistently and accurately to protect the employees’ interests and to protect your company from legal liability. A way to ensure consistency is to use a standard appraisals form for each worker. The form used should focus only on the essential job performance areas. This makes the appraisal more meaningful and relevant and allows the appraiser and the appraised address the issues that matter most.The job performance areas that should be included on the performance appraisal form are job knowledge and skill, quantity of work, quality of work, work habits and attitude to others and communication skills. In each area, the appraiser should have a range of descriptors to choose from i. e . very bad, bad, good, very good and excellent. Depending on how specific the descriptors are, it is often important that the appraiser also have extra space included on the form to provide their thoughts behind his or her rating. Identifying performance measuresIdentifying and developing performance measures can be one of the more time-consuming parts of creating a performance appraisal system however; it is one of the most powerful. Standard performance measures objectively measures some of the more subjective job performance areas, such as work habits. The appraiser can establish an objective measure for attendance by defining the acceptable number of times an employee can be late for work or absent during a certain time frame. Standard performance measures don’t always work for other subjective areas, such as attitude.In these cases, it’s still important to be as objective as possible in your appraisal. Don’t attempt to describe attitude, instead, describe t he employee’s behavior, which is what expresses the attitude, and the consequences of that behavior for the practice. For example this employee has failed to support his/her co-workers. When another member of his/her department is absent, he/she refuses to take on the additional tasks required to process patients in a timely manner. This behavior causes patient backlog, places a burden on staff and compromises effective teamwork.Managers should work with their employees in each position to gather quantitative data, examine historical patterns of volume and determine qualitative measurements that reflect the company’s mission and goals. Setting guidelines for feedback Feedback is what performance appraisals are all about. So before human resource management, implement the performance appraisal system, make sure that all the managers that will be conducting appraisals knows what kind of feedback to give, how to give it and how to get it from the employee in return.Many m anagers make the common error of glossing over an employee’s deficiencies and focusing only on his/her strengths. It is by explaining their weaknesses that employees can take ownership of their performance and role in the practice. And when given the support they need to make improvements in these areas, employees learn to take pride in their work and are willing to take on new tasks with confidence. After the appraiser has discussed the results of the appraisal with the employee, the appraiser should encourage the employee to give some constructive feedback.They should ask the employee whether he/ she agree with their assessment, and/or invite suggestions for improvement. In my appraisal, I was told that I was doing a good job but also where I could improve. The company is also thinking of sending me on a one day course to gain some more skills, for me to improve in my job. Creating a disciplinary and termination procedures In some cases, even after a thorough performance ap praisal and a discussion of expected improvements, an employee will continue to perform poorly.Human resources need to be prepared to handle such a situation by having well-defined, written disciplinary and termination procedures in place. These procedures should outline the actions that will be taken when performance worsens. In most cases companies will firstly proceed with a verbal warning. If the employee still performs badly a written warning is then issued. If there is no improvement or a recurrence, then termination is the situation if not ultimately resolved. Setting an appraisal scheduleOnce human resource management has built their performance appraisal system – the appraisal form, the performance measures, the feedback guidelines and the disciplinary procedures – they just need to decide when to conduct the performance appraisals. Some practices do all employee appraisals at the same time of year, while others conduct them within 30 days of each employeeâ₠¬â„¢s anniversary of employment. In my opinion the latter may work better since it spreads the work of the appraisals out for employer and employee. Whichever way they decide to schedule the appraisals, they must ensure that each appraiser consistently meets the deadline.Ignoring employees’ overdue appraisal will make them feel devalued and may hurt morale and performance. For me my performance appraisal was a week after my anniversary of starting in the restaurant. This is the easiest way for this company as so many people work there. From my own experience my appraisal was not a formal event. I was told when I came into work that my manager wanted to see me, which made me feel anxious and worried. It was informal and very relaxed. In this instance I would criticize the way the appraisal was held.In researching for this topic performance appraisals should be formal and official. Since I was offered the chance to go one the course, it made me very confident that I was doing a good job. It motivated me to work harder for the company. From working a year in the company people will notice who is doing a good job and who maybe not, especially when the boss is gone. My suggestion would be that employee’s confidentially review their co-workers using the appraisal forms. However this will only work is people are not too nasty and use this against their co-worker. .

Curriculum Guide Essay

The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry & prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Hhs 201 Discussions Essay - 4175 Words

Week 1 Discussion 1 Barriers to Helping and Receiving Internal barriers are emotions and attributes that keep people from seeking help. Internal barriers are dealt with in the worker-client counseling relationship. The difficulty of evaluating the seriousness of a problem is explained on page 15 of our text â€Å"An Introduction to Human Services†. Some of these are that one will sit and wonder if they really need help, or if their child has a learning disability or just a slow learner, or are they really depressed or are their child hyperactive or just have a high energy level. The fear of being judged, labeled, or punished is also an internal barrier. One will wonder if their child will be labeled retarded if tested for a learning†¦show more content†¦People may have different reasons for the same problem as others such as alcohol. They may come from an alcoholic family, have ADHD or anxiety disorders. They may have had a loved one who passed, be a social drinker, loose a job, or in a diminished capacity. Similar experiences may be reacted to in different ways. Our text uses the example of the Nazi concentration camps and how people reacted differently to the same situation. Reid Mandell, B. Schram, B. (2012). An Introduction to Human Services. Pearson Publication, Inc. Week 2 Discussion 1 Ethical conflicts The ethics of helping is a commitment to help others and not be in competition with the dog eat dog world. The value conflicts are the disagreements brought on by the differences in values and the value dilemmas are situations where the competing value makes it impossible to choose correctly. In the case example â€Å"Falsely Accused, A mother fights back†, Brenda Frank was accused of not only neglecting her 2 daughters but sexual abuse as well. Mrs. Frank was on welfare and separated from her husband. Mrs. Frank’s belief that children wean themselves from breast feeding, called the La Leche Philosophy, is part of what started the whole mess. That and the fact that since she was a single mother she let her daughters sleep with her. The Department of Social Services found her guilty of the neglect to guide her children inShow MoreRelatedA Discourse Analysis of a Classroom Interaction2927 Words   |  12 PagesAN ANALYSIS OF A CLASSROOM INTERACTION IN GRADE 7 A term paper submitted to DR. CECILIA L. CALUB In partial fulfillment of the course requirement in ENGLISH 503-Discourse Analysis By: MR. MAR CHAN N. MANGUERA MAEd-English October 201 I. INTRODUCTION In this globalization era, the value of English as an international language is significantly escalating in different aspects. 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