The document summarizes a webinar on negotiating faculty job offers in the geosciences. It discusses key aspects to negotiate such as salary, startup funding, and other considerations like teaching load. It provides perspectives on the different players in the negotiation process, including the chair, dean, and provost. Examples are given of salary data, leave policies, and tenure extension policies from universities. Resources on negotiation strategies and examples from other institutions are also presented. The webinar aims to help early career scientists effectively negotiate the best possible job offers.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
This document provides guidance on writing an effective personal statement for university applications. It should be no more than 700 words. The personal statement allows applicants to explain their interest and suitability for the course or program. It should include why the applicant wants to study the subject, their relevant knowledge and experiences, and long-term goals or career ambitions. Skills and experiences from both academic work and extracurricular activities can be discussed. The statement should demonstrate passion for the subject and convince the admissions committee the applicant will be a strong student. Thorough proofreading is important to avoid errors that could hurt chances of acceptance.
Charting Your Professional Development: Negotiating Changing ParadigmsErin O'Reilly
This document discusses professional development for teachers and explores five paradigms of professional development: classroom, institution, profession, current policy, and personal goals. It provides statistics on teachers' participation in professional development activities and explores how teachers can take ownership of their own professional development by identifying goals and a plan to achieve them. Teachers are encouraged to think strategically about their career goals and how to construct a path to achieve those goals through meaningful professional development experiences.
This document provides a 4-step process for negotiating along with tips:
1. Plan by determining your best alternative if no deal is reached (BATNA), understanding the other party's priorities, and identifying your negotiating style.
2. Exchange information by building rapport, asking questions to learn the other party's interests, making an ambitious initial offer, and trying to get the other party to offer a number first.
3. Bargain through concessions, considering what you value least and they value most, and thinking through how you will feel about the outcome over different time periods.
4. Commit to the agreement by using strategies like deadlines and highlighting scarcity.
The document provides tips for effective negotiation strategies. It outlines a simple negotiation process of identifying that a negotiation is occurring, mapping your desired outcome, gathering information, considering their motivations, developing a strategy, creating bargaining chips, and reaching an agreement. It emphasizes that negotiations are dynamic, you need to propose offers to understand their position, make and test assumptions, and be prepared to change your position. It advises avoiding neediness, understanding emotions are involved, creating value through satisfying both sides, having alternatives if deals fall through, and allowing both sides to feel good about the outcome.
This document provides an overview of negotiation training. It covers objectives like introduction, selling, and negotiating. It discusses anchoring and how giving an initial number can influence responses. Selling techniques are outlined like focusing on benefits rather than features. Negotiation tips are provided such as not giving round numbers, negotiating in small steps, and being persistent. The importance of documenting agreements and getting more after a deal is reached is also highlighted. Overall, the document provides guidance on understanding the other party's perspective, knowing the market rate, asking questions to make informed decisions, and maintaining a respectful approach during negotiations.
The document outlines principles of negotiation by Onike Rahaman. Some key principles discussed are establishing criteria and goals at the beginning of any negotiation, offering rationales for positions, finding common ground to build concessions, how style, location, time, tactics like fait accompli, legal threats can influence negotiations. Personalities and maintaining concentration, confidence and relaxation are also identified as important elements in negotiations.
Negotiation PowerPoint PPT Content Modern SampleAndrew Schwartz
121 slides include: basic components of negotiation, questions to ask, identifying the issues, assembling the facts, negotiation success strategies, techniques, and tactics, pros and cons of various negotiation approaches, 22 characteristics of effective negotiation, mediation, arbitration, maximizing your appearance and mannerisms, how to's and more.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
This document provides guidance on writing an effective personal statement for university applications. It should be no more than 700 words. The personal statement allows applicants to explain their interest and suitability for the course or program. It should include why the applicant wants to study the subject, their relevant knowledge and experiences, and long-term goals or career ambitions. Skills and experiences from both academic work and extracurricular activities can be discussed. The statement should demonstrate passion for the subject and convince the admissions committee the applicant will be a strong student. Thorough proofreading is important to avoid errors that could hurt chances of acceptance.
Charting Your Professional Development: Negotiating Changing ParadigmsErin O'Reilly
This document discusses professional development for teachers and explores five paradigms of professional development: classroom, institution, profession, current policy, and personal goals. It provides statistics on teachers' participation in professional development activities and explores how teachers can take ownership of their own professional development by identifying goals and a plan to achieve them. Teachers are encouraged to think strategically about their career goals and how to construct a path to achieve those goals through meaningful professional development experiences.
This document provides a 4-step process for negotiating along with tips:
1. Plan by determining your best alternative if no deal is reached (BATNA), understanding the other party's priorities, and identifying your negotiating style.
2. Exchange information by building rapport, asking questions to learn the other party's interests, making an ambitious initial offer, and trying to get the other party to offer a number first.
3. Bargain through concessions, considering what you value least and they value most, and thinking through how you will feel about the outcome over different time periods.
4. Commit to the agreement by using strategies like deadlines and highlighting scarcity.
The document provides tips for effective negotiation strategies. It outlines a simple negotiation process of identifying that a negotiation is occurring, mapping your desired outcome, gathering information, considering their motivations, developing a strategy, creating bargaining chips, and reaching an agreement. It emphasizes that negotiations are dynamic, you need to propose offers to understand their position, make and test assumptions, and be prepared to change your position. It advises avoiding neediness, understanding emotions are involved, creating value through satisfying both sides, having alternatives if deals fall through, and allowing both sides to feel good about the outcome.
This document provides an overview of negotiation training. It covers objectives like introduction, selling, and negotiating. It discusses anchoring and how giving an initial number can influence responses. Selling techniques are outlined like focusing on benefits rather than features. Negotiation tips are provided such as not giving round numbers, negotiating in small steps, and being persistent. The importance of documenting agreements and getting more after a deal is reached is also highlighted. Overall, the document provides guidance on understanding the other party's perspective, knowing the market rate, asking questions to make informed decisions, and maintaining a respectful approach during negotiations.
The document outlines principles of negotiation by Onike Rahaman. Some key principles discussed are establishing criteria and goals at the beginning of any negotiation, offering rationales for positions, finding common ground to build concessions, how style, location, time, tactics like fait accompli, legal threats can influence negotiations. Personalities and maintaining concentration, confidence and relaxation are also identified as important elements in negotiations.
Negotiation PowerPoint PPT Content Modern SampleAndrew Schwartz
121 slides include: basic components of negotiation, questions to ask, identifying the issues, assembling the facts, negotiation success strategies, techniques, and tactics, pros and cons of various negotiation approaches, 22 characteristics of effective negotiation, mediation, arbitration, maximizing your appearance and mannerisms, how to's and more.
New Investigators: starting up and keeping goingJim Woodgett
Talk at Nov 2013 New Principal Investigators meeting discussing startup negotiating, what to ask for, what others ask for, why the first 5 years of an independent position is so important and how to tease seed funding. Canadian context but applicable to many scenarios.
This document discusses informal learning and provides context around key terminology. It presents 10 questions to help explain concepts of informal learning. Responses indicate that informal learning refers to learning that is self-directed by learners and occurs both intentionally and unintentionally through everyday work and life experiences. While informal learning has benefits for motivation, it also has drawbacks like potential for incorrect conclusions if lacking context. The document advocates raising awareness of existing informal learning to better support and extend its impact.
This document provides information about an internship meet-up being held by a university career center. It discusses the learning outcomes of understanding what internships are and their importance. It also reviews resources for preparing for, searching for, and completing internships. The document then provides an overview of internships, defining them and explaining their benefits. It discusses aspects like receiving academic credit, legal guidelines for unpaid internships, and tips for planning and finding an internship.
The document provides guidance on various aspects of the academic job search process, including identifying potential positions, developing application materials like a cover letter and writing samples, preparing for interviews, conducting campus visits, and accepting a job offer. Key points covered include using professional networks and job listing sites to find positions; tailoring a 2-3 page cover letter and choosing 1-2 writing samples most relevant to the job; getting references to submit letters of recommendation; practicing job talks with feedback; conducting research on campuses visited; and negotiating aspects of a job offer beyond salary like start-up funds and course buyouts.
This document discusses the benefits of internships for students. It notes that internships provide real-world experience, allow students to gain hands-on skills, can lead to full-time employment, help with networking, allow students to test out different careers, and gain mentorship. Internships can be paid, unpaid, for credit, or non-credit. The document provides tips on finding and applying for internships and advice for having a successful internship experience.
The document provides guidance on negotiating a new job offer. It discusses knowing your best alternative to a negotiated agreement and understanding the zone of positive agreement between your interests and the employer's. Key aspects to negotiate can include salary, benefits, location, and job responsibilities. It's important to understand the employer's interests such as protecting intellectual property and investments made in new employees. Research is needed to understand market rates for the position. The negotiation process is ongoing and establishing a good long-term relationship is important.
The document provides guidance on effective strategies for hiring new college faculty. It recommends writing an accurate job description, creating an application evaluation system, using behavior-based interviewing with questions focused on past performance, preparing all interviewers on legal guidelines, and making objective hiring decisions based on candidate evaluations. The goal is to identify and recruit faculty that will be strong teachers and researchers, serve the institution well, and stay at the college long-term.
IntroductionDue April 11, 2018 1100 am. EST1. You will pos.docxnormanibarber20063
Introduction
Due: April 11, 2018 11:00 am. EST
1. You will post information about two to three topics you are considering for your research proposal.
2. Include the definition of your topic, why it is important in business, where you will find additional information, and possible solutions to bring about positive change in an organization in relation to your topic.
Then
You will write a research proposal that will lead into next week's assignment about research reports. You will also read Module 22 about finding source materials to support research and decision making. This week is a good point to start gathering source material once you choose a topic.
You are preparing to write a research proposal that will lead to a short research report. The topics you can use for this report should come from the textbook that deal with diversity in the workplace and the subsequent issues. This is a proposal that will also feed into the short research report and presentation coming up. Look at this as educating your "office" on some important topic related to the workplace, workers, clients, etc. Your report will be educational while making recommendations for improvement and/or change.
Here are grading criteria for the research proposal.
1. Type this as a memo
2. Include headings in the memo:
Overview (topic, definition, and background information),
Issues (business related problems related to topic),
Research (types of sources to support research),
Audience (who needs to know this), and
Call to Action (conclusion and request to move forward).
3. Be precise in your writing and get to the point. Provide necessary details.
4. Check your spelling and grammar.
5. Proposal should not exceed one page.
6. Topic should be researchable and lead into the short research report where you will be making recommendations for improvement.
Sample Research Proposal
Introduction
Due: April 11, 2018 12:00 pm. EST
Short research reports prepare students to address issues/problems faced in the workplace, at school, in their community or in organizations and develop creative solutions while providing information to colleagues and clients.
Short reports are exactly that - short! Often, short reports are usually prepared in the memo format. They are brief and tailored to what the audience really wants to know. Resist the urge to make them too long and too involved. Get to the point and present the information that your audience wants clearly and concisely.
There are many different types of short reports, including:
· Informative reports - summarizes information needed for improvements
· Feasibility reports - evaluates several alternatives and recommends one of them
· Justifications reports - recommends or justifies a purchase, investment, hiring decision, or change in policy
Short Research Report Notes
Informational, Problem-Solving or Recommendation Reports (Short)
· Define and explain your topic.
· Describe the organizational problem.
· Show why easier o.
The document discusses several topics related to retirement planning and finances. It addresses questions about Medicare, Medicaid, Social Security, 401(k) plans, types of retirement facilities, and different types of retirement plans. It also provides instructions for students taking the class, including requirements for discussion question responses, participation, writing quality, citations, and late policies.
Assignment 2Situation AnalysisBased on what you’ve learned.docxrock73
Assignment 2
Situation Analysis
Based on what you’ve learned so far in this course, regarding the 5 Cs, 4Ps, and STP, complete the assessment questions below. Submit the completed template in the Week 10 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Jeep Cherokee Automobiles, Amazon, or Google):
1. Customers
Who are the current customers/users? Include information related to demographics, psychographics and buying behavior, price sensitivity, customer satisfaction and loyalty.
For example: You could include information such as whether the brand is trying to appeal to a certain social or cultural group and how customers perceive the product/brand. It’s also possible to include demographic information related to: age, educational attainment, geographic area, gender, race, employment status and/or home ownership. Additionally, you can discuss psychographic information which includes those attributes that relate to personality, values, attitudes, interests, or lifestyles of people. This area is also related to situational life stages as well as customer beliefs, and how customers want to see themselves and be perceived. Some examples of psychographic groups include video gamers, soccer moms, sports fanatics, hipsters, and single moms. Life cycle stages include: retirees, new homeowners, college students and new parents. Be aware that some products/brands may appeal to a wider customer base than others.
[Insert response]
What do the customers buy/use?
[Insert response]
What changes can the company/brand expect in the future? How can the company/brand better serve its customers? Include information about potential opportunities and threats.
For example, you could include information about the current demand for the product/brand, and how it is changing or has changed including possible variations or modifications in the future. You may also determine/discuss if the brand/company can take advantage or has taken advantage of the changes. It’s also possible to consider and talk about whether the product/brand is a less expensive substitute, perhaps, or maybe a product/brand that is easier to use with more features.
[Insert response]
2. Company
[This is what the brand is currently.]
Identify strengths and weaknesses of the company/brand as it exists today. What does the company/brand do well and not so well at this very moment?
[Insert response]
[This is what the company/brand needs to become.]
How can the company/brand improve its weaknesses and maintain or grow its strengths? Suggest how the company/brand can improve upon the things it does well and not so well.
[Insert response]
3. Context
Define the current business environment. Include information about political, legal, economic technological and societal factors that may influence sales.
For example: You could perhaps discuss the current trends and conditions for this Industry and for the brand. It’s possible to include information abo ...
Your complete guide to applying for a masters degreeDoha Yacout
This guide provides information to help students decide whether to pursue a master's degree, including the main benefits, options for full-time vs. part-time vs. online study, tips for applying, and options for financing a master's degree through scholarships, loans, employer contributions and more. It covers everything from researching programs and identifying career goals to completing applications, preparing for interviews, and receiving offers.
Education law conference, March 2017 - London - Restructuring top tipsBrowne Jacobson LLP
This document summarizes an education law conference session on restructuring tips. The session aimed to help school leaders restructure in a legally compliant way that minimizes disruption. Presenter Tom Wallace discussed ways to avoid redundancies like ending contracts and generating income. If redundancies are needed, he recommended considering pay protection, pension costs, and consultation best practices. The presenter emphasized starting restructuring plans early, having a strong business case, clear selection criteria, and supporting displaced staff. The goal is to restructure while maintaining high staff morale and continuity of teaching.
CTU Health Care information systems department.docxstudywriters
The document discusses implementing a health information technology strategic plan for a healthcare organization. It states that a steering committee is important for the plan's success and should include representatives from clinical, financial, and administrative departments. It also lists seven key elements that must be included in a strategic plan, such as goals and objectives, priorities, and resource requirements. The document provides instructions for assignments, requiring a minimum word count, citations, and APA format. It notes policies regarding late submissions and communication with the instructor.
2017 demystifying the academic job marketJay Van Bavel
This is a slide deck for navigating the academic job market for phd students and postdocs in psychology (as well as the social and cognitive sciences). It describes the job market, offers concrete advice on preparing materials, explains the interview process, and discusses negotiation strategies.
This document provides training for becoming an academic peer tutor. It outlines expectations for tutors, including being professional, communicating well, committing sufficient time, and having a positive attitude. It describes appropriate roles and responsibilities, such as discussing course material and answering questions, but not doing homework. Tutors must follow the code of ethics around confidentiality and honor code. Resources for tutors and information on payment are also reviewed.
This document provides advice on finding and evaluating academic job opportunities in pediatrics. It discusses important factors to consider such as mentors, collaborators, salary and benefits, clinical and research time allocation, protected time, start-up packages, grant funding options, and negotiating an offer letter. The document emphasizes finding a good mentor, having protected research time, supplementing start-up funds with grants, and negotiating to ensure your needs for success are met.
This document provides guidance on writing effective grant and dissertation proposals. It discusses key elements to include such as an abstract, research design, methodology, significance, staffing needs, time frame, budget, letters of endorsement, and dissemination of results. The main points are:
1) An abstract should summarize the proposed work in an clear, economical way for reviewers.
2) A proposal should include the research purpose and goals, design, methods, significance, and time frame. It should demonstrate organizational skills and that necessary resources and support are secured.
3) Explaining how the study benefits others and contributes new knowledge can strengthen the case for funding.
4) Including a realistic budget, clear
Plenary caroline andrew how to get more effective community-university resear...ocasiconference
This document provides three suggestions for more effective community-university research partnering:
1. Both parties need to clearly understand why they want to partner - their goals must be compatible. The community sector and university sector each have multiple potential reasons for partnering.
2. Successful partnerships are built on trust between the parties. Trust takes time to develop and cannot be rushed.
3. Time is the most important yet difficult factor, as both sides are busy. Discussions about governance, resources, participation and dissemination need time that is often not funded. More flexibility from funders may be needed.
This document discusses the concept of significant figures and how to determine the number of significant figures in measurements and calculations. It defines significant figures as the "important digits" that indicate the precision of a measurement. Rules are provided for determining significant figures depending on leading or trailing zeros and whether the number is read from left to right or right to left. Examples demonstrate applying these rules and how to round final answers in calculations like addition, subtraction, multiplication and division based on the least precise measurement used. The key takeaway is that significant figures convey precision and final answers should not be more precise than the least precise input.
This document discusses hypothesis testing. It explains that hypothesis testing is used to determine if data is statistically significant enough to reject or fail to reject the null hypothesis. The key aspects covered are:
- Identifying when hypothesis testing is appropriate
- Distinguishing between the null and alternate hypotheses
- Determining whether to reject or fail to reject the null hypothesis based on comparing a test statistic to a critical value from a distribution table
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New Investigators: starting up and keeping goingJim Woodgett
Talk at Nov 2013 New Principal Investigators meeting discussing startup negotiating, what to ask for, what others ask for, why the first 5 years of an independent position is so important and how to tease seed funding. Canadian context but applicable to many scenarios.
This document discusses informal learning and provides context around key terminology. It presents 10 questions to help explain concepts of informal learning. Responses indicate that informal learning refers to learning that is self-directed by learners and occurs both intentionally and unintentionally through everyday work and life experiences. While informal learning has benefits for motivation, it also has drawbacks like potential for incorrect conclusions if lacking context. The document advocates raising awareness of existing informal learning to better support and extend its impact.
This document provides information about an internship meet-up being held by a university career center. It discusses the learning outcomes of understanding what internships are and their importance. It also reviews resources for preparing for, searching for, and completing internships. The document then provides an overview of internships, defining them and explaining their benefits. It discusses aspects like receiving academic credit, legal guidelines for unpaid internships, and tips for planning and finding an internship.
The document provides guidance on various aspects of the academic job search process, including identifying potential positions, developing application materials like a cover letter and writing samples, preparing for interviews, conducting campus visits, and accepting a job offer. Key points covered include using professional networks and job listing sites to find positions; tailoring a 2-3 page cover letter and choosing 1-2 writing samples most relevant to the job; getting references to submit letters of recommendation; practicing job talks with feedback; conducting research on campuses visited; and negotiating aspects of a job offer beyond salary like start-up funds and course buyouts.
This document discusses the benefits of internships for students. It notes that internships provide real-world experience, allow students to gain hands-on skills, can lead to full-time employment, help with networking, allow students to test out different careers, and gain mentorship. Internships can be paid, unpaid, for credit, or non-credit. The document provides tips on finding and applying for internships and advice for having a successful internship experience.
The document provides guidance on negotiating a new job offer. It discusses knowing your best alternative to a negotiated agreement and understanding the zone of positive agreement between your interests and the employer's. Key aspects to negotiate can include salary, benefits, location, and job responsibilities. It's important to understand the employer's interests such as protecting intellectual property and investments made in new employees. Research is needed to understand market rates for the position. The negotiation process is ongoing and establishing a good long-term relationship is important.
The document provides guidance on effective strategies for hiring new college faculty. It recommends writing an accurate job description, creating an application evaluation system, using behavior-based interviewing with questions focused on past performance, preparing all interviewers on legal guidelines, and making objective hiring decisions based on candidate evaluations. The goal is to identify and recruit faculty that will be strong teachers and researchers, serve the institution well, and stay at the college long-term.
IntroductionDue April 11, 2018 1100 am. EST1. You will pos.docxnormanibarber20063
Introduction
Due: April 11, 2018 11:00 am. EST
1. You will post information about two to three topics you are considering for your research proposal.
2. Include the definition of your topic, why it is important in business, where you will find additional information, and possible solutions to bring about positive change in an organization in relation to your topic.
Then
You will write a research proposal that will lead into next week's assignment about research reports. You will also read Module 22 about finding source materials to support research and decision making. This week is a good point to start gathering source material once you choose a topic.
You are preparing to write a research proposal that will lead to a short research report. The topics you can use for this report should come from the textbook that deal with diversity in the workplace and the subsequent issues. This is a proposal that will also feed into the short research report and presentation coming up. Look at this as educating your "office" on some important topic related to the workplace, workers, clients, etc. Your report will be educational while making recommendations for improvement and/or change.
Here are grading criteria for the research proposal.
1. Type this as a memo
2. Include headings in the memo:
Overview (topic, definition, and background information),
Issues (business related problems related to topic),
Research (types of sources to support research),
Audience (who needs to know this), and
Call to Action (conclusion and request to move forward).
3. Be precise in your writing and get to the point. Provide necessary details.
4. Check your spelling and grammar.
5. Proposal should not exceed one page.
6. Topic should be researchable and lead into the short research report where you will be making recommendations for improvement.
Sample Research Proposal
Introduction
Due: April 11, 2018 12:00 pm. EST
Short research reports prepare students to address issues/problems faced in the workplace, at school, in their community or in organizations and develop creative solutions while providing information to colleagues and clients.
Short reports are exactly that - short! Often, short reports are usually prepared in the memo format. They are brief and tailored to what the audience really wants to know. Resist the urge to make them too long and too involved. Get to the point and present the information that your audience wants clearly and concisely.
There are many different types of short reports, including:
· Informative reports - summarizes information needed for improvements
· Feasibility reports - evaluates several alternatives and recommends one of them
· Justifications reports - recommends or justifies a purchase, investment, hiring decision, or change in policy
Short Research Report Notes
Informational, Problem-Solving or Recommendation Reports (Short)
· Define and explain your topic.
· Describe the organizational problem.
· Show why easier o.
The document discusses several topics related to retirement planning and finances. It addresses questions about Medicare, Medicaid, Social Security, 401(k) plans, types of retirement facilities, and different types of retirement plans. It also provides instructions for students taking the class, including requirements for discussion question responses, participation, writing quality, citations, and late policies.
Assignment 2Situation AnalysisBased on what you’ve learned.docxrock73
Assignment 2
Situation Analysis
Based on what you’ve learned so far in this course, regarding the 5 Cs, 4Ps, and STP, complete the assessment questions below. Submit the completed template in the Week 10 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Jeep Cherokee Automobiles, Amazon, or Google):
1. Customers
Who are the current customers/users? Include information related to demographics, psychographics and buying behavior, price sensitivity, customer satisfaction and loyalty.
For example: You could include information such as whether the brand is trying to appeal to a certain social or cultural group and how customers perceive the product/brand. It’s also possible to include demographic information related to: age, educational attainment, geographic area, gender, race, employment status and/or home ownership. Additionally, you can discuss psychographic information which includes those attributes that relate to personality, values, attitudes, interests, or lifestyles of people. This area is also related to situational life stages as well as customer beliefs, and how customers want to see themselves and be perceived. Some examples of psychographic groups include video gamers, soccer moms, sports fanatics, hipsters, and single moms. Life cycle stages include: retirees, new homeowners, college students and new parents. Be aware that some products/brands may appeal to a wider customer base than others.
[Insert response]
What do the customers buy/use?
[Insert response]
What changes can the company/brand expect in the future? How can the company/brand better serve its customers? Include information about potential opportunities and threats.
For example, you could include information about the current demand for the product/brand, and how it is changing or has changed including possible variations or modifications in the future. You may also determine/discuss if the brand/company can take advantage or has taken advantage of the changes. It’s also possible to consider and talk about whether the product/brand is a less expensive substitute, perhaps, or maybe a product/brand that is easier to use with more features.
[Insert response]
2. Company
[This is what the brand is currently.]
Identify strengths and weaknesses of the company/brand as it exists today. What does the company/brand do well and not so well at this very moment?
[Insert response]
[This is what the company/brand needs to become.]
How can the company/brand improve its weaknesses and maintain or grow its strengths? Suggest how the company/brand can improve upon the things it does well and not so well.
[Insert response]
3. Context
Define the current business environment. Include information about political, legal, economic technological and societal factors that may influence sales.
For example: You could perhaps discuss the current trends and conditions for this Industry and for the brand. It’s possible to include information abo ...
Your complete guide to applying for a masters degreeDoha Yacout
This guide provides information to help students decide whether to pursue a master's degree, including the main benefits, options for full-time vs. part-time vs. online study, tips for applying, and options for financing a master's degree through scholarships, loans, employer contributions and more. It covers everything from researching programs and identifying career goals to completing applications, preparing for interviews, and receiving offers.
Education law conference, March 2017 - London - Restructuring top tipsBrowne Jacobson LLP
This document summarizes an education law conference session on restructuring tips. The session aimed to help school leaders restructure in a legally compliant way that minimizes disruption. Presenter Tom Wallace discussed ways to avoid redundancies like ending contracts and generating income. If redundancies are needed, he recommended considering pay protection, pension costs, and consultation best practices. The presenter emphasized starting restructuring plans early, having a strong business case, clear selection criteria, and supporting displaced staff. The goal is to restructure while maintaining high staff morale and continuity of teaching.
CTU Health Care information systems department.docxstudywriters
The document discusses implementing a health information technology strategic plan for a healthcare organization. It states that a steering committee is important for the plan's success and should include representatives from clinical, financial, and administrative departments. It also lists seven key elements that must be included in a strategic plan, such as goals and objectives, priorities, and resource requirements. The document provides instructions for assignments, requiring a minimum word count, citations, and APA format. It notes policies regarding late submissions and communication with the instructor.
2017 demystifying the academic job marketJay Van Bavel
This is a slide deck for navigating the academic job market for phd students and postdocs in psychology (as well as the social and cognitive sciences). It describes the job market, offers concrete advice on preparing materials, explains the interview process, and discusses negotiation strategies.
This document provides training for becoming an academic peer tutor. It outlines expectations for tutors, including being professional, communicating well, committing sufficient time, and having a positive attitude. It describes appropriate roles and responsibilities, such as discussing course material and answering questions, but not doing homework. Tutors must follow the code of ethics around confidentiality and honor code. Resources for tutors and information on payment are also reviewed.
This document provides advice on finding and evaluating academic job opportunities in pediatrics. It discusses important factors to consider such as mentors, collaborators, salary and benefits, clinical and research time allocation, protected time, start-up packages, grant funding options, and negotiating an offer letter. The document emphasizes finding a good mentor, having protected research time, supplementing start-up funds with grants, and negotiating to ensure your needs for success are met.
This document provides guidance on writing effective grant and dissertation proposals. It discusses key elements to include such as an abstract, research design, methodology, significance, staffing needs, time frame, budget, letters of endorsement, and dissemination of results. The main points are:
1) An abstract should summarize the proposed work in an clear, economical way for reviewers.
2) A proposal should include the research purpose and goals, design, methods, significance, and time frame. It should demonstrate organizational skills and that necessary resources and support are secured.
3) Explaining how the study benefits others and contributes new knowledge can strengthen the case for funding.
4) Including a realistic budget, clear
Plenary caroline andrew how to get more effective community-university resear...ocasiconference
This document provides three suggestions for more effective community-university research partnering:
1. Both parties need to clearly understand why they want to partner - their goals must be compatible. The community sector and university sector each have multiple potential reasons for partnering.
2. Successful partnerships are built on trust between the parties. Trust takes time to develop and cannot be rushed.
3. Time is the most important yet difficult factor, as both sides are busy. Discussions about governance, resources, participation and dissemination need time that is often not funded. More flexibility from funders may be needed.
Similar to Early career negotiations: Negotiating for what you need to be successful (20)
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Early career negotiations: Negotiating for what you need to be successful
1. Pursuing an Academic Career in the Geosciences
Webinar Series
Heather Macdonald
Department of Geology
College of William & Mary
Molly Kent
SERC
Elizabeth Ritchie
Department of Atmospheric Sciences
University of Arizona
2. Early career negotiations: Negotiating for what
you need to be successful
Christopher Thorncroft, Chair
Dept of Atmospheric & Environmental Sciences
University at Albany, SUNY
Julie Bartley, Chair
Department of Geology
Gustavus Adolphus College
Kate Miller, Dean
College of Geosciences
Texas A&M University
3. The offer process and key players
Q&A regarding the players
Negotiations: Salary, startup, and other considerations
Q&A regarding negotiations
Other advice, information & Information-gathering
Discussion and Q&A
A few examples of information and other resources
Note: different perspectives
Overview of Webinar
3
4. Negotiations start during the interview
In particular, be ready to discuss start-up needs
during the interview
Negotiations
4
5. Negotiations
Receiving an offer for a faculty position is a BIG deal!
An offer will likely be made clear at the time you are offered
the job.
The offer will consist of a salary and a start-up amount.
Be aware that a written offer will likely not be made until the
negotiations are completed and you have agreed to the
offer.
Internationally, there may be differences
5
7. Negotiations – key points about the players
YOU: Clearly you wish to get the best deal for you personally
and you hope to achieve this without getting off on the
wrong foot with your future boss.
CHAIR: The Chair, together with the faculty, have chosen YOU.
This is important to remember. The Chair should have
your best interests at heart since the Chair is keen to
recruit you. Depending on the institution key discussions
and negotiations can take place between YOU and the Chair.
DEAN: The Dean also wants to help the Chair to recruit YOU.
The Dean will usually set the limits for salary and start
up. At some institutions key discussions and negotiations
take place with the Dean.
PROVOST: The Provost also influences the budget side of the offer and
must ultimately agree to the offer and hire. If for some reason
the offer moves beyond the limits the provost may have to be
involved.
7
8. Q&A
Other perspectives
Variations across institution types
Roles of the players
How to navigate the particulars of your situation
What questions do you have?
8
Please type your questions or comments into the chat box.
9. Negotiations – what needs to be agreed
Salary and Start-up are the two major items to be agreed
(i) Starting salary – including how many months this is for. It is important for you
to know how many additional months of salary you can have in the summer.
While the salary is negotiable – the months it is for will not be.
Note that it is NOT in the interest of the Chair to beat you down here. Ideally
you should have an open discussion about this with the Chair.
You should be aware, however, that the Department does have a pay structure
that the Chair or Dean may be reluctant to disrupt.
Do your homework –
Sources include Chronicle of Higher Education, other institutional websites,
salaries at public institutions are usually on the web somewhere
Salary structure at regional universities, liberal arts colleges etc. may be lower
Be aware of cost of living (e.g. urban California vs. small college town), cost of
living calculators can be found on the web 9
10. Negotiations – what needs to be agreed
(ii) Start-up – this can cover many things including the following:
computer hardware and software needed for your research
lab facilities (if appropriate) and lab technicians
key instruments for your research if appropriate
faculty development (e.g. travel, page charges, professional membership)
graduate student support (RA, TA, endowed fellowships)
undergraduate student support
summer salary (since you may not have a grant by your first summer)
office furniture (sometimes needs to be included)
institutional membership in a research consortium
some departments have shared assets that will benefit from start-up
funds
institutional matching funds for external grants
pre-tenure research leave
The major aim here is to ensure that YOU can start work on day 1. What do YOU
need to ensure this happens? You can be frank with the Chair or Dean about
your needs but they should be reasonable.
10
11. Negotiations – other considerations
Other topics for potential discussion and agreement:
(i) teaching load
(ii) probationary period (tenure clock)
(iii) starting date –
flexibility over starting a year later – to do a postdoc for example
starting in Spring may be a disadvantage at some places, in others it’s an
advantage
(iv) moving expenses
(v) spousal/partner issues
(vi) visa issues
(vii) maternity/paternity/parental leave
(viii) child care options
(ix) Benefits and pensions – not negotiable but helpful to know details
You should feel comfortable to raise any questions about the job that you have
been offered.
11Get it in writing (including details)
12. Q&A
Other perspectives
Variations across institution types
Salary, startup, other negotiations
How to navigate the particulars of your situation
What questions do you have?
12
Please type your questions or comments into the chat box.
13. Negotiations – more advice
This has to depend on individuals but remembering that the Chair
really wants you to be happy with your offer – you should feel
comfortable discussing all aspects of the offer and, ultimately, to trust
them.
Some faculty feel that they have to ask for more but some chairs may
feel that the first offer is their best offer (to avoid the “game”). If the
offer is a good one YOU should not feel bad.
To enhance your “comfort-level” I think it is appropriate to have
discussions/contact with other members of faculty in the Department
and especially if you know them. The Chair should encourage this.
Talk with peers about their start-up packages, equipment, space,
recommendations, and so forth.
13
14. • Early – Pros
– If the faculty really wants you, it gives the chair, dean,
and provost more time to think about how to
accommodate you and your spouse/partner
• Early – Cons
– Less progressive faculty members may use this
knowledge to subtly weed you out of the pool.
Spousal/partner hires – when to bring it up?
14
15. • If it’s the same field – apply together
• Give the search chair a call, to see if a spousal hire is
even viable, before you apply
• Search the web to see if the University has had an
ADVANCE Institutional Transformation grant.
• At the interview, let the search chair/ department
chair know about your needs.
Spousal/partner hires – strategies
15
16. • Make sure you have a full understanding of the
tenure criteria for the department you are joining.
Are the tenure criteria written down anywhere in a
policy?
• Is there a third year (pre-tenure) review process?
Tenure criteria
16
17. Negotiations – improving one’s lot!
Work to get an appropriate salary up front
Ask for targeted one-time funds to advance new directions
for your research/education agenda
Choose a department with a collegial atmosphere, then play
on the team
Take on significant service roles – at a price
Later negotiations – outside offers, retention negotiations,
tenure time (after you receive tenure), administrative
appointments
17
18. Discussion
Other perspectives
Variations across institution types
Words of wisdom
What questions do you have?
Topics we addressed
Other topics related to negotiations
What suggestions do you have about negotiating?
18
Please type your questions or comments into the chat box.
19. Examples and links to other resources
These last few pages provide some examples of the types
of resources you can search for at different colleges and
universities
Remember, the more informed you are, the more
effectively you can negotiated for yourself and ensure
you end up in a position you are happy with
19
20. Field Faculty Rank
Texas A&M Peer Group
(9 months)
Atmospheric Sciences
Professor $129,190
Associate Professor $92,102
Assistant Professor $81,515
Geography
Professor $130,597
Associate Professor $86,306
Assistant Professor $73,460
Geology and Geophysics
Professor $127,974
Associate Professor 86,871
Assistant Professor $75,130
Oceanography
Professor $135,648
Associate Professor 77,687
Assistant Professor $69,959
* Source: http://dars.tamu.edu/Data-and-Reports/Faculty#aaude
Example: AAUDE Salary Data 2011-2012* (mean salaries)
20
21. Example FMLA Policy: Texas A&M System
• Eligible employees may be granted up to 12
workweeks of family and medical leave during a
fiscal year or up to 12 workweeks of parental
leave as described in System Regulation 31.03.05.
Any family and medical leave or parental leave
runs concurrently with any paid and/or unpaid
sick leave used.
21
22. Example Guidelines For Parental Leave for
the Birth or Adoption of a New Child*
• The College of Science, and its departments, have a vested interest in the
long term productivity of their faculty. For long-term faculty, departments
are encouraged to be flexible in dealing with temporary interruptions in
normal service.
• Therefore, to the extent possible departments should work with faculty to
arrange one / two semester(s) of teaching relief for the birth or adoption
of a new child for any eligible faculty member.
• Eligible faculty members are those that are either tenure-track, senior
lecturers or have worked 5 out of the last 7 years for the department and
will be the primary caregiver for the new child.
• Faculty can, of course, take available and appropriate leave under FMLA.
The faculty member may be assigned modified duties for any time not
covered by that leave in order to meet teaching workforce reports.
• A tenure-track faculty member can request an extension of the tenure
clock due to the birth or adoption of a child. The College of Science will be
supportive of any such request.
*Source: Texas A&M College of Science 22
23. Example Tenure Clock Extension Policy –
Texas A&M
• Extensions to the probationary period may be granted upon petition by the faculty member,
recommendation by the Department Head and Dean, and approval by the Dean of Faculties.
• Extensions are usually for one year, but a longer period may be requested in compelling
circumstances. Any extension greater than one year must be approved by the Provost. A
faculty member may petition for an extension in the following cases:
• The faculty member is taking leave without pay, or a reduction in service to 50% time for a
semester or academic year, provided the leave is not taken solely for the purpose of pursuing
activities that will enhance the faculty member’s qualifications for tenure and promotion.
• The faculty member has encountered circumstances that may seriously impede progress
toward demonstration qualification for the award of tenure and promotion. Such
circumstances might include (but are not limited to):
– serious illness or injury
– having responsibility for the primary care of an infant or small child
– having responsibility for the primary care of a close relative who is disabled, elderly or
seriously ill
– any serious disruption of the probationary period for unexpected reasons beyond the
faculty member’s control.
23
24. Useful Negotiation References
Getting to Yes: Negotiating Agreement Without Giving In by Roger
Fisher, William Ury, and Bruce Patton
Ask For It: How Women Can Use the Power of Negotiation to Get
What They Really Want by Linda Babcock and Sara Laschever
COACh workshops for women scientists and engineers
On the Cutting Edge: Negotiating for What You Need to be Successful:
http://serc.carleton.edu/NAGTWorkshops/careerprep/jobsearch/negotiating.html
24
Please type your questions or comments into the chat box.
25. Pursuing an Academic Career in
the Geosciences Webinar Series
Networking for Academic Careers
May 16, 2013 (Wednesday)
Tracey Holloway, University of Wisconsin
25
26. Thank you!
We’re glad you were able to join us today.
Please help us by completing an evaluation
form (we will send you the link).
http://nagt.org
Editor's Notes
Different views on some of these points
What is American Association of Universities Data Exchange, point out that the assistant prof are not starting salaries