A – The Objective of the Application
1 Appreciate that application letters should aim to obtain an initial
2 No Applicant can obtain a position without having an interview.* Thus an important early objective for Applicants becomes – Obtain an Interview.
3 Some try to do so by ringing and talking their way into an interview over the phone. Some drop into the Advertiser’s office and hope to persuade the Selector to see them.
4 If a Selector/Consultant charge their Clients on a rate-per-hour basis, they rarely ( if ever) accept such approaches.
5 Thus most Applicants must “apply by letter” if they want to obtain an interview. Continue reading
C – Information to include in a General Application
1 It proves difficult to define everything that Applicants should include and exclude in an Application. The decision should rest on the relevance of the information to the position under consideration.
2 The following list describes what one Consultant would like included in a general Application sent to them. We believe many other Selectors would welcome such information. We doubt if Applicants would reduce their chances of obtaining an initial interview with any worthwhile Selector by including this information‑
3 Include the following information in an application.
4 Full Name, Address, Age, Date of Birth, Marital Status, Number and Age of all Children, Phone Numbers (Business and Private).
Education and Training
5 Details of Secondary and Tertiary Studies, including dates and any special awards received. Details of trade and specific skills. Training undertaken, including start and end dates and duration.
1 These notes will use the term “Sales Meeting” to include conferences and conventions. They cover any situation which brings together all, or part of, the sales force. They provide a means of personal communication with the group.
2 Organisations use them to:
(a) interchange information,
(b) increase the level of appropriate motivation of Sales Representatives,
(c) provide the latest information on the Company’s marketing plans,
(d) introduce new products, and
(e) give inspirational addresses.
3 If the meetings achieve these objectives Sales Representatives can see more clearly the means of satisfying their needs and thus have the motivation to achieve greater performance.
4 Meetings will usually achieve more of their objectives if someone has given Representatives the chance to contribute to the business of the meeting. They can make suggestions based on their experience and discuss conditions which frustrate their sales efforts. Essentially the possibility of two-way communication give sales meetings their motivational nature.
Preparing For The Meeting
5 Effective Sales Meetings need careful planning and preparation. Inadequate preparation often causes ineffective meetings.
1 Marketing Executives try to carry out activities which will increase the probability of making profitable sales in places where they market their goods. They have certain ideas about the elements (or parts or factors) which make up their market. They have ideas about the relationships between the elements, including causal relationships – that increasing element X (e.g. Advertising) will lead to an increase in element Y (e.g. Sales).
2 Many Executives do not examine their market systematically. They hold assumptions about the market which they rarely examine. They base their decisions upon these rarely-examined, and sometimes incorrect, assumptions.
3 The more Marketing Executives know about the market elements and their inter-relationships the better the foundations they have on which to base decisions about how to influence the market.
4 The following ideas aim to help Executives find out more about their markets.
5 The ideas apply to one product. Where Organisations have many products they should carry out the following procedures for one product at a time. Then they should use the procedure to look at the interrelationships between products.
1 Group Interview situations will have a greater chance of obtaining useful Market Research information if the Organisers give careful attention to specific points.
2 These notes discuss some of these points, but first discuss the usefulness of the Group Interview as an evidence-collecting technique.
The Group Interview as a means of collecting Evidence
3 Managers should avoid putting too much faith on the results of Group Interviews. To support this view, consider the following three major weaknesses of Group Interviews as evidence-collecting devices.
(a) Sometimes the Group processes will change the evidence collected. (Examples. Some Members do not present their real views because they believe the other Members will not accept their views and/or will tend to reject them as people. Some Members will
agree with other Members to gain their favour.)
(b) Deciding how to interpret the (usually) qualitative evidence collected often proves difficult.
(c) A group provides a relatively small sample. Often it will not prove as representative of the target population as Investigators might hope.
4 Sometimes Managers draw conclusions on the basis of Group Interviews without considering the above weaknesses.
5 In most cases Organisations should treat market-research Group Interviews as a means of generating ideas. Marketers MAY act on these ideas.
6 Examples. The use of an idea as a basis for an advertising theme and/or the desirability of investigating the possibility of a new product or an improvement of an existing product.
How to use the Notes (3)*
Evaluation of the Effectiveness of Training (16)
Evaluation of Training (3)
Course Evaluation Form (General and Brief Evaluation Form for Any Course) (2)
Course Members Evaluation. A Detailed Evaluation Form (9)
A Meaning For Course Content
1 The phrase “Course Content” may refer to (a) the objectives a course aims to try to achieve and (b) the topics to include in a course.
Approaches to selecting broad Course Content
2 To select course content, one approach would have as step one – Identify the training needs (of a group of people).
3 Examples of Training Needs. (a) My people need to learn to manage better. (b) The Supervisors in Department X never delegate enough.
4 Step two would become – Translate the training needs into training objectives.
5 Examples. (a) Help people to manage better. (b) Help Supervisors in Department X to delegate the right amount.
1 People have different views on how much an Organisation should spend on find their Training Needs. Different Organisations take different actions on this matter.
2 The different assumptions which people hold explain some of this variation.
3 These notes list some important assumptions. They aim to encourage Readers to examine these assumptions, identify their own, and estimate the degree to which evidence supports the different assumptions. This process should help Readers decide how much their Organisation should spend on finding Training Needs.
4 Readers should note that these notes refer only to Training Needs related to Managing. They do not refer to Training Needs related to technical knowledge of the processes and products of a particular Organisation.
Assumptions about Managers
5 Few Managers have much useful information to offer when asked to state some specific training needs of their Subordinates
1 Facilitate – any intended communication activity – carried out as part of a group discussion – which aims to (a) reduce communication barriers which stop or delay the group from achieving its objectives, (b) reduce interpersonal problems, or (c) help members understand themselves and/or other members and apply this understanding to improve communications between people.
For Readers who want a Summary
2 Readers who want a summary of the definition should read paragraph 100 and later paragraphs. it sets out the definition in a diagrammatic form, suggests three possible definitions of facilitate, and shows how these definitions relate to other similar activities (e. g conference leading),
3 The above- mentioned paragraphs list the elements included in the definition – and the excluded elements.
4 The following sections take different parts of the definition and discuss their meaning and the reasons for including them in the definition.
5 A few sections discuss phrases that the definition might have used, but has not.
1 Both these words often refer to a particular objective and/or activity.
2 Effectiveness refers to whether any actions taken achieve an objective or not. Thus we have effective behaviour – one which achieves the end objective and ineffective behaviour – which does not achieve the objective.
3 Efficiency refers to the amount of resources used in relation to the objective achieved.
4 Example. If Tom used $1,000 and one hour of time to achieve a particular objective but Pam used $800 and 45 minutes to achieve exactly the same objective, Pam’s activity would rate as more efficient.
5 The resources may include time, money, materials, machines anything required to achieve an end objective.