Stakeholders

The purpose of this assignment is to identify key stakeholders within your organization who are affected by, have influence over, or have an interest in solving the problem you are attempting to address with your action research project.

Stakeholder analysis requires you to examine a number of variables in relation to each individual or group you have identified. Use the “Stakeholder Brainstorming” resource provided as a tool to assist you in completing the “Stakeholder Analysis” Excel spreadsheet.

In the analysis, list titles and groups of stakeholders. Do not list names of specific individuals. It is important to note the role each stakeholder has in the problem and in solving the problem. Determine whether or not the individual or group has a negative, indifferent, positive, or very positive predisposition about the problem.

Within the “Stakeholder Analysis” spreadsheet, there is a tab labeled “Current-State Matrix.” Study the terminology related to influence and support and think about how each block describes the feelings a stakeholder may have about the problem and proposed solution. For example, there may be a group or individual that has a high degree of support with regard to solving the problem. If you know such person or group also has a high level of influence in how the problem is solved, it is important to think about how you will approach this person or group in terms of seeking information and presenting potential solutions. Taking time to rank the level of influence and support for each stakeholder is critical as you proceed, because it may have a large role in determining whether or not specific problem solutions can be implemented.

Take the time necessary to conduct research that will help you determine possible stakeholder reactions and issues related to potential solutions. Think about the motivation, drivers, and expectations of exchange for each stakeholder, the problem, and the proposed solutions. Finally, consider the role of the stakeholder, including when the stakeholder needs to be involved in the change effort, any stakeholder management activities, and stakeholder deliverables and timelines. If a stakeholder will ultimately end up having a designated role in implementing the solution, the ability to articulate the role, scope, and timeframe will be of utmost importance.

Complete the “Stakeholder Analysis” spreadsheet and submit it to the instructor along with a 500-word summary of your findings. In the summary, discuss the following:

  1. Summarize stakeholder attitudes about the identified problem and support your summary with specific data from your collection tool.
  2. Summarize stakeholder attitudes or experiences related to previously implemented problem solutions and support your summary with specific data from your collection tool.
  3. Summarize stakeholder ideas for potential solutions and support your summary with specific data from your collection tool.
  4. Who are the stakeholders you will seek to act as sponsors to support you in the implementation of a problem solution? Provide specific reasons why these stakeholders are key to implementing a solution.
  5. Who are the stakeholders that will likely be directly affected by solving the problem? Provide specific ways these stakeholders could be directly affected by solving the problem.
  6. Who are the stakeholders who could pose potential roadblocks to solving the problem? Provide specific reasons why these stakeholders could pose potential roadblocks and what those roadblocks could be.
  • Current-State Matrix

    INFLUENCE Negative Support/High Influence (Commit) Positive Support/High Influence (Leverage)
    Negative Support/Moderate Influence (Invest) Positive Support/Moderate Influence (Plan)
    Negative Support/Low Influence (Marginalize) Positive Support/Low Influence (Maintain)
    SUPPORT

    Stakeholder Template

    Name of Stakeholder Description of Stakeholder Role of Stakholder Level of Knowledge in Program Available Resources, Information, Influence, Money, Staff, Technology, etc. Level of Interest Level of Support Level of Influence Action Plan for Stakeholder Engagement Level of interest Level of Support Level of Influence
    Example: Call Center Manager Leader of the Call Center in Phoenix Project Sponsor High level of knowledge Funding of project and internal resources from call center High Positive High Maintain regular communication with stakeholder on progress and updates. Low Negative Low
    Moderate Positive Moderate

Marketing Excellence: Coca-Cola

Review the “Marketing Excellence: Coca-Cola” case study on pp. 611 of your textbook (ATTACHED). In thinking about the great brand success Coca Cola has experienced, what do they need to think about in the future with respect to communication strategies. Think about both traditional and digital applications and be specific with both media, themes and timing.

ANSWER THE ABOVE QUESTION THEN REPLY TO MY CLASSMATE’S RESPONSE TO THE ABOVE QUESTION AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 200 WORDS EACH POST)

                                                         CLASSMATE’S POST

Coca-Cola is reported to be one of the best brands in the world when it comes to popularity and sells according to the case study.  It’s also said that it repeatedly rates at the top of the Interbrand ranking.  Just as it did in 1886 when emphasizing the product’s medicinal benefits, Coca-Cola must continue to seek out target markets when the opportunity arises.  Past campaigns certainly exhibit the brand’s ability to think outside of the box.

Popularity of the brand has been established by traditional media such as newspaper ads, magazines, and even billboards; not just in the U.S., but all over the world.  Coca-Cola can strengthen its position in the future as the brand that connects people by being responsive to social, political, and economic events as they occur around the world.  The use of social media, smart phones, blogs, and online forms, to name a few – to relay sincere, relevant messages to its current and prospective consumers will prove to be highly valuable.

To avoid failure of new products like New Coke, the brand should ensure it communicates, clearly, the benefits and features of new products.  This can be done by soliciting feedback from consumers who have been provided free samples at the point-of-purchase and by mail.  Relevancy and time will also play a major role in the success of the brand’s messaging to consumers.  If the firm finds that consumers are reading less hard-copy materials (newspapers and magazines, for example), it might be wise to focus more on the technological advances made in other industries to reach consumers.  In another effort to expand its reach, the brand should also look to influential online leaders to for assistance in spreading positive word-of-mouth information about its products.  Something as simple as sponsoring YouTube sensations could be very beneficial.

I cannot emphasize enough the importance of the brand remaining relevant with consumers, and messaging to them in a timely manner.  If the firm continues to combine traditional and digital forms of communication, it will find itself topping ratings around the world as it currently is now.  Finally, Coca-Cola’s marketers must be cognizant of consumers’ behaviors and to other forms of technological advances in an effort maximize opportunities as they are presented; and to make updates to marketing strategies as needed.

Marketing Excellence Coca-Cola

When it comes to mass marketing, perhaps no one does it better than Coca-Cola. Coke is the most popular and best-selling product in the world. With an annual marketing budget of $3 billion and annual sales exceeding $30 billion, the brand tops the Interbrand ranking of the best brands year after year. Today, the company reaches consumers in more than 200 countries and has a brand value of $79 billion. In fact, it is such a global phenomenon that its name is the second-most understood word in the world (after okay). The history of Coke’s success is impressive from any perspective. The drink was invented in 1886 by Dr. John S. Pemberton, who mixed a syrup of his own invention with carbonated water to cure headaches. The company’s first president turned the product into a pop culture phenomenon by distributing it to pharmacists around the world and engaging consumers through Coca-Cola–branded clocks, posters, and other paraphernalia.

Coca-Cola believed early on that to gain worldwide acceptance, the brand needed to accomplish two things: connect emotionally and socially with the masses and ensure that it was “within arm’s-length of desire.” So the company focused on gaining extensive distribution and making the product beloved by all. In World War II, it proclaimed, “every man in uniform gets a bottle of Coca-Cola for 5 cents, wherever he is, and whatever it costs the company.” This strategy helped introduce the soft drink around the world as well as connecting consumers emotionally with a positive message during a time of turmoil.

How did Coca-Cola become so much bigger than any of its competitors? The company not only creates uplifting global campaigns better than anyone; it also translates them brilliantly across different countries, languages, and cultures. Coke’s advertising has primarily focused on its ability to quench thirst and connect people no matter who they are or how they live. One of Coca-Cola’s most memorable and successful commercials was called “Hilltop” and featured the song, “I’d like to buy the world a Coke.” Launched in 1971, the ad featured young adults from all over the world sharing a happy moment and a common bond (holding a Coke) on a hillside in Italy. It touched so many consumers that the song became a top-10 hit single later that year. Coca-Cola’s television commercials still convey the message of universal connection over a Coke. The company’s 2014 Super Bowl ad featured “America the Beautiful” sung in nine different languages—English, Spanish, Tagalog, Mandarin, Hindi, Hebrew, Keres (a language of the Pueblo people), French, and Arabic—showing that people of different ethnicities can connect through their love for the United States and Coca-Cola. Other commercials take a lighthearted tone to appeal to a younger audience. In one spot, a group of young adults sit around a campfire laughing, playing the guitar, and passing around a bottle of Coke. The bottle reaches a slimy, one-eyed alien who takes a sip and passes the bottle along. When the next drinker wipes the slime off in disgust, the music stops and the group stares at him in disappointment. The man hands the

 

 

bottle back to the alien to get re-slimed and then drinks from it, and the music and the party continue in perfect harmony.

Jonathan Mildenhall, Coca-Cola’s global head of content and advertising, explained the continued importance of TV ads: “The role of TV will never go from the Coca-Cola company; TV has a unique set of attributes in a marketing campaign that other media just cannot give us but I just don’t think it should be the starting point.” The company’s mass communications strategy thus mixes a wide range of media including television, radio, print, social, in-store, digital, billboard, public relations, events, paraphernalia, and even its own museum. Its target audience and reach are so massive that choosing the right media and marketing message is critical, despite having a $3 billion marketing budget.

Coca-Cola uses big events to hit huge audiences; it has sponsored the Olympics since 1928 and advertises during the Super Bowl. The company targets younger consumers through efforts like 1.3 million tweets each quarter and strategic product placements including the judges’ red Coke or Diet Coke cups placed front and center during American Idol. And it spends more than $1 billion a year on sports sponsorships such as NASCAR and the World Cup. The delicate balance between Coca-Cola’s local and global marketing is crucial; the campaigns must be relevant and translate well on a local scale. In China, for example, the company has given its regional managers control over advertising so they can include appropriate cultural messages. One executive explained, “Creating effective marketing at a local level in the absence of global scale can lead to huge inefficiencies.” In 2006, for example, Coca-Cola ran two campaigns during the FIFA World Cup as well as several local campaigns. In 2010, it ran a single World Cup campaign in more than 100 markets. Company executives estimated that the latter, global, strategy’s efficiency saved it more than $45 million.

Despite its unprecedented success, Coca-Cola is not infallible. In 1985, in perhaps the worst product launch ever, the company introduced New Coke—a sweeter concoction of the original secret formula. Consumers instantly rejected it, and sales plummeted. Three months later, Coca-Cola relaunched the original formula under the name Coca- Cola Classic, to the delight of customers everywhere. Then-CEO Roberto Goizueta stated, “The simple fact is that all the time and money and skill poured into consumer research on the new Coca-Cola could not measure or reveal the deep and abiding emotional attachment to original Coca-Cola felt by so many people.”

Coca-Cola’s success at marketing a product on such a global, massive scale is unique. Despite the ups and downs of soft-drink trends over the years, no brand is so universally available, universally accepted, and universally loved as Coca-Cola.

Health Care Financial Reform Proposal

Write a paper (1,500-2,000 words) on what you think should be included in a future reform of the health care system, focusing on financial operating changes that would improve efficiency and provide for improved transparency to the public. Include three to five research/references to support your position.

 

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

CLC- Supplemental Services

THE ONLY PART OF ASSIGMENT THAT NEEDS TO BE DONE IS Aligned Independent Adult Living Activity: Please use the template

 

Details:

This is a Collaborative Learning Community assignment.

Part One

Using chapter 3 of the textbook as a guide, summarize what the law requires for the following services in 1,000-1,250-words. Consider the parties involved:

  1. Transition services
  2. Occupational therapy
  3. Assistive technology
  4. Vocational Rehabilitation Services

Part Two

As a group, use the case study provided to develop a transition plan. A transition plan template has been provided. Your plan should include:

  1. Measurable post-secondary goals and aligned activities for employment.
  2. Post-secondary education and training.
  3. Independent living.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin.

SPE-350 T6 Case Study and Transition Template_8-25-14.docx

SPE-350 Case Study and Transition Plan Template

 

Directions

After completing the essay, the group will use the following case study provided to develop a transition plan that includes measurable post-secondary goals and aligned activities for employment, post-secondary education and training, and independent adult living.

Case Study

Darren is a seventeen-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least 3 times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.

Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions which results in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.

Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.

His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.

Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.

During a student interview, Darren stated he wanted to become a professional football player. Darren wants to play football and hopes to win a scholarship to college. However, he has been unable to make the final cuts on the football team at the high school since he can be clumsy and does not run very fast. Darren was not aware that he will need to register for Selective Service at the age of 18 years or before the age of 25 years. He could explain the need for the word processor, spell check, and electronic spelling dictionary.

Darren’s favorite subjects are ceramics and algebra. He dislikes English, history, and art. He struggled in biology, but did pass chemistry with modifications and push-in support from the special education teacher. However, he struggles with the word problems and needs help figuring out the equations to write when solving word problems. Darren is fast at math computation and can solve simple algebraic equations.

Darren used to receive speech articulation therapy in elementary school for articulation. The speech therapist dismissed Darren from speech services in the fifth grade as he had developed enough skills to enunciate properly. He was not eligible for language services. He is eligible for occupational therapy and the therapist meets with Darren for 30 minutes every other week to review his use of needed accommodations and supports for writing. The therapist also works with him on organizational skills such as cleaning out his notebook and filling out a planner.

 

 

 

Post-Secondary Transition Plan

Description of student: (Include age, grade, strengths, preferences, interests, and needed accommodations related to employment, education and training, and independent adult living. Include any other information that is pertinent to the transition plan. Also include a description of the assistive technology and related services the student receives. Discuss ability to access adult services such as vocational rehabilitation services or other adult services the student may be eligible for.)

 

 

 

 

 

 

 

 

 

 

 

 

Employment Goal: (Write a measureable goal related to employment after high school that is reasonable based on the information provided in the case study.)

 

 

 

 

Aligned employment Activity: (Describe one activity that the student could do at high school to improve a skill needed to achieve the employment goal or to explore strengths and needs related to future employment. This must relate to the employment goal).

 

 

 

 

List Responsible Person(s) or Agency: (This can include the student, school staff, parent, or adult service agency.)
Education and Training Goal: (Write a measureable goal related to education and training after high school that is reasonable based on the information provided in the case study and is related to the employment goal. Examples include on-the job training, community college, vocational education/trade school, college or university settings.)

 

 

 

 

Aligned Education and Training Activity: (Describe one activity that the student could do in high school to improve a skill needed to achieve success in a post-secondary school or training settings. This must relate to the employment and education/training goal).

 

 

 

List Responsible Person(s) or Agency: (This can include the student, school staff, parent, or adult service agency.)
Independent Adult Living Goal: (Write a measureable goal related to independent adult living after high school that is reasonable based on the information provided in the case study.)

 

 

 

Aligned Independent Adult Living Activity: (Describe one activity that the student could do in high school to improve a skill needed for independent adult living.)

 

 

 

List Responsible Person(s) or Agency: (This can include the student, school staff, parent, or adult service agency.)
Has student and parents been advised of transfer of rights at the age of majority?

 

Yes or No Date notified___________________ Initials:_________

 

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