Mission
Cadbury’s mission statement says simply: ‘Cadbury means quality’; this is our promise. Our reputation is built upon quality; our commitment to continuous improvement will ensure that our promise is delivered’ .
Vision
The Vision into action (VIA) plan embodies all aspects of our strategy. Our governing objective is to deliver superior shareowner returns by realizing our vision to be the world’s biggest and best confectionery company. At the heart of our plan is our financial scorecard, judiciously reinforced by our priorities, commitments and culture .
Implementation
Cadbury believes that the business still has significant untapped potential – both in terms of top line growth and returns. By exploiting the strength of leadership positions to continue to grow the market share and significantly increase our mar and returns, Cadbury aims to achieve the vision of becoming the biggest and best confectionery company in the world.
Sunday, December 27, 2009
Friday, December 25, 2009
mission and vission statement of cadbury
Mission
Cadbury’s mission statement says simply: ‘Cadbury means quality’; this is our promise. Our reputation is built upon quality; our commitment to continuous improvement will ensure that our promise is delivered’ .
Vision
The Vision into action (VIA) plan embodies all aspects of our strategy. Our governing objective is to deliver superior shareowner returns by realizing our vision to be the world’s biggest and best confectionery company. At the heart of our plan is our financial scorecard, judiciously reinforced by our priorities, commitments and culture .
Implementation
Cadbury believes that the business still has significant untapped potential – both in terms of top line growth and returns. By exploiting the strength of leadership positions to continue to grow the market share and significantly increase our mar and returns, Cadbury aims to achieve the vision of becoming the biggest and best confectionery company in the world.
To achieve these financial goals, Cadbury has a growth and efficiency strategy which aligns behind the focus on fewer, faster, bigger and better. This focus is being applied to all aspects of the business.
Cadbury’s mission statement says simply: ‘Cadbury means quality’; this is our promise. Our reputation is built upon quality; our commitment to continuous improvement will ensure that our promise is delivered’ .
Vision
The Vision into action (VIA) plan embodies all aspects of our strategy. Our governing objective is to deliver superior shareowner returns by realizing our vision to be the world’s biggest and best confectionery company. At the heart of our plan is our financial scorecard, judiciously reinforced by our priorities, commitments and culture .
Implementation
Cadbury believes that the business still has significant untapped potential – both in terms of top line growth and returns. By exploiting the strength of leadership positions to continue to grow the market share and significantly increase our mar and returns, Cadbury aims to achieve the vision of becoming the biggest and best confectionery company in the world.
To achieve these financial goals, Cadbury has a growth and efficiency strategy which aligns behind the focus on fewer, faster, bigger and better. This focus is being applied to all aspects of the business.
Tuesday, November 3, 2009
nokia's marketing strategy needs a change!
no doubt that the products from the Finnish company, Nokia, are some of the very best in the world, but the company still hasn’t found a profitable way to market its goods. The very reason that other mobile phone companies are fast eating up Nokia’s market share is their superior (yet simple) marketing practices.
Motorola and Samsung must now be in the FUW (frequently used words) list in Nokia’s board meetings. These companies have made Nokia pay dearly for its rudimentary approach in marketing its phones. The aggressive marketing practices followed by Motorola have hit Nokia very hard and it is losing very crucial global market share every month to its American competitor.
Nokia, quite alarmed by the dropping sales of its phones, is now putting all its weight behind the N-Series range. The N-Series is packed with multimedia features and Nokia believes that these phones might woo the costumers back to the big daddy of the mobile phone world. But Espoo, we have a problem!! (Nokia is headquartered at Espoo, Finland).
While Motorola (quite intelligently) gives a dashy-flashy name to every phone it brings into the market, Nokia tends to do the exact opposite. Nokia from the very start has relied on numbers rather than names. This strategy worked very well in the past, but only because there wasn’t much competition back then. But times have changed. Every month the market sees at least a dozen new handsets from an equal number of manufacturers. Consumers now have more than they can choose.
Consumers are more attracted by names because they can thus easily relate to the features of the phone. This is evident from the success of the MotoRazr, MotoSlvr, MotoRizr and MotoKrzr. These phones are not packed with heavy multimedia features like the N-Series; still they are selling like hot cakes. Just by reading the name of the handset, one gets a broad idea what the phone looks like or what its features are.
Nokia advertises more than Motorola. Still its market share is dropping. Motorola does not need to spend much money for the promotion of its products and it doesn’t have to worry about the marketing of these phones; it just simplifies its job by naming its products right. Take the example of Apple. It did not have to do much to promote its iPhone. Thanks to the leaked photos and technical specifications, it became the most anticipated gadget of all times.
It is high time that Nokia starts applying some common sense to its marketing strategies. It doesn’t have to do anything great, other than just naming its phones. A few months ago, a highly placed Nokia official told Reuters that his company would soon go the Motorola way and start using names for its new phones. It is in Nokia’s best interest that it takes to this path as early as possible, otherwise the once market leader might see its market share plummeting to even lower depths.
source: google/nokia's marketing strategy
Motorola and Samsung must now be in the FUW (frequently used words) list in Nokia’s board meetings. These companies have made Nokia pay dearly for its rudimentary approach in marketing its phones. The aggressive marketing practices followed by Motorola have hit Nokia very hard and it is losing very crucial global market share every month to its American competitor.
Nokia, quite alarmed by the dropping sales of its phones, is now putting all its weight behind the N-Series range. The N-Series is packed with multimedia features and Nokia believes that these phones might woo the costumers back to the big daddy of the mobile phone world. But Espoo, we have a problem!! (Nokia is headquartered at Espoo, Finland).
While Motorola (quite intelligently) gives a dashy-flashy name to every phone it brings into the market, Nokia tends to do the exact opposite. Nokia from the very start has relied on numbers rather than names. This strategy worked very well in the past, but only because there wasn’t much competition back then. But times have changed. Every month the market sees at least a dozen new handsets from an equal number of manufacturers. Consumers now have more than they can choose.
Consumers are more attracted by names because they can thus easily relate to the features of the phone. This is evident from the success of the MotoRazr, MotoSlvr, MotoRizr and MotoKrzr. These phones are not packed with heavy multimedia features like the N-Series; still they are selling like hot cakes. Just by reading the name of the handset, one gets a broad idea what the phone looks like or what its features are.
Nokia advertises more than Motorola. Still its market share is dropping. Motorola does not need to spend much money for the promotion of its products and it doesn’t have to worry about the marketing of these phones; it just simplifies its job by naming its products right. Take the example of Apple. It did not have to do much to promote its iPhone. Thanks to the leaked photos and technical specifications, it became the most anticipated gadget of all times.
It is high time that Nokia starts applying some common sense to its marketing strategies. It doesn’t have to do anything great, other than just naming its phones. A few months ago, a highly placed Nokia official told Reuters that his company would soon go the Motorola way and start using names for its new phones. It is in Nokia’s best interest that it takes to this path as early as possible, otherwise the once market leader might see its market share plummeting to even lower depths.
source: google/nokia's marketing strategy
what is branding? how does Nestle does it?
Branding is the collection of attributes that the consumer has come to expect from a product, which will strongly influence their buying patterns. Branding can be achieved using a company name - it can be applied generically or, as in the case of Kit Kat, on an individual basis. The brand name promises the consumer particular benefits, such as quality and value for money, with these expectations being built up over many years. A brand name is often considered by a company to be its most important intangible asset. In a market where repeat purchases are the key to profitability, a brand name becomes paramount to a product's success.
A catchy name and distinctive packaging are vital ingredients in any brand image, but the true essence of a brand identity lays in the consumer's mind i.e. the perceptions of the product. A company must be constantly aware of these perceptions and try to preserve and build on them through advertising and other promotions. Branding enables marketers to build extra value into products and to differentiate them from their competitors.
The history of Kit Kat emphasises the importance of successfully managed brand names to the company that owns them. Nestlé was prepared to pay a record price to acquire Rowntree in 1988 because of the prestigious brands in Rowntree's product portfolio. Kit Kat was an important part of the portfolio. This acquisition prompted the City to look into the possibilities of including a financial valuation of a brand as an asset on a company's balance sheet.
A catchy name and distinctive packaging are vital ingredients in any brand image, but the true essence of a brand identity lays in the consumer's mind i.e. the perceptions of the product. A company must be constantly aware of these perceptions and try to preserve and build on them through advertising and other promotions. Branding enables marketers to build extra value into products and to differentiate them from their competitors.
The history of Kit Kat emphasises the importance of successfully managed brand names to the company that owns them. Nestlé was prepared to pay a record price to acquire Rowntree in 1988 because of the prestigious brands in Rowntree's product portfolio. Kit Kat was an important part of the portfolio. This acquisition prompted the City to look into the possibilities of including a financial valuation of a brand as an asset on a company's balance sheet.
Monday, October 26, 2009
consumer buying behaviour
Consumer buyer behaviour is focused upon the needs of individuals, groups and organisations.
If a marketer can identify consumer buyer behaviour, he or she will be in a better position to target products and services at them. Buyer behaviour is focused upon the needs of individuals, groups and organisations.
It is important to understand the relevance of human needs to buyer behaviour (remember, marketing is about satisfying needs).
Let's look at human motivations as introduced by Abraham Maslow by his hierarchy of needs: The hierarchy is triangular. This is because as you move up it, fewer and fewer people satisfy higher level needs. We begin at the bottom level.
Physiological needs such as food, air, water, heat, and the basic necessities of survival need to be satisfied. At the level of safety, man has a place to live that protects him from the elements and predators. At the third level we meet our social and belongingness needs i.e. we marry, or join groups of friends, etc.
The final two levels are esteem and self-actualisation. Fewer people satisfy the higher level needs. Esteem means that you achieve something that makes you recognised and gives personal satisfaction, for example writing a book. Self-actualisation is achieved by few. Here a person is one of a small number to actually do something. For example, Neil Armstrong self-actualised as the first person to reach the Moon.
The model is a little simplistic but introduces the concept a differing consumer needs quite well.
To understand consumer buyer behaviour is to understand how the person interacts with the marketing mix. As described by Cohen (1991), the marketing mix inputs (or the four P's of price, place, promotion, and product) are adapted and focused upon the consumer.
The psychology of each individual considers the product or service on offer in relation to their own culture, attitude, previous learning, and personal perception. The consumer then decides whether or not to purchase, where to purchase, the brand that he or she prefers, and other choices.
source: http://www.marketingteacher.com/Lessons/lesson_consumer_buying_behaviour.htm
If a marketer can identify consumer buyer behaviour, he or she will be in a better position to target products and services at them. Buyer behaviour is focused upon the needs of individuals, groups and organisations.
It is important to understand the relevance of human needs to buyer behaviour (remember, marketing is about satisfying needs).
Let's look at human motivations as introduced by Abraham Maslow by his hierarchy of needs: The hierarchy is triangular. This is because as you move up it, fewer and fewer people satisfy higher level needs. We begin at the bottom level.
Physiological needs such as food, air, water, heat, and the basic necessities of survival need to be satisfied. At the level of safety, man has a place to live that protects him from the elements and predators. At the third level we meet our social and belongingness needs i.e. we marry, or join groups of friends, etc.
The final two levels are esteem and self-actualisation. Fewer people satisfy the higher level needs. Esteem means that you achieve something that makes you recognised and gives personal satisfaction, for example writing a book. Self-actualisation is achieved by few. Here a person is one of a small number to actually do something. For example, Neil Armstrong self-actualised as the first person to reach the Moon.
The model is a little simplistic but introduces the concept a differing consumer needs quite well.
To understand consumer buyer behaviour is to understand how the person interacts with the marketing mix. As described by Cohen (1991), the marketing mix inputs (or the four P's of price, place, promotion, and product) are adapted and focused upon the consumer.
The psychology of each individual considers the product or service on offer in relation to their own culture, attitude, previous learning, and personal perception. The consumer then decides whether or not to purchase, where to purchase, the brand that he or she prefers, and other choices.
source: http://www.marketingteacher.com/Lessons/lesson_consumer_buying_behaviour.htm
Saturday, October 24, 2009
toyota efficiency
TEN MANAGEMENT TIPS BY TOYOTA
1. Always keep the final target in mind.
2. Clearly assign tasks to yourself and others.
3. Think and speak on verified, proven information and data.
4. Take full advantage of the wisdom and experiences of others to send, gather or discuss information.
5. Share information with others in a timely fashion.
6. Always report, inform and consult in a timely manner.
7. Analyze and understand shortcomings in your capabilities in a measurable way.
8. Relentlessly strive to conduct kaizen activities.
9. “Think out of the box” or beyond common sense and standard rules.
10. Always be mindful of protecting your safety and health.
source: wikipedia
1. Always keep the final target in mind.
2. Clearly assign tasks to yourself and others.
3. Think and speak on verified, proven information and data.
4. Take full advantage of the wisdom and experiences of others to send, gather or discuss information.
5. Share information with others in a timely fashion.
6. Always report, inform and consult in a timely manner.
7. Analyze and understand shortcomings in your capabilities in a measurable way.
8. Relentlessly strive to conduct kaizen activities.
9. “Think out of the box” or beyond common sense and standard rules.
10. Always be mindful of protecting your safety and health.
source: wikipedia
Tuesday, October 20, 2009
increasing efficiency-our classroom crisis!!
guys i found this really good article on increasing efficiency. although it says "teacher" but its applicable or us, students too!!
have a look at it:
5 Ways to Increase Teacher Efficiency and Student Learning:
Teachers only have a limited amount of class time for students to learn. How can these educators help their students master the critical information? For example, in New York State instructors have 180 days x 45 minutes at maximum; however, bad weather days, special days, assemblies, and student sickness cut down the real instructional days to much less. Five techniques can help teachers to increase their efficiency in the class and, therefore, to improve student learning.
1. Educators can can prioritize the curriculum; they focus on the critical course learning and make sure their students can do that learning well.
The teachers decide on the 80% of the curriculum that is “need-to-know”. Instructors can pretend they are teaching summer school so they pick out the critical part of the course. As the teachers weed through the course for a six week summer session, they focus on the truly essential learning for the course. They take out all the “nice-to-do” non- essential activities. In addition, the classroom leaders decide for the “need-to-know” material, whether the learning is to be at the mastery level (about 60% ) or the introductory level (about 40%). These educators do not need to spend as much time on introductory materials as on mastery level materials.
2. Efficient teachers incorporate numerous learning styles into their classroom strategies.
When instructors include text, visuals, and some kinesthetic in the content presentation, they are likely to incorporate the learning styles of many students; therefore, more students can be successful in their learning the first time. For example, teachers may talk through the text and images in on a PowerPoint screen about the social studies economic concepts of “supply and demand”; the talk, text and images all convey the same information. The teacher may also incorporate a movement such as one hand going down to indicate low supply and the other going up to indicate high demand . Likewise, during the learning, teachers may have a tic-tac-toe listing of possible ways to develop more understanding about the topic; each area focuses on learning through a different learning style. By encouraging students to learn in their learning style, the teacher maximizes the students' learning opportunities within a limited time frame.
3. Classroom leaders save time when they use formative assessment since they know in-route student learning progress.
If they find out through the formative assessments that students are having trouble with a certain concept, they immediately can make minor adjustments to instruction to help the pupils overcome their learning gap. For example, as a Spanish teacher has her students look at sentence missing past tense verbs, her students use one finger for the preterite tense and two fingers for imperfect tense to indicate which tense goes in each sentence. This language instructor can ascertain difficulties and give immediate feedback. If the educators wait until the unit test, they may need to have numerous major review sessions to overcome the cumulative learning gaps from throughout the whole learning goal.
4. When teachers give feedback, they will save class time by giving feedback to the greatest learning need area that the largest number of students have.
Work their way to the learning needs of small groups of students and then to the learning need of an individual. When math teachers see a gap in most students' concept of Geometry , they give whole class feedback to overcome that gap. They will always focus on their maximizing their feedback to help as many students at once.Teachers may create feedback-giving PowerPoints or TeacherTube videos so that while some students are viewing the media presentations, the educators can work with small groups or individuals.
5. Finally, educators can have well-established procedures for the classroom to reduce class management time and therefore create more instruction time.
They will have established many procedures such how and when to hand in homework (at the beginning of class in the “Class In” folder), where to find extra copies of materials (in the blue notebook and on the class wiki), and how small groups will form (count off by four).
source:http://www.hotchalk.com/mydesk/index.php/editorial/124-practical-tips-and-tools/681-5-ways-to-increase-teacher-efficiency-and-student-learning
have a look at it:
5 Ways to Increase Teacher Efficiency and Student Learning:
Teachers only have a limited amount of class time for students to learn. How can these educators help their students master the critical information? For example, in New York State instructors have 180 days x 45 minutes at maximum; however, bad weather days, special days, assemblies, and student sickness cut down the real instructional days to much less. Five techniques can help teachers to increase their efficiency in the class and, therefore, to improve student learning.
1. Educators can can prioritize the curriculum; they focus on the critical course learning and make sure their students can do that learning well.
The teachers decide on the 80% of the curriculum that is “need-to-know”. Instructors can pretend they are teaching summer school so they pick out the critical part of the course. As the teachers weed through the course for a six week summer session, they focus on the truly essential learning for the course. They take out all the “nice-to-do” non- essential activities. In addition, the classroom leaders decide for the “need-to-know” material, whether the learning is to be at the mastery level (about 60% ) or the introductory level (about 40%). These educators do not need to spend as much time on introductory materials as on mastery level materials.
2. Efficient teachers incorporate numerous learning styles into their classroom strategies.
When instructors include text, visuals, and some kinesthetic in the content presentation, they are likely to incorporate the learning styles of many students; therefore, more students can be successful in their learning the first time. For example, teachers may talk through the text and images in on a PowerPoint screen about the social studies economic concepts of “supply and demand”; the talk, text and images all convey the same information. The teacher may also incorporate a movement such as one hand going down to indicate low supply and the other going up to indicate high demand . Likewise, during the learning, teachers may have a tic-tac-toe listing of possible ways to develop more understanding about the topic; each area focuses on learning through a different learning style. By encouraging students to learn in their learning style, the teacher maximizes the students' learning opportunities within a limited time frame.
3. Classroom leaders save time when they use formative assessment since they know in-route student learning progress.
If they find out through the formative assessments that students are having trouble with a certain concept, they immediately can make minor adjustments to instruction to help the pupils overcome their learning gap. For example, as a Spanish teacher has her students look at sentence missing past tense verbs, her students use one finger for the preterite tense and two fingers for imperfect tense to indicate which tense goes in each sentence. This language instructor can ascertain difficulties and give immediate feedback. If the educators wait until the unit test, they may need to have numerous major review sessions to overcome the cumulative learning gaps from throughout the whole learning goal.
4. When teachers give feedback, they will save class time by giving feedback to the greatest learning need area that the largest number of students have.
Work their way to the learning needs of small groups of students and then to the learning need of an individual. When math teachers see a gap in most students' concept of Geometry , they give whole class feedback to overcome that gap. They will always focus on their maximizing their feedback to help as many students at once.Teachers may create feedback-giving PowerPoints or TeacherTube videos so that while some students are viewing the media presentations, the educators can work with small groups or individuals.
5. Finally, educators can have well-established procedures for the classroom to reduce class management time and therefore create more instruction time.
They will have established many procedures such how and when to hand in homework (at the beginning of class in the “Class In” folder), where to find extra copies of materials (in the blue notebook and on the class wiki), and how small groups will form (count off by four).
source:http://www.hotchalk.com/mydesk/index.php/editorial/124-practical-tips-and-tools/681-5-ways-to-increase-teacher-efficiency-and-student-learning
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