International Business

  Appendix A: Suggested Format/Outline for the Assignment 5 Project Proposal

Appendix A: Suggested Format/Outline for the Assignment 5 Project Proposal

Assignment 5 Proposal

Title of the Project Your Name Date

1. Introduction A brief introduction to the project

2. Objective Focused, narrow, crisp, and short (e.g., “To study the opportunities and obstacles

for importing rice as an international business in China”)

3. Scope: “This project will cover...” (Issues you will be covering in your project.

Scope indicates the beginning and end of project)

· Host country information—geography, size, population, demographics, etc.

· Analysis of culture of host country and its impact

· Analysis of political system of host country. Compare with the Canadian political system.

· Analysis of legal systems. Compare with the Canadian legal system.

· Analysis of economic system

· Analysis of government and business relations

· Opportunities for foreign direct investment

· Country’s integration into regional unions

· Management of foreign exchange, international capital markets, and financial

system

· Political risks

· Economic risks

· Discussion and findings

4. Synopsis (project proposal) This is a brief summary (story) of your project

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2 Appendix A: Suggested Format/Outline for the Assignment 5 Project Proposal

5. Methodology—How will you go about the project (conduct your research)

1. Whether it is a qualitative/quantitative project

2. How you will collect data

3. Sources of data

4. Models used (if any) for analysis

5. Data interpretation

6. Schedule of events: time frame (timeline chart)

1. Project proposal

2. Research and literature review

3. Data collection

4. Data analysis

5. Project milestones

6. Completion

7. Conclusion

8. References (APA Style)

ASSIGNMNET 2

Appendix D: The SMART Model for Decision Making in Business

How do you make choices about where to locate a business, or in which country to invest? There are some models or tools that can assist decision making. In modules 2 and 3, and in the Assignment 5 Project, you may use the “simple multi-attribute rating technique” (SMART) model to help you make some of your decisions.

The SMART model is easy for business decision makers to apply, and as long as you have collected accurate information about conditions for business, the SMART model can be a very effective tool to use when making choices or decisions about a variety of issues relevant to domestic or international business.

The SMART model can assist business decision makers in determining:

· Whether the firm’s market position will remain stable or is likely to shift;

· The relative position of the firm in relation to other key rivals within the industry;

· The strengths and weaknesses of the firm’s current competitive advantage(s) or lack thereof; and

· The likelihood of the firm’s success or failure in defending its current position in the face of emerging strategies of competitors and shifts in the business climate.

Knowing how to measure success is essential to the survival of any business. With research, firms can identify with attributes known as “Key Success Factors” (KSF). A KSF is a specific and/or general attribute that is critical to the success of that business. Typically, a firm may identify between one and three of these KSFs as a successful firm’s core competencies.

For example, if you researched the Canadian airline industry, you may identify such attributes as low cost, customer relationship, healthy corporate culture, and on-time scheduling as KSFs/other important attributes. Can you think of a Canadian airline that possesses and builds upon these KSFs/attributes? Can you think of a Canadian airline that seems to ignore these success factors? How would WestJet and Air Canada compare if you applied a SMART model using these attributes?

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Constructing a SMART Model

Instructions Step 1: Identify key success factors (KSFs) and other important attributes:

In order to make decisions, you must first gather information and become informed. Having undertaken research into the industry and reviewed the attributes of companies that are both succeeding and doing poorly, identify six to eight KSFs and other important attributes. If you have identified more than ten, you have identified too many. Similarly, if you have identified fewer than three KSFs/attributes, applying the model will be of little use.

Create a table. In the first column, under the heading “KSFs/Attributes,” list the KSFs if these are the go/on attributes that you believe are critical to a business in the industry sector you have selected (See Table 1 below). KSFs/attributes will typically include one to three of the core competencies required for success, and, for some industry sectors, there is only one or two very distinctive competencies that are critical to success.

Step 2: Weigh the KSFs and other important attributes:

After considering the importance of each of these attributes to the success of a firm in your industry sector, use your informed opinion to decide which factor is the most important, and which is the least important. Similarly, if you are determining critical factors for determining which country or region would be appropriate for locating a venture, you must conduct research to collect information and then use this information to make subjective decisions about which factors are most important for success.

Subjectively apply a weight to each of the six or eight KSFs in column 1, but make sure that the total value of the attribute weights adds up to 100. The attribute that is determined to be the most important is allocated the highest weight, while the least important attribute is assigned the lowest weight. When all of the KSFs/attributes weights are totalled, they must equal 100.

The results of this model will be of little value if each KSF/attribute is weighted equally. For example, if you have five KSFs and subjectively allocate a weight of 20 points to each, this suggests that each attribute is equally important. This will not help you make decisions later if you cannot assess what is most and least important to the success of your business. Similarly, avoid giving excessively high or low weighting to a KSF. If this is possible, then you have not truly identified key factors for success. If one KSF has a significantly higher weight (subjective value) than all others, i.e., between 50% and 70% of the 100 points, then the results will be of little value because the outcome will be so strongly influenced by that one attribute.

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Having undertaken research within the industry to understand which factors are key to the success or failure of existing firms, subjectively determine the values to allocate to the KSF and chart them on the table in the appropriate column. (See Table 1, below.)

Step 3: Identify the firms (or countries) for evaluation:

Across the top of the chart, record the names of the competitors (or countries) to be evaluated. In using the SMART model for a competitor analysis, assessing different companies, you would assess the value of key attributes or factors for the success of your firm compared to the KSFs for other existing firms in your industry sector. You would place your firm in the first column, and in the remaining columns, record the names of the firms with which you will compare your firm (i.e., your rivals or competition). In the Table 1 example, your firm is identified as XYZ Co., and your rivals or competitors are listed as Rival 1, Rival 2, Rival 3, and Rival 4.

Note for Assignment 2

In IBUS 3511 Assignment 2, you will compare five to seven countries for the potential location of your new international business venture. So, you will not be looking at specific firms at this time. However, you will follow the same steps for establishing lists of countries across the top row, KSFs/attributes down the first column on the left-hand side of the table, and weights (as below) for each attribute under each country column.

Step 4: Weigh each key success factor and other important attributes:

Using 1–10, there are 10 possible weights that can be assigned to each KSF. A weight of 10 represents outstanding, while a weight of 1 is the lowest possible weight. Consider the first KSF in Table 1: quality/product performance. You would research and review data to determine the quality of your product, as well as industry information on a competitor company’s product quality and performance. Then, you would subjectively award a weight between 0 and 10 for this KSF. In the example below, XYZ Co was awarded a weight of 8 for quality/product performance. You would continue to assign weights for each of the KSFs for all of the companies (or countries) in your model.

Step 5: Compute the weighted scores:

Computing the weights requires the use of simple mathematics: weight multiplied by weight. In Table 1, for firm XYZ Co., multiply the weight of 10 allocated to the first KSF (quality/product performance) by the weight awarded to that KSF (8). The result is a value of 80. Record this resulting value on the chart. Continue this process of multiplying the weight by the weight for each of the attributes to the bottom of the column. Continue this mathematical exercise for rivals 1, 2, 3, and 4.

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Step 6: Total the weighted scores:

For each column, add the resulting values obtained in Step 5. For example, in Table 1, we arrive at a total score for XYZ Co. of 595 points; for Rival 1 the total is 750 points; for Rival 2 the total is 685 points; for Rival 3 the total is 210 points; and for Rival 4 the total is 370 points.

Important note about decision-making models

Business models are not intended to make the decision for decision makers, but rather, to provide a logical sequence and process that will aid the decision maker in carefully weighing all of the relevant factors and data in order to arrive at a well- informed decision.

Table 1: Simple Multi-Attribute Rating Technique Model—Competitive Analysis
KSFs/Attributes	Weight X	XYZ Co. Weight = Score	Rival 1 Weight = Score	Rival 2 Weight = Score	Rival 3 Weight = Score	Rival 4 Weight = Score
Quality/Product Performance	10	8 = 80	5 = 50	10 = 100	1 = 10	6 = 60
Brand/Image	10	8 = 80	7 = 70	10 = 100	1 = 10	6 = 60
Manufacturing Capability	10	2 = 20	10 = 100	4 = 40	5 = 50	1 = 10
Customer Service	15	5 = 75	7 = 105	10 = 150	1 = 15	4 = 60
Relative Cost Position	30	5 = 150	10 = 300	3 = 90	1 = 30	4 = 120
Financial Resources	10	5 = 50	10 = 100	7 = 70	3 = 30	1 = 10
R&D Capability	5	9 = 45	4 = 20	10 = 50	5 = 25	1=5
Dealer Network	5	9 = 45	4 = 20	10 = 50	5 = 25	1=5
Technological Skill	5	10 = 50	1 = 50	7 = 35	3 = 15	8 = 40

Total Weighted Scores 100 595 750 685 210 370

Step 7: Critical thinking:

What can you learn from the SMART model? Reflect for a moment on the information contained in this model. Are any messages emerging? Look at each comparison and ask yourself, “so what?”.

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· It is clear from the example in Table 1 that XYZ Co. occupies the middle position when KSF measure XYZ’s performance against other companies in that industry sector. So what? It appears that XYZ Co. is not a market leader. It may not be a market challenger and is more likely is a market follower. Having arrived at this conclusion, the firm may choose to adopt strategies to promote the success of a market-follower, or the firm’s leadership may identify KSFs that they want to change in order to shift the company’s position in the marketplace.

· For example, for the KSF “Manufacturing Capability,” the model indicates that XYZ Co. is ranked second from the bottom, while Rival 1 placed first. So what? If manufacturing capability is a KSF in the industry, and the firm occupies the last place, then the model has identified Rival 1 as a significant threat and manufacturing capability as a weakness for the firm. Therefore, the model suggests that XYZ Co.’s manufacturing capability requires immediate attention and resources.

· Firm XYZ Co., scored very well in the first two KSFs “Quality/Product Performance” and “Brand/Image,” when compared to all of the rivals except Rival 2. So what? This would suggest that the firm should focus their marketing and promotional materials on these KSFs if they are to capitalize on their key strengths.

The real value in models is this critical thinking process. It is rather straightforward to plug the data into the model. The hard part is analyzing and critically thinking about the messages that the model provides. Business models are not intended to make the decision. They are an aid to assist decision makers in arriving at well- informed decisions. Keep seeking answers to the “so what” questions until no further “so what” emerges from examination of a model.

Additional Uses for a SMART Model

The SMART model can be used to assist decision makers in considering market entry strategies and to evaluate information about force or other attributes that may influence success in one country or another. There are almost 200 nations in the world with which firms can consider establishing trade or investment relationships. How can so many possibilities be examined? The SMART model may be a useful tool.

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Country Comparison and Assessment

For examining and comparing different countries for market entry, adapt the model used in Table 1 by changing headings for the rows (along the left-hand column). Title these rows with “Go/No-Go” attributes, i.e., those attributes that are absolutely necessary for a host country to possess before you would consider establishing a trading relationship. Many Canadian businesses assessing country locations for their new international venture consider rule of law (or its absence), political stability or instability, currency export restrictions, high tariffs, a non-English-speaking population (or non–French-speaking population, if it is a French Canadian company), as critical attributes. If these factors are not favourable, many firms would not proceed with any further consideration of operations in those locations.

The SMART model can be used to assist in determining which country might be the most appropriate fit for location of operations.

· In the Table 2 example (below), “Currency Export Restrictions” and “Political Instability” have been subjectively selected as the “Go/No-Go” attributes. If they exist, then the country will not be considered further.

· Other KSFs/attributes necessary to be successful in the industry in the host country have been listed on the chart (in the left-hand column). They include: the presence of technological infrastructure, the rule of law, cross-cultural considerations, the GNP, and educational demographics.

The steps outlined in the first model example are followed to conduct the necessary research and subjectively complete the model as shown in Table 2. The model reveals which country would seem to be the best fit for a host country and which country appears to be the least attractive as a host country.

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Table 2: Simple Multi-Attribute Rating Technique Model Market Entry
KSF (Country Attributes)	Weight	Hungary	Nigeria	China	East Timor	India
Currency Export Restrictions	Go / No-Go	Go	No-Go	Go	Go	Go

Political Stability

Rule of Law

Cross-Cultural Considerations

GNP

Educational Demographics

Go / No-Go

20 10

30 25

Go

7 = 140 6 = 60

8 = 240 6 = 150

No-Go

Go

5 = 100 4 = 40

6 = 180 4 = 100

No-Go

Go

8 = 160 8 = 160

7 = 70 4 = 120

Technological Infrastructure

15

7 = 105

Failed on the go/no-go test, so no further consideration

4 = 60

Failed on the go/no-go test, so no further consideration

7 = 105

Total Weighted Values

100

695

--

480

--

605

• The model suggests that Hungary may be the best choice to host the business, followed by India, with China being the last choice. These results have been based on current data obtained by research. But what would the results be five years from now? Do you think the results might be different? Would China be a better option for mid- to long-term foreign direct investments?

Future Planning and Assessment

The values and conclusions that are drawn from models are typically a result of the compilation of historic data or information or present-day market conditions. This model could also be used for future planning. When you are planning ahead, you may also want to consider projected trends or changes to industry sectors or transitions in potential host country economies or political or socio-cultural

Journal Reflections (5% each) The Journal Reflections are graded in Assignments 2 and 4.

Instructions

Twice in the course, you will complete a graded journal reflection as part of Assignments 2 and 4. This is in addition to your ungraded Reflective Journal. Your journal reflection should be 1 to 2 pages long.

Consider the following list of Journal Reflections Topics and Questions, and identify one or more upon which to reflect. Consult the Journal Reflections Rubric, and then assign yourself a mark. Your Open Learning Faculty Member will verify your report and adjust your mark as she or he sees fit.

1. Your reflection may include the following:

· Clarifying the reflection question.

· Contributing new relevant factual information.

· Linking the question to the textbook or to a relevant online reference.

· Contributing an original response to the reflection question.

· Proposing a follow-up question to the one given.

· Summarizing a group discussion that may have occurred around the reflection topic/question you have chosen (optional).

2. You may also:

· Copy one or two of your relevant postings (and their URL) from the class discussion forum into your assignment Word document as an illustration of your contribution. You may want to include a few supporting postings to show the context of your contribution. For each instance, briefly state what type of contribution you made and how you felt it promoted group understanding or resolution of the topic discussion question.

· Write a paragraph to reflect on your role in the discussions. Did your contributions promote learning among your classmates and an understanding of international business principles?

3. Save this file with the name IBUS3511_Rn_YOURLASTNAME.docx (where Rn = the number of the reflection, R1 or R2) and turn it in via the Assignments area, along with Assignment 2 and Assignment 4.

• Up to 5% will be given for each journal reflection.

Journal Reflections Topics and Questions

Lesson	Reflections Topic and Question
1	Introduction Discuss the pros and cons of globalization. How does globalization influence your job (or business) opportunities and wages (or revenue)?
2	Cultural Environment Broadly defined, Asia comprises more than 60% of the world’s population—a population that practices Buddhism, Confucianism, Hinduism, Islam, Shintoism, and numerous other religions. Is it possible to carry on a valid discussion of “Asian” values?
3	Political Economy and Political Systems Over the last twenty years, Russia has been making a difficult transition to a democratic market economy. What aspects of the current Russian political system might be described as totalitarian, pluralistic, or anarchistic? What risks would you have to consider before doing international business with Russia?
4	Legal Systems Discuss the pros and cons of international companies not speaking out against counterfeiting in potentially lucrative emerging markets for fear of being denied access to them.
5	Ethics and Social Responsibility What steps can international businesses take to avoid getting caught up in corruption, particularly in countries and sectors where bribery is the norm? What is legitimate business conduct and what crosses the line into illegality?
6	Economic Development, Political Risk, and Emerging Markets Cuba’s government has embarked on a path of economic transition. How might Cuba’s experience differ from that of Russia and China?

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Lesson

Reflections Topic and Question

7

International Trade Theory

Compare, contrast, and discuss the trading gains achieved by nations according to the absolute and comparative advantage theories.

8

Political Economy of Trade

Should countries experiencing economic difficulties be allowed to erect temporary tariff and nontariff barriers? Discuss pros and cons.

9

Foreign Direct Investment (FDI)

What would be the likely impact on Canada if a Democratic or a Republican Administration were to govern the US? Among other things, turn your mind to energy, flat taxes, protectionism, and the likelihood of further political and economic integration with Canada. What party would be the best for Canada in terms of FDI? Why?

10

Regional Economic Integration

Discuss the pros and cons of extending NAFTA/CUSMA to more advanced levels of economic (and political) integration.

11

International Financial Markets and Foreign Exchange

The goal of government regulation of financial-services industries is to maintain the integrity and stability of financial systems, thereby protecting both depositors and investors. Regulations include prohibitions against insider trading, against lending by management to itself or to closely related entities (called “self-dealing”), and against other transactions in which there is a conflict of interest.

Will the recent increase in regulation will be effective in helping prevent another global financial meltdown?

12

No Reflection Topic

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Journal Reflections Rubric

Criteria	8–10 marks	5–7 marks	0–4 marks
Quality of posting	Sound evidence that a student has done the course readings and has a thorough knowledge of reflection topic	Evidence that a student has done most of the course readings and has some knowledge of the reflection topic	Minor evidence that a student has done most of the course readings and understands the reflection topic
Communication skills	Writing and postings are clear, concise, and easy to understand	Writing and postings are usually—but not always—clear, concise, and easy to understand	Writing and postings are too short/long and/or unclear and hard to understand
Critical thinking and self- reflection	Exceptionally well-supported, thoughtful, and insightful comments, including those made on others’ and own postings	Some evidence of critical thought and self-reflection, including those made on others’ and own postings	Minor evidence of critical thought and self-reflection, including those made on others’ and own postings
Adherence to online protocol	All online protocols followed	A few online protocols not adhered to	Several online protocols not adhered to; e.g., use of disrespectful language

Appendix C: Becoming a Reflective Learner

Many of us have had experiences as passive learners. That is, we have been required to read textbooks and journal articles, listen to lectures, and write exams dependent on rote memory. Your journey through these courses will be of a different kind. You will be an active learner, a participant in a community, engaged in dialogue with your group facilitator and cohort members. Equally important, you will engage in a form of dialogue with yourself as you become a reflective learner.

Reflection is a practice that facilitates the exploration, examination, and understanding of what we are feeling, thinking, and learning. It is a thoughtful consideration of academic material, personal experiences, and interpersonal relationships. Reflection is a form of internal inquiry that extends the relevance of theory and deepens our understanding of it as well as integrates it into the practice of our everyday life and work.

Through reflection, we challenge our assumptions, ask new questions, and try to make sense of our experiences. Instead of being passive receivers of external expert knowledge, we become active creators (and co-creators) of our own knowledge. As reflective learners, we test our informal theories (those that we develop through our experiences as practitioners in the world) against formal theories (those that are developed by researchers and academics). We integrate theory and practice through a process of reflection-on-action; that is, trying to make sense of experience after the fact and reflection-in-action; that is, trying to make sense of experience while it is occurring (Schon, 1987).

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Some learning theorists suggest that the concept of reflection-in-action alone misses the “social nature of practical knowledge” (Usher, Bryant, & Johnston, 1997). They contend that “reflection strategies are maximized when co-learners are encouraged to make [and articulate] connections between theory and practice” (Schell & Black, 1997, p. 23). Consistent with the view of the socially constructed nature of knowledge, we have designed a program in which you will be encouraged to share and explore your reflections with your cohort(s). You will be invited to interweave theory or formal knowledge with practical knowledge and to work with both your individual reflective techniques and group learning strategies.

References

Schell, J. W., & Black, R.S. (1997). Situated learning: An inductive case study of a collaborative learning experience. Journal of Industrial Teacher Education, 34(4), 5–28.

Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey- Bass. Usher, R., Bryant, I., & Johnston, R. (1997). Adult education and the postmodern

challenge: Learning beyond the limits. London: Routledge. Different Forms of Reflective Learning

The practice of reflective learning can take many different forms. Here are some descriptions and examples:

For assigned readings, you will be asked to read book chapters or journal articles or visit websites. You may then be asked to have an on-line dialogue with fellow learners to share your reactions to the material. Your dialogue may be guided or stimulated by questions from your Open Learning Faculty Member as well as from your fellow learners. Such questions might include:

· What are your initial reactions to the readings?

· How do the readings fit with your own experiences?

· How have your ideas changed as a result of the readings?

· What new behaviours are you encouraged to try?

· If you could have a conversation with the author, what would you say or ask?

You also may be asked to keep a reflective log or journal in which you will be asked to record and consider issues concerning the readings such as: how they have helped you to make sense of an experience; the questions they have triggered for you; whether you agreed or disagreed with the material; how you have reacted to it, and whether your understanding of a personal or work- related situation changed after studying them. As well as being asked to comment on the contents of the study material, you also may be asked to comment on the manner in which it is presented.

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During the process of your studies you may decide to use or be asked to experiment with new behaviours—such as being more assertive at work. Instead of just describing what you said or did, you also will be asked to record how you felt when you tried the new behaviour. You may be asked to describe the factors that influenced your behaviour, the impact these behavioural changes had on others or yourself, and if theory played any role in helping you to understand the experience.

Keeping a Reflective Journal

If you have not kept a reflective log, a diary, journal, or sketchbook, you may have some questions about how to do it and why it can be useful to you. You may wonder about the purpose as well as what it should look like.

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What is the purpose of keeping a reflective journal? — Keeping a journal will help you get in touch with your reactions to readings, behaviour experimentation, dialogue with peers, work experiences, and interpersonal relationships. It will help you to “think about the way you think,” encourage the integration of theory and practice, and serve as a record of your experiences and learning in the program.

What does a reflective journal look like? — A reflective journal is a personal expression of who you are, so you will choose how it looks. Everyone has different qualities that make himself or herself unique. Therefore a journal can take many different forms. It can be an electronic journal, a sketchbook, a notebook, a binder, an audiotape, or a combination of some or all of these forms. A “record” in it can include such things as written reflections, drawings, doodles, pictures, poems, colours, clippings, quotes, descriptions of dreams, double-entry journalling, and mind-mapping or branching. The benefits of each of the different forms or styles may only become apparent as you try them. We encourage you to experiment with forms that you have not used before. You may find that through this process certain forms open up more ideas, feelings, energy, and creativity for you. You should not feel constrained or limited to one style. You may find that what works for you is a combination of different styles, or you may find that you lean toward a particular style, depending on your needs or feelings at the time. Journal keeping can be a lifelong process with many benefits. You may choose to continue to receive these benefits even after your courses are complete.

Examples of Different Types of Reflective Journals Double-Entry Journalling

Sample: Double-Entry Journalling

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Process—How do I do it? — Use a binder or notebook in which you can use each of the two facing pages for a specific purpose: the left-hand page to take notes from the readings and the right-hand page for your subjective reflections on the material. You could include the source of the reading; quotations that stand out; and a summary of key points, steps, procedures, models, or frameworks for the information. You might include on the right-hand page your responses to and reflections on the material, how you are going to apply what you have read, any questions you might have, or something new you have learned. You can include points you agree with, ideas you

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6 Appendix C: Becoming a Reflective Learner

disagree with, areas which were not clear, critiques of the clarity of the writing, or of the ideas presented. Be thoughtful in your comments—do more than say, “I liked the chapter,” or, “The chapter didn’t make sense for me.” Reflect on how the information fits with your current knowledge or experience. Ask yourself questions such as, “Did I learn something new?”, “Do I agree or disagree with this author?”, “What questions do I have for this author?”, “What irritated me about this reading?”, “What was helpful about this reading?”. If you are keeping your journal on the computer, you could set up two columns to work with on the one page.

Benefits—Why should I try this? — This process will encourage active, reflective learning instead of passive memorizing of information (or skimming over material). It will allow you to engage with the reading as a form of dialogue, almost as though you were having a conversation with the author. The process will help you to clarify your thoughts and reactions plus help you to prepare for your online conversations with your cohort(s). This does not mean that you have to have all the answers to your questions, puzzles, or concerns before you go online. The double-entry process will help you extend your thinking about the reading so that the online discussion can take place at a deeper level than simply saying you liked or did not like the article. Most importantly, the process will help you link theory with practice. It will encourage you to consider the ways in which theory can inform your work, and the ways in which your practical experience might inform theory.

Stream of Consciousness Writing

Sample: Stream of Consciousness Writing

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IBUS 3511: International Business 7

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Process—How do I do it? — Write non-stop for a specified period of time or specified number of pages. Say to yourself, “I will not stop writing until I have filled three pages,” or, “I will write non-stop for five to ten minutes.” Write down anything that comes into your mind at the moment of writing. Or talk non-stop into your tape recorder. Speak or write without censorship. Nothing is too silly to write down or talk about. Don’t look at your pages or listen to your tape with a critical perspective. The point is simply to get out in a concrete form the thoughts that are running around in your brain at the moment you are doing the recording. Don’t feel you have to revisit what you have recorded for many days.

Benefits—Why should I try this? — The exercise is very freeing. It stimulates your brain, removing the constant chatter or self-talk, and helps to clarify your thoughts. The activity removes the control of the logical or censoring part of your brain and permits the more open artistic or creative part of the brain to function. This is the part that makes connections between things that may not appear to be connected on the surface but do have relationships in your subconscious. These more hidden connections can sometimes point the way to things that are troubling you or direct you to creative solutions. Getting all the surface running around in circles thoughts out of your brain and onto the page frees your mind to function more efficiently. And by getting more subconscious thoughts onto the page you may discover (over time) clues to the true essence of what you are feeling, plus good suggestions and indications to possible solutions to problems you have been trying to resolve.

TRU Open Learning

8 Appendix C: Becoming a Reflective Learner

Mind Mapping

The first mind map in this image was created using a basic computer draw or paint program. The second mind map was created using a mind-mapping software called MindManager. Another excellent method is to draw a mind map by hand.

Process—How do I do it? — The process can have layers of complexity, but the basic rules of mind mapping are: begin with a central image or picture that represents your topic; place this image in the centre of the page, which is lying horizontally; put keys words that relate to your central image on lines that radiate

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out from the central image; limit yourself to one key word per line; print or draw your key words in a way that relates to their meaning and keep the length of the line close to the length of the word; put additional key words that relate to the previous key word in declining scope off the central radiating lines; use lots of colour, images, sizes, codes—whatever works for you to give the words greater association and meaning.

Benefits—Why should I try this? — Mind mapping is a technique developed by Tony Buzan as a form of associative note-taking that follows the natural patterns of the way your brain functions, in that the brain likes to make links or associations in a manner often referred to as radiant thinking. The mind- mapping technique also follows the pattern of interlinking neurons within the brain and the manner in which information is transmitted from neuron to neuron. The theory is that this style of recording helps the brain to work with greater clarity and to make more associations and connections, which improves learning and retention of information. The intention is to increase mental freedom and function. It is also believed that this form of note taking increases the input of information from both the left and right hemispheres of the brain thus encouraging whole-brain thinking.

Synthesis of Different Types of Journals

Process—How do I do it? — You are free to combine all previously described ways of keeping a reflective journal, as well as using such additional techniques as pasting in news or magazine clippings, images, or quotes that form useful associations for you. It is important to feel free to doodle, sketch, or draw and to combine this with written notations if you wish. You are free to expand the size of pages by pasting on

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10 Appendix C: Becoming a Reflective Learner

extensions to suit the format that you need for a particular entry. This is a very flexible way of working, the point being inclusiveness and the ability to respond directly and immediately to your thoughts as they occur. You also are free to record the information in the style that suits the moment and to return to it or expand on it in a different format at a later date. You have the freedom to set yourself exercises such as doing six doodles over a week on a particular problem or writing stream of consciousness thoughts on one side of the page with drawings on the other: there are many variations and combinations.

Benefits—Why should I try this? — As mentioned, this is a very open, responsive, and flexible way of working and does not stop you from using any of the other described techniques or from discovering new ones. It is inclusive. Mind maps, clippings, and double-entry journalling all can be part of this style. You can move between the techniques, depending on the need of the moment, the issues, and the material. It encourages the use of drawing or doodling, and these visual tools are very useful in stimulating an open, creative mind or whole-brain thinking. It brings all your material together in one location, and you are free to make notations on it or work on it in a different style at a later date. It encourages an open attitude to the material and supports the concept that the gaining of knowledge and understanding is a process, which reveals itself in the doing and which can be approached from many different directions.

Questions and Answers about Journalling

Who keeps a journal? — Anyone can keep a journal and many individuals have found this activity to be useful and beneficial—from students to business managers to architects to such creators as Leonardo da Vinci, who is recognized as having had one of the greatest minds of all time. Some historical people who have engaged in this practice are John F. Kennedy, Margaret Lawrence, Charles Darwin, William Blake, Mark Twain, Anne Morrow Lindbergh, Walter H. Brattain (Nobel prize winner for discovery of the transistor effect), Christopher Columbus, Emily Carr, James Joyce, Isaac Newton, Vincent Van Gogh, Beethoven, Thomas Edison, Susanna Moodie, Albert Einstein, Michelangelo, and Pablo Picasso.

Do I have to keep a journal? — Keeping a journal will be an integral part of many university courses, as you will see when you read course overviews. Keeping a journal will help you to understand the studied material with greater ease and to realize how it can be relevant to your personal experiences in work and life.

How much time should I spend on my journal? — You should spend some time every day recording in your journal. You will choose the time of day, the frequency, and the amount of time you spend. You may choose to carry it with you and make notes, draw, or tape record your thoughts throughout the day. You may choose to

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reflect each morning or each evening. Experiment until you find the rhythm that suits you best.

Do I have to submit my journal? — You will not be asked to submit it. Your reflective journal is your private learning tool. However, when you complete course assignments, you will be asked to draw on what you have learned from keeping your journal. You also will be asked to describe how it feels to keep your journal, the patterns you discover in it, and how you use your journal as a vehicle to enhance your learning. In other words, you will be asked to share your reflections on what it is like for you to use this tool, and what you are learning in the process. You will not be asked to share the journal itself.

If I don’t have to submit my journal, how will anyone know whether I am doing this activity or not? — Apart from the fact that you will not receive the benefits that this activity can provide, you will not be able to complete some of your assignments without using resources from your journal. If you have not kept a journal, this will be apparent to your Open Learning Faculty Member.

I’ve never kept a journal before and don’t know how to begin. Can you help? — You begin by simply beginning. Write down anything that is in your mind and then write down the next thing in your mind. If you have trouble doing this, give yourself a time limit. “I will write down everything that I think or feel for the next three minutes,” or, “I will fill three pages with my thoughts (any thoughts) and feelings.” What you write can be as simple as, “I’m really having trouble with this, I can’t keep from thinking about how nice it would be to get a coffee right now,” or “the chair I am sitting on is (description) and I am writing with a (description) it makes me feel (description).” You may find that soon it is hard to stop at three minutes or pages. Eventually move to starting your recording with something like “for the next five minutes, I am going to record everything I can think about the article I just read— did I like it? What was I thinking as I read it? Did I hate it? Why did it make me feel this way?” In some cases, trigger questions will be provided in the activities for each course module. You may find it easier to get started by making lists, doodling, writing key words or drawing images. Sometimes, using nonlinear processes can free you from writer’s block. The more you record, the easier it will become, and you may find you look forward to keeping your reflective journal.

How do I know if I am doing this the right way? — As long as you actively maintain your reflective journal, there is no right or wrong way. Remember your journal is your own personal tool for learning and growth and, although you will be expected to draw on it as a resource to complete your assignments, the only person who will observe what you have recorded in it will be you. You may, at times, feel it is really working for you, in the same way that athletes can speak of performing in the groove, but the most important thing is to just keep maintaining it—experimenting and actively using it as a tool to explore your thoughts, feelings, questions, and experiences.

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12 Appendix C: Becoming a Reflective Learner

I don’t get it. If keeping a reflective journal is so important to certain university courses, why don’t we have to submit it? — Because your failures or mistakes are some of the best learning tools you have and it is important for you to feel free to explore your experiences. Your journal gives you this freedom. You can admit that you feel uncertain about something or you can record things that you do not feel comfortable expressing publicly. In the same way that falling down is part of the process of successfully learning how to ski (or to walk for that matter), part of the benefit of your journal is to provide a safe place to fall down in a successful learning process.

So it is a place to make a lot of mistakes? — Not quite. It is a place where you should feel free to make as many mistakes or admit to as many insecurities as you want, but it is also much, much more than that. It is for expressing your excitement, your successes, your feelings, what you have learned, as well as special quotes or images that have become really important to you. You may choose to record those times when you have experienced an ”a-ha” moment or an unexpected awareness, concepts that puzzle you, ideas you are playing with, or notes for your final project. There are very few limits on what a journal can be. It is a very flexible and expandable tool or resource that exists solely for your benefit. It also is an easily available process, which can greatly enhance your growth and learning.

Is this why you have regularly linked the word reflective to the other words for a journal or log in these answers? — Yes. An important part of learning or solving problems is to remember to give your mind enough time to “digest things” and work on information. You need to trust your mind and yourself enough to allow this reflection to occur. Maintaining a journal facilitates this process.

Where else can I learn about keeping a reflective learning journal? — We have a number of resources available through TRU Library, and it is important to realize that you, yourself, are also a valuable resource. You carry much information and knowledge to draw upon if you take the time to listen to it—and your reflective journal can help you to access it. You also can check the references provided with this module for more resources. Keeping a journal of this type is a progressive experience. What you express in your journal will provide some direction as well. It is helpful to be aware of this concept when reviewing your journal and of the patterns that are revealed to you as you progress through it over time. In addition, your Open Learning Faculty Member can provide advice.

ASSIGNMNET 3

Appendix B: Suggested Format/Outline for the Assignment 5 Project Report

1. Title page (Name of project, your name, course number, and date)

2. Contents Page (1 page)

3. Executive Summary (1 page)

1. Most critical for the reader

2. Must provide a bird’s eye view of the entire project

3. Must be developed after completing the project

4. Description of the your proposed international business (the company)

1. Name, company background, and information

2. Products and services

5. Host country information

• Geography, size, population, demographics, etc.

6. Analysis of culture of host country and its impact on your international business

7. Analysis of host country political system. Compare with the Canadian political system.

8. Analysis of host country legal system. Compare with the Canadian legal system.

9. Analysis of host country economic system

10. Analysis of government and business relations

11. Opportunities for foreign direct investment

12. Country’s integration into regional unions

13. Management of foreign exchange, international capital markets and financial system

14. Political risks

15. Economic risks

16. Discussion and findings

17. Conclusion

18. List of appendices (if any)

19. References (APA Style)

ASSIGNMNET 4

USE THE SAME AS ASSIGNMENT 2

ASSIGNMENT 5

Appendix B: Suggested Format/Outline for the Assignment 5 Project Report

1. Title page (Name of project, your name, course number, and date)

2. Contents Page (1 page)

3. Executive Summary (1 page)

1. Most critical for the reader

2. Must provide a bird’s eye view of the entire project

3. Must be developed after completing the project

4. Description of the your proposed international business (the company)

1. Name, company background, and information

2. Products and services

5. Host country information

• Geography, size, population, demographics, etc.

6. Analysis of culture of host country and its impact on your international business

7. Analysis of host country political system. Compare with the Canadian political system.

8. Analysis of host country legal system. Compare with the Canadian legal system.

9. Analysis of host country economic system

10. Analysis of government and business relations

11. Opportunities for foreign direct investment

12. Country’s integration into regional unions

13. Management of foreign exchange, international capital markets and financial system

14. Political risks

15. Economic risks

16. Discussion and findings

17. Conclusion

18. List of appendices (if any)

19. References (APA Style)