RPA in supply chain management

KINGSTON UNIVERISTY FACULTY OF BUSINESS

MAMS  (Management  Studies)

Dissertation 2011

Name: Benjamin Laker Student Number: K0613884 Title: An investigation of the strategic fit-performance relationship through case study analysis: Is the performance of an academy school dependent upon strategic fit? Supervisor: Dr Alex Hill Date: 9th December 2011 Word Count: 19,584

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Contents

Page no.

Abstract 3

1. Introduction 5

2. Review of literature 6 2.1 Exploration of research to date 7 2.2 Performance measurement 8 2.3 Performance measurement determined by market positioning 8 2.4 Strategic fit 8 2.5 The impact of strategic fit upon strategy 9 2.6 The impact of strategic fit upon market lag 10 2.7 The impact of strategic fit upon financial resources 11 2.8 Frameworks for assessing the level of strategic fit 12 2.9 Chosen framework for assessing the level of strategic fit 13 2.10 Summary and Conclusions 13

3. Methodology 15 3.1 Exploration of available methodologies 15 3.2 Selection of most appropriate methodology 17 3.3 Case selection 18 3.4 Case breakdown 19 3.5 Exploration of available data collection methods 20 3.6 Selection of most appropriate data collection method(s) 20 3.7 Exploration and selection of most appropriate data analysis method(s) 22 3.8 Validity, generalisability and reliability 22 3.9 Summary and Conclusions 23

4. Results and discussion 24 4.1 Fit within the market competitive criteria 25 4.2 Fit within operations strategy 27 4.3 Fit within service delivery systems 29 4.4 Summary and Conclusions 30

5. Conclusion 31 5.1 Justification and purpose of research 31 5.2 Emerging themes from results and discussion 32

5.2.1 The impact of effective operating strategy upon performance 32 5.2.2 The relationship between financial resources and performance 34 5.2.3 The impact of regular market review upon performance 35

5.3 Research limitations and reflections 35 5.4 Summary and Conclusions 36

5. References 37

6. Appendices 43

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Acknowledgements

I would like to thank every academy featured within this research study. I would also like to thank Chantelle for her continued patience and grammatical prowess. Finally I would like to thank my

supervisor Dr. Alex Hill for his continued support and guidance.

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An investigation of the strategic fit-performance relationship through case study analysis: Is the performance of an academy school dependent upon strategic fit? Keywords: Strategic fit; Operations strategy; Case study; Performance measurement; Frugal innovation; Market lag; Order winner and order qualifiers; Private sector; Public sector; Reputation. Abstract This research study investigates the strategic fit-performance relationship, and questions whether the performance of an academy school is dependent upon strategic fit. Many academies are extremely high performing and successfully build individual brand identity and market share. However many are significantly failing due to the difficult task of operating in both public and private sector domain. Although domain crossover has caused misalignment of operational strategy within numerous academies, there is no research that investigates this area. The majority of research within this field has instead reflected external strategic fit in private sector operations. It is therefore unclear whether academies driven with a modicum of operational strategy, both in terms of intended and realised strategy perform more effectively. This is a concern, as academies continue to expand within an industry currently worth £3.2 billion (ONS, 2010), whilst developing varied levels of strategic fit. A lack of previous research provides a unique opportunity to pioneer a key piece of operations research and provide a platform for future development. Hence, there is a gap within literature that this research study explores. In doing so, eight academy case studies are investigated, each in an appropriate level of depth to ensure validity of results and findings (Glaser and Strauss, 1967; Eisenhardt, 1989; Voss et al., 2002). The study investigates discussed performance disparities from a fit perspective and validates a range of concepts and frameworks identified within operations management literature. Literature focuses upon strategic fit, the level of which is defined as the degree of linkage or consistency between its competitive priorities, operations strategy and delivery system (Hayes and Wheelwright, 1984; Kotha and Orne, 1989; Anderson et al., 1989; Leong et al., 1990; Hill, 1994; Hill and Hill, 2009). The study identifies many frameworks which assess the level of strategic fit and predict the effect within market turbulence (Staughton and Williams, 1994). Frameworks include Chase and Aquilano's (1981)   strategic   audit,   Shostack’s   (1994)   service   positioning   strategy,   Heskett’s (1986) strategic service   vision   and   Hill   and   Brown’s   (2007)   strategic   profiling   framework. All have previously been implemented within service organisations. However none have previously been applied to an academy or education provider. For this reason a framework which can best represent an education provider and capture consistent results across multiple cases was needed. Consequently, this research study implements the Hill and Brown (2007) strategic profiling framework. This framework represents a configurational view of fit by assessing whether the highly interdependent elements of an operation, such as its activities, policies and structures are consistent with and reinforce each other (Miller, 1996; Siggelkow, 2002). The study has been written by a leadership and management consultant, contracted to a federation of academy schools and the Department of Education (DoE). In this capacity, qualitative and qualitative data was collected in a systematic way through current working arrangements. This included four main methods: site visits, archival information analysis, interviews and observation. Findings from these data sources were systematically triangulated together. Inconsistencies then lead to further interviews to clarify insights and findings. Then, the ideal profile and level of fit within the market competitive criteria, operations strategy and service delivery system was evaluated and compared against individual academy performance. A detailed write-up was then completed for each individual academy using a replica format, which allows for easy comparison and review of market conditions, operations strategy and service delivery system characteristics. The study suggests that performance and fit are highly interdependable, signifying that strategic alignment is partly responsible for driving success across the academies programme. These findings build upon previous research completed by Nayyar (1992), Smith and Reece (1999) and Hill (2004). However in specific cases, fit and subsequent performance levels were unexpected. The extent to which such effects determined performance was mixed and largely dependent upon organisational performance rating.

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The study disagrees with Hill (2004), who concludes that fit within operations strategy positively and directly impacts upon market share, whereas, fit within a service delivery system positively and directly impacts upon return on sales [orders]. Although strategic fit is a fundamental driver of strategy and continued strategic development (Venkatraman and Camillus, 1984; Drazin and de Ven, 1985), it is not as crucial as Hill (2004) suggests. Low fit within this area affects organisations differently, and within certain cases does not impact upon short term performance. Extremely high performing academies for example, have successfully built individual brand identity whilst growing market share. They maintain a distinctive reputation and still remain popular without personalised service delivery system or high levels of fit. Therefore the extent to which operating strategy fit determines performance is mixed and largely dependent upon organisational performance rating. This is enhanced further if reputation is selected as an order winner, reflected by the reputation journey framework (Laker 2011). This framework somewhat contradicts previous research, which suggests that high external fit will always increase performance (Nayyar, 1992; Smith and Reece, 1999; Hill 2004). Instead, the framework confirms that fit affects organisations differently and within certain cases does not affect performance. The study disagrees with Stephanovich and Mueller (2002), who support the view that organisations with superior investment develop greater understanding of their competing external environment. Instead, financial investment influences strategic alignment and subsequent position of strategy with contrasting effects. Investment without purpose does not improve performance and can distort strategic fit. This is an important discovery, as financial investment across the academies programme continues to influence. It is the influx of such investment which has dramatically changed the industry by increasing competition. Such results are consistent with the theory of frugal and Jugaad innovation. Therefore academies must develop skills and expertise within the area of resource deployment, in order to channel investment into effective areas. This will enable positive strategic alignment and subsequent performance to occur and improve respectively. Lastly, this research study concludes that there is a significant prerequisite relationship between market competitive criteria and operational strategy. Market understanding is prerequisite: Understanding markets is not enough to develop fit. Equally, fit is not enough to understand a market. Both are needed to generate continued and sustained high performance. This conclusion is similar to research completed by Hill (2004) and is particularly apparent within the growing industry in which academies operate.

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1. Introduction An academy is directly funded by the Department of Education (DoE) and unlike a traditional local authority school receives additional support from a sponsor, either financially or in kind. Sponsors range from individual investors to organisations from a variety of backgrounds, including voluntary, faith-based, education and business, as reflected within figure 1. Each academy is underpinned by operational strategy which reflects individual sponsorship, the success of which is measured by the level of strategic fit that it creates (Hayes and Wheelwright, 1984). Tailored strategy ensures that academies are driven and regulated by private sector ethos and corporate minded values, achieving a level of performance accepted by all stakeholders. Figure 1: Proportions of sponsor types within academies (ONS, 2010).

Across the industry charitable organisations are the most common academy sponsors, whilst sponsorship by public sector organisations including local authorities and universities is growing, with notable examples including Cass Business School and University of Liverpool. However, since 2008 global financial institutions including KPMG, United Bank of Switzerland (UBS) and Citigroup have become increasingly active, dramatically changing the industry. Corporate sponsors usually establish an academy as a registered company, allowing for profit to be generated whilst promoting private sector values and identity. In order to determine the ethos and leadership of an academy and to ensure clear responsibility and accountability, corporate sponsors also appoint a governing body. Electees of a governing body are not parents, teachers or community members, but corporate stakeholders who continually drive strategic decisions. This approach has enabled many academies to become extremely high performing, whilst successfully building individual brand identity and market share. However, many academies are not high performing and are failing dramatically. This is due to the difficult task of operating in both public and private sector domain, which can lead to misalignment of operational strategy. Domain crossover has caused strategic problems within numerous academies, many   of   which   are   now   deemed   ‘unsatisfactory’   by   Ofsted   regulation   and   require   urgent   improvement. Sufficient research and analysis is therefore required, in order to equip senior managers with the insight needed to drive improvement. In particular, to understand the most influential factors impacting upon performance, which will enable effective change.

26%

22%

12%

11%

8%

8%

7% 6%

Charitable organisation (non faith-based)

Faith-based charitable organisation

Successful school

Corporate

Local authority co-sponsor

Philanthropic

Higher Education

Further Education

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2. Review of literature This chapter identifies theoretical perspectives that support and direct research implementation. This process is supported by Croom (1992), who comments, ‘classification   of   literature   as   a   means  of   developing understanding of the relevance and contribution of a source is a necessary requirement for  academic  research’  (1992:  149).   There is no existing research that provides a reason for contrasting performances across the academies programme. This is a concern, as academies continue to expand within an industry currently worth £3.2 billion (DoE, 2011), whilst developing varied levels of strategic fit. It is unclear whether academies driven with a modicum of strategy, both in terms of intended and realised strategy perform more effectively. Research into this area is therefore needed to provide insight to the industry and to drive future academies to success. Hence, there is a gap within literature that this research study aims to explore. In doing so, it investigates discussed performance disparities from a fit perspective, and validates a range of concepts and frameworks identified within operations management literature. The literature discussed within this chapter focuses upon strategic fit, the level of which is defined as the degree of linkage or consistency between its competitive priorities, operations strategy and delivery system (Hayes and Wheelwright, 1984; Kotha and Orne, 1989; Anderson et al., 1989; Leong et al., 1990; Hill, 1994; Hill and Hill, 2009). This chapter consists of the following key sections, which develop understanding of operations management, strategic fit and performance measurement.

o Exploration of research to date: Within this section a range of literature relevant to the field of

operations management is discussed, with a particular focus upon the exploration of research to date. A number of different themes and topics are illustrated, which in particular demonstrates specific research gaps. Where possible, theory has been applied to contextual examples which form the basis of case study research.

o Performance and performance measurement: Within this section a range of literature relevant to the area of performance and performance measurement is discussed. There is particular focus upon performance measurement within a universal context rather than educationally based.

o Performance measurement determined by market positioning: Within this section a range of literature relevant to the area of performance measurement in relation to market position is discussed. There is particular emphasis upon non-financial objectives, as opposed to financial.

o Strategic fit: Within this section an explanation of strategic fit is provided.

o The impact of strategic fit upon strategy: Within this section the impact and effects of strategic fit upon strategy is discussed and evaluated.

o The impact of lag upon strategy: Within this section, the concept of market lag is discussed and evaluated.

o Key elements of strategic alignment: Within this section the concept of strategic alignment is discussed and evaluated.

o Observation of strategic alignment: Within this section methods of strategic alignment observation are discussed and evaluated.

o Frameworks for assessing the level of strategic fit: Within this section, a summary of different available frameworks that asses the level of strategic fit within an organisation is provided.

o Chosen framework for assessing the level of strategic fit: Within this section a framework is chosen for assessment of strategic fit across cases within this research study.

o Key findings of the literature review: Within this section, a summary of key findings within the literature review is provided. All conclusions drawn from this section contribute to the identification of effective literature and frameworks, in particular those which can be used to assess strategic fit within an academy.

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2.1 Exploration of research to date Figure 2 provides a summary of research conducted over a chronological period, originally identified by Hill (2007) and adapted by Laker (2011). Figure 2: Strategic fit research conducted within operations adapted from Hill (2004) by Laker (2011).

Dimension of ‘strategic  fit’

Research conducted Type of operation researched

Topic Author (date) Manufacturing Service

External fit

Presence or absence of external fit Schroeder et al. (1986) Swamidass, (1986)  

Alignment-performance relationships Nayyar (1992) Smith and Reece (1999) Yondt et al. (1996)



 

Factors that lead to alignment Papke-Shields and Malhorta (2001) 



Contemporary Strategy Analysis Grant (2007)

Total 4 3

Internal fit

Fit between operations task and planning and control systems Van Dierdack and Miller (1980) 

Fit between operations task and production systems

Miller (1981) Kim and Lee (1993)

 

Fit between operations task and product strategy Stobaugh and Telesio (1983)



Fit between operations task and process choice Safizadeh et al. (1996)



Fit between different functional managers’  view  of  market  order- winners and qualifiers and the overall business strategy

Menda and Ditts (1997) 

Strategic consensus between plant operators and managers Boyer and McDermott (1999)



Fit between operations priorities and workforce management practices used by managers

Kathuria and Davis (2001)



 Strategic profiling within service

organisations Hill and Brown (2007)

Total 8 1

Total 12 4

Figure 2 identifies a range of previous literature, relating to both internal and external dimensions of fit. However, there is a lack of literature that examines fit within an education setting, suggesting an appropriate literature gap. This is because the majority of operations research to date has investigated external strategic fit in service operations (Nayyar, 1992; Smith and Reece, 1999). This research study responds to the identified gap left by previous literature and investigates whether strong alignment of operational strategy consistently drives performance in an education setting. This is achieved first by validating frameworks and developing methodologies appropriate for individual research, with emphasis upon an academy setting. Such research is examined throughout this chapter.

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2.2 Performance measurement Neely (1998) defines performance measurement as   ‘a   process   of   quantifying   previous   action,   in   which measurement is the process of quantification and past  action  determines  present  performance’   (Neely, 1998). Fine and Snyder (1999) present a similar view, describing performance measurement as a process  which  involves  the  ‘selection,  definition  and  application  of  performance  indicators,   in   order to quantify how efficient and effective service-delivery methods  are’  (1999: 25). One indicator considered by this research study is financial, reflecting areas such as value for money and turnover. This is consistent with Nilsson and Kald (2002), who argue that the use of financial indicators creates a precise performance measurement system, and should be widely applied across industry. Kaplan and Norton (1992) agree, suggesting that the use of financial indicators will improve accuracy of performance measurement. However, theorists including Bourgeois (1980) disagree, arguing that the adoption of any financial performance indicators ‘embroils a quagmire of problems of quantification and dimensionality, not to mention the issue of validly choosing a set of indicators which meets universal acceptance’ (Bourgeois, 1980: 235). Kaplan and Norton (1992) recognise these issues, suggesting that if measures are used, they must be universally relevant, meaningful and current. 2.3 Performance measurement determined by market positioning According to several theorists including Kaplan and Norton (1992) and Nilsson and Kald (2002), the use of non-financial indicators as opposed to financial indicators creates a suitably accurate performance measurement system. An appropriate set of non-financial objectives are suggested by Hayes and Wheelwright (1984), Stonebraker and Leong (1994), Hayes et al. (1996), Shimizu, T. et al. 2006 and Slack and Lewis (2007), who argue that performance measurement should revolve around five universal objectives. o Quality

Operational functions ensure quality and are error or mistake free.

o Speed Reducing the length of time of certain operations, to increase efficiency.

o Dependability Ensuring that organisational ethics are maintained and any promises made to customers are kept.

o Flexibility

The ability of operational functions to respond to change and vary output.

o Cost Performance relating to cost is influenced by the previous four objectives. Slack and Lewis (2007) argue that if there are improvements within the first four key objectives, then costs will always reduce.

However, authors including Hill (2011) argue against this solution-orientated approach. Instead, objectives should be defined by market criteria and when aligned successfully, impact organisational performance. Specific objectives include market share (Anderson and Sohal, 1999), overall competitiveness (Lau, 2004), productivity (Ross, 2002) and growth in market share (Enders, 2004). 2.4 Strategic fit Strategic fit is defined as the degree of linkage or consistency between  an  organisation’s competitive priorities, operations strategy and delivery system (Hayes and Wheelwright, 1984; Kotha and Orne, 1989; Anderson et al., 1989; Leong et al., 1990; Hill, 1994; Hill and Hill, 2009). Strategic fit within an operation can appear both internally and externally (Draaijer, 1993: 14). Internal strategic fit can affect consistency between operations strategy and overall business strategy, which may consequently impact upon performance. Internal strategic fit according to Draaijer (1993) succeeds when employees within an organisation are aligned, thus metaphorically driving in one direction.

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In comparison, external strategic fit develops and succeeds when actions and interests of employees are focused upon shared organisational goals (Robinson and Stern, 1998). Porter (1991) and Schendel and Hofer (1978) agree, describing organisational strategy as the means for not only coordinating internal activities, but also aligning the organisation with an external environment (Porter, 1991; Schendel and Hofer, 1978). This is an important observation, as academies contain a range of different employee opinions due to their controversial nature. S hared organisation goals may include generating substantial profit, albeit revolutionary and somewhat unorthodox compared to traditional educational establishments. Within such context it is unlikely for all employees to focus upon such shared goals, therefore negatively affecting strategic fit. 2.5 The impact of strategic fit upon strategy Hill (2004) concludes that fit within operations strategy positively and directly impacts upon market share, whereas fit within a service delivery system positively and directly impacts upon return on sales [orders]. Strategic fit is therefore a fundamental driver of strategy and continued strategic development (Venkatraman and Camillus, 1984; Drazin and de Ven, 1985). However, if Hill (2004) is correct, this research study will conclude similar results. Strategic fit will be a fundamental driver of strategy and subsequent performance across the academies programme. Boyer and McDermott (1999) argue that ‘strategy is only effective when it is communicated and widely understood throughout an organisation’ (1999: 289). Mintzberg (2004) agrees and argues that successful strategies need form and formulation. Effective strategy will only evolve as internal decisions and external events collaborate together, thus creating a new, widely accepted consensus for action. If correct, this research study will conclude similar results. Academies that lack consistent strategic orientation will perform poorly, whilst those that prioritise it will perform highly. This contrast will be due to academies facing the difficult task of operating in both public and private sector domain. It is already clear that domain crossover has caused strategic problems within numerous academies, many of which operate using different types of strategy. Slack and Lewis (2007) suggest four types of strategy, reflected within figure 3. Figure 3:  ‘The  growth  of  strategy’,  adapted  from  Mintzberg  (2004) by Laker (2011)

Intended Strategy

Deliberate Strategy

Realised Strategy Emergent Strategy

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2.6 The impact of strategic fit upon market lag The location of strategy within figure 3 also represents contrasting levels of fit alignment. Organisations described by   Hill   (2004)   as   ‘leveraging   services   and   process-capabilities’,   or   ‘leveraging   markets   and   design-capabilities’,   are   likely   to   demonstrate   realised   strategy.   In   comparison,  organisations  described  by  Hill  (2004)  as  ‘understanding  processes’  or   ‘understanding   markets’,   are   likely   to   demonstrate   emergent   strategy.   It is important to note that as each organisation progresses through the model, order qualifiers and order winners fluctuate. This is because markets and other external drivers constantly change and each organisation responds accordingly. However, there is a time delay between response and subsequent effects upon a market, creating lag. This view is consistent with previous research regarding how market conditions interact with strategy to determine lag (Dowling and McGee, 1994; Claycomb, Germain and Droege, 2000). However, the extent to which lag will affect an organisation is mixed and largely dependent upon market orientation. Organisations that display market driving behaviour are less affected by lag (Brettel, M and Neuenburg, J, 2007). This is because they are flexible and drive markets with innovation. In comparison, organisations that display competitor driving or market driven behaviour are highly affected by lag (Brettel, M and Neuenburg, J, 2007). This is because they react to change rather than forecast planning, and are often left venerable by competition and market turbulence. This view is consistent with Bernanke (2009), who warns that market driven organisations can over focus upon market conditions and competitor behaviour. They will inevitably fail to manage market turbulence and conditions of market lag. Consequently, competitors respond more effectively and efficiently to change, causing strategy and processes to become redundant. Figure 4: Model of managing market lag, adapted from Mador (2000) by Laker (2011).

Levels of change Typical behaviour Market driving or Market driven?

Create new technologies and products Launch new markets Redefine customer expectations Increase pace of industry product cycles

Market driver: Force other organisations to follow Drives markets with innovation

Globalisation of markets Creation of new customer segments Emergence of conflicting technologies Customers product moves Unexpected customer demands

Driver and Driven: Develop marketing channels Create technical options Market driven: Create services that exploit change Repackage existing products

This view is consistent with Brown and Eisenhardt (1998), who argue that performance is measured by ability to change, whilst success is measured by the ability to survive. Organisations should aim to constantly reinvent their identity through strategy over a prolonged and sustained period, never entering a state of complacency. Leading technological organisations such as Apple and Google are good examples of continued reinvention and each have a recognisable understanding of the product life cycle. Both have control of market lag and use this as an advantage over competitors. In view of this, academies that drive their respective markets with a modicum of strategy and market awareness should perform more effectively and be more likely to be strategically aligned. In comparison, academies that are not driven in this way should perform less effectively and be less likely to be strategically aligned. Empirical research tests this hypothesis in an appropriate level of depth, to ensure validity of results and findings (Glaser and Strauss, 1967; Eisenhardt, 1989; Voss et al., 2002).

Leading: Low levels of lag

Reacting: High levels of lag

Anticipating: Medium levels of lag

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2.7 The impact of strategic fit upon financial resources Stephanovich and Mueller (2002) support the view that organisations with superior investment develop greater understanding of their competing external environment. If correct, academies with greater investment should display closest strategic alignment and highest levels of performance. This is an important theory, as financial investment across the academies programme continues to influence. It is the influx of such investment which has dramatically changed the industry by increasing competition. Investment is provided to academies in vast levels, each with an expectation to produce high levels of performance. However, if such investment does drive strategic alignment and subsequent performance it is important to understand how it can be tested within research. Heskett (1986) suggests using the following key areas:

o Market characteristics Market characteristics can be used to identify an industry sector, investigate areas including market segments, relationship with market, services offered to market, market stability and revenue stream. If academies are to grow and develop using private sector values, they must also operate using similar behaviour. It is important therefore, to understand the market in which they operate and identify specific market characteristics and behaviours. o Key steps in the service delivery system It is important for organisations to understand and monitor the number of steps involved within delivery system, manage capacity and demand, ensure standards of quality are maintained and differentiate their service from competition. This is particularly important for academies, as customer numbers are fixed: there are a finite number of children requiring education at any one time. Customers are therefore won from competitors and subsequent revenue streams diverted. o Organisational structure The structure of an organisation may impact and ultimately direct strategic fit. This view is consistent with Chandler (1962), who argues that alignment between structure and strategy will have positive implications upon performance. Particular features of structure include the number of and types of functions, levels of hierarchy and the role of employees. Structure within this context is usually implemented through hierarchy, which allows organisations to maintain effective monitoring and control. Traditional hierarchical views suggest one person should occupy the pinnacle of an organisation, such as a CEO or Principal Head Teacher. Within such contexts,  a  ‘top  down’  approach   to decision making is implemented. Emory (1955) comments  ‘this  approach  is  disseminated  under   their authority to lower levels in the hierarchy, who are, to a greater or lesser extent, bound by them’   (Emory, 1955: 13). There are benefits to adopting ‘top  down’  decision  making,  such  as  efficiency  and   constant overview of hierarchy. However, there are also criticisms of such autocratic methods. For example, it can be difficult for lower hierarchical levels to fully embrace direction from one superior source, especially if they have not contributed to the process of direction. o Operational strategy Important elements of operational strategy include where investments are made and how the performance of an organisation is measured. Additionally, how and when incentives are provided, which is an important factor within an academy as the majority implement incentivised pay. Academy management believe that financial rewards and development, for all employees including teachers will increase performance. There is a significant differential between senior salaries in the maintained sector and those within academies. On average, there are 50 per cent more senior managers per school earning over £80,000 within academies than in traditional secondary schools (DoE, 2011). However, the amount of financial reward will vary according to management style and specific role, promoting a personalised reward scheme. o Management style The style of management will inevitably impact upon strategic fit, as alignment is driven by senior employees. This is an area that clearly relates to an education context, as management styles ultimately drive Ofsted performance ratings. Each of the factors listed above will be used to investigate the impact of investment upon strategic alignment. Therefore, it is now important to select a framework which underpins this approach and assesses overall levels of fit within each academy.

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2.8 Frameworks for assessing the level of strategic fit Figure 5 provides a summary of different frameworks that asses the level of strategic fit within an organisation, as identified by Hill (2004) and originally adapted from Staughton and Williams (1994: 80-82). Using advantages and disadvantages outlined within figure 5, it is possible to select the most effective framework for implementation and research purposes. Figure 5: Frameworks which asses the level of strategic fit within an organisation, adapted from Hill (2004) by Laker (2011).

Author Framework Advantages Disadvantages

Chase and Aquilano (1981)

Audit of policy and operations to compare current and required policies Method is based on a checklist of questions and answers which are recorded on a 3-point scale.

The technique allows the identification of the “alignment  percentage”  between  current  policies   and those thought to be correct under a series of headings:  “product”,  “technology  of  transformation”,   “operating  control  system”  and  “workforce”. The framework is applicable to both manufacturing and services.

The framework omits any mention of the market (or its needs) and does not enable a true assessment of fit to be made.

Shostack (1984a, 1984b, 1987)

Service positioning strategy.

Provides a visual display of the configuration of those parts of the service system important to a particular market.

It is a complex model both in terms of preparation and presentation.

Heskett (1986)

Model of a strategic service vision. Presents a comprehensive checklist of questions to assist in strategy formulation.

The model has several potentially attractive features: Fit  is  implied  in  the  “service  concept”  element  of  the   model  and  its  links  with  “operating  strategy”  and   “service  delivery  systems”. The  “positioning”  integrative  element  poses  the   question:  “What  efforts  are  required  to  bring   customer expectations and service capabilities into alignment?”,  thus  recognising  the  possible  existence   of gaps.

The  model  doesn’t   provide the service manager with any means of identifying where the gaps may be. The framework requires further development to create an effective management tool (Gianesi and Correa, 1993).

Gregory and Platts (1990)

An audit-based technique to assist in manufacturing strategy formulation. Developed from the works of Hill (1983).

The frameworks used produce profiles which demonstrate any mismatch between market requirements and achieved performance. Resulting mismatches indicate performance criteria which do not correspond with market needs. The presentation of the information is simple, visual and easily understood.

The data on which it is based are all manufacturing-focused and internally derived.

Muffatto and Panizzola (1993)

Use of Quality Functional Deployment model in a service situation.

The  model  ensures  that  the  customer’s  voice  guides   service development activities. Makes it possible to guarantee consistency between the  customer’s  requirements  and  the  measurable   characteristics of the service.

The multi-phased nature of the model means that it is complex.

Hill and Brown (2007)

Strategic profiling framework. A framework specifically developed to observe strategic fit within service organisations.

It has a simple framework, easily constructed and understood. It enables a broader business perspective to be taken on operational issues.

None stated

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2.9 Chosen framework for assessing the level of strategic fit The ability to analyse [an academy] and identify how well fit corresponds to market conditions provides senior managers with powerful insight, particularly to focus on areas where fit is inadequate (Hill, 2004). Therefore, if fit is to be managed it should first be defined, identified and understood (Staughton and Williams, 1994: 76). As highlighted within figure 5, there are many frameworks which assess the level of strategic fit and predict the effects within market turbulence, which in turn provides organisations with a significant strategic capability (Staughton and Williams, 1994: 76). Frameworks including Chase and Aquilano's (1981)   strategic   audit,   Shostack’s   (1994)   service positioning strategy, Heskett’s   (1986)   strategic   service vision and Hill and Brown’s   (2007)   strategic   profiling   have   previously   been   implemented   within service organisations. However, it is important to consider that none of the discussed frameworks have previously been applied to an education provider. The majority of research within this field has instead reflected private sector service operations. For this reason a framework which can best represent an education provider and capture consistent results across multiple cases was required. Consequently, this research study uses the Hill and Brown (2007) strategic profiling framework. This particular framework relates most effectively with an academy and is therefore used to investigate levels of strategic fit. The framework represents a configurational view of fit by assessing whether the highly interdependent elements of an operation, such as its activities, policies and structures are consistent with and reinforce each other (Miller, 1996; Siggelkow, 2002). It assesses the level of fit between three dimensions. Firstly, what an organisation needs to do, secondly how it operates and thirdly how it delivers products and services. According to Staughton and Williams (1994), it offers an opportunity to test the current degree of fit between the characteristics of an  organisation’s market(s) and the characteristics of its existing or proposed process and infrastructure investments (Hill, 2004). 2.10 Summary and Conclusions This chapter has focused upon operational strategy and performance, containing views and opinions from a range of academic sources. Where possible, theory contained in selected literature has been applied to contextual examples within the education sector. In fulfilling the purpose of this chapter, value was created by:

o Developing understanding of performance and performance measurement

o Developing understanding of strategic fit

o Developing methodologies for using frameworks that have been identified to date As discussed, the majority of operations research to date has not reflected an education setting, but instead external strategic fit within service operations (Nayyar, 1992; Smith and Reece, 1999). Previous research has focused predominantly upon operational rather than strategic perspectives (Johnston, 1999). This view is consistent with Hill (2004), who argues that there is a strong need to conduct research within the area of developing a coherent and effective service operations strategy. This is particularly important as this chapter identifies a lack of existing research that examines strategic fit within an education setting. Academies continue to expand within an industry currently worth £3.2 billion (ONS, 2010), whilst developing varied levels of strategic fit. There are significant performance disparities within the programme, which urgently need to be resolved to ensure that low performing academies do not fail and face subsequent closure. It is currently unclear whether academies driven with a modicum of strategy, both in terms of intended and realised terms, perform more effectively and are more likely to be strategically aligned. Sufficient research and analysis of contrasting academy performance will equip senior managers with the insight needed to understand the most influential factors upon performance, enabling effective change and improvement. An appropriate literature gap is therefore justified. Figure 6 provides a summary of key findings within this chapter. All conclusions drawn from this chapter contributed to the identification of effective literature and frameworks, in particular one that can be used to assess strategic fit within an academy.

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Figure 6: Key findings within reviewed literature

Author Reference from literature review Implication for research

Hayes and Wheelwright (1984)

It is commonly agreed that the effectiveness of an  organisation’s  operational  strategy  can  be   measured by the level of strategic fit that it creates. However, operating in both public and private sector domain can lead to misalignment of organisational strategy.

Consideration must reflect the age of each academy (year of opening). Those which have been open longer may have clearer organisational strategy in contrast to new academies, which may remain influenced by public sector culture.

Bourgeois (1980)

Any set of performance indicators embroils a quagmire of problems of quantification and dimensionality, not to mention the issue of validly choosing the set of indicators which meets universal acceptance.

Consideration must reflect the range of performance indicators present within each academy. Many of which are separate governed organisations not bound by local collaboration and therefore may pursue performance criteria that favours most highly.

Heskett (1986)

The style of management will inevitably impact upon strategic fit, as alignment is driven by senior employees.

The size and management style will vary across cases. Therefore a large number of cases are needed. It should also be considered that management styles ultimately drive Ofsted performance ratings. Therefore management style and performance ratings may be linked.

Draaijer (1993)

Strategic fit within an operation can appear both internally and externally. Internal strategic fit can affect consistency between operations strategy and overall business strategy, which may or may not drive performance. External strategic fit can affect consistency between operations processes and infrastructure with the competitive configuration within the industry.

Consideration must reflect the range of different employee opinions within each academy, particularly as shared organisation goals may include generating substantial profit, albeit controversial in nature. Within such context it is unlikely for all employees to focus upon such shared goals, therefore impacting upon external strategic fit.

Brown and Eisenhardt (1998)

Strategy is the creation of a relentless flow of competitive advantage that, taken together, forms a semi-coherent strategic direction. Organisations should aim to constantly reinvent their identity through strategy, over a prolonged and sustained period. Subsequently, there are three levels of managing change: Reacting, Anticipating and Leading.

Consideration must reflect the external environment, within which each academy operates. In particular, levels of change within case study research, as each level may drive contrasting strategic fit, which ultimately may impact performance.

Fine and Snyder (1999)

Performance measurement is a process which involves the selection, definition and application of performance indicators, in order to quantify how efficient and effective service- delivery methods are.

Choosing the right KPI is crucial and requires sufficient understanding of what is important to an organisation and direction of operation. Within an education environment, traditional performance indicators are selected by Ofsted and grade areas such as quality of teaching and relationship with local communities. However as academies increasingly establish themselves with private and corporate identify, traditional performance indicators become less relevant. Therefore, alternative performance indicators are required to compare and contrast academies effectively.

This chapter has identified a range of frameworks and concepts, providing an effective basis for research implementation. The Hill and Brown (2007) strategic profiling framework was discussed and selected for research implementation. The main purpose of using this framework is to complement research completed by Hill (2004) within service operations and apply similar techniques to a range of contrasting academies. Assessment criteria provide methods to evaluate and, where necessary, improve the degree of fit within each academy. One key benefit of implementing the Hill and Brown (2007) strategic profiling framework is its simplicity and visual presentation. Spence and Lewardowsky (1990) agree, suggesting that the most powerful management tools are presented in a simple, visual form. However, it is now important to identify and develop appropriate methodologies, to connect with discussed literature. Therefore, concepts and frameworks proposed within this chapter are used to review each of the three dimensions of fit, discussed within the Methodology chapter. An appropriate methodology is selected in the process.

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3. Methodology The purpose of this chapter is to develop understanding within the field of operations management and select an appropriate methodology for research implementation. Subsequently, a range of different methodologies are discussed and evaluated, particularly those appropriate to explore the concept of strategic fit within academies. In addition, a range of different research strategies and data collection methods are analysed and selected for implementation. This chapter consists of the following key sections, which develop understanding of the topic choice: o Exploration of available methodologies: Within this section a range of methodologies relevant

to the topic choice and field of operations management are discussed. Advantages and disadvantages of each methodology are also highlighted.

o Selection of most appropriate methodology: Within this section an appropriate methodology is

discussed and reasons for implementation provided. o Exploration of available data collection methods: Within this section a range of data collection

methods relevant to the topic choice and field of operations management are discussed. Advantages and disadvantages of each data collection method are also highlighted.

o Selection of most appropriate data collection method: Within this section an appropriate data

collection method is discussed and reasons for implementation provided.

o Exploration and selection of most appropriate data analysis method(s): Within this section an explanation of possible data analysis methods is provided, with selection of the most appropriate.

o Validity, generalisability and reliability: Within this section the areas of validity, generalisability and reliability are discussed.

o Conclusion: Within this section a justification and purpose for selected methodology is provided.

The selected methodology is most appropriate to explore the concept of internal strategic fit within service organisations, including academies.

3.1 Exploration of available methodologies To take account of discussed literature, a number of methodologies were considered including methods recommended by Goodman and Kruger (1988) and Bell (1999).

o Action research Action research involves creating knowledge from a specific action. Such methods are supported by Cohen and Manion (1994) and Coughlan and Coghlan (2002), who  describe  it  as  ‘essentially an on-the-spot procedure designed to deal with a concrete problem located in an inadequate situation’ (2002, 25). An action research approach uses a variety of mechanisms, including questionnaires, diaries, interviews and case studies, to ensure that research feedback is translated into modifications, adjustments, directional changes and redefinitions (Hill, 2004). Cohen and Manion (1994) argue this is necessary to ensure prolonged benefits of the process itself, rather than a future occasion. o Ethnographic An ethnographic approach to research involves making a study upon society or some aspect of a society, culture or group in depth (Bell, 1999). The quality of ethnographic research relies upon detailed observation. This enables ‘researchers to share the same experiences as the subjects, to understand better why they acted in the way they did and to see things as those involved see things’ (Denscombe, 1998: 69). However, this approach may not be most effective, as this research study does not focus upon society or an aspect of a society, culture or group. Instead, the study focuses upon the strategic fit-performance relationship.

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o Experimental research An experimental approach to research involves four basic steps, outlined by Hill (2004):

1. Delineate the experimental research question or problem 2. Identify factors that explain or cause variation in the dependent variable 3. Operationalise the dependent and independent variables 4. Neutralise the effects upon the dependent variable

Experimental  research  ‘attempts  to  provide  a  blueprint that enables the researcher to structure a research problem in such a way that the outcome is the production of valid, objective and replicable  answers’  (Gill and Johnson, 1997: 39). However, such an approach may not be most effective, as this research study does not limit focus to variables. Rather, research implementation is founded upon relationships with key players and organisations, resulting in a thorough environmental context and understanding. o History A history approach to research involves three states, highlighted by Goodman and Kruger (1988):

1. Formulate research question 2. Examine evidence 3. Compare evidence and research question

This approach receives consideration, but does not account for discussed relationships with key players and organisations. Any results generated through this approach will be theoretical and lack a thorough environmental context or understanding.

o Narrative enquiry A narrative approach to research involves the collection and development of narrative, either as a form of data collection or as a means of structuring a research project (Hill, 2004). Such narrative can be collected through an interview setting, as the researcher listens and attempts to understand  spoken  ‘stories’.  This is an important observation, as academies contain a range of different employee opinions due to their controversial nature. S hared organisation goals may include generating substantial profit, albeit revolutionary and somewhat unorthodox compared to traditional educational establishments. Within such context it is likely to generate detailed results, therefore producing a sound conclusion. o Surveys A survey approach to research involves the collection of information from individuals. This can be achieved through various methods, including questionnaires, telephone conversations and face to face interviews. Once an appropriate level of information has been collected, ‘it can be analysed, patterns extracted and comparisons made across the sample group’ (Bell, 1999: 13). It is common for a sample group that represents a proportion or segment of the population to be selected. Similarly to histories, this approach receives consideration but does not account for relationships with key players and organisations. Any results generated through this approach will be static and lack a thorough environmental context or understanding. o Case studies A case study approach to research focuses upon understanding various dynamics within a particular setting. Each setting can include single or multiple cases, which contain various levels of analysis within (Yin, 1984). A case study approach allows the questions of what, why and how, to be answered with a relatively full understanding of the nature and complexity of the phenomenon being studied (Benbasat et al., 1987; Eisenhardt, 1989; Ellram, 1996; Meredith, 1998; Voss et al., 2002; Yin, 1994). However, it is important to consider research by Stake (1994), who argues that a case study approach is not always effective. According to his research, it is rare that cases can be examined to form a representative sample because of the intensity of data collection within each case. According to Mador (2006), practical considerations restrict selection to cases that offer the   ‘greatest   opportunity   to   learn’.   This   is   achieved   through   a   balanced illustration of themes, rather than a compelling representation of a whole population.

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3.2 Selection of most appropriate methodology All of the discussed methods recommended by Goodman and Kruger (1988) and Bell (1999) could be appropriate and therefore received consideration. However, to investigate the relationship between strategy and performance within an academy most effectively, a case study research approach was selected. There are many reasons for adopting this approach, including exploration of certain phenomena within a particular context or unit of analysis (Hill, 2004). Theorists including Goodman and Kruger (1988) and Bell (1999) support the use of case study research, particularly when investigating a specific industry. Saunders, Lewis and Thornhill (2009) argue that a case study approach ‘can enable the researcher to challenge existing theory and also provide a source of new research’ (Saunders, Lewis and Thornhill: 147). Case study approaches have been used in similar investigations throughout operations management research, displayed within figure 7. Figure 7: Examples of case study implementation thorough operations management research, adapted from Hill (2004) by Laker (2011).

Study Research questions # cases Other methods Purpose

Meredith and Vineyard (1993)

How can we better understand the role of manufacturing technology  in  the  firm’s  business  strategy? 3 -

Theory refinement

MacDuffie (1995) Which management initiatives are most effective? 6

Survey, interviews, direct observation

Theory testing

Narasimhan & Jayaram (1998)

What are the unique aspects of service operations that lead to differences in the way a reengineering project should be carried out in a service context?

1 - Theory building

Ahlstrom et al. (1998)

Why is diagnostic benchmarking used? How is diagnostic benchmarking used or not used by companies to improve manufacturing performance?

15

Longitudinal study. Two case visits 18 months apart. Survey

Theory extension

Pagell and Krause (1999)

Is  there  a  relationship  between  the  firm’s  external   environment and its internal level of operational flexibility? Do firms align their level of operational flexibility with their level of uncertainty in the external environment?

30 Survey Theory testing

Boyer and McDermott (1999)

Is there strategic consensus in operations strategy across different organisational levels? 7 Survey

Theory testing

Hyer et al. (1999)

What are the significant elements in a comprehensive cell design process and how are they related? How will the application of STS principles influence and enhance a cell system design? Of the elements in the comprehensive cell system design, which ones appear to be the most significant determinants of sustainable success?

1 - Theory refinement

Lamming et al. (2000)

How are different types of supply networks created and operated? 16 Survey

Theory building

Hill (2004)

Does internal strategic fit exist within service businesses? Do firms consciously create internal strategic fit within their business? What elements are present in a situation of fit or lack of fit? How can fit or lack of fit within a business be best presented?

8 Survey, interviews, direct observation Theory building

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3.3 Case selection Eight academy case studies were selected for investigation, each in an appropriate level of depth to ensure validity of results and findings (Glaser and Strauss, 1967; Eisenhardt, 1989; Voss et al., 2002). Case studies were selected from throughout England, with regard to current performance ratings according to Ofsted and individual Governing body. Cases were selected using replication logic to either produce similar or contrary results for predictable reasons (Voss et al., 2002). For example, high performing academies were expected to produce a high level of fit (literal replication), whereas those which were low performing were expected to produce a low level of fit (theoretical replication). Such replication increases the richness and robustness of case study research and the subsequent theories built (Eisenhardt, 1989; Yin, 1994). According to Hill (2004), there are key criteria involved in assessing internal strategic fit and the corresponding dimensions. This study uses the criteria to compliment research. Figure 8 provides detail of the criteria involved, and includes an indication of supporting literature. Figure 8: Three key aspects involved in assessing internal strategic fit and the corresponding dimensions analysed, adapted from Hill (2004) by Laker (2011).

Aspect Dimension analysed with supporting evidence in the literature

1) Assessing the importance of different competitive criteria

o By interviewing managers in key business functions, it is possible  to  use  ‘market  order- winners  and  qualifiers’  as  a  technique  to  capture  similarities  or  differences  on  how  they   view  the  importance  of  different  competitive  criteria  in  the  firm’s  market(s)  (Menda  and   Ditts, 1997)

2) Assessing the operating strategy

o The operating strategy can be assessed by analysing (Heskett, 1986): - What are the important elements of the strategy - Where investments are made - How the performance of the business is measured - How employees are incentivised, rewarded and developed

3) Assessing the service delivery system

o The service delivery system can be assessed by analysing (Heskett, 1986): - The key steps in the delivery system - The role of people, technology, equipment, layout and procedures - How capacity and demand are managed - How quality standards are ensured - How the service is differentiated from the competition - How barriers to entry by competitors are provided

The discussed criteria combined with contextual variables contained within the Hill and Brown (2007) strategic profiling technique were used to determine the level and type of fit within each case. Observations were made by reviewing the level of agreement across various functions and levels of employees and processes (Boyer and McDermott, 1999). Importantly, case study research methodology enabled specific functions of each academy to be reviewed, particularly those which assist operations in key areas, such as marketing, student retention and quality of service. Once each variable was applied, a cross case analysis identifies a fit-performance relationship and the types of fit present. Results indicate whether there is any correlation between variable and performance.

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3.4 Case breakdown Figure 9 highlights an overview of each case study. Individual academy names have been removed for confidentiality reasons and to ensure bias is not present. Cases are compared using region, year of opening, number of students, number of employees, corporate sponsor type, sponsor value and current Ofsted performance rating. Using this table as a basis of analysis, it is difficult to identify a definitive correlation between any variable and performance, although cases measured as outstanding by Ofted recruit the largest student and employee population. However, this may be for a number of reasons and irrespective of any performance rating, for example occupying larger facilities. Figure 9: Breakdown of organisations selected as case studies

Case study Region Year of opening

Student population

Employee population Corporate sponsor type

Financial value of corporate sponsorship

(£Millions) Ofsted performance

grading

1 South West 2010 1209 202 Charity 27 Outstanding

2 North West 2008 1401 229 Faith-based 16 Outstanding

3 London 2010 760 121 Financial institution 42 Good

4 South East 2009 870 124 Faith-based 31 Good

5 London 2008 953 159 Financial institution 46 Satisfactory

6 South West 2011 546 82 Faith-based 12 Satisfactory

7 North East 2010 540 98 Charity 6 Unsatisfactory

8 North West 2009 630 102 Not-for-profit organisation 8 Unsatisfactory

Within figure 9 performance of individual cases is displayed using a colour coded system. The following key is used throughout this research study, to differentiate between cases.

Key: Ofsted performance grading Outstanding Good Satisfactory Unsatisfactory

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3.5 Exploration of available data collection methods There are three research strategies that received consideration, each impacting differently upon data collection methods: o Qualitative A qualitative approach to data collection seeks to elicit and study the opinions, views and internal worlds of people (Mador, 2006). This requires the researcher to interact with respondents, either through an interview, discussion or focus group. In order to achieve maximum impact, the number of respondents should be small, allowing for appropriate time constraints. Consequently, the data collected using such methods will usually appear in word format rather than numerical, requiring the researcher to analyse and subsequently interpret where appropriate. o Quantitative A quantitative approach to data collection seeks to count and measure objective data, rather than elicit meaning from individuals (Goodman and Kruger, 1988; Bell, 1999). This requires the researcher to use survey methods in order to glean large data sets. Within this context, the application of statistical testing is important, as this highlights any correlations that occur. o Mixed strategies A mixed strategy approach to data collection uses both qualitative and quantitative approaches where appropriate. This type of approach is supported by Mador (2006), who argues that many business researchers need to use a mixture of approaches. For example, interviews can be used to clarify a problem and then a larger survey can be used to pursue the investigation. Sometimes secondary data, for instance about an industry or organisation, is used to establish rankings, benchmarks or other aspects of a situation. 3.6 Selection of most appropriate data collection method(s) A mixed strategy approach to research may often lead development of internal operations including strategy development, referred to as triangulation as the researcher triangulates between data sources, types of data collection and types of analysis. This type of data collection is regularly used within case study methodologies, as a means of enriching the data set and ensuring the validity of findings (Mador, 2006). For this reason, a mixed strategy approach to data collection was selected for the basis of this research study. This approach allows the researcher to effectively understand and develop knowledge of operations (Berg, 1998). Beneficially, this research study was written by a leadership and management consultant, contracted to a federation of academy schools and the Department of Education (DoE). In this capacity, large amounts of archival information, site visits, observations and interviews were utilised through current working arrangements. Case studies therefore required a number of data collection techniques (Gill and Johnson, 1997; Lewis, 1998; Meredith, 1998; Bell, 1999; Voss et al, 2002). Specific methods that relate to the chosen methodology are: o Self-administered questionnaires This method requires participants to complete a collection of questions on their own and without the opportunity to discuss or clarify any aspects embodied in the questionnaire (Hill, 2004). o Unstructured interviews Interviews are undertaken in an informal style in that respondents are allowed considerable latitude in the aspects addressed in the discussion. There may even not be a pre-determined set of questions or aspects to be systematically discussed during an interview (Hill, 2004). o Structured interviews Unlike the last method, structured interviews comprise specific and precisely formulated questions around which discussion is built (Hill, 2004). o Observation The researcher makes a series of observations of specific activities within an organisation. Such observations can be made in either a structured or unstructured format.

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o Archival information analysis This method concerns the systematic analysis of existing materials (Hill, 2004). In view of research by Swamidass (1986), Speyer and Swink (1995), Menda and Dilts (1997), Boyer and McDermott (1999) and Sousa and Voss (2008), interview and archival information were selected to provide the majority of data. These methods are supported  by  the  researcher’s  relationship  with  a federation of academy schools and the Department of Education (DoE). In this capacity archival information was provided through current working arrangements, and used to provide contemporary and historical controls and measures of performance (Yin, 1994: 80), whilst interviews were face to face and featured a range of employees. Figure 10 displays this information, including the type of employees interviewed across each case study. The variance of roles and responsibilities reflects the nature of the individual academy and aspect of fit being assessed. Findings from all data sources were systematically triangulated together. Inconsistencies then lead to further interviews to clarify insights and findings. Figure 10: Number and type of employees interviewed in each case study to analyse opinion of the three elements of internal strategic fit.

Case study

Senior teaching staff interviewed (arranged by hierarchical title)

Teaching staff interviewed (arranged by hierarchical title)

Non-teaching staff interviewed (arranged by hierarchical title)

1

Principal Vice Principal Vice Principal Assistant Vice Principal Assistant Vice Principal

Inclusion Manager Head of Year Teacher Tutor Teaching Assistant

Business and Projects Director Finance Manager Business Manager Public Relations Officer Premises Officer

2

Principal Vice Principal Assistant Vice Principal

Head of Year Teacher Tutor Teaching Assistant

Legal Services Manager Finance Manager Public Relations Officer Premises Officer

3

Principal Vice Principal Vice Principal Assistant Principal Assistant Principal

Inclusion Leader Head of Year Teacher Tutor Teaching Assistant

Business and Projects Director Finance Manager Business Manager Public Relations Officer Premises Officer

4

Principal Vice Principal Vice Principal Assistant Vice Principal Assistant Vice Principal

Head of Year Teacher Tutor Teaching Assistant

Finance Manager Premises Officer

5

Principal Vice Principal Vice Principal Assistant Principal Assistant Principal

Inclusion Manager Head of Year Teacher Tutor Teaching Assistant

Business and Projects Director Finance Manager Business Manager Public Relations Officer Premises Officer

6

Principal Vice Principal Assistant Vice Principal

Head of Year Teacher Tutor Teaching Assistant

Business and Projects Director Finance Manager Business Manager Public Relations Officer Premises Officer

7

Principal Deputy Principal

Head of Year Teacher Tutor Senior teaching Assistant

Community Relations Officer Premises Manager

8 Principal Deputy Principal

Head of Year Teacher Tutor Teaching Assistant

Community Liaison Officer Premises Officer

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3.7 Exploration and selection of most appropriate data analysis method(s) Once data had been collected it was analysed using a series of methods. There were a range of different data analysis methods available. However, it is important to focus upon those relevant to the methodology. Therefore, the following methods were considered, selected and implemented. o Case study write up This was completed for each individual academy using a replica format, which allows for easy comparison. This enabled a cross case analysis to identify the fit-performance relationship and types of fit that were present. o Tabular display of data Using Hill (2004) as a guide, tables were constructed to analyse each case by focusing upon operating strategies, service delivery systems, level of fit and competitive criteria (Hill, 2004: 51). o Analysis of data within tabular display Using Hill (2004) as a guide, tables are analysed to indicate where fit occurs, and compare levels of fit against expectations. 3.8 Validity, generalisability and reliability The areas of validity, generalisability and reliability were also considered, to ensure research was completed to a sufficient standard (Kidder and Judd, 1986). Validity establishes correct operational measures for the concepts being studied, whilst ensuring a causal relationship, whereby certain conditions are shown to lead to other conditions (Hill, 2004). With regard to validity, multiple sources of evidence were used when collecting data. As previously discussed, this research study is written by a leadership and management consultant, with current working arrangements enabling the use of large amounts of archival information, site visits, observations and interviews. Such methods developed an effective chain of evidence that allows an external   observer   ‘to   follow   the   derivation   of   any   evidence   from   the   initial   research   questions   to   ultimate  case  study  conclusions’  (Yin,  1994:  98).  Research implementation was therefore founded upon relationships with key players and selected case study organisations, resulting in a thorough environmental context.

Generalisability establishes the domain to which findings can be generalised. With regard to generalisability, eight academy case studies were selected in an appropriate level of depth. Each has a range of characteristics in terms of the market they serve, organisational size and structure, the style of management, types of employees, operating strategies and service delivery systems used. Each has been selected from throughout England with regard to current performance ratings according to Ofsted and individual Governing body. Cases were selected using replication logic to either produce similar or contrary results for predictable reasons (Voss et al., 2002). For example, academy 1 and 2 were both expected to produce literal replication, whereas academy 7 and 8 were both expected to produce theoretical replication. Varied replication increases the richness and robustness of case study research and the subsequent theories built (Eisenhardt, 1989; Yin, 1994). Reliability ensures that the operations of a study, such as the data collection procedures can be repeated. With regard to reliability, a case study database was created to aid data collection and future storage. This approach is supported by theorists including Yin (1994: 95), who argue that every case study project should strive to develop a formal, presentable database, so that in principle other investigators can review the evidence directly. The databases comprise four main elements categorised into each section: o Case study notes, including handwritten and dated notes from interviews, observations and

document analysis.

o Case study documents, including functional strategies, market research, customer surveys or administrative documents

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o Tabular materials, including quantitative data collected such as customer behaviour, performance records, organisational records or historical levels of investment.

o Narratives, including answers to the open-ended questions used are in unstructured interviews.

This approach ensures that each case study clearly shows the source of different data and information, such as the relevant document or interview; and the circumstances under which the evidence was collected, such as the time and place of the interview.

3.9 Summary and Conclusions The purpose of this chapter was to develop understanding within the field of operations management and select an appropriate methodology for research implementation. Subsequently, a range of different methodologies were considered, discussed and evaluated. To investigate the relationship between strategy and performance within an academy most effectively, a case study research approach was selected. There are many reasons for adopting this approach, including previous implementation by Goodman and Kruger (1988), Bell (1999) and Hill (2004). Consequently, eight academy case studies were selected for investigation from throughout England, with regard to current performance ratings according to Ofsted and individual Governing body. Cases were compared using region, year of opening, number of students, number of employees, corporate sponsor type, sponsor value and current Ofsted performance rating. The chapter then demonstrated how the below criteria, combined with contextual variables contained within the Hill and Brown (2007) strategic profiling technique, can be used to determine the level and type of fit within each case.

o Assessing the importance of different competitive criteria o Assessing the operating strategy o Assessing the service delivery system

This chapter then considered, discussed and evaluated a range of available data collection methods. A mixed strategy approach to data collection, which uses both qualitative and quantitative approaches where appropriate, was selected. This approach uses triangulation, as the researcher triangulates between data sources, types of data collection and types of analysis. Triangulation is regularly used within case study methodologies, as a means of enriching the data set and ensuring the validity of findings (Mador, 2006). Consequently, qualitative and quantitative data was selected for systematic collection using four main methods: site visits, archival information analysis, interviews and observation.

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4. Results and discussion Within this chapter results from the research study are analysed, providing an effective interpretation and basis for discussion. Conclusions are then drawn within the subsequent chapter. A large amount of archival information was obtained through site visits, and has been recorded in appendix 1. Qualitative and quantitative data was collected through chosen methods has been recorded in appendix 2. These two types of data were cross-referenced to provide insight into the three identified elements of strategic fit. A detailed write-up was then completed for each individual academy using a replica formant, which allowed for easy comparison and review of market conditions, operations strategy and service delivery system characteristics. This information has been summarised and highlighted throughout this chapter, enabling effective discussion. For ease of reference this chapter is divided into three sections, reflecting criteria contained within the Hill and Brown (2007) strategic profiling technique, so that the level and type of fit within each case is clearly identified:

o Fit within the market competitive criteria

o Fit within the operations strategy

o Fit within the service delivery system

This method ensures that fit variance is clearly identified, and provides a stable basis for conclusions discussed within the final chapter. In order to highlight performance-fit anomalies, the expected profile and level of fit within the above areas in relation to individual academy performance was evaluated and compared with results. It is important to consider that the ideal profile for strategic fit, according to Hill (2004) is defined where the market competitive criteria is supported by the operations strategy and delivery system.

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4.1 Fit within the market competitive criteria Archival information was collected through regular site visits, which provided contemporary and historical controls and measures of performance (Yin, 1994: 80). This information is highlighted within appendix 1, and provides further insight of market competitive criteria. Key information is discussed throughout this chapter, highlighting the range of fit across cases. Figure 11: Archival data displaying the range of market competitive criteria present within cases.

Market characteristics Case 1 Case 2 Case 3 Case 4 Case 5 Case 6 Case 7 Case 8

Industry sections

Education (School provision)

Corporate events

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Types of customer

Parents of students Adult learners

Community Corporate

Yes

Yes

Yes

Yes

Yes

Yes

Yes Yes Yes

Yes Yes Yes

Yes Yes Yes

Yes Yes Yes

Yes

Yes

Market segments 2 2 3 3 3 3 3 3

Catchment area of customers (miles) 42 22 8 11 5 6 3 4

Market stability High High High High Medium Medium Low Low

Key: Ofsted performance grading Outstanding Good Satisfactory Unsatisfactory

The results demonstrate a range of market stability levels, suggesting that higher performing cases are more stable whilst lower performing cases are less stable. These results may be influenced by varied catchment areas, as the higher performing cases have larger catchments areas whilst the lesser have smaller catchment areas. The reason for such differing catchment areas is demand, as customers are willing to travel further distances to place orders at higher performing academies. This is further reflected by the differentiation of corporate event provision, which academies 1, 2 and 3 all offer. Interestingly academies 1, 2 and 3 do not offer provision for adult learners or the community. In contrast lesser performing cases do offer provision for adult learners and the community. This suggests that higher performing cases are focused towards lucrative private sector markets, whilst lower performing cases are focused towards traditional public sector markets. Next, information gathered through interviews was validated by the process of perceptual triangulation and compared across cases. This information is highlighted within appendix 2. Key information is discussed throughout this chapter, further highlighting the range of fit across cases. Figure 12: Interview data displaying perceived value of particular market competitive criteria in the winning of new orders.

Question

Scale Case studies

1 2 3 4 5 6 7 8

What is the importance of ‘offering a fast turnaround service’ in winning orders?

1 (very important) - 5 (not important) 5 4 3 3 2 1 1 1

What is the importance of ‘reputation’  in  winning   orders?

1 (very important) - 5 (not important) 1 1 1 2 3 2 4 5

What is the importance of ‘responding to customer needs’ in maintaining future business?

1 (very important) - 5 (not important) 2 2 3 2 1 2 3 2

What is the importance of ‘reducing costs’ in maintaining competitive market criteria?

1 (very important) - 5 (not important) 4 3 3 1 2 2 1 1

What is the importance of management time spent maintaining competitive market criteria?

1 (very important) - 5 (not important) 5 5 4 3 2 2 2 3

What is the importance of improving processes and efficiency?

1 (very important) - 5 (not important) 2 2 3 2 1 2 3 2

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Market order-winners and qualifier analysis was used as a technique to capture similarities or differences in how individual cases viewed the importance of different competitive criteria (Menda and Ditts, 1997). The results highlight that lesser performing cases value the importance of offering a fast turnaround service, and believe this is critical to winning orders. Interestingly, higher performing cases value the importance of reputation, and believe this is critical to winning orders. Such cases also demonstrate higher market stability, as observed within figure 11. Results also demonstrate that higher performing cases are more strongly focused upon efficiency than lower performing cases, suggesting a strong correlation between cost management and performance. Results throughout this area of fit indicate a common thread of interpretation, one which is based upon the ability to accept orders. As can be observed within figure 12, low performing cases, including academy 7 and 8 which  are  graded  ‘unsatisfactory’  by  Ofsted,  did not value the importance of selecting and differentiating customer orders highly. Wider results demonstrated within appendix 1 show that these cases accepted orders from a wide range of customers with varying market competitive criteria. Their ability to attract customers from a regional basis was poor, largely due to their reputation. The decision to accept orders from customers with varying market competitive criteria  was  driven  by  a  “fear of receiving fewer applications [orders] than our nearest competitor” (appendix 3). Each low performing case was unable to fully engage their operations strategy and service delivery system to such a wide-ranging set of market needs (Hill, 2004). They therefore each reacted to change rather than forecast planning and were often left venerable by competition and market turbulence. A reactor approach to strategy developed, resulting in a lack of consistent strategic orientation. Low performing cases were unable to differentiate  customers,  believing  instead  that  “anyone [any order] will do at this stage, we are just happy to fill our classes” (appendix 3). This approach can damage brand identity, having a negative impact upon many strategic areas, including Ofsted performance criteria. In comparison, higher performing cases including academy 3 and 4, used market competitive criteria to further develop levels of fit. Both had clear policies regarding customer selection and used effective methods to discuss and analyse current and potential markets. Academy 3 for example, recently opened a Sixth Form College to compete with neighbouring institutions, as the rate of financial return from further education is high. Entering this new market requires a prospector style approach to strategy, in order to promote innovation and seek novel ways to solve performance problems.

What is the importance of improving customer satisfaction?

1 (very important) - 5 (not important) 5 4 3 3 1 2 1 1

What is the importance of selecting and differentiating customer orders?

1 (very important) - 5 (not important) 2 2 2 1 2 4 3 4

Total 24 21 20 15 14 17 18 19

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4.2 Fit within operations strategy Archival information was collected through regular site visits, ensuring appropriate contemporary and historical context. This information is highlighted within appendix 1, and provides further insight of operations strategies. Key information is displayed throughout this chapter, highlighting the range of fit across cases. Figure 13: Archival data displaying the range of operations strategy and business performance present within cases

Operating characteristics Case 1 Case 2 Case 3 Case 4 Case 5 Case 6 Case 7 Case 8

Traditional structure (TS)

Alternative Structure (AS) TS TS TS AS AS AS AS AS

Number of hierarchical levels 26 31 12 8 6 11 17 12

Organisation part of a conglomerate Y N Y N Y Y N Y

Management style

Functional (F) Cross Functional (CF) F CF F CF F CF CF CF

Key: Ofsted performance grading Outstanding Good Satisfactory Unsatisfactory The results demonstrate a range of operating structures, indicating that the higher performing cases use a traditional structure whereas lower performing cases use an alternative structure. These results may be influenced by the number of hierarchical levels present, as higher performing cases have more levels whereas lower performing cases have fewer levels. Many theorists agree that the structure of an organisation may impact and ultimately direct strategic fit. This view is consistent with Chandler (1962), who argues that alignment between structure and strategy will have positive implications upon performance. Next, information gathered through interviews was validated by the process of perceptual triangulation and compared across cases. This information is highlighted within appendix 2. Key information is discussed below, further highlighting the range of fit across cases. Figure 14: Interview data displaying the scale of operations strategy and business performance present within cases.

Question Scale Case studies

1 2 3 4 5 6 7 8

What is the percentage of activities that are centralised across operations units?

1 (0%) – 5 (100%) 4 2 5 3 5 2 1 1

What is the percentage of activities grouped into cross- functional teams rather than functions? 1 (0%) – 5 (100%) 2 5 2 4 1 4 3 4

What is the percentage of activities structured around customers rather than processes?

1 (0%) – 5 (100%) 1 2 3 4 5 4 3 2

What is the percentage of performance measures used to monitor and develop customer support?

1 (0%) – 5 (100%) 2 3 3 4 5 5 4 2

What is the percentage of performance measures used to monitor and reduce operations costs? 1 (0%) – 5 (100%) 2 4 3 4 4 3 4 3

What is the percentage of employee incentivisation, linked to improvements in customer support?

1 (0%) – 5 (100%) 2 4 2 5 4 2 1 2

What is the percentage of employee development, linked to improvements in customer support?

1 (0%) – 5 (100%) 2 4 2 5 4 2 2 1

What is the percentage of employee incentivisation, linked to reduction in costs?

1 (0%) – 5 (100%) 2 5 2 4 4 3 2 1

What is the percentage of employee development, linked to reduction in operations costs? ?

1 (0%) – 5 (100%) 2 5 2 4 4 3 2 1

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Results throughout this area of fit indicate a common thread of interpretation, one which is based upon the effects of an operating strategy. Throughout all cases, the extent to which such effects determined performance was mixed and largely dependent upon organisational performance rating. Unexpectedly, results demonstrated that the highest performing cases including academy 1 and 2, lacked consistent strategic orientation. These results were not predicted. Both cases were expected to demonstrate high fit within this area in accordance with their high performance ratings. Unlike high performing cases, those of medium performance including academy 3 and 4, displayed consistent strategic orientation. Both cases recognised the importance of effective operating strategy and continually sought new ways to improve performance, implementing prospector style strategy. Low performing cases, including academy 7 and 8, lacked consistent strategic orientation, reacting to change rather than preplanning. An interesting comparison can be made between the impact of a lack of consistent strategic orientation, particularly within high and low performing cases. Unlike in low performing cases, low levels of fit in this area did not affect the performance of academy 1 and 2, which remained high. This is an important discovery, and suggests that low fit within this area does not always reduce performance. Minimal impact upon performance may have led to academy 1 and 2 neglecting consistent strategic orientation. In comparison, low performing academy 7 and 8 did not recognise the importance of an effective operating strategy for a number of reasons, including a lack of resources and saturated competition. Many theorists suggest that increased resources will improve competition, including Cavusgil, Zou and Naidu (1993). This is an important point as global financial institutions including KPMG, United Bank of Switzerland (UBS) and Citigroup increasingly provide continued financial investment to academies. It is the increase of such investment into the rapidly growing industry, which has dramatically influenced strategic alignment of academies. Results indicate that academies with the highest level of investment allocated the greatest amount of resources, as shown in figure 15. One  Senior  Manager  commented  “this increases the probability of producing strong levels of fit” (appendix 3). Further analysis concluded that academies with large investment displayed a strong cost focus and highly centralised structures. This may be because large corporate sponsors maintain tight control over their investment and wish to seek the greatest financial return. However, there is no direct correlation between performance and value for money. Results suggest that investment without purpose does not improve performance and can instead distort strategic fit. For example, academy 3 and 5, which have received investment of £42m and £46m respectively, are performing to a satisfactory standard. With regard to this level of investment, expectations from sponsors would have been substantially higher. Therefore individual value for money ratings are low, displayed within figure 15. Figure 15: Value for money criteria

Case 1 Case 2 Case 3 Case 4 Case 5 Case 6 Case 7 Case 8

Total investment (£millions) 30 16 42 37 46 15 8 9

Actual spend (£millions) 27 16 42 31 46 12 6 8

Strong cost focus Y N Y Y Y N N N

Continued revenue stream Y Y Y N Y N N N

Value for money rating (H-M-L) Low High Low High Low High Low Low

What is the significance of corporate investment? 1 (very important) - 5 (not important) 1 1 2 2 2 2 3 2

Does corporate investment positively impact operations strategy?

1 (Strongly agree) - 5 (strongly disagree) 4 2 1 3 1 3 3 4

Does corporate investment positively impact business performance?

1 (Strongly agree) - 5 (strongly disagree) 2 3 5 2 5 3 1 1

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4.3 Fit within service delivery systems Archival information was collected through regular site visits, ensuring appropriate historical and contemporary context. This information is highlighted within appendix 1, and provides further insight of service delivery systems. Key information is displayed throughout this chapter, highlighting the range of fit across cases. Figure 16: Archival data displaying the range of service delivery systems present within cases Case 1 Case 2 Case 3 Case 4 Case 5 Case 6 Case 7 Case 8

Strong service delivery system N N N Y N Y Y Y

ICT used within demand management Y Y Y Y N N N N

Differentiated service delivery system N N N N Y Y Y Y

Key: Ofsted performance grading Outstanding Good Satisfactory Unsatisfactory

Results suggest that higher performing cases used ICT to manage demand, but displayed weak service delivery systems. In comparison, lower performing cases displayed strong service delivery systems which were differentiated from competition. This suggests that higher performing cases were focused upon managing current orders, whilst lower performing cases were focused upon managing future orders. Next, information gathered through interviews was validated by the process of perceptual triangulation and compared across cases. This information is highlighted within appendix 2. For Key information is discussed below, further highlighting the range of fit across cases. Figure 17: Interview data displaying the range of fit within service delivery systems.

Results suggest that cases which used a service delivery system to attract and retain customers, including academy 5-8, valued the importance of technology, speed of turnaround and impact of employees. They made use of an effective and efficient delivery system, but lacked performance and

Question Scale Case studies

1 2 3 4 5 6 7 8

What is the percentage of key steps involved within the delivery system?

1 (0%) – 5 (100%) 4 4 2 3 2 2 1 1

What is the influence and impact of specific steps within the delivery system? 1 (0%) – 5 (100%) 4 4 2 3 2 2 1 1

Is the service delivery system important in attracting and retaining customers?

1 (Strongly agree) - 5 (strongly disagree) 5 5 4 3 3 2 1 2

What is the influence and impact of employees within the delivery system? 1 (0%) – 5 (100%) 2 3 3 2 2 2 1 1

What is the influence and impact of technology within the delivery system? 1 (0%) – 5 (100%) 1 1 2 3 4 3 5 5

What is the influence and impact of ‘speed’  within the delivery system? 1 (0%) – 5 (100%) 1 1 2 3 4 4 5 5

What is the influence and impact of layout and procedures within the delivery system? 1 (0%) – 5 (100%) 3 3 2 3 4 4 4 5

What is the proportion of ICT methods used to maintain and improve demand management? 1 (0%) – 5 (100%) 5 5 4 3 2 2 1 1

What is the significance of other methods used to maintain and ensure high quality standards? 1 (0%) – 5 (100%) 1 1 2 2 3 5 5 5

Is it important to differentiate the service delivery system against competitors?

1 (very important) - 5 (not important) 5 4 3 2 2 1 1 1

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reputation. Whereas, cases including   academy   1   and   2,   which   are   judged   ‘high performing’   by   Ofsted, did not prioritise strategic fit within this area. They chose instead to use ICT for demand management, but not to improve the customer journey. Therefore, it is possible to conclude that academy 1 and 2 prioritised a maintained level of customer demand, whereas academy 3-8 prioritised an increase in level of customer demand. The majority of cases displayed high delivery system fit and have successfully implemented ICT to improve services. However, a decision made by academy 6 to automate customer interaction may have increased profitability, but was at a severe cost. The reduction of customer interaction negatively impacted upon market support and consequently, the academy witnessed a decline of applications [orders] with customers instead choosing a competitor. It is clear that operational strategy is failing and requires urgent attention in order to regain lost customers. On the other hand, technological improvements do not always reduce customer satisfaction. Academy 1 and 2 for example, created high fit by automating the majority of their delivery system, without reducing market share or return on investment. This is because both academies are extremely high performing and have successfully built individual brand identity, whilst growing market share. Such high performing organisations maintain a distinctive reputation and still remain popular without a personalised service delivery system. 4.4 Summary and Conclusions Within this chapter, research results were discussed, analysed and interpreted. Results indicate that elements of fit are highly influential within strategic operations, building upon previous research completed by Nayyar (1992), Smith and Reece (1999) and Hill (2004). However, in specific cases fit and subsequent performance levels were unexpected. The extent to which fit determined performance was mixed and largely dependent upon organisational performance rating. Results conclude that operational strategy is not as crucial as Hill (2004) suggests. Low fit within this area affects every organisation differently and within certain cases does not appear to impact upon performance. This can be observed within the highest performing cases, which displayed a lack of consistent strategic orientation whilst performance remained high. This is because these cases were in a stronger performance position to select and reject orders, particularly those that negatively impact upon market competitive criteria. Such academies are extremely high performing and do not rely upon fit to generate orders. Instead, they grow and develop a distinctive reputation and market share. In addition this chapter has demonstrated that large financial investment can reduce fit, whereas small financial investment can increase fit. This is an important discovery as global financial institutions increasingly provide continued financial investment to the academies programme. Such a discovery may limit or even reduce future levels of investment. This chapter has also demonstrated that academies that understand markets and lack effective operational strategy generate low fit. Those which have an effective operational strategy but lack market understanding also generate low fit. Therefore both are needed in collaboration to generate fit and maintain continued and sustained high performance.

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5. Conclusion This chapter builds upon and provides a conclusion to the interpretation of results, whilst also providing a justification and purpose for research. Such justification is combined with emerging themes from the previous chapter, results and discussion. The key points from the research study are highlighted and summarised, including an action plan for change. In addition, the limitation of this research study is analysed and reflected upon. This chapter consists of the following key sections, which develop understanding of research findings:

o Justification and purpose of research

o Emerging themes from results and discussion

o Research limitations and reflections

5.1 Justification and purpose of research As discussed within the Review of Literature chapter, there is no existing research that provides a reason for inconsistent performance across the academies programme. There are significant performance disparities within the programme, which urgently need to be resolved to ensure that low performing academies do not fail and face subsequent closure. Sufficient research and analysis of contrasting academy performance will equip senior managers with the insight needed to understand the most influential factors upon performance, enabling effective change and improvement. As discussed throughout this study, a wide range of stakeholders have vested interest in academies. Most prominent are global financial institutions, including KPMG, United Bank of Switzerland (UBS) and Citigroup. Such organisations seek high return on investment and are hesitant for their brand identity to be associated with low performance. Sufficient analysis of contrasting academy performance and subsequent causes will enable financially driven stakeholders to identify key areas for investment. In addition such stakeholders will ascertain areas most affected by investment, driving future value for money indication. Strategic fit was chosen as a relevant research concept to investigate performance disparities, defined as the degree of linkage or consistency between competitive priorities, operations strategy and delivery system (Hayes and Wheelwright, 1984; Kotha and Orne, 1989; Anderson et al., 1989; Leong et al., 1990; Hill, 1994; Hill and Hill, 2009). As discussed throughout this study, fit can affect consistency between operations strategy and overall business strategy, which may consequently impact upon performance. Internal strategic fit, according to Draaijer (1993), succeeds when employees within an organisation are aligned, thus metaphorically driving in one direction. In comparison, external strategic fit develops and succeeds when actions and interests of employees are focused upon shared organisational goals (Robinson and Stern, 1998). This study addresses the discussed research gap, driven by a leadership and management consultant contracted to a federation of academy schools and Department of Education (DoE). This driver enabled large amounts of archival information, site visits, observations and interviews to be utilised. Therefore, this study was founded upon relationships with key players and selected case study organisations, further supporting a suitable justification and purpose for investigation. To investigate the relationship between strategy and performance within an academy most effectively, a case study research approach was utilised. There were many reasons for adopting this approach, including previous implementation by Goodman and Kruger (1988), Bell (1999) and Hill (2004). Consequently, eight academy case studies from throughout England were selected for investigation, with regard to current performance ratings according to Ofsted and individual Governing body.

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5.2 Emerging themes from results and discussion This research study builds upon previous research completed by Nayyar (1992), Smith and Reece (1999) and Hill (2004). However, in specific cases fit and subsequent performance levels were unexpected and contradicted previous research, leading to a set of three conclusions analysed in greater depth within this chapter. Through this process, the chapter demonstrates that the performance of an academy school is not dependent upon strategic fit.

5.2.1 The impact of effective operating strategy upon performance Results concluded that the extent to which operating strategy determined performance was mixed and largely dependent upon organisational performance rating. Low performing cases, including academy 7 and 8, lacked consistent strategic orientation, reacting to change rather than preplanning. In comparison, medium performing cases, such as academy 3 and 4, displayed high levels of fit. However, the highest performing cases, including cases 1 and 2, displayed unexpectedly low levels of fit. These results contradict previous research that suggests that high external fit will generally increase performance (Nayyar, 1992; Smith and Reece, 1999; Hill 2004). Instead, the results of this study confirm that fit affects organisations differently and within certain cases does not seem to affect performance. This view is consistent with Ghaziani and Ventresca (2005), who suggest that every organisation has a different set of market issues, resource capabilities and managers with a different set of experiences. Therefore, the effects of fit will always differ. Both academy 7 and 8 for example, lacked consistent strategic orientation and effective operating strategy to drive future performance. Such failings were the primary cause of low fit. In contrast, academy 1 and 2 made informed decisions not to prioritise operating strategy fit, instead choosing other more significant order winners. This decision was the primary cause of low fit, which suggest that high fit can only be achieved when prioritised and selected as an order winner. One reason why this research study contradicts Nayyar (1992), Smith and Reece (1999) and Hill (2004), is due to the industry in which academies operate. Unlike private sector organisations, academies compete for a limited number of customers. Orders are won by attracting customers away from a competitor, capitalising upon market turbulence. This suggests that market share through reputation is of greater importance than fit and is a means of defending performance positioning by generating increased customer demand, giving an academy more freedom to choose orders which are performance-raising. Results reflect this, as the highest performing cases displayed low fit and high reputation, whereas the lowest performing cases displayed high fit and low reputation. This correlation is further explained within figure 18, which depicts the strategic journey undertaken by each academy. Each begins in stage 1 with a need to develop understanding of their particular market, in order to grow customer satisfaction. Order winners are customer focused, reflecting areas including managing processes whilst developing service offerings, leveraging services and improving process capabilities (Hill, 2004). However, as these areas grow and affect customer orders, an academy develops an individual identity and solidifies competitive advantage. As this identity develops a reputation is born, further outlined in stage 3. Figure 18: The reputation journey framework (Laker 2011)

Stage 1: Low fit and Low Reputation Organisation begins to understand processes and markets. There is no reputation to attract customer orders, so fit must be developed.

Stage 3: High Fit and High Reputation Organisation begins to build upon high levels of fit, by leveraging service provision and process capabilities, developing market share. The high fit levels impact market conditions and reputation begins to develop. At this point fit and reputation are equal order winners.

Stage 2: High Fit and Low Reputation Organisation begins to manage processes and develop service offerings, in order to differentiate from competition and develop market identity. At this point fit becomes a significant order winner.

Stage 4: Low Fit and High Reputation Organisation becomes concerned only with maintaining and defending its respected performance positions, rather than improving fit within operations strategy. Fit is no longer relevant as market forces are correctly balanced and reputation attracts customers. At this point reputation becomes a significant order winner.

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As academies mature, reputation grows into a significant order winner. The longevity of each academy is then dependent upon how reputation is managed and prioritised, demonstrated by stages 3 and 4. Academy 1 and 2 were both stage 4 focused, concerned only with maintaining and defending their respected performance positions, rather than improving fit within operations strategy. Both cases argued that fit is no longer relevant as they are highly performing organisations, with correctly balanced market forces. During an interview as part of this research study, a senior manager from academy   1   commented   “we   are   in   a   strong   position   as   we   can   choose   our   customers.   They   [customers] queue on a long waiting list for places and external agencies are desperate to work with us”.   This view contrasts with research completed by Smith and Reece (1999), who argue that alignment is of greater importance than the overall strategy chosen by an organisation. The results of this research study disagree with this view, demonstrating that within specific cases fit loses importance and relevance. Academy 1   and   2   have   a   distinct   ‘brand-name’   reputation   to   attract   customer orders, one that is greatly enhanced by their individual corporate sponsors. Both are no longer reliant upon fit. However, aspects of this research study correspond with Smith and Reece (1999), who believe that market conditions are continually changing and that reputation development is not instant. Many academies mature over a long period of time, with some never reaching stages 3 or 4 of the Laker (2011) framework. Others capitalise upon market momentum and progress quickly through the framework. However, it is important to consider that stages 3 and 4 can only be achieved after previous stage progression. Therefore, in order to achieve high levels of reputation, high levels of fit must have previously been present. As academies progress through the framework and develop a reputation, order qualifiers and order winners change accordingly. However, there is a time delay between change and market effects, creating lag. Throughout all cases, the effects of lag clearly determined performance in either a positive or negative manner. The extent to which lag determined performance was mixed and largely dependent upon a number of contingency factors. This view is consistent with previous research regarding how contingency factors interact with strategy to determine lag. Suggested factors include technology (Dowling and McGee, 1994) and marketing choices (Claycomb, Germain and Droege, 2000). However, this research study finds another factor that is of greater significance; geographical location and subsequent regional market conditions. Figure 19: The relationship between lag and regional market conditions

Case Study Region

Regional market

conditions Number of

competitors Corporate sponsor

type

Financial investment (£Millions)

Ofsted performance

grading Lag

effect

1 South West Competitive 12 Charity 27 Outstanding High

2 North West Emerging 1 Faith-based 16 Outstanding Medium

3 London Heavily saturated 27 Financial institution 42 Good High

4 South East Emerging 2 Faith-based 31 Good Low

5 London Heavily saturated 24 Financial institution 46 Satisfactory High

6 South West Competitive 7 Faith-based 12 Satisfactory Medium

7 North East Competitive 11 Charity 6 Unsatisfactory Medium

8 North West Emerging 2 Not-for-profit organisation 8 Unsatisfactory Low

This is consistent with Anderson and Zeitharnl (1984) and Hofer (1975), who suggest that regional market conditions dramatically affect performance lag. Such conditions are outlined in figure 19 and demonstrate varied levels of competition across regions. Conclusion 1: The effects of operating strategy fit are mixed and largely dependent upon fit prioritisation.

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This view builds upon previous research which examines the relationship between strategy and performance (Siggelkow and Levinthal, 2003; Mintzberg, 2004). However, this research study counteracts  Siggelkow  and  Levinthal  (2003)  and  Mintzberg’s  (2004)  conclusions,  by suggesting that low fit affects every organisation differently and within certain cases does not impact upon short term performance. Furthermore, research findings suggest that low fit does impact upon long term performance, particularly organisations that prioritise reputation as a key order winner. Such organisations can be categorised into stage four of the Laker (2011) framework outlined in figure 18. This conclusion further demonstrates that the performance of an academy school is not solely dependent upon strategic fit. However the decision not to prioritise fit leads to poor consistent strategic orientation and a reduction of market knowledge. This view is in line with research completed by McGrath and MacMillan (2000), who suggest that as organisations define and refine their processes, they must concurrently identify customer needs and map them against the products and services offered by competitors. However, more concerning is the growth of complacency. For if organisations continually neglect fit, they will lose market share and lack competitive advantage, instead relying upon reputation to attract customers. This increases risk, particularly within the current periods of low market confidence and uncertainty.

5.2.2 The relationship between financial resources and performance Financial investment across the academies programme influences strategic alignment and subsequent position of strategy, with contrasting effects. Many theorists suggest that large financial investment increases competition, including Cavusgil, Zou and Naidu (1993). This research study agrees, although concludes that investment without purpose does not improve performance and can in fact distort strategic fit. This is consistent with the theory of Frugal and Jugaad innovation, which suggests that performance and competitive growth can instead be improved by a limitation of resources, since it is the constraints of producers or customers (or both) that drive the innovation in the first place. (Forbes, 2011). This research study agrees, but suggests that an organisation must maintain focus. Focus will avoid unnecessary risk with regard to resource deployment and ensure appropriate value for money. Academy 5, for example lacked focus and expended £46million within one academic year, the largest outlay of any case. It is important to note that this academy is scheduled to receive continued investment on a corporate scale, removing any notion of focus or value for money accountability. According to the theory of Frugal innovation, academies must develop skills and expertise within the area of resource deployment, in order to channel investment into effective areas. This will enable positive strategic alignment and subsequent performance to occur and improve respectively. This view is consistent with research completed by Markides and Charistou (2004), who suggest that innovative and profitable differentiation is best achieved by developing unique and difficult to imitate capabilities. One way in which academies can develop such capabilities is through the implementation of a Business Director. This revolutionary role requires an individual who is CCAB accountancy qualified to manage all academy business operations, removing financial responsibility from a Head Teacher or Principal. Many Business Directors have career experience within private sector organisations and can reflect the corporate ethos of an academy, whilst driving strategy and inspiring appropriate action. Academies 1, 3 and 5, employed a Business Director. Each understood the benefits of removing financial responsibility from a Head Teacher or Principal, which directly affected performance and fit. Within these cases, the role of Business Director provided productive inspiration (Sinek, 2011). Conclusion 2: Financial investment with purpose positively influences strategic alignment and subsequent position of strategy. Financial investment without purpose negatively influences strategic alignment and subsequent position of strategy. This conclusion further demonstrates that the performance of an academy school is not solely dependent upon strategic fit. Instead, financial investment can cause significant impact and drive performance. However results indicate that large financial investment can reduce fit, whereas small financial investment can increase fit. The significant factor is focus. Focus will avoid unnecessary risk

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with regard to resource deployment. This view is consistent with research completed by Hamel and Prahalad (1994), who suggest that organisations should continually focus their resources and competences to improve strategic fit. This will identify and leverage effective resources and competences, yielding new opportunities and developing competitive advantage. This research study suggests that success is only achieved if original focus is maintained.

5.2.3 The impact of regular market review upon performance Throughout all cases, the effects of competitive market criteria clearly determined performance in either a positive or negative manner. This view builds upon previous research competed by Barney and Clark (2007). However, results conclude that the extent to which fit determined performance was mixed and linked with operational strategy fit. Cases which demonstrated high operational strategy fit also displayed high market criteria fit. In contrast, cases which demonstrated low operational strategy fit also displayed low market criteria fit. Such results indicate a positive correlation and relationship between both aspects of fit. This view is consistent with previous research completed by Ahmad and Schroeder (1990), Venkatraman and Henderson (1990) and Hill (2004), who suggest that an operations strategy and service delivery system should always aim to match market requirements. However, this research study concludes that market understanding is prerequisite: understanding the market is not sufficient to develop fit and equally, fit is not enough to understand a market. Both are needed to generate continued and sustained high performance. The continued sponsorship from global financial institutions has dramatically increased competition. Christensen (2001) suggests that as competition increases, performance will receive detailed scrutiny from an internal and external perspective. As previously discussed, the expansion programme for academies is rapid, further increasing competition. Hill (2004) argues that if organisations plan to compete effectively, an essential dimension of strategy is needed for continuous assessment and reassessment of markets. This research study agrees and suggests that every academy must monitor competition and continually assess from an internal and external perspective. This view is consistent with Brown-Welty (2005), who argues that only the existence of competitive advantage guarantees superior performance, defined as high valuation of the organisation among its peers. Conclusion 3: There is a significant prerequisite relationship between market competitive criteria and operational strategy. This conclusion further demonstrates that the performance of an academy school is not solely dependent upon one area of strategic fit. High fit within the area of market understanding is not sufficient to improve performance. Equally, high fit within the area operational strategy is not enough to improve performance. Both are needed in collaboration, to generate continued and sustained high performance. This view is consistent with Hill (2004), who suggests that if organisations plan to support customers, an essential dimension of strategy is needed for continuous assessment and reassessment of markets. This is particularly apparent within the growing industry in which academies operate. Failure to monitor competition and continually assess from an internal and external perspective will increase risk. Such risk may result in future failure. 5.3 Research limitations and reflections In conducting this research study, eight academy case studies were selected for investigation, each in an appropriate level of depth to ensure validity of results and findings (Glaser and Strauss, 1967; Eisenhardt, 1989; Voss et al., 2002). However, upon reflection, it would have been beneficial to investigate cases over a greater period of time, including academies at various stages of foundation. This type of longitudinal study could further investigate the effects of lag, suggesting a time lag framework for academies. This view is consistent with Hill (2004), who suggests that a longitudinal study will help understand if, how and why organisations including academies fluctuate in terms of strategic alignment, further reflecting lag. Markides and Charistou (2004) also support further research into this area, with a view to investigate the effects of lag upon competition.

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5.4 Summary and Conclusions This chapter has provided a series of conclusions that have wide ranging implications for academics and practitioners. However, each demonstrates that the performance of an academy school is not solely dependent upon strategic fit. Firstly, that the extent to which operating strategy fit determines performance is mixed and largely dependent upon organisational performance rating. This is enhanced further if reputation is selected as an order winner, reflected by the reputation journey framework (Laker 2011). This framework somewhat contradicts previous research, which suggests that high external fit will always increase performance (Nayyar, 1992; Smith and Reece, 1999; Hill 2004). Instead, the framework confirms that fit affects organisations differently and within certain cases does not affect performance. The framework also reflects mark lag, because as academies progress throughout the framework and develop a reputation, order qualifies and order winners change accordingly. As discussed within this chapter, there is a time delay between change and market effects, creating lag. However, this chapter concludes that the most significant factor upon lag is geographical location and subsequent regional market conditions. This conclusion contrasts with previous research Dowling and McGee (1994) and Claycomb, Germain and Droege (2000), but is consistent with previous research by Siggelkow and Levinthal (2003) and Mintzberg (2004). Secondly, financial investment influences strategic alignment and subsequent position of strategy with contrasting effects. Investment without purpose does not improve performance and can distort strategic fit. Results within this research study are consistent with the theory of Frugal and Jugaad innovation. Rather than accepting that investment will impact fit, academies must develop skills and expertise within the area of resource deployment, in order to channel investment into effective areas. This will enable positive strategic alignment and subsequent performance to occur and improve respectively. Thirdly, there is a significant prerequisite relationship between market competitive criteria and operational strategy. This research study agrees and concludes that market understanding is prerequisite: understanding markets is not enough to develop fit and vice versa. Both are needed to generate continued and sustained high performance. This conclusion is similar to research completed by Hill (2004) and is particularly apparent within the growing industry in which academies operate.

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6. Appendices Appendix 1: Type of and amount of archival information used within this research study

Type of archival information Case studies

1 2 3 4 5 6 7 8

Customer satisfaction surveys (completed by parents)

709 921 365 521 405 238 211 109

Academy published data 12 21 7 9 7 5 6 4

Latest Ofsted study(s) 1 1 1 1 1 1 1 1

Information regarding important elements of the strategy within each function

2 3 5 52 31 18 5 2

Information regarding where are investments made

3 5 6 32 27 16 6 1

Information regarding how the performance of the business is measured 2 4 7 44 18 8 17 1

Information regarding how employees are incentivised, rewarded and developed

1 6 8 26 22 9 12 1

Information regarding the key steps in the service delivery system 1 4 7 31 61 12 7 2

Information regarding the role of people, technology, equipment, layout and procedures

1 3 8 53 64 15 12 3

Information regarding how are capacity and demand is managed 1 4 9 28 25 23 8 2

Information regarding how quality standards are ensured 1 6 22 53 41 32 5 1

Information regarding how the service is differentiated from the competition

1 4 12 15 28 7 9 1

Total 26 61 92 344 325 146 88 19

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Appendix 2: Interview data results

No. Gender Q1 Q2 Q3 Q4 Q5 Q6 Q 7 Q 8 Q 9 Q 10 Q 11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20

1 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

2 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

3 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

4 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

5 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

6 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

7 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

8 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

9 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

10 M 2 1 1 1 2 5 1 1 1 1 2 1 2 1 1 1 1 2 1 2

11 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

12 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

13 M 3 3 3 3 3 5 3 3 3 3 3 3 3 3 3 3 3 3 3 3

14 F 2 2 2 2 2 2 2 5 2 2 2 2 2 2 2 2 2 2 2 2

15 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

16 F 2 1 1 1 5 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

17 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

18 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

19 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

20 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

21 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

22 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

23 M 2 1 1 1 2 5 1 1 1 2 2 1 2 1 1 1 2 2 1 2

24 F 2 1 1 1 4 1 1 1 1 2 2 1 4 5 1 1 2 2 1 4

25 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

26 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

27 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

28 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

29 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

30 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

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31 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

32 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

33 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

34 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

35 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

36 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

37 M 2 2 2 3 2 2 2 2 2 2 2 3 2 5 2 2 2 2 3 2

38 M 2 1 1 1 5 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

39 F 3 2 1 1 3 2 1 2 2 2 3 5 3 2 1 2 2 3 1 3

40 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

41 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

42 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

43 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

44 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

45 F 2 2 2 2 2 2 5 2 2 2 2 5 2 2 2 2 2 2 2 2

46 F 2 1 1 5 2 1 1 1 5 1 2 1 2 1 1 1 1 2 1 2

47 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

48 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

49 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

50 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

51 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

52 F 2 1 5 1 3 1 1 1 1 2 2 1 3 1 5 1 2 2 1 3

53 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

54 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

55 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

56 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

57 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

58 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

59 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

60 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

61 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 5 2 2 1 2 3

62 F 2 1 1 5 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

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63 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

64 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

65 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

66 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

67 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

68 F 1 1 1 5 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

69 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

70 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

71 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

72 M 1 1 1 1 1 1 1 2 5 1 1 1 1 1 1 2 1 5 1 1

73 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

74 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

75 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

76 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

77 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

78 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

79 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 5 3 2 3

80 F 2 2 2 2 2 5 2 2 2 2 2 2 2 2 2 2 2 2 2 2

81 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

82 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

83 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

84 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

85 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

86 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

87 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

88 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

89 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

90 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

91 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

92 F 2 1 1 2 5 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

93 M 4 2 2 2 4 2 2 2 2 2 4 2 4 2 2 2 2 4 2 4

94 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

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95 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

96 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

97 M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

98 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

99 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

100 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

101 F 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

102 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

103 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

104 M 2 1 1 3 5 1 1 1 1 3 2 3 2 1 1 5 3 2 3 2

105 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

106 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

107 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

108 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

109 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

110 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

111 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

112 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

113 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

114 F 3 1 2 2 3 1 1 1 1 1 3 2 3 1 1 1 1 3 2 3

115 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

116 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

117 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

118 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

119 M 4 1 2 2 4 1 5 1 1 1 4 2 4 1 1 5 1 4 2 4

120 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

121 M 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

122 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

123 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

124 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

125 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

126 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

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127 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

128 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

129 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

130 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

131 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

132 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

133 M 3 2 2 2 3 2 5 2 2 2 3 2 3 2 1 2 2 3 2 3

134 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

135 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

136 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

137 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

138 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

139 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

140 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

141 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

142 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

143 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

144 F 2 2 2 2 5 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

145 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

146 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

147 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

148 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

149 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

150 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

151 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

152 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

153 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

154 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

155 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

156 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

157 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

158 M 3 1 1 1 5 4 1 4 4 4 3 1 3 5 1 4 4 3 1 3

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159 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

160 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

161 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

162 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

163 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

164 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

165 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

166 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

167 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

168 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

169 F 3 2 1 1 3 2 1 2 2 2 3 1 3 2 1 2 2 3 1 3

170 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

171 M 1 1 1 2 1 1 1 1 3 2 1 2 1 5 1 1 2 1 5 1

172 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

173 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

174 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

175 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

176 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

177 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

178 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

179 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

180 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

181 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

182 F 2 1 1 1 3 1 1 1 1 2 2 1 3 1 1 1 2 5 1 3

183 M 2 1 2 5 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

184 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

185 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

186 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

187 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

188 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

189 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

190 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

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191 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

192 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

193 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

194 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

195 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

196 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

197 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

198 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

199 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

200 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

201 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

202 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

203 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

204 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

205 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

206 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

207 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

208 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

209 F 3 3 2 5 3 3 3 3 3 3 3 2 5 3 3 3 3 3 2 3

210 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

211 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

212 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

213 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

214 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

215 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

216 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

217 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

218 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

219 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

220 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

221 F 2 1 1 2 2 1 1 1 1 2 2 2 5 1 1 1 2 2 2 2

222 F 2 1 1 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

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223 M 4 2 2 2 4 2 2 2 2 2 4 2 4 2 2 2 2 4 2 4

224 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

225 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

226 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

227 M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

228 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

229 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

230 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

231 F 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

232 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

233 M 2 1 5 5 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

234 M 2 1 1 3 2 1 1 1 1 3 2 3 2 1 1 1 3 2 3 2

235 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

236 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

237 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

238 F 2 1 1 1 2 1 1 1 1 1 2 1 5 1 1 1 1 2 1 2

239 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

240 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

241 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

242 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

243 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

244 F 3 1 2 2 3 1 1 1 1 1 3 2 3 1 1 1 1 3 2 3

245 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

246 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

247 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

248 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

249 M 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

250 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

251 M 1 1 1 2 1 1 1 2 1 5 1 2 1 1 1 2 1 1 2 1

252 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

253 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

254 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

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255 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

256 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

257 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

258 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

259 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

260 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

261 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

262 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

263 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

264 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

265 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

266 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

267 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

268 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

269 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

270 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

271 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

272 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

273 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

274 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

275 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

276 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

277 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

278 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

279 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

280 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

281 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

282 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

283 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

284 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

285 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

286 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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287 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

288 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

289 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

290 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

291 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

292 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

293 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

294 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

295 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

296 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

297 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

298 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

299 F 3 2 1 1 3 2 1 2 2 2 3 1 3 2 1 2 2 3 1 3

300 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

301 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

302 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

303 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

304 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

305 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

306 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

307 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

308 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

309 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

310 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

311 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

312 F 2 1 1 1 3 1 1 1 1 2 2 1 3 1 1 1 2 2 1 3

313 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

314 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

315 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

316 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

317 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

318 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

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319 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

320 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

321 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

322 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

323 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

324 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

325 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

326 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

327 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

328 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

329 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

330 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

331 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

332 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

333 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

334 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

335 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

336 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

337 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

338 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

339 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

340 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

341 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

342 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

343 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

344 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

345 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

346 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

347 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

348 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

349 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

350 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

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351 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

352 F 2 1 1 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

353 M 4 2 2 2 4 2 2 2 2 2 4 2 4 2 2 2 2 4 2 4

354 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

355 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

356 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

357 M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

358 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

359 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

360 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

361 F 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

362 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

363 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

364 M 2 1 1 3 2 1 1 1 1 3 2 3 2 1 1 1 3 2 3 2

365 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

366 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

367 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

368 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

369 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

370 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

371 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

372 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

373 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

374 F 3 1 2 2 3 1 1 1 1 1 3 2 3 1 1 1 1 3 2 3

375 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

376 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

377 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

378 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

379 M 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

380 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

381 M 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

382 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

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383 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

384 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

385 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

386 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

387 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

388 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

389 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

390 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

391 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

392 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

393 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

394 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

395 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

396 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

397 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

398 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

399 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

400 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

401 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

402 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

403 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

404 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

405 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

406 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

407 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

408 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

409 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

410 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

411 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

412 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

413 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

414 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

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415 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

416 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

417 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

418 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

419 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

420 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

421 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

422 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

423 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

424 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

425 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

426 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

427 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

428 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

429 F 3 2 1 1 3 2 1 2 2 2 3 1 3 2 1 2 2 3 1 3

430 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

431 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

432 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

433 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

434 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

435 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

436 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

437 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

438 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

439 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

440 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

441 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

442 F 2 1 1 1 3 1 1 1 1 2 2 1 3 1 1 1 2 2 1 3

443 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

444 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

445 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

446 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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447 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

448 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

449 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

450 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

451 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

452 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

453 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

454 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

455 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

456 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

457 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

458 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

459 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

460 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

461 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

462 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

463 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

464 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

465 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

466 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

467 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

468 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

469 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

470 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

471 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

472 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

473 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

474 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

475 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

476 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

477 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

478 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

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479 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

480 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

481 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

482 F 2 1 1 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

483 M 4 2 2 2 4 2 2 2 2 2 4 2 4 2 2 2 2 4 2 4

484 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

485 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

486 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

487 M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

488 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

489 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

490 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

491 F 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

492 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

493 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

494 M 2 1 1 3 2 1 1 1 1 3 2 3 2 1 1 1 3 2 3 2

495 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

496 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

497 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

498 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

499 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

500 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

501 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

502 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

503 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

504 F 3 1 2 2 3 1 1 1 1 1 3 2 3 1 1 1 1 3 2 3

505 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

506 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

507 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

508 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

509 M 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

510 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

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511 M 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

512 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

513 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

514 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

515 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

516 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

517 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

518 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

519 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

520 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

521 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

522 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

523 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

524 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

525 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

526 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

527 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

528 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

529 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

530 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

531 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

532 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

533 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

534 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

535 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

536 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

537 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

538 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

539 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

540 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

541 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

542 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

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543 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

544 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

545 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

546 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

547 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

548 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

549 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

550 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

551 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

552 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

553 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

554 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

555 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

556 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

557 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

558 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

559 F 3 2 1 1 3 2 1 2 2 2 3 1 3 2 1 2 2 3 1 3

560 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

561 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

562 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

563 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

564 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

565 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

566 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

567 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

568 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

569 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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573 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

574 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

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575 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

576 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

577 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

578 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

579 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

580 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

581 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

582 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

583 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

584 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

585 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

586 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

587 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

588 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

589 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

590 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

591 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

592 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

593 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

594 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

595 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

596 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

597 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

598 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

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602 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

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605 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

606 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

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607 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

608 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

609 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

610 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

611 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

612 F 2 1 1 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

613 M 4 2 2 2 4 2 2 2 2 2 4 2 4 2 2 2 2 4 2 4

614 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

615 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

616 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

617 M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

618 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

619 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

620 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

621 F 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

622 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

623 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

624 M 2 1 1 3 2 1 1 1 1 3 2 3 2 1 1 1 3 2 3 2

625 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

626 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

627 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

628 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

629 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

630 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

631 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

632 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

633 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

634 F 3 1 2 2 3 1 1 1 1 1 3 2 3 1 1 1 1 3 2 3

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637 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

638 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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639 M 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

640 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

641 M 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

642 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

643 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

644 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

645 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

646 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

647 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

648 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

649 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

650 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

651 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

652 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

653 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

654 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

655 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

656 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

657 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

658 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

659 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

660 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

661 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

662 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

663 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

664 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

665 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

666 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

667 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

668 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

669 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

670 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

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671 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

672 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

673 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

674 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

675 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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677 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

678 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

679 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

680 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

681 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

682 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

683 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

684 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

685 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

686 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

687 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

688 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

689 F 3 2 1 1 3 2 1 2 2 2 3 1 3 2 1 2 2 3 1 3

690 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

691 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

692 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

693 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

694 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

695 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

696 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

697 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

698 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

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701 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

702 F 2 1 1 1 3 1 1 1 1 2 2 1 3 1 1 1 2 2 1 3

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703 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

704 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

705 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

706 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

707 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

708 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

709 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

710 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

711 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

712 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

713 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

714 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

715 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

716 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

717 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

718 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

719 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

720 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

721 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

722 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

723 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

724 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

725 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

726 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

727 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

728 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

729 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

730 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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732 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

733 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

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735 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

736 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

737 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

738 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

739 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

740 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

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742 F 2 1 1 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

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744 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

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748 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

749 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

750 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

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754 M 2 1 1 3 2 1 1 1 1 3 2 3 2 1 1 1 3 2 3 2

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758 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

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760 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

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762 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

763 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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765 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

766 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

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767 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

768 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

769 M 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

770 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

771 M 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

772 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

773 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

774 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

775 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

776 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

777 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

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779 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

780 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

781 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

782 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

783 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

784 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

785 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

786 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

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789 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

790 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

791 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

792 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

793 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

794 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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797 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

798 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

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799 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

800 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

801 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

802 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

803 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

804 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

805 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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807 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

808 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

809 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

810 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

811 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

812 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

813 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

814 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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817 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

818 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

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820 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

821 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

822 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

823 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

824 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

825 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

826 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

827 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

828 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

829 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

830 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

Page 70 of 76

831 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

832 F 2 1 1 1 3 1 1 1 1 2 2 1 3 1 1 1 2 2 1 3

833 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

834 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

835 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

836 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

837 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

838 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

839 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

840 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

841 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

842 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

843 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

844 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

845 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

846 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

847 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

848 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

849 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

850 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

851 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

852 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

853 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

854 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

855 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

856 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

857 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

858 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

859 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

860 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

861 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

862 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

Page 71 of 76

863 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

864 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

865 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

866 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

867 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

868 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

869 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

870 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

871 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

872 F 2 1 1 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

873 M 4 2 2 2 4 2 2 2 2 2 4 2 4 2 2 2 2 4 2 4

874 M 4 2 1 1 4 2 2 2 2 2 4 1 4 2 2 2 2 4 1 4

875 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

876 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

877 M 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

878 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

879 M 2 2 3 3 2 2 1 2 2 2 2 3 2 2 1 2 2 2 3 2

880 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

881 F 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

882 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

883 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

884 M 2 1 1 3 2 1 1 1 1 3 2 3 2 1 1 1 3 2 3 2

885 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

886 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

887 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

888 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

889 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

890 M 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

891 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

892 F 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

893 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

894 F 3 1 2 2 3 1 1 1 1 1 3 2 3 1 1 1 1 3 2 3

Page 72 of 76

895 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

896 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

897 M 3 2 1 1 3 2 2 2 2 2 3 1 3 2 2 2 2 3 1 3

898 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

899 M 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

900 M 4 4 3 3 4 4 1 4 4 4 4 3 4 4 1 4 4 4 3 4

901 M 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

902 M 1 1 2 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 2 1

903 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

904 M 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2

905 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

906 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

907 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

908 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

909 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

910 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

911 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

912 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

913 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

914 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

915 M 1 1 1 2 3 1 1 1 2 2 1 2 3 1 1 1 2 1 2 3

916 M 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1

917 F 4 2 2 2 4 2 1 2 2 2 4 2 4 2 1 2 2 4 2 4

918 F 4 2 2 2 4 4 2 4 4 4 4 2 4 4 2 4 4 4 2 4

919 M 2 1 3 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

920 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

921 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

922 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

923 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

924 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

925 F 2 1 1 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 2

926 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

Page 73 of 76

927 M 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

928 F 2 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 2 2 2

929 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

930 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

931 F 4 4 3 3 4 4 1 4 4 3 4 3 4 4 1 4 3 4 3 4

932 F 4 4 4 4 4 4 1 4 4 3 4 4 4 4 1 4 3 4 4 4

933 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

934 F 2 1 1 1 4 1 1 1 1 2 2 1 4 1 1 1 2 2 1 4

935 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

936 M 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

937 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

938 M 3 1 1 1 3 4 1 4 4 4 3 1 3 4 1 4 4 3 1 3

939 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

940 F 3 2 3 3 3 2 2 2 2 2 3 3 3 2 2 2 2 3 3 3

941 F 4 4 2 2 4 4 1 4 4 3 4 2 4 4 1 4 3 4 2 4

942 F 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

943 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

944 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

945 F 4 2 2 2 4 4 1 4 4 4 4 2 4 4 1 4 4 4 2 4

946 M 4 1 1 1 4 4 1 4 4 4 4 1 4 4 1 4 4 4 1 4

947 M 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2

948 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

949 F 3 2 1 1 3 2 1 2 2 2 3 1 3 2 1 2 2 3 1 3

950 F 4 1 2 2 4 1 1 1 1 1 4 2 4 1 1 1 1 4 2 4

951 M 1 1 1 2 1 1 1 1 3 2 1 2 1 1 1 1 2 1 2 1

952 M 1 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 2 2

953 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

954 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

955 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

956 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

957 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

958 F 2 2 1 1 2 2 2 2 2 2 2 1 2 2 2 2 2 2 1 2

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959 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

960 M 3 3 3 3 3 3 1 3 3 3 3 3 3 3 1 3 3 3 3 3

961 F 2 1 2 3 2 1 1 1 1 2 2 3 2 1 1 1 2 2 3 2

962 F 2 1 1 1 3 1 1 1 1 2 2 1 3 1 1 1 2 2 1 3

963 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

964 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

965 M 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

966 F 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

967 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

968 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

969 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

970 F 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

971 F 1 1 2 2 3 1 1 2 2 2 1 2 3 1 1 2 2 1 2 3

972 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

973 F 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

974 F 2 1 1 4 3 1 1 1 1 2 2 4 3 1 1 1 2 2 4 3

975 F 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

976 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

977 F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

978 F 1 1 1 1 3 1 1 1 2 2 1 1 3 1 1 1 2 1 1 3

979 M 3 1 1 1 3 1 1 1 1 1 3 1 3 1 1 1 1 3 1 3

980 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

981 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

982 M 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1

983 M 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

984 M 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

985 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

986 M 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

987 M 1 1 1 1 2 1 1 1 3 3 1 1 2 1 1 1 3 1 1 2

988 M 1 1 2 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1

989 F 3 3 2 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3

990 F 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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991 M 3 2 2 2 3 2 1 2 2 2 3 2 3 2 1 2 2 3 2 3

992 M 3 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 3 2 3

993 F 2 1 2 2 2 1 1 1 1 1 2 2 2 1 1 1 1 2 2 2

994 F 2 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2

995 M 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1

996 M 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 1 2 1 2 1

997 M 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 1

998 M 1 1 1 2 3 1 1 1 1 2 1 2 3 1 1 1 2 1 2 3

999 M 2 1 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 2

1000 M 2 1 1 3 2 1 1 1 1 1 2 3 2 1 1 1 1 2 3 2

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Appendix 3: Significant interview comments “We have a fear of receiving fewer applications [orders] than our nearest competitor.”   “Anyone  will do at this stage, we are just  happy  to  fill  our  classes.” “This  increases  the probability of producing strong levels of fit.”