COLLEGE

OF
BUSINESS
ENGLISH
LANGUAGE
NEEDS
ANALYSIS
REPORT
FALL
TABLE OF CONTENTS

Contents
Executive Summary______________________________________________________________1
1. Language Development Program Context____________________________________2
2. Needs Analysis_______________________________________________________________5
3. Recommendations for Language Support____________________________________13
4. Summary of Recommendations_____________________________________________16
5. Appendices_________________________________________________________________17
NEEDS ANALYSISNEEDS ANALYSIS

Executive Summary
CONTEXT
The College of Business is the last College in Zayed University to take up Language
Development Program provision. The Language Development Program offers academic
English language support for students in the Majors. It targets those learning outcomes in
the ZULOs and MALOs connected with language use with which students have most
difficulty. In discussion with College of Business leaders, it was determined that two 300-
level courses (BUS-309 - Introduction to Management and BUS-310 - Introduction to
Marketing) would be the most effective courses with which to begin offering support in
Spring 2017.

NEEDS ANALYSIS
A triangulated needs analysis of faculty, students and materials on BUS-309 and BUS-310
found a significant existing and future set of needs for academic English language
support. 43% of students on BUS-309 and 58% of students on BUS-310 requested
academic English language support outside of class time. The areas identified as most in
need of attention on BUS-310 were genre understanding and incorporating research, while
on BUS-309 they were critical thinking and writing skills.

FORMS OF LANGUAGE SUPPORT

Language support can be offered in a blend of one-to-one meetings, online, and in-class. It
is most effective when delivered as a developmental resource over the course of a
semester, supporting the language learning outcomes of the course.

RECOMMENDATIONS
Given a projected resource allocation of 0.75 FTE to the College of Business Language
Development Program in Spring 2017, it is recommended that support be limited to one-
to-one meetings and limited in-class assistance, while online capacities are built up for Fall
2017.

Tony Myers
Assistant Professor, ABP

Page 1
NEEDS ANALYSISNEEDS ANALYSIS

1.Language Development Program Context

1.1 THE LANGUAGE DEVELOPMENT PROGRAM
The Language Development Program (LDP) is an in-sessional English language support
program managed by the Academic Bridge Program (ABP), offering academic skills and
linguistic help for students in the Majors. It currently operates in most of the Colleges,
including Arts and Creative Enterprises, Humanities and Social Sciences, Natural Science
and Public Health, Communication and Media Sciences, Education, and Technological
Innovation. The most notable omission from this list is the College of Business (COB). To
date, LDP support of COB has been patchy and ad hoc. In Dubai, it is restricted to one
specific class and the male campus evening program, while in Abu Dhabi it has been
limited to IELTS remediation.

Outwith this context, the leaders of the COB have identified a need for English language
support in response to, and in anticipation of, a number of factors:

1.2 ZULOS
The Zayed University Learning Outcomes provides descriptors for four levels of
accomplishment at the four main skill areas of reading, writing, listening, and speaking.
While all of these areas are important, reading and writing bear relatively more weight in
an academic environment. At the Developing level the level of University College
students students are expected to have attained the following levels of competence in in
comprehension of written work:

Can extract all of the key information and most of the supporting details from a
written text designed for an educated non-specialist reader.
Can extract some key information and supporting details from a subject-specific
text.
Can identify bias and judge reliability of non-specialist academic source materials.
Can evaluate bias and reliability in specialist academic texts to a limited extent.

Students are also expected to have attained the following levels of competence in in
production of written work:

Can write a simple research paper of 2500-3000 words, using APA referencing style
Can produce reasoned arguments supported by adequate evidence.
Can quote source material accurately and paraphrase/ summarize with reasonable
accuracy. APA reference style is well organized and accurate.
Can write an extended text that is mostly coherent and logical in its organization
though it may lack clarity in places.

Page 2
NEEDS ANALYSISNEEDS ANALYSIS

Can write well-controlled basic and slightly more complex sentences. Basic
grammar structures are well-controlled; there are some errors with more complex
structures.
Can use a range of basic, academic and subject-specific vocabulary with
reasonable accuracy.
Can write texts that demonstrate some awareness of audience.

Students at the higher end of 300-level courses would be expected to exceed these
standards and exhibit abilities at the Accomplished level.

1.3 MALOS
There are five Major Learning Outcomes of the COB:

1. Compete successfully in a global business environment;

2. Use business information systems appropriately;
3. Think critically, solve problems, and be creative;
4. Communicate effectively in the business environment; and
5. Use interpersonal skills in a business environment.

Of these, numbers three and four are the most pertinent areas for academic English
support.

1.4 POLOS
In addition to the ZULOs and MALOs, each Major has specific Program Learning Outcomes
which align with them. These describe the knowledge, skills and competences a graduate
in any particular Major is expected to have. For a Major in Management, the following
skills are ones which can be given academic English support:

Conduct research in a chosen area of specialization and document and defend the
research results.
Communicate effectively in writing and verbally, and deliver professional-level
presentations.

Similarly, for a Major in Marketing, these are the relevant POLOs:

Conduct research in a chosen area of specialization and document and defend the
research results.
Communicate effectively in writing and verbally, and deliver professional-level
presentations.

Page 3
NEEDS ANALYSISNEEDS ANALYSIS

1.6 CAA
In order to meet the learning outcomes specified in the ZULOs, MALOs, and POLOs, all COB
students must evidence their ability to write effective forms of business communication
genres. The Commission for Academic Accreditation has also recently emphasized this
fact in its review of assessment instruments.

1.7 SUMMARY
Within this context, it is clear that the COB offers the LDP possible areas of intervention
and support similar to those found in the other Majors where it currently operates.
Offering provision for academic English support would help COB meet externally- and
internally-set learning outcomes, without expending existing resources. In so doing, it
should furnish COB students with significant learning opportunities for amelioration.

Page 4
NEEDS ANALYSISNEEDS ANALYSIS

2.Needs Analysis
2.1 NEEDS ANALYSIS APPROACH
In order to generate a broad picture of academic English support service needs, all the
relevant stakeholders were invited to interview COB leaders, faculty, and students.
Materials and assessment instruments were also examined

2.2 COB FACULTY INTERVIEWS

An initial meeting to determine the scope of the LDP needs analysis identified core
courses as the most opportune areas to maximize both short-term and long-term benefits
from interventions. Within the core course cohort, the Introduction to Management (309)
and Introduction to Marketing (310) were chosen as the ones most likely to require
intensive and/or extensive English language support.

Level leaders and faculty on 309 and 310 were then interviewed to determine the areas in
which learners required most support. On both courses, reading was singled out as a
challenge for students. In particular, faculty have determined that reading texts of any
length poses insurmountable difficulties for their learners. Textbooks are available, but it
was noted that students prefer to rely on their notes and slides. While practice varies, the
slides are given to them on BlackBoard and, in and of themselves, serve as a summary of
the textbooks content.

The circumscribed nature of students reading has many implications, including confining
academic input to lectures, lecture notes, and lecture slides. As well as limiting their grasp
of the course content, the students restricted reading habits limit their opportunities to
encounter academic prose. This results in the attenuated development of their own
business writing style, which necessarily issues from imitations and adaptations of
writings they have read.

On 309, writing has been restricted to short-answer assessments, although this is

currently being modified for next semester. On 310, students have to complete a
marketing plan which constitutes the entirety of their coursework, and accounts for 50%
of their grade. Faculty on both courses identified issues with lexical range and vocabulary
use, grammatical control, and genre awareness. In addition, there were minor challenges
relating to academic integrity and academic literacy. Finally, all faculty agreed that critical

Page 5
NEEDS ANALYSISNEEDS ANALYSIS

thinking posed the greatest impediment to students ability to learn effectively and
produce work of an academic quality appropriate for a COB undergraduate.

2.3 COB STUDENT INTERVIEWS

A total of 60 students were observed and interviewed in class time on both 309 and 310.
They were eager to discuss their issues, and on 309 self-identified challenges relating to
grammar, and critical thinking. They were clear that there were no lexical obstacles
impeding their understanding of the assessment they were tackling, nor were vocabulary
issues hampering their responses. However, they insisted a poor grasp of certain
grammar topics, such as CEFR-level A2 comparatives and superlatives hindered their
ability to express themselves as well as they wished. On 310, students described a wider
array of difficulties, including genre awareness, poorly developed schemata, paraphrasing,
limited supra-sentential grammar, and text organizational issues. Lexical problems were
restricted to not knowing connotations. It was striking that all but a few students admitted
to not reading any of their course texts, relying instead on lecture notes and internet
resources.

2.4 COB STUDENT QUESTIONNAIRES

The qualitative interviews established a framework of concerns for each course which was
then used to create separate questionnaires to issue to the wider student constituency in
the COB. Exactly 135 students responded to the questionnaire, approximating to 44% of
those enrolled on 309 and 310 on the Abu Dhabi male and female campuses. In order to
maximise participation, seven questions were restricted to Likert scale responses, one to a
multiple choice answer, and one to open-text reply. Separate questionnaires were devised
for 309 (see Appendix 5.1: 309 Questionnaire) and 310 (see Appendix 5.2: 310
Questionnaire), based on the results of the qualitative interviews.

Of the questions asking for self-identified difficulties, 10-16.7% of students registered as

having a lot of difficulty, while 19.7%-31.8% selected above the mean. Notably, students
decided that vocabulary learning and use cause them more difficulty than grammar,
despite assertions to the contrary in the qualitative interviews. Equally, while students
when asked face-to-face confessed to not reading at all, only 3% returned the same
answer on the questionnaire. Indeed, over 40% think that they read more than the
average, with some 19.7% claiming they read a lot. Despite this, 27.2% of students think
they have a noticeable degree of difficulty reading. This number correlates precisely with
the number of students who aver that they read nothing or very little. This reinforces the
view of faculty that students do not read because they find it a challenge. Similarly,

Page 6
NEEDS ANALYSISNEEDS ANALYSIS

faculty concur with students that what poses the greatest difficulty for students on 309 is
understanding the test questions and answers. This is an issue that will be attended to
later in the report. In terms of additional issues, when given the opportunity, most
students who responded in the open-text reply box simply reiterated the need for help
with vocabulary. This need is somewhat vague in students minds. For example, one
student averred, 309 exams are easy but the words used in is hard and the teacher
wants us to use harder words (sic). Learners seem to feel they should be using more
sophisticated vocabulary, but they cannot identify exactly why.

On 310, meanwhile, the range of those self-identifying as having a lot of difficulties is

between 0% and 15.9%, depending on the issue. Those self-identifying above the mean
range from 11.6% to 37.7%. Interestingly, students doing 310 find learning and using new
vocabulary much easier than their 309 counterparts, with 13% expressing difficulty in 310
and 33.3% in 309. However, as with 309, 310 students indicated that grammar is much
less of a challenge than vocabulary. Both these concerns are dwarfed by the faculty-
identified issues of understanding the genre of marketing plans, and academic literacy
concerns associated with using research in their plans. On average, 25% of students claim
they have no difficulty at all with most of the questionnaire topics, but this is not the case
with understanding the marketing plan genre, where only 5% chose the No difficulty
option, or using research correctly, where only 7.2% opted for No difficulty. In the open-
text reply boxes, of those that replied, the majority opted to reinforce their need for
vocabulary help. One student also made the following point: Yes, this subject need to be
teatched in Arabic not in English, because we students well understand batter in our
mother language. If students prefer English then the college need to open classes in
English as well (sic).

Perhaps the most interesting responses to the questionnaires on both courses came in
answer to the question: Would you like help with your work outside of class time?

Page 7
NEEDS ANALYSISNEEDS ANALYSIS

BUS-309

Yes,like
Yes, I'd I'dtolike to have
have extraonline help;No,
workshops; 11%
5%
I don't have time; 33%
Yes, I'd like to see a tutor with my group; 12%

Yes, I'd like to see a tutor by myself; 15%

No, I don't need help; 24%

Page 8
NEEDS ANALYSISNEEDS ANALYSIS

BUS-310

Yes, I'd like to have online help; 22% No, I don't have time; 23%

Yes, I'd like to have extra workshops on writing; 6%

Yes, I'd like to see a tutor by myself; 17%
No, I don't need help; 19%
Yes, I'd like to see a tutor with my group; 13%

As might be hoped and expected, 19-24% of students state that they do not need extra
help. A further 23-33% of learners claim that they do not have time to seek support
outside of class time. This resonates strongly with incidental findings from LDP work in the
rest of the university, with a noticeable number of students over-committing themselves
to completing up to six courses in a semester. These figures mean that 43% of students
on 309 and 58% of students on 310 would like English language support outside of class
time. The discrepancy in these declared needs could well stem from the greater written
coursework demands of 310 over 309. However, as was mentioned in 2.2, changes are
being implemented that should see written coursework account for 25% of assessment on
309.

Page 9
NEEDS ANALYSISNEEDS ANALYSIS

2.5 COB MATERIALS

2.5.1 Textbooks vs slides
A Common European Framework of Reference for Languages (CEFR) level analysis of a
random page from the core textbook - Contemporary Management on 309 shows that
82% of the text is made up from lemmas counted in the A1-B1 range, which is the range
expected as a minimum by students leaving the ABP. To put this into context, IELTS make
their own approximate comparisons to CEFR levels:

Page 10
NEEDS ANALYSISNEEDS ANALYSIS

As can be seen here, direct entry students (those with a 5.5) approximate to lower B2. The
current management textbook draws 10% of its lexis from B2, 1% from C1, and 7% from
off-list sources, most of which are proper nouns. This means that most students will not
recognise approximately 1 in every 10 words on the page. It is a significant impediment to
fluent reading, and therefore comprehension of the text.

CEFR Analysis of Contemporary Management

C1; 1% Off-list; 7%
B2; 10%
B1; 15%
A1; 54%

A2; 13%

While this accounts for the vocabulary of the text, in terms of reading ease, the two most
pertinent measures the Flesch-Kincaid Grade (FK) and the Coh-Metrix L2 Readability
level (L2) - suggest that the text is at a challenging but appropriate level for our students.
The FK is 13.48 and the L2 Readability level is 14.887. To put this into perspective,
students at EGAP 4, the exit level of the ABP, are expected to be able to cope with an FK
range of 10-12 and an L2 of 12-19. This means that the text displays the levels of
syntactic simplicity, word concreteness and referential cohesion which make it easy to
access for the general, non-academic reader, as might be expected of an introductory
textbook.

A random slide taken from the 310 course shows a similar CEFR profile to the textbook.
While it has no C1 or C2 vocabulary, and a similar relative amount of off-list words at 8 %,
it does have a slightly higher amount of B2 words, at 15% of the total. This leaves 77% of

Page 11
NEEDS ANALYSISNEEDS ANALYSIS

the vocabulary the comfortable A1-B1 range. Its FK Grade level is 17.7, significantly higher
than the textbook, but its L2 level is a mere 1.8. It scores very highly in terms of word
concreteness and syntactic simplicity, although its levels of referential and deep cohesion
are much lower than the textbook, as would be expected of a slide. What this means is
that as a text the slide is of comparable lexical difficulty to the textbook, but harder to
follow as a narrative.

CEFR Analysis of BUS-310 Powerpoint

Off-list; 8%

B2; 15%

A1; 42%

B1; 12%

A2; 23%

Why, then, do students prefer to read slides? The answer would seem to lie in the one
meaningful statistic so far omitted the number of words per page. While the textbook
page has 698 words, the slide has 26. If a student does not recognise one word in ten in
the textbook, that requires 70 trips to the dictionary. If a student does not recognise one
word in ten on the slide, that necessitates only two to three. It is simply much more
efficient to read the slide.

2.5.2 Test papers

One of the opportunity costs of preferring slides as the primary input method for courses
is the loss of narrative reasoning skill practice. This seemed to manifest itself most clearly
in the 309 mid-semester course test. It was noticeable that all the students who struggled
with the test, had difficulty in particular areas. These included a maths question which
involved following a narrative with several different strands in it. Even though the maths
was relatively simple, and most of them could solve the individual parts of it, they could
not complete the task correctly because they could not follow the line of logical thought.
Although task understanding was the superficial problem, it became apparent in

Page 12
NEEDS ANALYSISNEEDS ANALYSIS

discussion with the students that this was not a language issue but a critical reasoning
deficit. Recent research seems to suggest that the lack of exposure to longer texts, of
even a few pages, could be a factor in inhibiting students ability to follow a line of
thought. This is compounded by extended exposure to short non-cohesive texts, such as
those found on Twitter and Snapchat, which desensitize readers to incongruities in longer
texts, thereby making it harder to hypothesize contexts in which disparate points can
make sense. The habit of reading would probably foster an ability to follow more complex
questions, and develop more complex, coherent responses.

2.5.3 Note-taking
It was noticeable during class that even though they were being given advice on what
would be in the final exams, only one student from 20 was taking notes. The rest were just
passively listening, occasionally asking for explanation from friends. Only when they were
reminded in the most marked fashion that a particular topic would be in their exams did
another five take up the pen and make notes. In no case were the students notes
organized in anything but the barest sequential manner, let alone anything as systematic
as the Cornell method. Studies have shown that taking notes by hand is often crucial to
developing a better understanding and memory of lecture materials. Students who rely on
aural and/or photographic means generally do not remember or understand the topics
they are engaging with at anything but the most superficial of levels.

Page 13
NEEDS ANALYSISNEEDS ANALYSIS

3. Recommendations for Language Support

Given that there is an established need for academic English language support in these
core COB courses, with between a minimum of 43-58% of students asking for it, a number
of questions need to be answered:

What form should it take?

What should it address?

When should it happen?

3.1 FORM OF LDP SUPPORT

In terms of student preferences, it is clear that the so-called weak adjunct option of
workshops outside of class is the least preferable, with only 5% of 309 course respondents
opting for it, and 6% of 310 course respondents. As research done in other universities
around the world suggests, it is unlikely to solicit its potential constituents due both to
timetable conflicts and student apathy. The former of these may be overcome by the most
popular option for student support on 310, and the third most popular option on 309,
which is online support. The asynchronous nature of an online service would suit those
students committed to extended periods in the classroom while at university. It could also
encompass a range of services, from video tutorials on specific grammar points or genre
expectations, through bespoke concept-checking quizzes, to process-writing support,
specifically in the case of 310, on the marketing plan.

Process writing support can also be offered during one-on-one tutorials. This was the most
popular option for 309 students and the second most popular for 310 respondents.
Appointments could be arranged using GradesFirst, and all help logged there so that the
subject teacher would be aware of any particular students issues. Students would need to
be made cognizant of the fact that neither the online nor the face-to-face support would
operate as editing services. They would be designed to enhance the learners capabilities,
scaffold their learning, and promote their development rather than do their work for them.
This would also be true of the small group tutorial options which were the second most
popular preference on 309, and the third most popular preference on 310.

3.2 FOCUS OF LDP SUPPORT

From the interviews, questionnaires and materials analysis, several areas suggest
themselves as most needful of LDP support. Genre production and incorporating research

Page 14
NEEDS ANALYSISNEEDS ANALYSIS

into a marketing plan are the issues on 310 that are most pressing for students. A model
marketing plan is supplied to students, and scaffolded instruction is given on its different
generic aspects, so any LDP work would likely be remedial, addressing misunderstandings
and/or validating student work. Incorporating research into a marketing plan is an area
which may require more support, as it encompasses a variety of issues which are generic
(what types of research are used) organizational (where to put research in a paragraph),
syntactical (how to fit it into the rest of the text), lexical (what signal phrases to use),
logical (how evidence correlates with a claim), and so on.

For 309, critical reasoning stands out as the most pressing issue for both students and
faculty. As explained above, there is a close correlation between reading and critical
reasoning. In order to support the development of the latter, then, students will need to
be encouraged to read some version of their textbooks. This would involve an active form
of reading, one which urges them to make connections and inferences as they go. One
possibility is to break readings into small paragraphs which require an inferential and/or
logical connection to be made to complete the meaning of the paragraph. Students would
choose from a list of options (see a non-bespoke example in Appendix 5.5) and, if this
were done online, completion and understanding rates could be checked on BlackBoard.
Feedback could be automated for the student so that they know why they chose the right
or wrong answer. This would thereby both cover content and develop their critical
reasoning skills, while not impacting on class time or reducing the amount of one-to-one
support. Indeed, it could run in tandem with support for the proposed written component
of 309.

3.3 TIMING AND LOCATION OF LDP SUPPORT

LDP support in other colleges can often find itself overrun towards the end of semester
when assignments are due, and be relatively underused at the beginning. While this
presents problems in terms of resource management, it also indexes ungrasped
opportunities for learner development. It would be better, therefore, if support were
accessed from the start. On 309 this would be possible if a critical reading component was
tied to assessments, either as an assessed component in itself (a very small percentage
would suffice to incentivise students to complete the readings), or leading up to a test that
is assessed, such as the currently existing mid-semester tests. Ideally, this aspect would
be largely self-directed, and so could be delivered online via BlackBoard, automatically
graded, and entered into the Grade Centre. Off-line support could be delivered via small
group or one-to-one meetings. While this could continue throughout the semester, more
assessment-targeted support could be given for 301 (Human Resource Management),
which has a job listing task early in the semester. This poses students a series of genre-
related difficulties which could be addressed via small group or one-to-one meetings.

Page 15
NEEDS ANALYSISNEEDS ANALYSIS

When this is complete, the second half of the semester could be given over to supporting
309s new written task which is scheduled for completion then.

There is a pre-existing opportunity on 310 to intervene at an early stage in the semester

and to offer support for the difficulties which students find hardest to overcome. This could
take three forms, or a combination. Office-hours support could be given for one-to-ones
and small groups. This would be remedial in nature. Online, asynchronous support could
be given via Google Docs, which is the preferred writing medium for the course. Formative
feedback could be delivered via the Google Docs plug-in, Kaizena. In addition to, or
instead of, this, in-class support could be given during the writing workshops held at the
end of lectures. As the marketing plan is an ongoing exercise that students work across
the semester, then support for it could be offered on a similar basis.

3.4 LDP SUPPORT LIMITATIONS

The main limitation on the options issues from the likely number of faculty assigned to
COB LDP. This currently stands at 0.75 or 15 teaching hours a week. A significant level of
support could be achieved with this, but some options, such as creating bespoke reading
materials, would prove more time-intensive than others. If the main focus is on one-to-one
support, it may have to be limited to certain courses at certain times. There are currently
six 310 sections with a total of 191 students across both campuses in Abu Dhabi, and
seven 309 sections with a total of 196 students, plus two 301 sections with a total of 35
students. If support requests were to run at the minimum levels indicated by the
questionnaire, with approximately 25% of students seeking support, that would mean
some 106 students seeking help at a minimum of 30 minutes each at least once. This
would approximate to three and a half weeks of provision. At the maximum suggested by
the survey, provision would need to be roughly four times that, covering an estimated 14
weeks of sole one-to-one support. As this would abnegate the possibility of offering any
other form of LDP support, it may have to be delimited. Some universities currently ration
one-to-one support via a form of self-selection whereby students first have to complete a
number of developmental tasks before they gain access to a one-to-one session. This, of
course, would take time to develop. Another more likely alternative is to offer one-to-one
support, with occasional in-class post-lecture assistance, while building online capacity
when there is less demand on faculty time. This then might be in place for launch in Fall
2017.

Page 16
NEEDS ANALYSISNEEDS ANALYSIS

4.Summary of Recommendations
The following are the most likely options for LDP intervention in the COB for Spring 2017.

Course Focus Format Timing Man-hours

Genre One-to-one Early in
301 support for semester
job listing
assessment

Critical Blended Throughout

reading approach: the
skills One- semester
developmen to-
309
t one
In-
Writing skills class, Later in the
support for post- semester
lectur
e
Onlin
e

Genre Blended
support for approach:
marketing One-
Throughout
plan to-
310 the
one
Research In- semester
deployment class,
support post-
lectur
e
Onlin
e

As is done in other Colleges, clear objectives would need to be jointly defined by content
and support faculty. These could then be evaluated for success at the end of the
semester, and areas identified for improvement in future interventions.

Page 17
NEEDS ANALYSISNEEDS ANALYSIS

5. Appendices
APPENDIX 5.1: 309 QUESTIONNAIRE

1) How much difficulty do you have understanding test questions?

No difficulty: 1 17 25.8%

2 11 16.7%

3 17 25.8%

4 13 19.7%

A lot of difficulty: 5 8 12.1%

2) How much difficulty do you have understanding test answers?

No difficulty: 1 16 24.2%

2 14 21.2%

3 18 27.3%

4 9 13.6%

A lot of difficulty: 5 9 13.6%

3) How much difficulty do you have reading?

No difficulty: 1 24 36.4%

2 12 18.2%

3 12 18.2%

Page 18
NEEDS ANALYSISNEEDS ANALYSIS

4 9 13.6%

A lot of difficulty: 5 9 13.6%

4) How much do you read?

Nothing: 1 2 3%

2 16 24.2%

3 21 31.8%

4 14 21.2%

A lot : 5 13 19.7%

5) How much difficulty do you have with grammar?

No difficulty: 1 17 25.8%

2 17 25.8%

3 19 28.8%

4 6 9.1%

A lot of difficulty: 5 7 10.6%

6) How much difficulty do you have learning vocabulary?

No difficulty: 1 15 22.7%

2 16 24.2%

Page 19
NEEDS ANALYSISNEEDS ANALYSIS

3 15 22.7%

4 9 13.6%

A lot of difficulty: 5 11 16.7%

7) How much difficulty do you have using new vocabulary?

No difficulty: 1 10 15.2%

2 12 18.2%

3 25 37.9%

4 9 13.6%

A lot of difficulty: 5 10 15.2%

8) Would you like help with your work outside of class time?

No, I don't have time 22 33.3%

No, I don't need help 16 24.2%

Yes, I'd like to see a tutor by myself 10 15.2%

Yes, I'd like to see a tutor with my group 8 12.1%

Yes, I'd like to have extra workshops 3 4.5%

Yes, I'd like to have online help 7 10.6%

Page 20
NEEDS ANALYSISNEEDS ANALYSIS

APPENDIX 5.2: 310 QUESTIONNAIRE

1) How much difficulty do you have knowing how to write a marketing plan?

No difficulty: 1 4 5.8%

2 14 20.3%

3 25 36.2%

4 20 29%

A lot of difficulty: 5 6 8.7%

2) How much difficulty do you have organising paragraphs?

No difficulty: 1 13 18.8%

2 24 34.8%

3 20 29%

4 9 13%

A lot of difficulty: 5 3 4.3%

3) How much difficulty do you have knowing how to use research in your marketing plan?

No difficulty: 1 5 7.2%

2 21 30.4%

3 19 27.5%

4 13 18.8%

Page 21
NEEDS ANALYSISNEEDS ANALYSIS

A lot of difficulty: 5 11 15.9%

4) How much difficulty do you have knowing how to paraphrase?

No difficulty: 1 16 23.2%

2 28 40.6%

3 15 21.7%

4 10 14.5%

A lot of difficulty: 5 0 0%

5) How much difficulty do you have with grammar?

No difficulty: 1 18 26.1%

2 20 29%

3 18 26.1%

4 10 14.5%

A lot of difficulty: 5 3 4.3%

6) How much difficulty do you have learning vocabulary?

No difficulty: 1 20 29%

2 21 30.4%

3 19 27.5%

Page 22
NEEDS ANALYSISNEEDS ANALYSIS

4 9 13%

A lot of difficulty: 5 0 0%

7) How much difficulty do you have using new vocabulary?

No difficulty: 1 15 21.7%

2 20 29%

3 26 37.7%

4 6 8.7%

A lot of difficulty: 5 2 2.9%

8) Would you like help with your writing outside of class time?

No, I don't have time 16 23.2%

No, I don't need help 13 18.8%

Yes, I'd like to see a tutor by myself 12 17.4%

Yes, I'd like to see a tutor with my group 9 13%

Yes, I'd like to have extra workshops on writing 4 5.8%

Yes, I'd like to have online help 15 21.7%

APPENDIX 5.3: CEFR ANALYSIS OF 309 TEXTBOOK

A1: 54% A2: 13% B1: 15% B2: 10% C1: 1% C2: 0%

Page 23
NEEDS ANALYSISNEEDS ANALYSIS

Overview managers must possess a complex set of skills, knowledge, and abilities
that help them interpret cues from the environment and respond accordingly. In
this chapter we consider what managers do and the skills, knowledge, and
abilities they must possess to lead their organizations effectively. We also
identify the different kinds of managers that organizations rely on to help guide
them. Finally, we consider some of the challenges that managers must overcome
to help their organizations prosper. When you think of a manager, what kind of
person comes to mind? Do you think of an executive like Scott Parish, who helps
direct his company? Or do you see a manager at a fast- food restaurant, who
engages directly with employees and customers? Perhaps you think of a foreman
at a manufacturing company? Regardless of how we view managers, they all share
important characteristics. First, they all work in organizations. Organizations are
collections of people who work together and coordinate their actions to achieve a
wide variety of goals or desired future outcomes. 4 Second, as managers, they are
the people responsible for supervising and making the most of an organization s
human and other resources to organizations Collections of people who work
together and coordinate their actions to achieve a wide variety of goals or desired
future outcomes. management The planning, organizing, leading, and controlling of
human and other resources to achieve organizational goals efficiently and
effectively. LO1- 1 Describe what management is, why management is important,
what managers do, and how managers use organizational resources efficiently and
effectively to achieve organizational goals. organizational performance A measure
of how efficiently and effectively a manager uses resources to satisfy customers
and achieve organizational goals. efficiency A measure of how well or how
productively resources are used to achieve a goal. achieve its goals. Management,
then, is the planning, organizing, leading, and controlling of human and other
resources to achieve organizational goals efficiently and effectively. An
organizations resources include assets such as people and their skills, know-
how, and experience machinery raw materials computers and information
technology and patents, financial capital, and loyal customers and employees.
Achieving High Performance: A Managers Goal One of the key goals that
organizations try to achieve is to provide goods and services that customers
value and desire. Scott Parishs principal goal is to manage Alcon so that it creates
a continuous stream of new and improved entertainment content enjoyable
films, television shows, and music that customers are willing to buy. Like other
entertainment companies, Alcon also seeks projects that have potential to grow
into film or television franchises, encouraging repeat business. Likewise, the
principal goal of fast- food managers is to produce tasty and convenient food that
customers enjoy and come back to buy. Finally, manufacturing managers must
balance the quality needs of their consumers against the pressure to be cost-
effective. Organizational performance is a measure of how efficiently and

Page 24
NEEDS ANALYSISNEEDS ANALYSIS

effectively managers use available resources to satisfy customers and achieve

organizational goals. Organizational performance increases in direct proportion to
increases in efficiency and effectiveness, as Figure 1. 1 shows. What are efficiency
and effectiveness? Efficiency is a measure of how productively resources are used to
achieve a goal. 5 Organizations are efficient when managers minimize the amount
of input resources such as labor, raw materials, and component parts or the
amount of time needed to produce a given output of goods or services. For
example, McDonald s develops ever more efficient fat fryers that not only reduce
the amount of oil used in cooking, but also speed up the cooking of french fries.
UPS develops new work routines to reduce delivery time, such as instructing
drivers to leave their truck doors open when going short distances. To
encourage efficiency, Scott Parish has changed the way Alcon compensates many of
its actors. Previously, film production companies paid actors using guaranteed
compensation and without consideration of a movie s success. They would recoup
the cost of making a movie only if it had adequate performance at the box office.
Unfortunately, that meant film producers like Alcon held all of the risk. Managers
and Managing Managing todays organizations is a complex affair, and seasoned
leaders like

APPENDIX 5.4: CEFR ANALYSIS OF 310 POWERPOINT

A1: 42% A2: 23% B1: 12% B2: 15% C1: 0% C2: 0%

Understanding the marketplace and customer needs Customer value and

satisfaction Marketers Set the right level of expectations Not too high or low
Customers value and satisfaction

APPENDIX 5.5: CRITICAL READING SKILLS EXAMPLE

When Christopher Columbus sailed west from Spain in 1492 he wanted to reach Asia. Hi
did not know there was another continent in between Europe and Asia. In fact, when he
died he still believed that the land he had found was:

Page 25
NEEDS ANALYSISNEEDS ANALYSIS

a) Asia

b) America

c) Spain

d) Another continent

Page 26