Saturday, January 28, 2012
Wednesday, January 25, 2012
Read This: Advertising Effectiveness
Study Franchising & Entrepreneurship in the USA this Summer!
Undergraduate students, MBAs, and members of the general public who are interested in franchising and entrepreneurship will be interested in Study Franchising Abroad, offered in June 2012 by GUST. This course will meet for 3 weeks . . . 2 weeks at GUST and 1 week in New York City where students will meet franchise founders and executives, and attend four field trips at franchise corporate headquarters. Only MBAs register in the course for credit; others will pay a lower fee and not receive credit (or a grade). Details are available by clicking on this link.
Students: please post tweets about this program, promote it on your Facebook accounts, and spread the word, thank you!
Commonly Misused Words At GUST . . . Plus: Why Does English Matter?
Two words consistently misused by GUST students are "feedback" and "advice".
Students frequently write, or say, "That is a good way to get customer feedbacks" or "I can use Linked in to get feedbacks from employers."
Do not add an "s" to feedback! No need for it. You can say, "I got his feedback" or "They gave me their feedback," and in neither instance does feedback need an "s" at the end. In fact, I don't know of any correct use of "feedbacks". It's not a word. Check with an English professor, or GUST's WILL, for details.
Advice isn't the same as advise
Same thing with the word "advice". Students will say, "My colleagues gave me their advices." No, they didn't, they gave you their advice! There's no "s" at the end of advice! Do not confuse advice with advise. It is correct, sometimes, to say advises, but advice is a noun, and advise is a verb -- kindly look them up in the dictionary.
Please learn how to use these words . . . if you have questions, WILL is a good place to get help!
What's the big deal?
"Why do you make an issue about Basic English?" . . . That's a question students frequently ask me. "Why do you care about my English . . . other professors don't lower my grade because of my English."
There are multiple reasons, and I'll give you just one. When you speak in English to someone who knows English, and who values English, and you use the language incorrectly, the person you're talking to (like me) may think you are lazy, and/or careless, or you never learned how to use English properly. Any one or a combination of those perceptions is negative feedback (!) about you.
When you're trying to make an impression -- let's say you're applying for a job -- and you use English incorrectly, you create a barrier (in other words, you give the person you're trying to impress a reason not to hire you).
Don't create barriers
No one wants to hire someone who is lazy or careless . . . so while you're talking, the person interviewing you is trying to get over that barrier. He or she is thinking, "Is this person lazy or careless? Or did he simply not learn how to use English properly?" Meanwhile, you're telling the person about yourself, but he or she isn't listening to you.
As you continue to talk, and misuse the language, you raise the barrier higher, and ultimately you don't get the job. You may have been the best qualified person for the job . . . but because you could not speak English properly you did not get the job. And, unfortunately, the person who interviewed you isn't likely to tell you the truth! Rarely will an employer say, "I would have hired you, but your English is unsatisfactory!"
Companies that use English want to hire people who can speak English properly. It's as simple as that. It's distracting to listen to someone speak English incorrectly. And it's better that you do not create negative distractions.
Finally, it's a skill
One more point: I don't know anyone who simply woke up one day and knew how to speak English properly and perfectly. In fact, most of us who use English have to continue to work at it all the time. I use a dictionary every time I write. I don't know all the Rules of English, and I frequently ask English professors to help me, or I look up the rules online. If I've got to work at my English usage, why shouldn't you?
Proper English usage isn't a gift, it's a skill. You can learn it as well as I've learned it. You can use the excuse that it's your second language, but that's not going to get you past the distractions and barriers that you create when you speak English incorrectly.
Now you've got my advice (!).
"Huh?" . . . It's Not An Insult, But It Gets Your Attention!
What does it mean when I write "Huh?" on your paper or report?
It's Not Insulting
First, let me assure you that my intention is not to insult you. Nor is "Huh?" intended to be disrespectful. My use of "Huh?" is not at all "personal". I do not mean to be impolite. And yet, many students in both America and Kuwait have told me that they feel belittled when I use the term, "Huh?"
All I can say to that is: "Huh?"
Technically, "Huh" is an interjection (check the dictionary). It's a legitimate word that's used as an exclamation of surprise, bewilderment or disbelief. It can also be used as an exclamation of contempt and interrogation, but that's neither my purpose nor my role.
It's About Efficiency
I'm an educator. I don't interrogate. I teach.
I'm also a businessman, so I respect efficiency, including with the use of words. "Huh?" wastes no time; it makes a point very quickly.
I'm also a marketer, and I strive to get attention. "Huh?" certainly does that!
So when a student writes, "The author is not clear when it comes to the advertisement," or "The process started when noticed that people were going to read in such sites, looking talking about music and television" (I'm not making these up, the by way) the best critique I can think of is, "Huh?"
It's A Shortcut
In other words, I am asking (perhaps more to the liking of sensitive students): "What do you mean by that?" Or, "What are you trying to say?" Or, "I don't understand this; perhaps you can clarify the statement?"
If I were to write those, albeit, more polite critiques, I would add hours to my workload, and I don't intend to do that when "Huh?" makes the same point very efficiently if even somewhat dramatically. To me, it's a good shortcut.
It Could Be Harsher
It may help to understand that I attended a university where even one spelling error resulted in an F for the assignment. Just one! (Is that a bewildered "Huh?" I hear from you?). Writing that made no sense also resulted in an F. Given my background, I think I'm extremely generous. I might write "Huh?" a half dozen times on a paper and still issue a grade higher than an F. My former professors must be turning in their graves with embarrassment, disappointment and astonishment. Each time that I don't issue an F at the end of a paper with more than one error I hear them collectively gasping, "Huh?"
So if you are insulted when I use the interjection, "Huh?" on your assignments, I've got another efficient, attention-grabbing, and not-so-nice piece of advice for you: "Get over it!"
It's About Preparing You For The Harsh, Real World
Teaching isn't always or only about pleasing students. Synonyms for teaching include guiding, instructing, coaching, informing, enlightening, disciplining, and schooling. My job is to prepare you for the real world. This is serious business, and usually emotionally challenging. Of course, it's easier when students come prepared, when they possess the requisite skills, or even when they really want to learn.
Once again is that a "Huh?" I hear you saying? It's catchy, isn't it?
And I'm not at all insulted when you use it.
WILL Invites You To Improve Your Grade
GUST offers you the opportunity to improve your writing . . . so you can earn the grade you really want!
You (and I) can be very proud to be affiliated with a university that cares so much about the writing skills of its students. The Writing Lab (aka WILL) requires an investment of GUST's money . . . and it's now up to you (it's in your hands) to improve your writing skills.
The Help You Need Is At The Writing Lab
In all cases (unless your writing skills are advanced) you should go to WILL and ask for help with grammar, spelling and punctuation. Help is available from 9 to 5 Sunday through Thursday.
In some cases I will require you to go to WILL and get assistance before I will grade your work. If I tell you that you must seek help from WILL, please do so quickly so that I can assess your work and post your grade. Failure to go to WILL will result in a lower grade.
Most of you can do yourselves a huge favor by improving your ability to write in English . . . what a wonderful opportunity. Hooray for GUST, and hooray for each of you who needs this help -- now you can get it easily and at no extra cost!
Click on the image to enlarge it.
Paying Attention To Word Can Save You Points
This information will be helpful to you when you're required to write an assignment in Word.
Word software tries to help you . . . and in spite of it many students pay no attention. Word, in fact, could save many students precious points and help improve their grades . . . but only if those students pay attention to what Word is telling them!
For example, I'm grading a paper at the moment where Word clearly indicated to the author (the student) that "customers" needed attention. Something's missing! Thus the green squiggly line under the word! (See image). What's missing? An apostrophe to show possession!
Moving on, Word also told the student author that "specialities" was not spelled correctly! Thus the red squiggly line. See it in the image?
In both of these examples the student did not make the corrections. Why? I don't know. Carelessness, maybe? Or just didn't pay attention? Or didn't care? Or didn't want to? Or didn't understand what Word was clearly, neatly, efficiently pointing out? . . . I just don't know! Nonetheless, the student will lose points.
If you don't mind losing points then I guess it's okay not to pay close attention to what Word is telling you. But when a software program does the thinking for you and points out errors, doesn't it make sense to pay attention, make the corrections, and keep the points?
As an employer I can tell you that I'm much more interested in the student who cares about quality work, who pays attention, corrects errors, and efficiently saves points. As for the student who ignores this information and instruction -- to me, that's a student who either doesn't care or doesn't know any better. And in both cases that student is not as employable.
Assignments: Use Only English Language Formatting
If you submit assignments in the format below, the assignment will not be accepted and your grade will be zero. If you do not know how to submit written material with left to right formatting, and no justification on the right margin, then go to IT, or a colleague, and learn how!
Swipe Only One Card: Your Own!
It's been brought to my attention that some students are swiping cards for students who are not attending classes. Please revisit item #8 in this article: "My GUST Attendance Record Is My Responsibility."
I repeat: It is dishonest to swipe a card (or record attendance in any other way) for a student who is absent. Students who violate this policy are subject to disciplinary action. Don't do it!
Related to this point: Students sometimes swipe cards for friends who actually are in attendance, but for whatever reason don't come forward themselves to swipe their cards. To avoid any confusion (or suspicions), swipe your own card and tell your friends to do likewise.
How You Can Avoid Child-Like Treatment
The obvious message here is that you can avoid child-like treatment by avoiding child-like behaviors. Click on the link for the complete article . . . be sure to read it! Otherwise, you may be treated like a child during the semester.
Basic English Grading Rubric
For all Courses Taught by
Dr. John P. Hayes
Gulf University for Science & Technology
Score Yourself!
Spelling Errors
1-3 - 3 PTS | 4-7 - 5 PTS | 8 or more - 10 PTS |
Grammar Errors
1-3 - 3 PTS | 4-7 - 5 PTS | 8 or more - 10 PTS |
Incomplete Sentences
1 - 3 PTS | 2 - 5 PTS | 3 or more - 10 PTS |
Punctuation Errors
1-5 - 3 PTS | 6-9 - 5 PTS | 10 or more - 10 PTS |
Not Interested In Developing Your Skills: Then What Are You Doing In Marketing?
Please click on this link and read the advertisement placed by Universal Media (it's in the lower portion of the newspaper page, on the right).
Pay particular attention to the list of Skills required for these jobs. Some of you may argue that you're not going to get a job in marketing -- you're looking for a job in accounting or finance. Be aware that all employers seek to hire people who have many of these same skills. Accountants and finance people are expected to communicate and to work cooperatively.
Why do we have to do that?
Students often ask me (usually to object) why it's necessary to work in teams, and why they have to make presentations to the class.
These activities build skills, the skills that employers seek.
Getting an education is not just about reading texts and supplementary materials. It's not just about passing quizzes and exams. It's not about attending lectures and slide shows. An education isn't complete without the student learning skills.
Working with teams
This employer is seeking someone who has the "ability to foster a cooperative work environment." How do you learn that? By working with teams. Chances are very good that when you work with a team of students at GUST you'll be unhappy with the results. Some students, as you'll discover, aren't interested in doing any work. Some will agree to show up for meetings, but they won't show up and they won't give you any advance notice. Some are not capable of doing the work that's required, sometimes because their command of English is so poor. This usually means the better students do the brunt of the work -- and the poorer students do little or nothing. Keep in mind that the poorer students also are more likely to earn an F for their lack of contributions.
These jobs require people who have the "ability to communicate effectively, both orally and in writing." How do you learn that? By doing it! When you're required to write a presentation and present it to the class you begin to master this skill.
Wanted: Thinkers!
The employer seeks people who have the "ability to analyze and solve problems." That's why I include essay questions in tests. I want you to demonstrate your ability to think. Employers will demand that of you.
The employer wants to hire a person who has an "excellent command of English and preferably Arabic." That's why I emphasize Basic English. You must demonstrate your ability to use it! Sorry, I can't help you with your Arabic, but I hope that you have an excellent command of your native language.
And then the employer seeks to hire someone who has the "ability to communicate and motivate via written media with presentation skills." Employers seek people who can get results for their business. You must be able to communicate effectively with employees, as well as customers and suppliers.
How to develop these skills
You won't learn all of these skills in a Basic Marketing course. However, this course provides an opportunity to introduce the skills. Other courses, including some in other disciplines, are designed to help you acquire all of the skills that employers demand.
Pay attention! Unless you don't intend to seek a job, these skills are extremely important. The world is a competitive place and employers are looking for the very best people to hire.
Your GUST Attendance Record . . . It's In YOUR Hands!
Click on the link for an important document that must be read, understood and agreed to by every student.
This is an Upfront Agreement. Honor it!
Understand My Requirements & Your Responsibilities
Meeting the requirements of this course is the only way you can earn a good grade (and you define "good grade"). Meeting the requirements of the course is also the best way for us to enjoy each other's company! You'll be happy to come to class knowing that you're going to get a good grade; and I'll be happy to teach you because every faculty member loves students who earn good grades!
You probably already have heard that I'm a stickler for attendance, participation, and good basic English. I don't listen to excuses, and I don't give marks for "trying". Actually, I don't "give" marks at all. You earn them! My best students -- serious students -- are known for working hard and for learning new skills (and many of them have enrolled in more than one or two of my courses). I have little interest in students who are enrolled simply to fill a requirement.
So let's get started.
Follow the Blog
Your first assignment: Become a Follower of this blog and get familiar with it. See the Followers information on the right side of the blog. Create an account and follow! The blog is where you'll find pertinent information about the course. I use the blog to communicate with you, and you're required to visit the blog at least several times weekly to see what's new. You'll find information about content, tests, quizzes, etc., posted on the blog. There's never an excuse for not knowing what's going on in this course. It's on the blog!
Spend time reading critical blog content including: the syllabus, and My GUST Attendance Record Is My Responsibility. Also read Understanding & Accepting Your Grade and the Basic English Grading Rubric. You may need to poke around in the Archives to find these articles, so don't be shy!
If you have any questions or concerns about this content, please let me know immediately!
Let me hear from you
After you have read the pertinent content, I need to know that you understand what's required of you in this course. Send me an email and tell me so. Use only this email address.
Bottom line: I'm here to teach and I expect you to be here to learn . . . that combination works best for all concerned parties, i.e. you and me!
Understanding & Accepting Your Grades
IMPORTANT MEMO
From Dr. John P. Hayes
To His Esteemed Students
I consider it an honor to teach you because it is a huge responsibility that comes with dynamic consequences. What you learn, and how well you learn, will help determine your future status in life, and my goal as your teacher is to become a catalyst to inspire you to achieve more than anyone, including you, thought possible. I hope you not only sense the weight of that responsibility, but also the excitement. Imagine how you would feel knowing that you played even a tiny role in a student’s success! As my students have achieved a variety of successes through the years, I have enjoyed those good feelings, and I look forward to experiencing them as a result of teaching you this semester.
I realize that you have choices, including enrolling in another professor’s course, so I’m all the more grateful that you chose my course, and by doing so you have given me an opportunity to influence your future success. Thank you!
Teaching Is My Job
That said, I also want you to know that I accept teaching as a serious responsibility. In fact, it’s been said by some GUST students that I take teaching too seriously. For that I make no apologies. Teaching is the transfer of knowledge whereby I transfer to you, through content and experience, information that will equip and prepare you for a career. That’s serious stuff! I don’t want to be responsible for you achieving less in your career than you are capable of achieving because I didn’t teach you well enough. I will teach you – you can be sure of it. But the question is: Will you learn?
Learning Is Your Job!
Learning is also a serious responsibility. And that’s your responsibility. No one else’s. It’s not GUST’s job, my job, your parent’s job, your advisor’s job, to make sure that you learn.
Learning is solely your job.
I suggest you think about that for a moment, and if there’s a chance that you’re not willing, able, or ready to accept that job, then you should think about alternatives, which include enrolling in another course. Maybe this isn’t the time to enroll in this course? Or maybe you’ve decided you’d really rather find a different professor – one who’s not so serious about education? Now’s the time to think about these important issues, and make a decision, because there’s no turning back once you’ve made the commitment.
I hope you decide to remain enrolled in this course with me because I promise that you (and/or your parents, and/or your scholarship sponsor) will get your money’s worth! I may not be the most entertaining teacher of the year, but I will bring both my academic and professional (real life) experiences into the classroom to teach you, and especially to equip you with information and skills that you can use throughout your career. At the end of the semester I think you will say that this course was unlike anything you previously experienced at GUST, or any other school.
All Grades Are Earned
But before you make your decision – whether to work with me this semester or take another course – pay attention to my rules about grading and grades. First, as you know, you have a right to always know and understand your grade in this course. And since rights are responsibilities, it’s your responsibility to know and understand your grade in this course. That way, your grade won’t come as a surprise at the end of the semester. I expect you to check PeopleSoft to see your grades, and then come to me if you don’t understand a grade. You should also know that PeopleSoft may not be accurate at certain times (having nothing to do with the technology, but having to do with the number of grades to be earned during the semester, the timing of their entry, and the weighting of the grades); and it is merely a recommendation for a Final grade and not an indication of a Final or earned grade.
Oh, yes, grades are earned. Other professors may give you a grade, but you should know that I won’t. Students earn their grades in my courses. You will earn your grades. My syllabus explains the grading scale and you get what you earned based on the points in the grading scale. It’s not only fair, it’s the only sensible way to grade because it puts the student in control (your grade is in your hands, not mine) and it gives the student a way to gauge his or her competency in the subject matter. It’s a real indication of how well you learned, and a reliable indicator that compares your success in the course to that of other students. I hope you find that not only exciting, but you see it as an opportunity. It’s exciting to know that you, and you alone, have the opportunity to earn whatever grade you decide you want! And that when you get your Final grade you will know that it was all your doing. You did not come to me and beg or plead or cry for a higher grade (because you know that doing so would lower the esteem I feel for you, and it would embarrass both of us). You earned the grade!
Regarding the discussion of a grade for the purpose of understanding it, please note that I expect you to visit with me within 48 hours of a grade being issued. After that time period, there will be no discussion (and absolutely no negotiation) about that grade, and the grade will not be changed.
Trying Earns The Grade: "D"
You should also know that while I take trying (or effort) into consideration when I grade, you won’t get better than a D for trying unless you also produce results. Just because you claim you tried doesn’t mean you tried. Trying must demonstrate effort – and effort usually produces results. For example, effort requires studying. (It doesn’t count if you just tried to study). And you will likely need to study 1-2 hours for every hour in the classroom!
Effort also requires progress – I want to see that you’re improving, which means you’re making progress. If you put in the effort, you should be able to show progress. Granted, not everyone is equally skilled. Some people don’t have to study much and they can produce desired results. (When I was in college I didn’t like those people!). Other people can study twice as much as everyone else and still not be able to produce equally good results.
Skills Earn Higher Grades
Skills matter. Skilled people earn higher grades. They also get better jobs! You may work harder than anyone else in the class and still not get the highest grade – you may not get an A – because you’re not as skilled in this particular subject area. It’s just a fact of life.
Basic English Is A Required Skill
One final point about skills. Basic English is a skill. And in my classroom, it’s a necessary skill. I deduct points for Basic English errors. Every professor should! Basic English can be learned. It’s a challenge to learn it, but it can be learned. If you have not developed this skill, you’ll have to work harder to earn the grade you desire in this course. If you have not developed this skill, I recommend you make a decision to do so beginning this semester. Do not assume that because you received an A or a B in English classes that you have developed the necessary Basic English skills. Do not tell me that English is your second language – if it is, it’s obvious to me! You’re a student at Gulf University for Science & Technology where courses are taught (and grades are earned) in English. You always have a choice to pursue your education at another university where English is not required.
If you’ve decided to remain in this course, then I urge you to make one more decision right now. Decide what grade you will earn in the course. Do so, however, with the full realization of what’s required to earn that grade. Look at the grading scale. Look at the resources and content for the course. Note that studying is required. And positive results are required. Even to earn a D, you must achieve at least 60 points (out of 100) during the semester, and you can’t do that without working for those points. Of course, I hope you shoot for a much higher Final grade than a D, but that’s entirely up to you. That makes responsibility all the more exciting, doesn’t it? And challenging, too.
If you’re ready for the challenge, let’s get started!
Good English Is Required In All GUST Marketing Courses
Please do not overlook this important issue. If you are not comfortable writing and speaking in English, or you have difficulty understanding English, do not register for a Marketing course -- instead, improve your English first.
Marketing is one of the world's most satisfying professions, but it includes multiple concepts (including a language of its own) that must be studied and mastered. At GUST, you can't master the subject if you haven't "mastered" at least Basic English.
I am providing this information to you as a courtesy; if you register for this course and struggle with English, you will likely struggle to earn the grade you desire.
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