GroupExercise3 Recomendations

SECTION 1: Example Exercise Outcomes
SECTION 2: Competencies and Behavioural Indicators

Group Exercise 3
Candidate Guidance Booklet
Contents
SECTION 1: Example Exercise Discussion Points........................................................................ 2

SECTION 2: Competencies and Behavioural Indicators ............................................................. 6
AssessmentDay
Practice Aptitude Tests
SECTION 1: Example Exercise Discussion Points
In this section we present some example discussion points which could come up during this
group exercise. These points are designed to get you thinking about your own responses
and how you might react to other people’s ideas. This section should not be considered a
‘model’ answer as there will be numerous other suggestions and outcomes from the same
group exercise which are equally appropriate. Indeed, group exercises are designed not to
have one right answer, but to promote the discussion of ideas and resolution of differing
viewpoints. You may well come up with other ideas to ours, but much more important than
the ideas themselves are how you come up with them and how you interact with the group
to reach agreement.
1.1 Outsourcing manufacturing to Brazil

Benefits
- Outsourcing production to Brazil will be significantly cheaper than maintaining an in-house
manufacturing plant in the EU. The money saved could be spent on a large number of initiatives and
departments, making the company more competitive.
- Outsourcing manufacturing to countries such as Brazil, India or China are very common practice,
this would remove any competitive edge which competitors would have over JR from using cheaper
outsourced labour.
- Outsourcing requires less administration and human resources upkeep than traditional employees,
putting less strain on the company’s human resources department.
- In the event of accidents at work, or other events that would allow regular employees the right to
compensation from JR, the outsourced company would be required to pay damages/compensation,
not JR.
- Changing manufacturers would be relatively easy compared to changing the locations of in-house
manufacturing, requiring only that JR hires another company, rather than disband and relocate an
in-house manufacturing plant.
- Outsourcing manufacturing would allow JR to focus on other aspects of the business, without
having to spend time on managing manufacturing.
- Higher profits and decreased expenses would satisfy the H&S executives and shareholders, which
are the dominant partners in the merger. If H&S shareholders are not kept on side, they make take
a bigger hand in the activities at JR.
- There may be tax advantages of outsourcing over hiring traditional employees, as JR would not be
required to pay taxes such as employer national insurance for the outsourced workers.
- Due to less stringent labour laws, workers in Brazil may be able to work longer hours and
complete production in less time than workers in Europe.
Disadvantages
- Outsourcing to a company in Brazil may leave JR open to accusations of using Sweat shop labour in
their manufacturing process, which would be a harmful accusation due to JR’s history of using in-
house manufacturing and denouncing sweatshop labour.
- Outsourcing to another company would mean JR loses a degree of control over the manufacturing
process.
- Outsourcing often has many hidden costs, which may add up over time making the use of
outsourcing appear less attractive financially.
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- Giving in to the influence of H&S may indirectly send a message that JR’s policy can be directly
controlled by H&S, even to the extent of changing JR’s values.
- The workers at the Brazilian manufacturing plant may be less well trained, and may produce a
lower quality product than in-house workers in mainland Europe.
- When outsourcing, there is always a risk of exposing confidential data and competitive intelligence
which competitors may be able to use to their advantage. It is also possible that the company could
take a competitor on as a client after JR, posing a possible conflict of interest.
Decision
- Decline to employ the use of outsourced manufacturing from the Brazilian manufacturer.
- Reiterate to the media JR’s commitment to avoiding sweatshop labour and providing jobs to
employees in the European mainland.
- Make a case to H&S to convince them not to use their influence to dictate JR policy, and convince
them that maintaining the current manufacturing strategy is in the best interests of both
companies.
1.2 Recruitment and training program

Recommendations:
- Make it company policy that a designated number of managers and supervisors at JR UK stores
can speak fluent English to help prevent language barrier issues.
- Provide all new staff whose first language is not English with official and on-going training in
English as a second language. This should include both employees with fluent and working
knowledge of English.
- JR should hire supervisory level staff from the UK workforce to help train the entry level staff and
act on behalf of the current JR employees from mainland Europe.
- JR and H&S could set up an employee transfer program; in order to allow fully trained staff to
transfer over to JR should they request it. This will mean that JR will have access to more fully
trained staff, lessening the burden of training fresh inexperienced entry level staff and training
supervisors.
- As well as offering transfer services, H&S managers and supervisors could be asked to work at JR
stores for a few shifts as part of their regular duties in order to help oversee training and
operations.
- The training program for new staff should include cultural awareness training in order to help
prevent culture clashes, preventing feelings of tension between the experienced JR staff and the UK
fresh employees.
- New stores could be supplied with language dictionaries, such as English to Spanish, and English to
Portuguese dictionaries. This will help overcome language barriers and help avoid confusion over
the meanings of words.
- Supervisory, management and above level UK employees could be sponsored to undertake
language training in Spanish and/or other mainland European languages in order to help
communicate with head office and other headquarters in Europe.
- When recruiting new UK staff, particularly at senior levels, preference should be given to staff that
have working knowledge of Spanish, Portuguese or another European second language.
- Once the initial start-up phase is complete, the new UK staff has been trained and is operational,
as many European transfer workers should be invited to stay in the UK as possible, helping
communication between the JR UK stores and the JR Europe stores.

1.3 Marketing and advertising strategy
Strategy
- JR UK could introduce a series of radio advertisements in order to raise public awareness and
familiarise the UK market to JR’s presence.
- JR UK could introduce television advertisements to inform potential customers of the products
available, their prices and raise consumer awareness of the new JR UK brand.
- Internet advertisements could also be utilised, linking to a newly incepted JR UK website offering
products for sale and information regarding JR and JR UK.
- Similarly, social networking such as Facebook and twitter could be utilised in order to build a
following, and to help market the JR UK brand.
- Popular models/celebrities could be contacted to endorse the JR UK brand, helping add legitimacy
to the brand and to highlight JR UK to the UK customer base.
- Fashion shows could be held around the UK, advertising JR UK’s fashion line to the big names in
fashion throughout the country.
- Articles could be written and/or advertisements placed in popular fashion/gossip magazines,
helping reach many target customers.
- JR UK could launch a bus advertisement campaign, sporting JR UK clothing advertisement on
buses, taxis and other modes of transport.
- Billboard advertisement space could be purchased, placing advertisements alongside roads, on
motorways and along pedestrian walk ways.
- JR could initially hold a sale, lowering prices in order to attract an initial following. Freebie
marketing could also be used, offering various products for free in order to raise public awareness.
- During the first stages of the venture, H&S could aid JR’s advertising campaign by referencing
them in social media, through their website and in/near their stores.
Issues and recommendations

- Radio advertisements can be very hit-and-miss, requiring the target audience to be listening at the
right radio station at the right time. Recommendation: radio advertisements should be purchased
on stations which would appeal to the target audiences.
- Television advertisements are expensive and are often ignored by those watching television.
Recommendation: Ensure that the advert is designed to attract the target audience and use
celebrity branding to further draw interest to the advertisement.
- Internet advertising is frequently ignored and is even considered to be annoying by those viewing
it. Recommendation: Avoid the use of popups and loud video advertisements. Instead purchase
advertising space on top quality websites, displaying good quality products at competitive prices.
- Developing a website and managing social media requires IT skilled employees. Recommendation:
Build a JR UK IT function, designed to develop and manage the website and to handle the social
media side of the marketing push.
- Billboards and bus advertisements need to be in areas with a high a proportion of the target
audience. Recommendations: Purchase billboards and bus advertisements in urban areas,
particularly in areas near universities, clubs and shopping districts where the target audience are
present.

1.4 Case against tax avoidance
Positive implications
- Paying the standard UK tax rates will ensure that the media does not highlight JR as a company
which avoids tax, helping prevent a drop in the company’s public relations status.
- JR has a history of focusing on corporate social responsibility through avoiding sweatshop labour;
avoiding tax could destroy the company’s reputation as a champion of social responsibility.
- Not using tax avoidance schemes could give JR the moral upper hand it needs to attract the more
socially aware customers from other brands which use sweatshop labour, low cost outsourced
labour and tax avoidance.
- Ensuring that legal tax avoidance does not become legal tax evasion, JR would need to hire a large
legal team in order to push through a tax avoidance plan, which would be a significant expense. Tax
compliance would require fewer resources from a legal team.
- When designing a tax plan which heavily avoids tax, there is always the risk of inadvertently
evading tax, putting JR at risk for tax evasion charges. Tax compliance would help avoid any tax
evasion accusations.
- Tax avoidance protest groups would not have a reason to protest against JR, helping JR build a
positive public image.
- Socially responsible investors may avoid investing in JR due to a policy of tax avoidance. Tax
compliance would therefore prevent putting off this type of investor.
Negative implications
- A larger tax liability will mean lower profits for JR.
- Lower profits will ultimately lead to lower retained earnings, which lowers the dividends available
to shareholders and lowers the capital for reinvestment into the company’s operations.
- Other competitors in the market may use tax avoidance schemes, giving them a distinct
competitive advantage over JR.
- JR may be liable to pay double tax rates in certain jurisdictions, therefore being taxed by two
countries instead of being taxed by one.
- JR UK is effectively a start-up venture, with significant risks associated with its launch. Maximising
the company’s tax liability may decrease the capital available for JR UK’s functions, lowering the
overall success of the venture.
- H&S executives may disapprove of this move to maximise JR’s tax liability, and may intervene,
lowering the amount of control JR has on the company.
- Public attention may eventually stray from tax avoidance, protest groups may disband and the
acceptability of tax evasion may increase. Therefore JR may not get negative press, or get negative
press in the future due to utilising tax avoidance. As a result of this JR would have cost itself a
significant amount of money for no benefit.

SECTION 2: Competencies and Behavioural Indicators
This section identifies the key competencies an assessor will typically measure during this
group exercise, and a list of behavioural indicators highlighting that competency. The
competency framework in this exercise is designed to be typical of a real group exercise.
The first list describes positive indicators of that competency, showing behaviours which
indicate a high level of competence. The second list describes negative indicators of that
competency, showing behaviours which actively demonstrate a lack of that competency.
The following competencies are assessed in this exercise:
• Interpersonal skills
• Consideration
• Teamwork
• Organisational ability
• Business acumen
• Judgement

Competency: Interpersonal skills
POSITIVE INDICATORS
Engages with all members of the team and addresses each team member in a personal
fashion
For example you could ensure that you learn the names of each team member, and
subsequently refer to each team member by their name.
Shows empathy and understanding to other team members

For example you could provide support to team members who are visibly struggling with
anxiety or with the task itself. To help achieve this mind-set, it is essential to put yourself in
their shoes to help show understanding and empathy.
Is polite to all members of the team

For example you could ensure you show manners and courtesy to every team member,
regardless of how you are treated in return. It may be an instinct to act defensively when a
person is rude to you; however it will reflect badly if you react negatively to another
candidate.
Express concern and acknowledgement of other team members’ feelings

For example you could ensure that you recognise when a team member is upset or
frustrated, and try to remedy the situation by expressing understanding.
Is able to handle interpersonal issues such as low morale, tension and conflict within the
group
For example you could actively try to rally support by providing encouragement, help put
everyone at ease and act as a mediator between two arguing team members. Motivating
the group is a great way to avoid tension, low morale and conflict due to awkward silences
and feelings of unease.
Encourages participation from the entire team and does not show favouritism towards one
or more team members
For example you could try and make sure that everyone is listened to in turn, without leaving
certain team members out of the process. Naturally you will feel more inclined towards
certain people than others, however getting everyone involved is essential to the exercise.
Is strategic in the choice of words, phrases and sentences used, in order to avoid causing
conflicts
For example you would avoid using direct criticism of a team member or their ideas, and
instead provide constructive feedback. Conflict is likely to occur if you simply rubbish a
person’s ideas, instead provide constructive criticism or critique.
Actively shows agreement or acknowledgement of the points brought up by other team

members.
For example you could use active listening techniques and ask probing questions to show
that you have understood the points expressed. Using nonverbal cues such as nodding your
head can be a useful method of showing agreement without interrupting the team member.

Uses diplomacy skills and tact when addressing sensitive issues or managing conflict within
the team.
For example when mediating a conflict between two team members, you word your
sentences as to avoid expressing bias towards one side of the argument. For example you
could ensure that you do not state that one team member is wrong, and the other is right,
instead phrase sentences in order to avoid picking sides.
Competency: Interpersonal skills

NEGATIVE INDICATORS
Acts bluntly, rudely or is dismissive of the ideas generated by other team members
For example you may directly state that a team member’s idea is bad, ineffective or
intentionally ignore a point raised.
Acts to annoy, upset or provoke other members of the team

For example you could intentionally try to irritate or undermine a team member, inciting a
conflict.
Acts aggressively towards other team members

For example you could shout or swear at a fellow team member during a conflict or heated
discussion.
Focuses on their own personal ambitions and aims, with little or no regard for the rest of the
team
For example you could act to “impress” assessors by trying to show off at the expense of
other members of the team.
Does not take into account the “human” considerations of the task or of the group.
For example during the exercise you may fail to take into account the people side of making
organisational decisions. Similarly during the exercise you may not take into account the
feelings of your team members.
Does not react to signals from other team members that are not happy with the progress of
the exercise
For example your team members may be giving subtle hints and signals to you to encourage
you to change your behaviour during the exercise.

Competency: Consideration
POSITIVE INDICATORS
Seeks clarification by asking probing questions

For example you could ask probing questions such as “tell me more about...” etc. Asking
probing questions about specific aspects of a point will acknowledge that you have listened.
Asking broad/simple questions about a point raised however may seem like you have not
listened.
Uses active listening techniques

For example you could clarify and summarise the point that was just made to relay that you
have listened to the point made. Using nonverbal communication such as nodding and
making eye contact also confirms to the team member that you are listening.
Takes notes for the points raised

For example you could write minutes to the meeting, and arrange that a team member be
designated as the note taker for the minutes. It is still wise to make notes on outcomes
regardless of whether you have been selected to record the minutes. However, remember to
actively participate in the discussion rather than solely take notes.
Is able to repeat and reiterate points raised by others

For example, after hearing a point raised by another team member, you could bring up that
point later in the meeting and combine it with other points. It is important to remember who
brought up the point, and refer to them when reiterating their point in order to avoid
accusations of merely parroting others.
Explores and builds upon the ideas generated by others

For example when a team member brings up a useful point you could rally the team to
expand upon it. It is important to recognise that it is still the idea of the team member that
generated the point, and try not to steal the idea and improve upon it, in an attempt to take
credit for it.
Uses body language and nonverbal communication to highlight that they are listening
For example you could ensure that you maintain eye contact with the person whom you are
talking to, and position yourself so that you are facing them directly. Nodding when a team
member is talking to you helps make them aware that you are listening.
Provides team members with the time and space to express their points
For example, you could try not to interrupt team members when they are speaking, and
allow them time to make their points. Interrupting, even to show agreement with a point
raised may put off the team member, preventing the flow of ideas.

Competency: Consideration
NEGATIVE INDICATORS
Asks questions that have already been answered

For example you could have asked a question which has already been asked or answered by
another team member, showing that you were not considering what they have said.
Cannot understand or interpret the points of others due to lack of attention

For example you may end up asking team members to repeat their point due to not listening
in the first place.
Ignores the contributions of others and instead solely gives their own points
For example you may choose to not include the contributions of other team members, and
instead try to market only your solutions.
Ignores the points raised by other candidates when taking notes

For example when taking notes you do not listen to any new points that are being raised.
Often interrupts other team members

For example you may try to talk over or try and stop candidates making their point in order
to make yours.

Competency: Team working
POSITIVE INDICATORS
Shows a greater concern for the group rather than for self-interest
For example you could focus on working as a team rather than trying to compete with other
team members (this is certainly true for group exercises where participants are not assigned
roles; sometimes you will be asked to negotiate the best outcome for your character). You
should be open to changing your mind on an issue if the team present a solution which
appears to satisfy the brief and has been argued strongly.
Offers knowledge and expertise to the benefit of the group

For example you could provide ideas and unique insight that you may have gained through
your personal experience. Some group exercises deliberately give different pieces of
information to different participants so that each person has something which needs to be
communicated.
Encourages team members to build upon their ideas

For example you could recognise when a team member has generated a good idea and
discuss with them how to expand upon it. Ensuring you do not try and steal the team
member’s idea is essential; instead help them to generate their own ideas.
Listens to the points of others and gives constructive feedback when appropriate
For example you could pay close attention to points raised by others and politely help refine
those points using your own knowledge and expertise. If an idea put forward doesn’t satisfy
an aspect of the brief, you should point this out without being dismissive or critical.
Provides regular contributions towards group discussion

For example you could ensure that you bring up different points throughout the discussion
rather than repeating the same points made by others. Making original points and helping
expand on other peoples points are both important parts of the exercise.
Actively tries to improve and maintain morale and enthusiasm within the group
For example you could try to encourage a more open and collaborative environment and
avoid letting the group feel tense and uneasy. Sometimes the atmosphere can get tense, and
if you add a light-hearted comment with a smile this helps to keep the group as a
collaborative team.
Provides support for decisions made by the group when voting

For example you could avoid being overly challenging and recalcitrant when the rest of the
team has made a decision. Being a “team player” is important in this exercise, and acting in
the best interests of the group is vital. Instead provide backing to decisions made by the
group, helping come to firm conclusions.

Is flexible and does not oppose group decisions at the expense of the rest of the
team
For example you could avoid spending too long voicing disagreements at the expense of
covering other issues. Not covering all of the issues in the meeting would negatively impact
every team member, including you.
Competency: Team working

NEGATIVE INDICATORS
Offers little or no contributions to the group

For example you could have remained silent or offered few contributions in discussion.
Causes disputes or conflict within the team

For example you could have argued with team members over particular issues rather than
discussed them.
Is overly critical and/or frequently disagrees with other members of the group
For example you could have been rude to other team members when voicing a
disagreement.
Acts in self-interest rather than in the interests of the team

For example you could have tried to interrupt other team members in order to undercut their
contributions.

Competency: Organisational ability
POSITIVE INDICATORS
Helps to or decides how to set out the structure of the meeting

For example you could draft an agenda for the meeting with rough time boundaries. Helping
to keep the pace of the meeting once the schedule has been set is also important.
Clearly identifies and states the aims of the meeting

For example you could remind everyone of the key outcomes set by the brief. The aim of this
is to help prevent the team from getting distracted or side-tracked, and to ensure everyone
understands the aim of the meeting.
Makes effective use of any materials provided during the exercise

For example you could make use of a flipchart or other materials provided. These materials
will help you complete the task, and highlight organisational ability, making them important
resources.
Keeps track of time and ensures the correct pace of the meeting
For example you could encourage the group to form a conclusion if time is becoming limited.
Ensures that all important issues and recommendations are presented

For example you could list the issues up for debate and the corresponding response the
group has agreed on. This will also help focus attention on time allocation.
Prevents the team from getting side-tracked and encourages focus

For example you could politely encourage the team to get back to the task at hand when the
topic of conversation strays away from the objectives in the exercise.

Competency: Organisational ability
NEGATIVE INDICATORS
Does not monitor the pace of the meeting

For example you could have let the meeting progress too slowly or quickly, without regard
for the time limits or objectives.
Does not focus on addressing specific issues

For example you could have rushed through too many issues at once, preventing the team
from going into depth and reaching a conclusion on any one issue.
Does not complete the exercise due to running out of time

For example you could have spent too much time on a few issues and missed out others due
to poor time management. Everyone can be responsible for time management; if you notice
the team needs to speed up, say something.
Does not use any materials provided

For example if you and your team are provided with materials such as pens, paper and flip
charts, it will be seen as poor organisation ability if you do not take advantage of these tools.

Competency: Business acumen
POSITIVE INDICATORS
Expresses concern over competitor activity

For example you should take into account the likely actions of the company’s competitors
when making decisions and suggesting solutions.
Suggests initiatives which increase profit/decrease expenses

For example you should ensure that your recommendations and decisions will have a positive
effect on the company’s bottom line financial performance.
Demonstrates awareness of financial constraints

For example you could make suggestions which take into account, and refer to, the
company’s financial situation. Similarly when providing solutions you could highlight the
financial benefits of your recommendations.
Seeks to align the goals and objectives of multiple parties

For example you could suggest objectives which align the objectives, strategies and goals of
multiple parties, i.e. suggesting ways of aligning the objectives of JR and H&S.
Identifies the implications of initiatives on a market wide/international scale

For example you could suggest implications of initiatives that may have
international/global/market wide effects. For example the use of sweatshop labour may
effect public relations status worldwide, and may decrease JR’s prestige market-wide.
Expresses a customer focused perspective in decision making

For example when suggesting implications of initiatives, you could highlight its potential
effects on the customer. Similarly when providing solutions, these should directly benefit the
customer when possible.
Takes into account the political nature of business

For example when making suggestions or listing implications, refer to political forces within
organisations or between organisations. For example, H&S could use influence to shape JR
policy and visa/versa.

Competency: Business acumen
NEGATIVE INDICATORS
Makes decisions without considering the financial impact

For example you may suggest recommendations and solutions which are not feasible due to
the financial cost of these initiatives.
Does not address implications of actions on a large scale

For example you may provide solutions and recommendations that only address small
aspects of the problem, or does not identify the implications of actions on a large,
international scale.
Generates potentially wasteful or costly solutions

For example you may have provided solutions which are financially inefficient, with more
cost effective options still available.
Does not view the situation from the customers perspective

For example you may suggest initiatives which are not in the interest of, or do not directly
benefit, the customers of the business.

Competency: Judgement
POSITIVE INDICATORS
Is able to view situations from multiple perspectives and view points

For example you should take into account the perspectives of multiple parties when making
decisions. For example when offering a solution, think about its impact on JR, H&S,
customers and competitors.
Bases decisions objectively and with the facts at hand

For example you should make decisions rationally and logically, rather than making
decisions based on gut feelings, stereotypes or based on insufficient evidence.
Makes solutions and recommendations using links between information sources

For example you could use information presented in the previous issues to influence
recommendations, decisions and implications discussed in later issues.
Identifies multiple recommendations or courses of action for a given issue

For example you could offer multiple solutions to a given issue and then discuss these issues
with the team to identify the most appropriate course of action.
Undertakes a risk analysis of solutions and recommendations

For example you could state the potential for risk when presenting a new solution or
recommendation to the team. Similarly, when other team members identify a solution,
conduct a risk assessment on that solution.
Provides a balanced argument when presenting ideas

For example when presenting a solution or recommendation to the team, weigh up the
positives and negatives of that initiative.

Competency: Judgement
NEGATIVE INDICATORS
Provides recommendations which are not possible in the given situation

For example you may have suggested recommendations or solutions which are not
applicable in the situation due to the lack of resources, time or financial constraints.
Comes to conclusions irrespective of facts

For example you may suggest solutions, recommendations or implications without thinking
them through, without any evidence to back up your ideas.
Suggests recommendations and solutions which are inappropriate/ineffective

For example you may suggest solutions or recommendations which are not likely to be
effective in the given situation, and/or inappropriate to the particular situation.
Does not estimate the risks associated with initiatives

For example you may not undertake a risk assessment of the recommendations and solutions
provided, or may not accurately identify risks associated with other people’s suggestions.


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SECTION 1: Example Exercise Outcomes

SECTION 2: Competencies and Behavioural Indicators

SECTION 1: Example Exercise Discussion Points........................................................................ 2

1.1 Outsourcing manufacturing to Brazil

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1.2 Recruitment and training program

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Issues and recommendations

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Shows empathy and understanding to other team members

Is polite to all members of the team

Express concern and acknowledgement of other team members’ feelings

Actively shows agreement or acknowledgement of the points brought up by other team

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Competency: Interpersonal skills

Acts to annoy, upset or provoke other members of the team

Acts aggressively towards other team members

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Seeks clarification by asking probing questions

Uses active listening techniques

Takes notes for the points raised

Is able to repeat and reiterate points raised by others

Explores and builds upon the ideas generated by others

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Asks questions that have already been answered

Cannot understand or interpret the points of others due to lack of attention

Ignores the points raised by other candidates when taking notes

Often interrupts other team members

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Offers knowledge and expertise to the benefit of the group

Encourages team members to build upon their ideas

Provides regular contributions towards group discussion

Provides support for decisions made by the group when voting

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Competency: Team working

Offers little or no contributions to the group

Causes disputes or conflict within the team

Acts in self-interest rather than in the interests of the team

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Helps to or decides how to set out the structure of the meeting

Clearly identifies and states the aims of the meeting

Makes effective use of any materials provided during the exercise

Ensures that all important issues and recommendations are presented

Prevents the team from getting side-tracked and encourages focus

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Does not monitor the pace of the meeting

Does not focus on addressing specific issues

Does not complete the exercise due to running out of time

Does not use any materials provided

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Expresses concern over competitor activity

Suggests initiatives which increase profit/decrease expenses

Demonstrates awareness of financial constraints

Seeks to align the goals and objectives of multiple parties

Identifies the implications of initiatives on a market wide/international scale

Expresses a customer focused perspective in decision making

Takes into account the political nature of business

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Makes decisions without considering the financial impact

Does not address implications of actions on a large scale

Generates potentially wasteful or costly solutions