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With over 25 years experience in the fuel retailing and petroleum service station industry, BP is committed to growing its retail business through franchising its brands and service station site offers. BP always aim to attract high calibre franchisees, people with a passion and dedication for good quality and service, whose skill can be combined with BP's experience of fuel and convenience store retailing.
BP franchises operate in markets worldwide, providing mutually rewarding relationships with franchisees who want to share the benefits of experience and success. BP has a strong portfolio of franchising packages based on leading brands and standard for quality. BP, BP Connect featuring Wild Bean Cafe, M&S simply food, BP Express, Aral Store with Petit Bistro, ARCO and am pm are all iconic industry brands that are recognized globally. BP looks for business acumen and a passion for customer service.
BP is one of Britain's largest companies and one of the world's largest oil and petrochemicals groups. BP is one of the world's largest energy companies, providing its customers with fuel for transportation, energy for heat and light, retail services and petrochemicals products for everyday items.
BP's customer base varies from domestic, to agricultural users of bulk LPG.
With over 1300 BP service stations in the UK, BP not only offer a variety of BP fuels, Its BP Connect, M&S simply food and Wild Bean Café retail outlets also provide hot food and fresh coffee to the hungry motorist.
BP is a global company with revenue of $285 billion operating exploration in 26 countries with 28, 500 service stations with 102,900 employees. BP serves over 14 million customers each day. It is growing rapidly and within franchising, It's aim to secure 150 additional locations in the UK by 2010.
About Task Environment:
Post and Responsibility
As I am in a post of an assistant manager in one of the BP stores It's a challenging role as I will take responsibility managing for my store and my team.
The main responsibilities I have to follow are as follows;
leadership and motivation skills
ability to hit and improve my store's performance targets
dedication to outstanding customer service
strong commitment to operational excellence
reporting to my manager
The organizational chart of my BP connect store ;
Store is opened 24 hours. There are only two duty manager for morning (6am to 2pm) and day shift (2pm to 10pm). No need to keep in night shift.
Personal and Professional Skills:-
As the topic is concerned to me, I am a young and energetic person. I have completed my bachelor's degree in business administration, and I have 11 years experience in managing field of the organization like administrative and account. I have taken some training to develop my managerial skills like project formulation, self management and leadership, international trade fair participation, and some computer software trainings etc. This is mentioned at the last of this assignment in my bio data sheet.
Because of my long time experience in the managerial field in my country Nepal, managerial training and one and half years work experience in BP I believe that I must be a successful manager in BP store. I know very well how to manage time, listening to others, and work in pressure. And I am a self confident person. Therefore, it will not be hard for me as new entrant think.
Another thing is that if I am capable to do my assistant manager's duties then definitely I believe I can well perform the duty of manager. Therefore, to be a manager from assistant manager, I need my following carrier developments which are organizational needs as well;
Complete MBA degree, which is I am doing now and will be completed at Aug. 2009 from London College of Management and & IT, London UK.
Improve language skills
Store management Training
Getting wider knowledge in related field of work
David Kolb's Model
The David Kolb styles model is based on the Experiential Learning Theory, as explained in David A Kolb's book Experiential Learning: Experience as the source of learning and development (1984). The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual's preferred approaches. These learning styles are as follows:
Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems
Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives
Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning.
Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them.
Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. An individual may exhibit a preference for one of the four styles - Accommodating, Converging, Diverging and Assimilating - depending on his approach to learning via the experiential learning theory model.
Anthony Gregorc's Model
Dennis W. Mills, Ph. D., discusses the work of Anthong F. Gregorc and Kathleen A. Butler in his article entitled "Applying What We Know: Student Learning Styles". Gregorc and Butler worked to organize a model describing how the mind works. This model is based on the existence of perceptions-our evaluation of the world by means of an approach that makes sense to us. These perceptions in turn are the foundation of our specific learning strengths, or learning styles.
In this model, there are two perceptual qualities 1) concrete and 2) abstract; and two ordering abilities 1) random and 2) sequential.
Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen.
In regard to the two ordering abilities, sequential involves the organization of information in a linear, logical way and random involves the organization of information in chunks and in no specific order.
Both of the perceptual qualities and both of the ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals.
There are four combinations of perceptual qualities and ordering abilities based on dominance: 1) Concrete Sequential; 2) Abstract Random; 3) Abstract Sequential; 4) Concrete Random. Individuals with different combinations learn in a different ways-they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout the learning process.
Sudbury Model of Democratic Education
Some critics of today's schools, of the concept of learning disabilities, of special education, and of response to intervention, take the position that every child has a different learning style and pace and that each child is unique, not only capable of learning but also capable of succeeding.
Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you; That is true of everyone. It's basic. The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write. In a similar form students learn all the subjects, techniques and skills in these schools.
Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum. Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.
Gerald Coles asserts that there are partisan agendas behind the educational policy-makers and that the scientific research that they use to support their arguments regarding the teaching of literacy are flawed. These include the idea that there are neurological explanations for learning disabilities
Honey & Mumford - Learning Style Questionnaire
There are different types of learning styles. One widely used categorisation of different learning styles is provided by Huney and Mumford.
Honey and Mumford (Peter and Alan) are best known for their learning style questionnaire. This self-administered questionnaire determines your preferred learning style.
Knowing your learning style can accelerate your learning as you undertake activities that best fit your preferred style.
Knowing your learning style can also help avoid repeating mistakes by undertaking activities that strengthen other styles For example, if you tend to "jump in at the deep end", consider spending time reflecting on experiences before taking action.
Immerse themselves fully in new experiences
Enjoy here and now
Open minded, enthusiastic, flexible
Act first, consider consequences later
Seek to centre activity around themselves
Stand back and observe
Cautious, take a back seat
Collect and analyze data about experience and events, slow to reach conclusions
Use information from past, present and immediate observations to maintain a big picture perspective.
Think through problems in a logical manner, value rationality and objectivity
Assimilate disparate facts into coherent theories
Disciplined, aiming to fit things into rational order
Keen on basic assumptions, principles, theories, models and systems thinking
Keen to put ideas, theories and techniques into practice
Search new ideas and experiment
Act quickly and confidently on ideas, gets straight to the point
Are impatient with endless discussion
As above learning style is concerned to me, I think I follow reflector type of learning style because I have filled the questioners which is provide us by our class teacher in the class. That is attached at the last in appendix.
I am such type of person who think hard before doing any action. Because I don't do anything in hurry. I prefer to observe how things are done first. Actually I find it difficult to make quick decision because I always listen to the views and experiences of others.
And some time I would like to be a theorist, because I like to think through all possible implications and I am only comfortable once I can account for what is happening. And I prefer dealing with fact rather than feelings.
Personal Development Plan (PDP):-
A PDP is just another name for a plan of action, only this one refers specifically to our aspirations regarding personal development. We make plans every day, but do not always write them down; a PDP allows us to set our own personal targets and find the best way to achieve them.
In personal development plan we have to know the answers of these three questions, they are as follows;
Where am I now?
Where do I want to be?
How can I get there?
To know the answer of the above questions, firstly we have to do skill audit analysis of ourselves. Here I am going to plan my own personal development therefore I have to know my own skill analysis. They are as follows;
I am Mr. Chinta Mani Dhital. I have learned up to 10 class at remote village area in Nepal, where I got the experience of village area. Then I have completed my certificate and bachelor's degree (in management) from Nepalgunj and Kathmandu which are the famous city of Nepal, Where I was able to get the knowledge of urban environment. Then I joined in MBA degree in Tribhuban University (TU) of Nepal. Because of my family reason I passed only 1st year course and unable to complete whole subject of 2nd year MBA.
Then I went to my village area and joined in social works. From 18 June 1992 to 13 feb1995, I worked in the post of Environment Chairman in Rural Youth Club. At that time I was 23 years young and energetic person. There I learn ''clean the environment by cleaning our individual area and ourselves''.
After then I went again capital of Nepal in Kathmandu city. I appointed at Nepal-BENELUX Chamber of Commerce and Industry in the post of incharge and chief account officer, since 13 May 1995 to 14 May 1996. That job was my educational field of job. I enjoyed there where we would facilitate exporters and importers of BENELUX countries businessmen.
Then after, I took computer training and other official personal development training. They are as follows;
Self Management and Leadership (Rajyoga)
Project Formulation Training (PACT INGO)
Leadership & Management Training (PACT INGO)
International Trade fair Participation (Trade Promotion Centre Nepal and GTZ/ Protrade, Germany )
After May 1996 to June 1997 I searched my own business. Actually I realised I am capable to do any business or to launch the organization successfully by myself. Then I found some good partners at Janakpur of Nepal. I saw the same vision on them. I joined there in a good educational organization ''Institute of Health Research Development''. Since July 1997 I had been working there as a Chief Adm. /Accounts officer and as share holder where we were producing health persons.
In 2007 I realised to complete my master degree because education and trainings are the key factors to success. Therefore I decided to study MBA in UK. And I joined in MBA course at City of London College in UK.
2. Work experience
3. Self confidence
4. Co operative
5. Listening others
6. Managing available time
7. Ability to work under pressure
Family back ground(Ethnic)
Lack of technical experience
Low quality education
Weak leadership skill
Getting higher education
Learning Int. Language(eng.)
Getting wider knowledge in my related field of study
Getting more specific jobs
Opportunity for professional development in my field
Knowing cross culture
Huge numbers of competitors
Competitors from better reputed educational institutions
Day to day changing govt. Laws.
Now I can give the answer of above three questions;
The answer of where I am now is my strength
The answer of where I want to be is my goal to be a successful manager
The answer of how can I get there is; firstly I have to eliminate my weakness by fulfilling the learning gap, setting the short term or long term objectives and take the opportunities.
Goal and Objectives:- By using my personal qualification and skills I want to be a successful manager in a BP store .
Responsibilities of a store manager:
A store manager is the person ultimately responsible for the day-to-day operations (or management) of a retail store. All employees working in the store report to the store manager. A store manager reports to a district or general manager.
â€¢ Human Resources management:- specifically: recruiting, hiring, training and development, performance management, payroll, and schedule workplace scheduling;
â€¢ Store business operations: - including managing profit and loss, facility management, safety and security, loss prevention, and banking;
â€¢ Product management: - including ordering, receiving, price changes, and handling damaged products.
â€¢ Sales generation: - The store manager will be required to meet monthly, quarterly, or annual sales goals, depending on the company's fiscal cycle. This may be achieved by setting individual sales goals (quotas), holding contests for employees, or offering sales promotions. I can also receive a monetary incentive (or "bonus") tied to the financial performance of the store over a specific time period. This incentive may be based on net sales, profitability, or both. Thus, the store manager may be forced to reduce payroll expenditures by decreasing employees' hours, or otherwise reducing costs associated with operating the business.
â€¢ Customer service: - The Store manager has the final say in matters of customer service. He or she receives unsolicited feedback from customers, and may be asked to intervene in confrontations between customers and employees. The store manager may also make exceptions to store policies, but in most cases is required to enforce policies set by the company that owns the store. Through effective training, managers can defer to employees' best judgment in handling customer service situations.
â€¢ Division of responsibility: - A store manager may have several subordinates within the hierarchy of the store to whom he or she can delegate management-level responsibility. These employees are sometimes called assistant managers, supervisors, key holders, shift leads or leads.
â€¢ Hiring, training and development: - The store manager is responsible for the hiring, training, and in some cases, the development, of employees. The manager must ensure that adequate staffing levels exist in order to effectively operate the store, and ensure that employees receive the training necessary for employees to perform their job responsibilities independently. Managers are sometimes responsible for developing their employees so that the company can promote employees from within and develop future leaders, potentially for employment at other locations.
â€¢ Visual merchandising and inventory control Store managers ensure that visual merchandising is consistent with customers' expectations of the brand. In retail locations, store managers are responsible for visual merchandising. Many companies communicate how to merchandise their stores using direction such as planograms to indicate product placement. While managers have a varying degree of autonomy in deviating from corporate direction, it is important to ensure that stores are compliant with the company's brand image. Managers must ensure that the proper amount of inventory is displayed for customers to purchase, by ensuring that shelves and racks remain stocked and that product is frequently rotated out of storage areas. Managers are also concerned with shrinkage, and must ensure that merchandising techniques and customer service skills minimize the possibility of product being stolen.
Formulation of Strategy:-
To achieve the goal I have made following strategies;
Getting MBA degree
Getting some managerial training
Learning of advance language (English and other)
Action Plan and Implementation:-
To achieve my target goal I have to implement my strategies systematically. I will do this in this following ways;
Firstly, I must complete my MBA degree. Therefore I have been studying APDMS course in City of London College, which is going to finish in this December 2008. Then I believe I complete my MBA degree in August 2009.
Then I will apply for IGS. Then I will be eligible to work full time for two years.
After then, I will join some advanced language course like advanced English and French language (which has good scope in Canada as well). I think it will take up to 6 to 8 months.
Finally, I will take some training related to improve my managerial skills. Which will takes approximately up to 6 months.
Above are the basic implementation plans and I believe that I must achieve these planning in my real life within two years. Then I am sure that I will be a manager of BP.