Formal research and business proposals have similarities and differences. However, the two are independent of each other. Reflectively, there are series of differences between formal research proposal and business proposal on uses, purposes, sections, and goals.
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Thus, this reflective treatise attempts to explicitly explore similarities and differences between formal research proposal and business proposal. Proper understanding of these variances and similarities are critical towards effective writing of either business or formal research proposals.
Similarities and Differences between Formal Research and Business Proposals
Irrespective of the size, all proposals have outlined goals in the overview section. As a matter of fact, formal research proposal goals are different from those of a business proposal. In their composition, prompting regulates their scope to a specific research problem or topic.
Therefore, both “formal research and business proposals employ a reader-centered approach which ensures that the focus of these documents is the specific and detailed in addressing of the concerns expressed in the CFP to which the proposals respond” (Hamilton 2010 par. 3).
In addition, the two forms of proposals have a parameter for feasibility testing that facilitates a proactive response to research problems. Therefore, it is possible to monitor their proposed approaches on the basis of this feasibility test.
Unlike business proposal, formal research proposal has a confined focus on specific data or information for a specific situation that needs a solution. On the other hand, business proposals have goals that suggest on improvement or alternative approach. In the goal assessment, theoretical approach dominates formal research proposal. However, business proposals adopt practical approach in goal assessment.
Formal research and business proposals commence with an introduction and end with a conclusion. However, their sections have differences. Reflectively, “a formal research proposal has research methods section that discusses how information and data will be found while a business proposal may not have a methods section” (Jane 2010 par 2).
Reflectively, the difference is as a result of the fact that business proposals rely on secondary information on research methods to make a suggestion on a product. A typical business proposal will present a completed budget for projections on proposals made. However, formal research propel may only have an overview of budget constraints.
Formal research and business proposals vary in order of their completion. Specifically, a formal research proposal is summed up on a specific suggestion following research on a problem within an organization.
Thus, a business proposal may be part of the suggestion in a formal research proposal. Unlike research proposal, a typical business proposal identifies the ideal option from several options given in the formal research proposal. Therefore, a business proposal may identify one of the recommendations from a formal research proposal to develop a module for transforming the recommendations into actions.
On the parameter of use, formal research proposal and business proposal have varying uses. For instance, “formal research reports are commonly used by product developers and financial analysts to determine whether the company should develop another product” (Jane 2010 par. 4).
In comparison, business proposal is often employed in determining the ideal “way of entering the market once the product has been developed” (Jane 2010 par. 5).
Can organizational learning be considered a predictor of effective strategic management?
In any organization, there is always a laid down structure formulated in order to keep its staff in healthy and stable mind in their duty of serving company’s interest. A stable mind performs optimally with little or no supervision.
In line with this, an organization will always work alongside its staff to promote healthy working habits by recognizing and where necessary supporting staff that makes a steady commitment in practicing accepted desirable healthy habits in their work departments.
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Periodically, programs are designed in line with objectives and goals, on researched conducive work methodology for sustained happy employee-employer relationship in order to improve efficiency (Beer, Voelpel, Leibold, & Tekie 2005, p. 447).
A learning organization is that which promotes evaluation of strategic threats and opportunities as feedback from such appraisal is vital for execution of strategic plans and decision making. According to Burke & Cooper (2008), training and development programs are both on-the-job and off-the-job.
These should be built around the core business values and is firmly aligned with the business strategy – developing skills that will support future growth of the business (Beer, Voelpel, Leibold & Tekie 2005).
The program is designed for senior managers and is aimed at building leadership skills for follow up of changes within the workforce. The results of the program are meant for statistical t-testing of relevance of evaluation strategies adopted in reviewing employment terms and performance (Burke & Cooper, 2008).
According to Beer, Voelpel, Leibold, & Tekie (2005), training and development form part of organizational strategy mostly because companies have been characterized by numerous expansions both without and within their regions of operation. Consequently, there is a need to merge organizational skills, knowledge and culture with the new challenges and demands facing a company to ensure strategic positioning (p 448).
Training and development forms part of organizational strategy mostly because human resource department is characterized by constant dynamics in management as labor market is constantly affected by market swings. Consequently, there is a need to merge organizational skills, knowledge and culture with the new challenges and demands.
Therefore, there is constant use training and development largely because companies operate in a highly stratified environment (Beer, Voelpel, Leibold, & Tekie 2005). The outcomes of performance appraisal are not only influenced by job performance of the employee, there are other several other factors that may influence performance appraisal rating of the employees.
Alternatively, constant team building and cohesiveness through training and seminars for various departmental company sectors may be an important tool in creating a strong coordination and control within the organization as the workforce will learn to appreciate each department in the overall aim of maintaining steady production (Bazerman & Mooore 2012, p. 57).
These seminars are a good tool for testing intra and interpersonal interactional ability. In addition, new skills are acquired and creativity inspired among the workforce. When successfully carried out, redundancy thus, emotional strains are kept at bay as constant interaction is a means of boosting confidence and personality a recipe for good organizational culture (Bazerman & Mooore 2012), thus efficiency.
As a result, the work environment becomes holistic, soft and socially friendly to the staff. This learning culture requires structural goals developed in the norms, expectations of specific behavior display, and appropriate guideline controlling interaction between human resource and other factors of production (Burke & Cooper 2008).
Further, Burke and Cooper (2008) assert that strong working culture, thus healthy work habits exist where stakeholders are fairly quick in response to a stimulus as they are aligned to organizational values characterized by smooth, consistent operations like a well-maintained computer software program optimal in operation with very minor hiccups along its course.
In relation to above argument, organizations have strived to develop good culture by fostering a strong alignment on the monitored path of achieving its goals, missions and vision (Beer, Voelpel, Leibold, & Tekie 2005).
Organization learning as part of appraisal procedure is all-encompassing and it reflects the actual performance by the staff members for the reason that it involves both the line managers and the staff members (Bazerman & Moore 2012).
Also, there is comparison of the actual and expected performance, and any variances are noted, and actions inform of training, development and disciplinary measures are taken to improve on future performance. During these reviews, employees engage their line managers in discussing their performances for a definite period of time.
The employees are then rated based on the proficiencies and competencies they have shown during the period ended (Beer, Voelpel, Leibold & Tekie 2005, p.447). Staff members are then given ratings for the skills and competencies they have shown over the past period.
A comparison is then done between the ratings and the expected results as agreed upon at the beginning of the year and also with expected skills profiles for these areas. Such appraisals are important as they help employees to establish their performance in relation to the expectations from the business and expected outcomes as agreed during performance planning (Bazerman & Moore 2012).
Further, the appraisals reveal gaps that may be inherent when executing duties. At the end of appraisal procedure, the line manager and the staff member formulate a plan for further development for the next period.
In the personal development plan, the employees set objectives based on the feedback from their performance appraisal, and it is mandatory for all staff members to have such a plan. Burke & Cooper (2008) opine that the whole interactive appraisal process is beneficial as it aids employees in developing a focused vocation trail (p. 89).
Therefore, it is apparent that a lot of research has been done on the significance of organizational learning on efficiency. Gaps noted during the review process are bridged by training and development, which are components of efficiency. These training also help in preparing the staff members for future managerial duties.
The performance review process helps management to have a well-organized, effectual and motivated human resource base. Periodically, the organization restructures these goals inconsistency with the changing markets and requirement of its staff. Consequently, when people are absorbed and made to feel part of these goals, they would strive to give their best towards the organization (Bazerman & Moore 2012, p. 57).
However, the numerous researches are silent on the quantifiable aspects of efficiency as influenced by a continuous learning process in an organization.
This paper attempts to establish these quantifiable aspects of efficiency that are influenced by establishment of a reliable learning process as component of decision influencer. Specifically, the research paper will explore several career development programs that promote individuals’ growth and company development perspectives.
Bazerman, M., & Mooore, D. (2012). Judgment in Managerial Decision Making. New York: Wiley and Sons.
Beer, M., Voelpel, S., Leibold, M., & Tekie, E. (2005). Strategic Management as Organizational Learning: Developing Fit and Alignment through a Disciplined Process. Long Range Planning Journal, 38(5), 445-465
Burke, L & Cooper, T 2008, Building more effective organisations: HR management and performance in practice, Palgrave, California.
Hamilton, S. (2010). The Similarities of Formal Research & Business Proposals. Web.
Jane, M. (2010). Differences Between a Formal Research & Business Proposal. Web.