Innovate the Pixar Way - 1285 Words

INNOVATE THE PIXAR WAY by Bill Capodagli and Lynn Jackson Company Profile Founded: 1979 as Graphics Group, but 1986 as Pixar Founders: Ed Catmull and Alvy Ray Smith Headquarter: Emeryville, California, U.S.A. Products: feature films, short-films, animations, commercials, softwares Key people: †¢ Ed Catmull, President,Walt Disney Animation Studios Pixar Animation Studios †¢ John Lasseter, Chief Creative Officer, Walt Disney Animation Studios Pixar Animation Studios †¢ Steve Jobs, former CEO of Pixar Animation Studios and member of the Board of Directors at The Walt Disney Company Owner: The Walt Disney Company (since 2006) About the book INNOVATE THE PIXAR WAY (2010) by Bill Capodagli and Lynn Jackson †¢ Authors of The†¦show more content†¦Intangible cultural measures: employee loyalty, freedom, collaboration†¦ Look at tangible and intangible measures Financial Measurement: Pixar ´ BoxPixar ´s Box-Office Results (in Thousands) Release Date 11/22/1995 11/20/1998 11/19/1999 11/02/2001 05/30/2003 11/05/2004 06/09/2006 06/29/2007 06/27/2008 05/29/2009 Totals Averages Movie Name Toy Story A Bug ´s Life Toy Story 2 Monsters, Inc. Finding Nemo The Incredibles Cars Ratatouille Wall-e Up 1st Weekend $29,140 $291 $300 $62,577 $70,251 $70,467 $60,119 $47,027 $63,097 $68,200 U.S. Gross $191,796 $162,798 $245,852 $255,870 $339,714 $261,441 $244,082 $206,445 $223,806 $2,131,804 $236,867 Worldwide Gross $361,996 $363,398 $485,752 $528,970 $866,592 $635,564 $461,982 $624,445 $532,936 $4,861,635 $540,182 Budget $30,000 $45,000 $90,000 $115,000 $94,000 $92,000 $70,000 $150,000 $180,000 $175,000 $1,041,000 $104,000 16 ways to get started Storyboarding – generates ideas graphically to expand team perspective „Plusâ€Å"-ing – originally from Walt Disney, you don ´t judge the work but plus the product or service „Try, learn, try againâ€Å" Training – design learning environment Transparency – remove barriers, decision making is cared out publicly Celebration – milestones, achievements and even failures Brain trust – group which discuss the unfinished work Postmortem technique – after each project identify things you would repeat and not repeat The Walt DisneyShow MoreRelatedInnovate the Pixar Way1279 Words   |  6 PagesINNOVATE THE PIXAR WAY by Bill Capodagli and Lynn Jackson Company Profile Founded: 1979 as Graphics Group, but 1986 as Pixar Founders: Ed Catmull and Alvy Ray Smith Headquarter: Emeryville, California, U.S.A. Products: feature films, short-films, animations, commercials, softwares Key people: †¢ Ed Catmull, President,Walt Disney Animation Studios Pixar Animation Studios †¢ John Lasseter, Chief Creative Officer, Walt Disney Animation Studios Pixar Animation Studios †¢ Steve Jobs, former CEO ofRead MoreSwot Analysis Of Pixar1122 Words   |  5 Pagesof Pixar Overview In 1974, Ed Catmull was hired to manage the Computer Graphic Lab (CGL) at the New York Institute of Technology. The CGL also hired a few other computer scientists who shared ambitions about creating the world’s first computer animated film. In 1979, Ed Catmull and his team moved to the computer division at Lucasfilm. In 1986, Steve Jobs bought the computer division from Lucasfilm, paid $5million to George Lucas for technology rights and founded an independent company, Pixar. 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Research on Behaviorist versus Cognitive Theories of Learning Free Essays

What is larning? Are at that place different types of larning? What affects a pupils larning? Why do some learn otherwise than others? These are merely a few of the inquiries that pedagogues, parents, and pupils themselves have posed for centuries. It is without a uncertainty a really complicated subject. The writer of this paper attempts to relieve some of these inquiries by turn toing the differences between behavioural and societal acquisition theory along with the necessity of utilizing cognitive schemes to help in the acquisition procedure. We will write a custom essay sample on Research on Behaviorist versus Cognitive Theories of Learning or any similar topic only for you Order Now Name of Theorist Name of Theory Main Concepts Research Conducted Ivan Pavlov Authoritative conditioning Impersonal stimulations + innate stimulations = a erudite conditioned response ( Slavin, 2009 ) How it may look in a schoolroom: pupils should be given many chances to get the hang a undertaking before traveling on to another undertaking. For illustration, if they are larning to multiply individual digit math jobs, a pupil must get the hang this before traveling on to generation of two-digit jobs. Research was conducted in 3 phases Phase one: An innate stimulation ( US ) ( nutrient ) solicited an innate response ( UR ) from the Canis familiaris ( salivation ) ( Slavin, 2009 ) . This phase farther showed that a impersonal stimulation ( NS ) ( bell ) would arouse no response from the Canis familiaris. ( Slavin, 2009 ) Phase 2: A learned stimulation ( CS ) ( bell ) was paired with the Canis familiaris nutrient ( US ) which caused the Canis familiariss to salivate ( UR ) ( Slavin, 2009 ) . Phase 3: The Canis familiaris was trained to salivate ( CR, conditioned response ) at the sound of a bell tintinnabulation ( CS ) ( Slavin, 2009 ) . E. L. Thorndike Law of Effectss Favorable effects to behavior elicit request of this behaviour ( Slavin, 2005 ) Unfavorable effects similarly will ensue in the behaviour less likely being repeated ( Slavin, 2005 ) How it may look in a schoolroom: instructors should utilize real-life experiences to learn and link constructs for pupils. For illustration, life accomplishments pupils will larn the importance of money buy really take parting in buying things from peddling machines and shops. This can besides use to science constructs. Students can break connect with it through experiential activities ( Slavin, 2005 ) . Cats were placed in mystifier boxes ; on accident the cats learned how to get away ( Slavin, 2005 ) . After repeatedly acquiring out they learned that if they went through the mystifier boxes, they gained freedom ( Slavin, 2005 ) . B. F. Skinner Operant Conditioning Support of behavior = frequent repeat of this behaviour ( Slavin, 2009 ) Unrewarded ( punished ) behaviour = lessening in repeat of the behaviour ( Slavin, 2009 ) . How it may look in a schoolroom: pupils that are on clip to category receive category vaulting horses ; belated pupils do non. I have found that those pupils that receive the category bucks that they can pass on things like free clip, prep buyouts, and public toilet base on ballss, strive to gain more vaulting horses. Skinner boxes used to develop animate beings. The boxes consisted of a saloon that the animate beings had to press to distribute nutrient ( Slavin, 2009 ) . What are the differences between the behavioural acquisition theory and that of the societal acquisition theory? Which theory offers the best penetration into how underdeveloped kids larn? To find replies to these inquiries, the factors of behavioural larning theories must be weighed against those of societal larning theories. Behavior acquisition theories are centered on the thought that larning takes topographic point because of legion chances to see a peculiar event. This event is believed to for good alter the said behaviour. Behavioral theories fall under one of two classs: classical or answering conditioning and operant conditioning. The classical/respondent conditioning theory, as demonstrated and made celebrated by Pavlov ‘s experiment, believes the behaviours that we exhibit are one ‘s that are learned by tie ining one thing to another ( Cherry, 2005b ) . This thought of automatic conditioning was happened upon by Pavlov as he studied Canis familiaris ‘s digestion ( Cherry, 2005b ) . . Within his survey of how much a Canis familiaris salivated at the sight of assorted things, nutrient and non-food points, Pavlov and his helper noted the sum of spit that was produced ( Cherry, 2005b ) . . In making so they found that Canis familiariss automatically or reflexively responded to the point placed in forepart of them, nutrient or non-food, after being presented with them intermediately for some clip ( Cherry, 2005b ) . This response he believed was based on conditioning or automaticity, which made it strictly physiological ( Cherry, 2005b ) . . His thought of conditioning was extended to human cond itioning by James B. Watson ( Cherry, 2005b ) . . Watson and his associate Rosalie Rayner wanted to prove the theory of classical conditioning on worlds in respects to phobias, to see if they would arouse similar consequences. Watson ‘s experiment was based on a small male child name Albert ( Beck, 2001 ) . When Watson and Rayner, foremost met Albert he was non afraid of a white rat, after a short clip with them he was afraid of mice and other furred points ( Beck, 2001 ) . The experiment introduced a loud noise that startled the immature male child as he played with the rat. This sound scared the immature male child so much that he started to shout and later exhibit fright when he saw a rat or anything furred. This proved for them that Pavlov ‘s thought that an innate stimulation would do an innate response and eventually that this innate response paired with a learned stimulation would arouse a learned response, or a automatic action ( Beck, 2001 ) . They believed this made the Pavlovian theory of conditioning plausibl e and accurate for worlds every bit good. The operant conditioning theory of B.F. Skinner focuses on larning based on the behaviour and the effects of the behaviour. Skinner ‘s beliefs were greatly influenced by E. L. Thorndike ‘s thought of Law of Effect. The Law of Effect, besides a conditioning theory, was based on the premiss that if an innate stimulation ‘s response is paired with a pleasant event than the response is stronger and more likely to be repeated. Likewise if the stimulation consequence is paired with a negative event, so the event is weaker and less likely to be repeated. Skinner found this a utile tool in understanding automatic behaviours that occurred and further strengthened his thought that behaviour was strengthened by a reinforcing stimulus or weakened by a punisher ( Cherry, 2005a ) . Reinforcing stimuluss are either positive or negative. Positive reinforcing stimuluss occur after said behaviour and are positive results for the behaviour ; whereas negative reinforcing stimuluss are negative results as the consequence of a behaviour ( Cherry, 2005a ) . Whether negative or positive the behaviour will increase. Punishers whether negative or positive will diminish a behaviour ( Cherry, 2005a ) . Positive punishers employ utilizing an unfavourable event to diminish behaviour ; negative punishers happens when the event is taken off in order to weaken the behaviour that has occurred ( Cherry, 2005a ) . Social larning theories contrary to behavioural theories focuses on larning that takes topographic point due to the observation and mold of behaviours, attitudes, and emotions exhibit by others around them. Albert Bandura, considered one of the governments within this theory, believed that behavioural acquisition could non explicate all the types of acquisition ( Cherry, 2005c ) .He said, â€Å" Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make ( Cherry, 2005c ) . † . He farther argued that larning had to hold some societal component to it to be successful. He stated that, â€Å" Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and subsequently occasions this coded information serves as a usher for action ( Cherry, 2005c ) . † The ideals of Bandura and other socie tal theoreticians are broken down into three basic constructs that explain the assorted types of behaviour: experimental acquisition, patterning procedure, and intrinsic support ( Cherry, 2005c ) . Observational acquisition provinces that larning takes topographic point through observation ( Cherry, 2005c ) .The writer ‘s three-year-old nephew learns much of his idiosyncrasy and behaviours by watching his household around the house and others at church. He has learned to work on a computing machine by watching her bash her work hebdomadally, to the point of copying precisely how she holds her custodies when typing and the tapping of her fingers at her desk when she is in deep concentration. This thought of experimental acquisition is so strong harmonizing to theoreticians that it can be achieved through unrecorded observation, verbally through direction, or symbolic ( displayed through another media ) means. Intrinsic Reinforcement goes against the ideal that behaviour is reinforced by extrinsic support merely ( Cherry, 2005c ) .Social theoreticians believed that a great trade of behaviour and acquisition will be based on intrinsic factors, which give the scholar a sense of pride and achievement. Bandura believes this is one of the most of import factors that separates the societal acquisition theory from behavioural theories and makes it more of a cognitive societal attack ( Cherry, 2005c ) . The Modeling Process hinges on the individual that is making the mold of a said behaviour and the perceiver and must follow certain stairss. First, in order for a individual to larn they must pay attending to the theoretical account otherwise there will be negative branchings. Therefore the mold must be memorable and keep the attending of the perceiver. Following, the perceiver must hold the ability to retain the information that is observed. Third, one must be able to draw the information from their memory in order to pattern the accomplishment further. Last, the scholar must be motivated plenty to utilize the behaviour they saw modeled ( Cherry, 2005c ) .This measure theoretical accounts show some similarities to behavior thoeries in that the usage of reinforcing stimuluss and punishers are cruicial to actuating the scholar. For illustration, if a pupils observes another pupil having category vaulting horses for engagement they are more likely to take part every bit good ( Cherry, 2005c ) . Social theories and behavioural theories are similar yet different. Both of the theories believe that larning and behaviour are connected yet each feel otherwise about whether the acquisition that each elicit is lasting. Social theories disagree that all larning leads to a alteration in behaviour, in fact they believe that new things can be learned without organizing new behaviours ( Cherry, 2005c ) . Before During After Picture walks – Students are guided by their instructors through a digest of images that illustrate the narrative line. This allows them to link to the text as they read. Predicting Students predict what they believe will go on in the narrative and read to prove the factuality of the anticipation ( Harvey A ; Goudvis, 2000 ) . Synthesize Students take the new information that they have learned and unite it with their anterior cognition to come up with a new thought or new believing about the topic ( Harvey A ; Goudvis, 2000 ) . KWL charts It allows they information to be organized earlier, during, and after reading Making Inferences Students are able to utilize their anterior cognition to believe outside the box and draw decisions about the text for deeper significance ( Harvey A ; Goudvis, 2000 ) . Making Connections Students draw upon their ain scheme to understand the text they are reading ( Harvey A ; Goudvis, 2000 ) . Text-to-self allows the reader to link to their ain lives and experiences to pull significance Text-to-text allows the reader to name upon their cognition from other text to demo apprehension of content Text-to-world allows the reader to do a connexion with more planetary and bigger issues within the text and the existent universe Overviewing This scheme allows pupils to plane or scan the text when they are looking for specific information and are unsure if the text contains it ( Harvey, 1998 ) . Imaging Allows pupils to better understand the text or job solve by organizing a image in their heads. Students are able to understand more of the text as they go along with the support of their instructor ( Chamot A ; O’Malley, 1994 ) . Alternate stoping Students prove that they have comprehended the assorted parts of the narrative by composing an surrogate stoping which fits in with the remainder of the narrative nicely ( Harvey A ; Goudvis, 2000 ) . Brainstorming This scheme is a relevantly merely one in that it allows pupils to compose down, name out or categorise the things that they know about a peculiar construct or thought. The procedure allows all pupils of all degrees procedure clip to develop these thoughts. Questioning Readers are able to travel through the text and interact with it more as they search for replies to their inquiries ( Harvey A ; Goudvis, 2000 ) . Allows pupils to supervise their comprehension and concept significance ( Harvey A ; Goudvis, 2000 ) . Sum uping Learning is a complex procedure by that requires much of the scholar. All of the scholars ‘ behaviours, attitudes, cognition and gained information factor into whether true acquisition has taken topographic point. The survey of knowledge purposes to assist us understand how learning takes topographic point and the assorted procedures that we go through to accomplish it. Students may non understand the how and why of knowledge, so it is the instructor ‘s occupation to learn them schemes to do certain that they have good cognitive accomplishments or accomplishments for believing about larning. The chart above has outlined the assorted schemes that pupils can utilize before, during, and after reading to beef up comprehension, but how does this cognitive schemes in general aid pupils larn? In order for schemes to work for pupils they must be cognizant of why they need to believe about the thought that takes topographic point as they learn ( as cited in Purdue, n.d. , ch.7 ) . Simply put, it is the manner that they can take ownership of their ain acquisition and it is what makes them good and great scholars. Garner farther establishes that puting intents for acquisition, work outing jobs, self-acting, monitoring, and self-assessment of their acquisition are all ways in which pupils can demo that they have good cognitive accomplishments ( as cited in Purdue, n.d. , ch.7 ) .. The above schemes are merely some of the ways that Garner says that pupils are able to form, survey, reappraisal, pattern, and eventually master assorted accomplishments ( as cited in Purdue, n.d. , ch.7 ) . Teachers must demo them how to utilize these schemes to their advantage to larn. There are some things that pedagogues can make to assist them pupils develop these cognitive accomplishments, ther efore assisting them go independent minds and scholars. Garner believes that the first thing that they can make is to learn pupils to supervise their thought efficaciously ( as cited in Purdue, n.d. , ch.7 ) . This can be done through demoing them how to analyse the procedure of believing as they work. They teach them to inquiries themselves on ways that they can better upon their thought as they try to carry through their end or whether or non they need help to carry through these ends. Harmonizing to Garner, pupils must cognize when they are larning and when they are non larning ( as cited in Purdue, n.d. ) . Furthermore, Garner says that when they realize that they are non larning they should be able to take another cognitive scheme to assist them accomplish their end ( as cited in Purdue, n.d. , ch.7 ) . Second, Garner believes pupils need to be taught to utilize more sophisticated schemes to demo that they are believing ( as cited in Purdue, n.d. , ch.7 ) . Teachers should non accept the merely reciting of the text, they should necessitate that pupil synthesise the information and are able to offer legitimate sum-ups of the stuff ( Purdue, n.d. ) . Third, instructors must learn pupils the appropriate schemes to utilize with the assorted texts and content ( Purdue, n.d. ) . This is pertinent since it sets the phase for pupil acquisition. Think of it like constructing a house, if there is no foundation the house will non stand ; with a solid foundation the house could fire done, but the base from which to get down over is still at that place. Students might necessitate to reassess the schemes that they choose, but they can get down over if they have the foundational cognition of the schemes ( Purdue, n.d. ) . Fourthly, pupils must be taught to put personal ends for their acquisition. When pupils set their ain ends they are more likely to transport through with the schemes to see the success with them. Borkowski, Carr, and Pressley say â€Å" pupils with low self-prides who attribute success and failure to something other than attempt are improbable to originate or prevail in the usage of cognitive schemes † ( cited in Purdue, n.d. , ch.7 ) . If they do so, they fall into non utilizing their metacognitive accomplishments to grok the constructs ( Purdue, n.d. ) . Last, when instructors model for pupils how to utilize cognitive schemes they are assisting them develop higher order believing accomplishments. When they are taught to prosecute in higher order thought, they are taught how to place how they learn, think about textual jobs as they learn about them, figure out how to work out them, and eventually synthesise all the information at the terminal of the text. How to cite Research on Behaviorist versus Cognitive Theories of Learning, Essay examples

Sustainable Enterprise Free-Samples for Students- Myassignment

Question: Develop a Sustainability Indicators Monitoring System for that Enterprise. Answer: Introduction Monitoring systems A good monitoring system which is well designed should clearly describe the following things: Data collection methods and how the collected data would be used Purpose of the collected data Types of data that should be collected. The data should be quantitative as well as qualitative. The frequency at which the data should be collected. A good and well-designed monitoring system makes it possible to identify interventions early enough. By so doing, it would be possible to implement the interventions as required. The ready availability of data regarding the working of a particular policy, project or program provides the necessary information required during budgeting processes (Kusek Rist, 2004). Availability of the data also facilitates allocation of scarce resources towards interventions that would be greatly beneficial. An effective monitoring system should have the following characteristics: It should have the capacity to measure and report on outputs that point towards the organisations strategic objectives. The monitoring system should provide indicators which should be used by the organisation in its operations. The provided indicators should be measurable and be within the organisation such that their output can easily be measured and verified. Availability of indicators outside the organisation commonly brings challenges. It is difficult to measure and verify results that would be obtained (DuBrin, 2008). An effective monitoring system easily identifies arising issues. In addition, it identifies the root course of problems that are to be addressed. It must be affordable for the organisation. If it is not cost effective, then it would be needless for any organisation to invest in such monitoring system since the main aim of any monitoring system is to promote performance and output of any organisation of business entity. As a result, it must, therefore, be result oriented (Ekerd , 2012). A good monitoring system must also give the room so that it can also be monitored and updated accordingly. It must continuously follow the organisations policy reform processes and provide support where necessary. By so doing, it should provide a rationale for setting future performance targets. A good monitoring system should be user-friendly. Everyone in the organisation should not have difficulty in handling the system. In addition, the system should promote easy decision making (DuBrin, 2008). It must also be capable of reporting findings to the responsible persons. The responsible authorities can then make appropriate adjustments that would result in positive change in the organisation or in the business initiative. The findings report should be positively reported and all criticisms should be constructive and motivational (Kusek Rist, 2004). Characteristics of effective indicators Indicators are things that show whether a system is working well or not. It does so by pointing out issues or conditions. In the event that there is a problem, an indicator would provide information regarding the appropriate action that should be taken. There are varying types of indicators since the systems that they monitor are also many. Despite the big number of indicators, there are some common characteristics that effective indicators must possess. They include: Relevant An effective indicator must be relevant. It must serve its purpose for measuring. Take for example a gas gauge. Gas gauge is an indicator that measures the amount of gas in the gas cylinder at all times. The owner of the gas cylinder can, therefore, tell when there is enough gas and when the gas is almost running out and should be filled. However, if the gas gauge shows the rate of use of the gas, then it will be irrelevant since it will not be serving its purpose (Afgan Morte, 2004). Understandable A good indicator should be easily understood even by non-experts. An indicator should therefore not be very complicated in its operation. Since indicators are put in place to raise alarm for action when there is a problem, everyone within the business entity should be able to read and interpret and understand a good indicator (Welfens, Perrey, Irawan, 2015). Reliable A good indicator should provide correct information that can be relied upon. Provision of correct information would make people develop trust in the indicator. An indicator would serve its purpose only if people develop a belief in the results that it would be showing (Hamin, Silka, Geigis, 2007). An indicator may not be very precise, but its margin of error should be small at all times. Accessible data A good indicator should provide information when there is still enough time for an appropriate action to be taken. An indicator that raises an alarm when there is no room for action is useless and hence serves no purpose. However, this idea of sustainability poses a great challenge during the development of sustainability indicators. The best sustainability indicators are those that provide information when all the data is exhausted. Indicators that provide information when there is still some data available cannot effectively measure sustainability (Hk, Moldan, Dahl, Sustainability Indicators: A Scientific Assessment, 2013). Many organisations and business communities, therefore, prefer traditional data sources. Many people also prefer taking traditional measures for indicators. The traditional indicators have some additional advantages. In the first case, there is ready availability of traditional data. Traditional indicators also easily define areas where problems may arise. Fina lly, a combination of traditional indicators can bring about sustainable indicators. It should, however, be noted that traditional indicators also has one major challenge. They mainly advocate for traditional solutions that may have been the causing agent of the unsustainable situation (Afgan Morte, 2004). Bank of Adelaide The bank of Adelaide is based in Australia and has branches across the country. The bank has enjoyed huge success in the past. As a result of the success that has been recorded by the bank, it has attracted very many customers. Three years ago, the bank of Adelaide had the largest customer base in the nation. However, the bank has recently plunged into a financial economic crisis. The bank is facing a lot of competition from rival banks which have embarked on aggressive marketing campaigns, aimed at winning more customers (Bell Morse, 2012). The latest financial reports of the bank of Adelaide show that the bank made huge losses during the last financial year. Despite the fact that the bank opens every day and carries out its operations, it is not fully sustainable. There is fear among people that the bank may be forced to close business in the near future. The fear has gripped the banks customers too and many of them moved to other banks. In an effort to raise money for sustaining its operations, the bank has raised interest on commercial loans. The move has since backfired on the bank as very few people have come along to take the loans. Rival banks, on the other hand, have attracted many customers since their loan rates are currently lower than those offered by the bank of Adelaide (Hk, Moldan, Dahl, 2012). In order to return to sustainable productivity, there must be indicators that would show if there is something wrong. In addition, someone should closely monitor the performance of the enterprise. The management of the enterprise firm would then make appropriate adjustments. Sustainability Dimensions The three sustainability dimensions that include social dimensions, environmental dimensions, and economic dimension all apply to the enterprise. Social dimension The bank of Adelaide provides services that improve the lives of its customers and that of the community members in general. Many people within Australia have been able to acquire development loans from the bank. The banks also offer money saving services. In addition, people also earn salaries through the banks. The bank has therefore been able to raise the living standards of very many people through the services that they offer. Apart from the over the counter services that are offered by the bank, the bank also involves itself in community initiative projects aimed at supporting less fortunate people within the community (Kusek Rist, 2004). The bank through its management has constructed residential houses to some of the community members. The bank has also occasionally distributed food, clothes, blankets and other household goods to the community members during festive seasons as a sign of thanksgiving. The bank of Adelaide has branches spread all over the country. The increase d number of branches has been promoted by the increased number of customers which has steadily grown over the past years. Despite the increased number of customers, the bank has maintained high-quality work environments in all its branches (Cavagnaro Curiel, 2012). The banks employees and customers have applauded the effort that the bank has made in ensuring that the work environments are at all-time conducive. The bank as also exercised professionalism in its attempt to persuade and win more customers. Their employees have been respectable and responsible when attending to the needs of customers. Environmental dimension There are government laws and regulations that all banks in Australia are expected to abide by. The bank of Adelaide strictly complies with the laws of the land. The bank has therefore earned a good reputation in the country of Australia as a result of its law-abiding nature. There is a law in Australia requires all business organisation to conserve the environment. The bank of Adelaide has greatly minimized chances of the negative impact that it may have on the environment during its operations. Its employees have been trained to carry out their operations in a safe and responsible manner. In addition, they have ensured that their services and products dont have adverse effects on their customers and on the environment at large (Cavagnaro Curiel, 2012). Economic dimension The aim of the business enterprise is to maximize profits. The bank of Adelaide engages in activities aimed at attracting more customers who would, in turn, enable the bank to maximise profits. The bank offers services that interest many people. In addition, the services have been offered at relatively lower prices which are affordable to most customers. In an effort to support the local communities, the banks management purchase goods that they use from the local community members. Most of the banks employees are members of the local community. The bank has employed many people from the local community so that they can earn a salary and in turn raise their standards of living and that of the community in general. The bank of Adelaide is, therefore, a major contributor to the economic development of the local areas in which the banks branches are located (Scott MIT, 2003). Specific Sustainability Area Economic sustainability Economic sustainability refers to the process in which a business entity efficiently uses assorted assets to enable it to remain profitable as time goes by. Sustainability, on the other hand, refers to survival measures that any business organisation would employ in order to be in the business for as long as possible. Every business organisation must carry out its activities with a lot of curiosity so that the activities dont render them economically unsustainable (Ekerd , 2012). The best way that organisations can be assured that they are undertaking economically sustainable activities is through the employment of indicators. Indicators monitor the way in which business operations are carried out. They are therefore able to point out if there is a problem. Responsible personnel would then respond accordingly and ensure that the problem is addressed accordingly (Bartelmus, 2012). List and Assessment of Indicators for Monitoring Indicator name Its definition Its measurement Limitations Financial reports Financial reports are documents that describe how the organisations has utilised its financial resources over a given period of time (Ekerd , 2012) Financial report measures whether an organisations resources have been used economically or not It takes a long time before financial reports are compiled. Most business organisations release their financial reports once a year. Labour productivity Labour productivity refers to the contributions that the employees of an organisation make in the overall productivity of the organisation. Labour productivity measures the performance of the employees of the business enterprise Labour productivity is not easily measurable in an enterprise with many labourers Investment share in GDP It refers to the share of contribution that an enterprise directs in the national gross domestic product (Ekerd , 2012) (Bell Morse, 2012) Economic performance The information may be misleading in cases whereby there are very many business enterprises that contribute to gross domestic product Employment-population ratio This is a comparison ratio of the number of people who are employed by an enterprise to the total Employment Some duties require more employees and therefore the ratio may provide misleading information Financial reports indicator Every business enterprise must produce a financial report after a given period of time. The main aim of the financial report is to provide an indication regarding the performance of the enterprise. Stakeholders of any business enterprise would become happy if the financial report of the enterprise shows good business performance. However, if the report shows that the operation of the enterprise is increasingly becoming economically unsustainable then an appropriate action must be taken within the shortest time possible. In such event, the management of the enterprise must move with speed and come up with measures that would ensure that the enterprise return to productively. The absence of such indicator may result in the collapse of an enterprise on the ground of economic unsustainability (Hk, Moldan, Dahl, Sustainability Indicators: A Scientific Assessment, 2013). Labour productivity A business enterprise must carry out regular assessment programs aimed at monitoring labour productivity. There may be many employees in an organisation yet their contribution towards the productivity of the organisation is very small. It is, therefore, necessary that labour productivity is carried out after some time to determine whether the employees of the organisation are productive or not. Unproductive employees are the main agents of economic unsustainability (Hk, Moldan, Dahl, 2013). Economic performance It is important for all enterprises to keep a close watch of their economic performance. An enterprise that performs poorly in the economic market should be investigated immediately. Such investigations would likely suggest what may have been the problem. All enterprises within a country contribute to the GDP of the country. If an enterprise contributes a huge share of the GDP, then the enterprise is economically sustainable. However, if an enterprise contributes a very small fraction of the countrys total GDP, then such indicator would raise an alarm. However, there are some challenges that come about with this kind of indicator. Some nations are very rich and hence it is impossible to quantify the economic performance as either good or bad (Bartelmus, 2012). Employment-population ratio Business enterprises must frequently monitor the number of employees against the total number of people residing in a given locality. High employment to population ration would mean that almost every person within the locality is employed in the enterprise. The high ratio is uneconomical to the enterprise. Most of the resources employed by the enterprise would be directed towards payment of salaries. A very low employment-population ratio, on the other hand, is an indication that an enterprise doesnt a good number of people from the local area where the enterprise is located (Bell Morse, 2012). References Afgan, N., Morte, R. D. (2004). Sustainable Development of Energy, Water and Environment Systems, Volume 1. CRC Press. Bartelmus, P. (2012). Sustainability Economics: An Introduction. Routledge. Cavagnaro, E., Curiel, G. 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