Case summary Assignment Example | Topics and Well Written Essays - 250 words

Case summary - Assignment Example Despite its success in early periods of operation, LEGO faced some internal issues which jeopardized its competitiveness in the market. Between 1998 and 2004, the company registered massive revenue loss linked to inefficient manufacturing and distribution systems of the company. The management ignored production costs, which led to high volume of wastes. The company has developed a complex operation mechanism, courtesy of its many operating years. This only meant an increase in operation costs associated with its supply chain and production sections. There are a multiple issues facing LEGO, which need strategic planning in order to overcome. First, the company faces stiff competition from other companies entering the building toy industry. Some companies even manufactured plastic bricks products attuned to LEGO’s products. The situation worsened in 1988 when the company’s plastic design patent expired, reducing competition barrier in the industry. Second, acquisitions, for example Disney acquired Marvel Entertainment increasing the pressure of competition on LEGO. Third, legal battles also threatened the company’s efficiency. Court fights with other companies such as MEGA Brands over trademark registration resulted into massive loss for the

Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional Development Essay In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V please see appendix 1 . b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Schon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12

Economic Development in three Urban Areas: Atlanta, Baltimore and Cleve

Executive Summary The following pages review the comprehensive strategies that have been used by the cities of Atlanta, Baltimore and Cleveland to improve their economic conditions. It should become apparent to the reader that the fate of each city is determined by many factors including historical events, the balance of power between stakeholder groups, the ability of the city to capitalize on federal programs and the relationships between the private sector and the community. Unfortunately, no clear winning strategy arose from each city’s economic development efforts; they all caused both gainers and losers.   Ã‚  Ã‚  Ã‚  Ã‚  Atlanta is a city that is led by business leadership whose main priority is to promote business interests that are at times at odds with the communities’ development. Baltimore, with very little private investment, relies heavily on its citizens' involvement whose collective bargaining and activism have hindered its political leadership’s attempts at growth. Cleveland has fallen victim to â€Å"ivory tower† leadership that has led to financial mismanagement and increased community frustration.   Ã‚  Ã‚  Ã‚  Ã‚  I have attempted to review the last decade in each city, and in the context of that city examine the strengths and weaknesses of their actions. The scope of this project is large. To focus the reader’s attention on the difficulty the cities have experienced in trying to meet their stakeholders’ needs and expectations, I have chosen to focus on a few specific actions that were taken in each city to promote economic development. This discussion is by no means exhaustive; additional learnings can be gleamed from further research. Atlanta Atlanta’s political and social structure and development has been characterized by what author Clarence Stone labels regime politics in his book Regime Politics: Governing Atlanta: 1946-1989. The regime’s determining factor is the loosely formed coalitions and collaborations between the white Atlanta elite and the black middle class leadership. The partnership (although the power was not balanced between the groups equally) has its beginnings in the 1940’s when astute white businessmen properly predicted the growth of a black middle class and a shifting in electoral power. Faced with two choices: to use their social and economic clout to fight the inevitable changes in politic... ...nnovation Study Suggests Metro Area Must Change its Priorities to Increase Prosperity.† Atlanta Journal & Constitution. Nov. 5, 2001. Shields, Gerard. â€Å"2 bills Aim to Bring BDC Into the Open; City Senators Want Agency's Meetings Accessible to Public; Mayor Opposes Measures; Proposals' Critics Say Business Dealings Require Secrecy.† The Baltimore Sun. February 21, 2000. Siegel, Eric. â€Å"Renewal Efforts Move at Slow Pace; Empowerment Zone Shows Spot Successes Five Years After Grant.† The Baltimore Sun. Jan 10, 2000. Smith, Jane. â€Å"A Dialogue on The Atlanta Project with Jane Smith, Executive Director.† The Inner City: Urban Poverty and Economic Development in the Next Century. ed Thomas Boston and Catherine Ross. New Brunswick, NJ: Transaction Publishers, 1997. pp. 291-297. Smothers, Ronald. â€Å"Cleveland Mayor Warns Newark an Arena Is No Cure-All.† New York Times. Oct 20, 1999. Stone, Clarence. Regime Politics: Governing Atlanta: 1946-1989. Lawrence, Ks: University Press of Kansas, 1989. â€Å"Videotape: The Cleveland Turnaround: Leadership In Action,† (Boston: Harvard Business Publishing Corporation, 1996). The Cleveland Today website. http://www.clevelandtoday.org/info/edit.html

Strategic Analysis Zara

BRAND POSITIONINGSingapore Market Size Zara's size is at 1.3% of Singapore apparel industry, 6th place after other brands like Mango, Guess, Esprit, Raoul and Giordano.Visionâ€Å"ZARA is committed to satisfying the desires of our customers. As a result we pledge to continuously innovate our business to improve your experience. We promise to provide new designs made from quality materials that are affordable†Mission Statementâ€Å"Through Zara’s business model, we aim to contribute to the sustainable development of society and that of the environment with which we interacts.†Target Market & PriceZara sells apparel, footwear and accessories for women, men and children. Product lines were segmented into these three categories, with further segmentation within the women’s line as it was considered the strongest out of the three, with an overwhelming majority of women in the target market (78%).Zara’s consumers are young, value conscious and highly sens itive to the latest fashion trends in the industry. An advantage that the brand has over conventional retailers is that they do not define and segment their target market by ages resulting in designs and styles that can reach a broader market.Zara offers cutting edge fashion at affordable prices by following the most up-to-date fashion trends and identifying consumers’ demand, and quickly getting the latest designs into stores.BACKGROUNDAbout ZARAZara is a flagship brand of the Spanish retail group, Inditex group. Inditex is the world's largest fashion group, which owns other fashion brands such as Pull & Bear, Massimo Dutti, Bershka, Stradivarius, Oysho, Zara Home,  Lefties and Uterqà ¼e. It was founded in 1975 by Amancio Ortega, when he decided to expand his factory in Arteixo by opening a store in La Coruà ±a. Zara has expanded since and currently operates a total of 1,671 stores in continents such as Europe, America, Africa, Asia and Oceania, of which 333 of them are in Spain.In the BeginningFounded by Amancio Ortega in 1975, Zara opened its first store in downtown La Coruà ±a, Galicia, Spain. Its first store carried low-priced lookalike products of popular, higher-end fashion brands. The store proved to be a success in the early 1980s, and Ortega began opening more Zara stores throughout Spain.Global ExpansionIt was only in 1988, Zara decided to venture into the international market. This was spurred by Portuguese youths crossing the border into Spain to shop in Zara. Hence, Zara responded by opening its first store in Oporto, Portugal. The expansion strategy proved to be a success. Subsequently, new stores popped up in New York (1989) and Paris (1990), the fashion capitals of the world. Since then, more stores have opened globally to a standing of 1,671 stores. Zara Company has become an icon for Spanish fashion.FinancialsThe Inditex group currently boasts revenue of 13.79 billion euros (2012), with profits standing strong at 1.932 billion Za ra swot analysis

Witness Report

EVAN 101 2/28/2013 Witness Report PART ONE – What method of evangelism did you use and how did you start the conversation? The method I chose to use to witness to a young lady, who has been a friend of the family for a long time, was the relational method. While at my grandson’s first birthday party I engaged in a conversation with a longtime friend of my daughters. She has a baby that is close to my grandson’s age. The first thing I did was give her a big welcoming hug. We haven’t seen her in about seven or eight years.She had expressed to me the importance of being a good mother. She talked about how she never let her daughter stay with anyone except for her dad. We talked about the nursery that is available at the church we attend. Because she is a single mother, I helped with her daughter as far as holding her and guiding her away from danger such as stairs and open doors to the restroom. I did this in hopes of building a trust so that she would feel c omfortable with going to church with us.We talked about how our church has purchased property and in the process of building a new church. I explained to her the many exciting activities the church has planned for the next couple of months. I believe the seed was planted many years ago when this young lady hung out at my house as a teenager with my daughter. She moved from the neighborhood to live with her dad and now we are reunited because we moved to a neighboring city. PART TWO – What was the reaction (questions/comments/statements) of the unbeliever?We talked about how she had decided not to have anymore children because of her contracting gestational diabetes, and having such a difficult high risk pregnancy. I assured her that each pregnany would be different. I also told her not to let herself be robbed of God’s blessing for her. My daughter’s friend seemed very interested in going to church with us. She had attended church with us in the past better neve r made a decision. Her focus seems to be that she wanted to raise her daughter in church. She said she didn’t want to leave her daughter with anyone in the nursery.I work with another lady in children’s church. Hopefully we will have established a more trusting relationship that she will feel comfortable enough to leave her with me. PART THREE – How did you conclude the conversation in order to follow up? To conclude our conversation, I offered her transportation if needed to attend church. I also told her if there was anything she needed in the mean time or if she just wanted to visit to let me know. After telling her how nice it was to see her I gave her another hug and she assured me that she was planning on visiting our church.