What are the differences between verbal and performance measures in intelligence testing, including verbal comprehension,

Tasks:

In a minimum of 300 words, respond to the following:

  • What are the differences between verbal and performance measures in intelligence testing, including verbal comprehension, perceptual reasoning, working memory, and processing speed? Compare and contrast using examples.
  • What are the influences of language, culture, and education on popular measures of intelligence?

 

  • What are the major neuropsychological tests used to determine left and right hemispherical brain damage? Explain with examples and a rationale.

There are many reasons why FEMA should stay at DHS. FEMA became a part of DHS to allow all components of homeland security to work together and make the country safer

Respond to two student discussion, do not critique or grade students, only add to the discussion.

First Response to Kareema

 

TOPIC 2

There are many reasons why FEMA should stay at DHS. FEMA became a part of DHS to allow all components of homeland security to work together and make the country safer. FEMA should stay under DHS because making it independent again will not make America any safer. As many of us know, FEMA is important in being some of the first responders after a disaster. Moving them onto their own platform will not make the country any safer or make them work any more efficient than they are now. Most individuals who believe FEMA should be on their own mostly reference only Hurricane Katrina as their reason. DHS-led FEMA is working better with improvements in disaster response plans.

 

Another reason why FEMA should remain with DHS would be their access to resources and capabilities that are inherent in Homeland Security. These resources and capabilities include communications, search and rescues, law enforcement assistance, intelligence, the ability to surge personnel from other DHS agencies during emergencies, and infrastructure protection (Peters, 2009). The mission of FEMA is similar to that of DHS agencies therefore these agencies should work together making their cooperation and responses more efficient as a team.

Jenkins, W. O. (2007). Homeland Security: Observations on DHS and FEMA Efforts to Prepare for and Respond to Major and Catastrophic Disasters and Address Related Recommendations and Legislation: Testimony Before the Committee on Homeland Security. US Government Accountability Office.

Second Response to Dava

Prison is a stressful experience, especially for those who have never served time before. Adjusting to prison life can prove difficult making those individuals vulnerable. Through extensive research, Hamm explains five commonalities and patterns in converting a prisoner to a violent radical. These patterns include inmates who turn to religion as a coping mechanism; inmates who look to groups because they often provide safety and protection; inmates who may have had little, if any, exposure to religion and “are fascinated by both the multiplicity of religious expressions inside prison and the feeling of belonging among members of the group” (White, 2017, p. 38); inmates who manipulate and exploit other inmates to their own advantage; and inmates who are exposed to outside militant chaplains, who act as a conduit between the inmate and the outside world. What typically lies behind most all prison conversions is the friendship and bond created between a radicalized inmate and vulnerable inmate. In some circumstances, a new inmate may seek out and approach another inmate who may be associated with radicalized religious beliefs. While this is rare, it does happen.

To help address and minimize the radicalization process, prison administration can follow a number of suggestions found through various research. In a study conducted in the United Kingdom, a program was developed to counter such radicalization in prison—observe all outside chaplain’s actions and behavior, in addition to observing inmates who have radical views and isolating them from other inmates, to name a few (White, 2017, p. 39). Through Hamm’s research, he also suggests that crucial training is provided to staff regarding the different styles and tactics that are used during the recruitment process. He also suggests to employ a diversified staff that includes Muslim-Americans (Hamm, 2008).

Hamm, M. (2008). Prisoner radicalization: Assessing the threat in US correctional institutions. NIJ(261), 14-19.

White, J. R. (2017). Terrorism and Homeland Security (9th ed.). Boston: Cengage Learning.

Requirements of Submission: Short paper assignments must follow these formatting guidelines:

IHP 323 Short Paper Rubric
Requirements of Submission: Short paper assignments must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch
margins, and discipline-appropriate citations. Page length requirements: 1–2 pages.
Critical Elements Proficient
1
Accomplished
.88
Benchmark
.8
Main Elements Includes all of the main elements and
requirements and cites multiple
examples to illustrate each element.
Includes most of the main elements and
requirements and cites many examples to
illustrate each element.
Includes some of the main elements
and requirements.
Inquiry and Analysis Provides in-depth analysis that
demonstrates complete understanding
of multiple concepts.
Provides in-depth analysis that
demonstrates complete understanding of
some concepts.
Provides in-depth analysis that
demonstrates complete
understanding of minimal concepts.
Integration and Application All of the course concepts are correctly
applied.
Most of the course concepts are correctly
applied.
Some of the course concepts are
correctly applied.
Research Incorporates many scholarly resources
effectively that reflect depth and
breadth of research.
Incorporates some scholarly resources
effectively that reflect depth and breadth
of research.
Incorporates very few scholarly
resources that reflect depth and
breadth of research.
Writing
(Mechanics/Citations)
No errors related to organization,
grammar and style, and citations.
Minor errors related to organization,
grammar and style, and citations.
Some errors related to organization,
grammar and style, and citations.

“The FSFI is a brief questionnaire measure of sexual functioning in women

According to http://www.fsfiquestionnaire.com/, “The FSFI is a brief questionnaire measure of sexual functioning in women. It was developed for the specific purpose of assessing domains of sexual functioning (e.g., sexual arousal, orgasm, satisfaction, pain) in clinical trials. It is not a measure of sexual experience, knowledge, attitudes, or interpersonal functioning in women. It was not designed for use as a diagnostic instrument and should not be used as a substitute for a complete sex history in clinical evaluation.”
Another assessment tool is used for men. Review the sexual function assessments provided. Feel free to take them yourselves and score according to directions. You do not have to share your scores but can incorporate your own personal reflections in your paper. After viewing the assessments, share thoughts and comments regarding use of the assessments in gathering information on sexual function. Do you feel the assessment was an appropriate tool? If so, why, and how could it be beneficial? If not, what were the drawbacks of the assessments? Submit your assignment to the Turnitin item below.

Men’s Wearhouse: Success in a Declining Industry 25

Men’s Wearhouse: Success in a Declining Industry 25
STAN FORD
G RA DUATE SCHO O L O F BUSIN ESS
CASE: HR-5
DATE: JULY 1997 (REV’D. 11 /08/04)
T HE MEN’S WEARHOUSE:
SUCCESS IN A D ECLINING INDUSTRY
We ‘re in 1/te people business, 11011/te sui1 busi11ess.
–George Zimmer, Chairman, May 1997
Our disti11g11islti11gfea111re is how we trea1 our employees. You ca11 ’11el/ /hem lo treat your
et1s1omers like ki11gs a11d no/ trea1 your employees like kings.’
-Richard Goldman, Executive Vice President, August 1996
George Zin11ner, the 48-year-old founder and chairman of the Men’s Wearhouse, a leading offprice specialty retailer of men’s tailored business clothing, was thinking about ho\v to respond to
the question he \vas always asked by securities analysts and others: What had n1ade this company
so successful in a difficult competitive environn1ent, and what ensured that this high level of
success would continue?
There was no doubt the industry environn1ent facing the Men’s Wearhouse had been and
continued to be difficult. Ln a report dated June 1995, Needham and Company noted:
The n1en’s tailored clothing market has been consolidating. Men have been
spending less on tailored clothing . . . The decline in the men’s tailored clothing
n1arket has squeezed independent operators and has caused department stores to
shrink the space dedicated to this merchandise category.2
Paine Webber, in a November 1995 report, stated:
Consolidation and \veak performance among department and specialty store
players in the n1enswear market has accelerated of late.3
I Michael Hartnett, “Men’s Wearhouse Tailors Employee Support Progran1s,” S1ores, August 1996, p. 48.
2 Needham & Company, The ,Wen’s Wearhouse, Inc. (SUIT), June 1995, p. 21.
3 Paine Webber, “The Men’s Wearhouse,” November 15, 1995, p. 21.
Professor Jeffrey Pfeffer prepared this case as the basis for class discussion rather than to illustrate either effective or ineffective
handling of an administrative situation.
Copyright C /997 by the Board a/Trustees of the Leland S1anford.!11nior University. All rights rese1ved. To order copies or
request permission to reproduce materials, e·mail the Case IYriting Office at: cwo@gsb.stanford.edu or write: Case Writing
Office, Stanford Graduate School of Business, 518 Memorial I-Vay. Stanford University, S1a11/ord. CA 94305-5015. No part of
this publication may be reproduced, stored in a relrieva/ system, used in a spreadshee/, or transmitted in any form or by any
means – elec/rouic, mechanical, photocopying, recording. or orlze,wise – without rile permis.sion of rhe Stanford Graduate
School of Business.
26 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p.2
In April 1996, Robertson Stephens & Company published a report that included a table listing
“son1e of the chains that have closed or consolidated their stores or are in financial distress:”
Industry Consolidation anti Financial Distress: The List Grows
4
Today’s Man
Barney’s
C&R
Kuppenheimer’s
Anderson Little
Hart, Shaffner & Marx
COMPANY AND I NDUSTRY BACKGROUND
Gentry’s
K&G
NBO
Hastings
BFO
George Zimmer’s father \vas in the retailing business, at one point working for Robert Hall
Clothes, and then ran his own raincoat manufacturing business. George Zimmer opened his first
store in Houston in 1973 when he was 24 years old on an initial investment of $7 ,000. In the
sw11n1er of 1997, Zimmer’s 3.2 million shares of Men’s Wearhouse stock was worth about $100
million. At the time Zin1n1er began the business, he \vas living in Dallas and representing his
father’s raincoats in several southwestern states. Zimmer was an econon1ics major at
Washington University in St. Louis in the late 1960s during the height of the protests against the
Vietnan1 War. He maintained that growing up at that tin1e affected his philosophy and
perspective on life. Charlie Bresler, an old friend \vith a PhD in psychology who \vas senior vice
president for human development at the Men’s Wearhouse agreed:
He’d grown up in the n1id-sixties to early seventies, had been involved in the antiwar movement and was definitely interested in alternative forn1s of social
organization. He brought that \vith him when he opened the Men’s Wearhouse.
He brought an unorthodox personality-he’s very iconoclastic-as well as an
W10rthodox managen1ent point of vie\v.
In the early 1980s, Zimmer opened his first stores in the San Francisco Bay Area. Initially, the
fin11’s offices \Vere in his house. Because those first stores \Vere in the South Bay, the company
eventually developed a headquarters in Fren1ont. In 1997, the con1pany had part of its corporate
headquarters in Houston (n1ostly finance and information systems as well as warehousing and
distribution) and part in Fremont, California, focusing on store operations, merchandising and
advertising, purchasing, training, and en1ployee relations.
The company initially grew slowly, mostly in Texas and California. At the time the con1pany
\vent public, it had about 85 stores. Since going public in 1991 , the pace of expansion had
increased considerably, with the company opening around 40 to 50 stores per year. By the end
of the con1pany’s 1995 fiscal year, it was operating 278 stores in 71 cities in 28 states. It had 315
stores open at the end of the third quarter in Noven1ber 1996, and 345 stores in operation by the
end of the 1996 fiscal year. The company’s strategy \vas pren1ised on the idea that men do not
like to shop. Consequently, it offered its merchandise at prices that were typically 20 to 30
percent below department store prices using an everyday low price policy and esche\ving special
4 Robertson Stephens & Company, “The Men’s Wearhouse, Inc.,” April 30, 1996, p. 3.
Men’s Wearhouse: Success in a Declining Industry 27
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p.3
sales and promotions-men did not want to watch for sales. The stores were relatively small,
typically about 4,500 to 5,000 square feet, and not located in n1ajor, large malls that the shopper
\VOtrld have to \valk through in order to get to the store.
In its 1995 annual report, the company noted that those who invested in the firn1’s initial public
offering had seen their investment gro\v in value by almost 400 percent in the subsequent four
years. The 1996 annual report stated that in the preceding five years, the company had enjoyed a
con1pounded annual growth rate of nearly 30 percent in sales and over 38 percent in net earnings.
Exhibit I presents some data on the size, profitability, and scope of the Men’s Wearhouse
operations.
The con1pany \vas continuing its rapid pace of expansion, developing additional store concepts
and adding ne\v categories of merchandise such as shoes, as well as taking the original concept
throughout the U.S. The con1pany’s goal \vas to have about 20 to 25 percent of the men’s
clothing n1arket in another decade or so and to be the dominant retailer of men’s apparel. It was
already well on its way. A Paine Webber analysts’ report on the company in August 1995
estin1ated that the firn1 \vas already an1ong the top five in n1arket share in the n1en’s tailored
clothing market.
There was an incredible loyalty in the company to George Zimmer. Four n1en1bers of the senior
management team had been with the company since its inception and a nun1ber of others had
been \vith the firn1 bet\veen IO and 15 years. As Bresler noted, the loyalty extended throughout
the organization fron1 wardrobe consultants to n1anagers. ” Until recently, he kne\v every
manager in the country and most assistant managers, if not all.” Ln part this was because Zin1mer
(and the rest of the senior management team) traveled to the stores regularly. For instance, over
seven \veeks during the 1996 holiday season, Zin1n1er attended 26 Christn1as parties in various
store locations. Bresler noted, with respect to being in the stores, “the district and regional
managers live in the stores. District n1anagers are expected to go to every store every week, and
regional managers, every store every n1onth.” Zin1n1er was a very charisn1atic person, and
capitalized on his personal style in the con1pany’s marketing. He appeared in n1any of the
con1pany’s radio and television advertisen1ents, and his traden1ark phrase, ” I guarantee it,” was
\veil kno\vn. This n1edia presence made him all the more significant to Men’s Wearhouse
people.
George Zimmer’s Perspective on Management and the Company
George Zimmer strongly believed in the idea of tapping untapped human potential as a key to
success, not only for the Men’s Wearhouse but for business in general, and saw the difficulty of
quantifying this human potential as a barrier to adopting the idea in n1any companies:
As we look forward in the business world, I see a lot of very big companies that
aren’t going to be around too n1uch longer . . . what creates longevity in a
company . .. is whether you look at the assets of your company as the untapped
human potential that is dormant within thousands of en1ployees, or is it the plant
and equipment? Or the traden1arks? And I’ll tell you the last thing most MBAs
probably think of as value is the untapped human potential .. . the culture says,
” It’s got to be quantifiable … don’t talk about human potential. How do I
n1easure human potential?” You know, if you ask me how I measure the results
28 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5
of my training progra111, I can’t. I have to do it on blind faith and trust in the value
of human potential.
Zi111111er believed in the concept of servant leadership. He said:
The idea of servant leadership is really just an extension of left-wing student
politics … Because all it really suggests is that in order to make a capitalistic
system work, there has to be a de111ocratization of everything-of effort and the
fruits of those efforts … we’re always looking for \vays here to share the wealth
and really 111ake it win-win-win … That’s the thing that Western people don’t
really fully understand. I can get mine and you can get yours at the same time.
As defined in the company’s training materials:
Servant Leadership forces a change of perspective from the traditional
Boss/Employee relationship to the Service Provider/Customer relationship.
Servant Leadership says that as Men’s Wearhouse Managers, your customers are:
Sales Associates, Wardrobe Consultants, Tailors, Store manager/assistant
111anager. The people you manage and ~vork ~vith a re YOUR customers, as
well as Clients of the Store. 5
Zi111111er \vent on to state:
We put in one of the first employee stock ownership plans before they beca111e
fashionable. 1’111 probably still the person in the company that is the 111ost
interested in the ESOP even though twice over the 15 years \ve’ ve had it we have
lowered the salary thresholds that count in your calculation, so that is no\v just
$50,000 per year.
p.4
Training, or more properly, mentorship and “touch,” had been e111phasized since the co111pany
began. Zimmer noted,
“I’ve always looked at the key to the success of the company as being in
mentoring. Training is just mentoring when the company gets too big to do it more infor111ally
and personally.” When the company was small, George went to the stores and personally
coached people in how to sell as well as trying to give people a sense of being connected to
so111ething \vith a higher purpose.
Zi111111er believed in the importance of”touch” and many people described the organization, even
though it \vas quite large and geographically dispersed, as a “high touch” organization. That was
the reason for the meetings and the training sessions-to try and maintain the personal contact
and connection. He stated:
We all believe that part of touching people, training people, interacting with
people in a meaningful way creates energy in the recipient … when you get down
to \vhat really happens in the retail world, it’s a custo111er \vho wanders into a store
and there’s an employee there … and as they walk up to greet the custo111er, the
question is: \vhat type of energy, what type of feeling, does that employee have as
s The Men’s Wearhouse, Suits University: H11ma11 Development, 1997, p. 7.
Men’s Wearhouse: Success in a Declining Industry 29
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5
they begin to engage the custon1er? When they stick out their hand to introduce
themselves and look at the customer and smile at the customer, is it a genuine
feeling or is it son1ething that has been hammered into them through fear and
intimidation? And the custon1er . . . is unconsciously understanding the
difference.
Zin1n1er talked about the Men’s Wearhouse having five stakeholder groups:
I rank them in order of importance. The employees come first, and our customer
comes second. We create a quality relationship with our people, and since we’re
in the retail business, hopefully they will create a quality relationship with the
customer. And then \Ve include as our third group the vendors. We’ve always
had a unique relationship \vith our suppliers. T\venty years ago I said to designers
and manufacturers, ” I’d like to buy your products at a significant discount, and I
will guarantee you with my handshake that I won’t advertise your nan1e to the
public, and only the customer that comes into n1y store will see it.” And the
fourth group is the communities. And then the last stakeholder group is the
shareholder group. The best way to maximize shareholder value is to put that at
the bottom of this hierarchy. By taking care of your en1ployees, your customers,
your vendors, and your communities, you \viii maximize long-tern1 shareholder
value. And I’m only interested in long-term shareholder value.
p. 5
Another part of Zimmer’s philosophy was his emphasis on store operations. In most other retail
chains, all the glory was in n1erchandising and n1arketing. People who \Vere put in the stores
\Vere those who were not good enough to make it in the other parts of the business.
Eric Lane, a senior executive who came to the company fron1 Macy’s in the late 1980s,
co1nn1ented on the difference between the Men’s Wearhouse and other retailers:
If you look at department stores and I think also the chain retailers, the en1phasis
isn’t on the stores or on the people. It’s n1ore on the merchandising and the
marketing. It’s all merchandise driven and display driven. They try to
merchandise so it can sell really \vithout people helping anyone, \vhich is the
opposite of \vhat we do. At Macy’s, it seemed like anybody who was good
gravitated to the merchandising side, and the schlubs were put out to pasture to
n1n the stores and everything underneath took the same level of priority.
The Men’s Wearhouse believed that \VOrking in a retail store was not simply being a clerk and
taking someone’s order. Charlie Bresler con1n1ented:
We talk about a clerk, a consultant, and a slainn1er. A clerk is son1ebody who will
meet your initial request but doesn’t expand off your initial request. A slammer is
somebody \vho’ II sell anything they can get you into or sell you regardless of \vhat
your interests are, for their benefit. And a consultant is like a physician or an
attorney, a professional.
The con1pany saw the wardrobe consultant as a sales position and vie\ved store operations as
critical to the success of the business. Eric Lane stated, “Most retailers are not really
30 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p. 6
considering, first of all, the en1ployees. But I don’t think they consider the customers that \vell,
either. If they considered the customers more, they’d pay more attention to their en1ployees.”
The con1pany’s en1phasis on customer satisfaction and the “I guarantee it” pledge can1e fron1
Zin1n1er’s working in the stores:
When you start a con1pany yourself, I worked on the floor, waited on the
custon1ers. I ahvays had this natural desire to, through my service, win their
loyalty. Because who was I when I started?
Men’s Clothing Industry
As noted already, the men’s clothing industry \vas fiercely competitive, with many of the major
players facing financial stress and exiting the industry. Ln a report dated November 15, 1995,
Paine Webber reported:
… \Ve have seen the following menswear company announcements over recent
n1onths:
Noven1ber 9: Baskin Co., parent of Chicago-based, Mark Shale stores, files
Chapter 11 and announces plans to close 5 of its 13 stores.
Noven1ber 9: Today’s Man reports a $0.38 per share loss for the third quarter and
indefinitely delays store opening plans for 1996.
Noven1ber 7: Marks & Spencer reveals its Brooks Brothers subsidiary recorded a
$4 million loss for the first half of 1995 (ended September 30).
Noven1ber 3: Edison Brothers declares Chapter 11 and plans to close 500 stores.
October 23: Chicago-based Hastings Group, \vith 50 stores in 19 states, declares
Chapter 11.
August 31: BFO, based in New York, announces it \viii close three of its five
stores …
June 28: CML Group announces that its 114 store Britches of Georgeto\vn is for
sale …
January 5: NBO Stores files for bankruptcy protection.6
In this tough retail environment, George Zimmer co1nn1ented: “The n1en’s suit business is a
stagnant industry. When \Ve go into a market, \ve’re not going to be able to raise the aggregate
amount of business. What we do is take from others.” 7
6 Paine Webber, “The Men’s Wearhouse,” November 15, 1995, pp. 1-2. 1 Gavin Power, “Building a Retail Empire,” San Francisco Cltro11icle, November 26, 1993.
Men’s Wearhouse: Success in a Declining Industry 31
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p. 7
As documented by a study conducted at Colw11bia University, the retailing industry was the
largest single industry in the United States. “At any given point in tin1e, one out of six
Americans works in retailing,” and the industry had becon1e equivalent to the factories that
provided entry-level jobs for less educated and minority segments of the population in the past.8
Work in the industry \vas characterized by low wages, few benefits, and a lot of contingent
en1ployn1ent. “Real \vages for retail trade declined fron1 91 percent to 62 percent of the national
average between 1948 and 1992. Turnover is endemic and the percent of part-time workers is
extremely high. In fact, n1uch of the economy-wide growth in part-time work occurred in these
industries, and in recent years, the bulk of it has been involW1tary. Health care coverage tends
to be n1 inin1al and the ratio of skilled to non-skilled \VOrkers disn1al.”9 Although some firms
experimented \vith flexible, high co1nn1itment managen1ent practices, for the most part high
perforn1ance management had made few inroads in retailing.
M EN’S W EARHOUSE MANAGEMENT P RACTICES
The Men’s Wearhouse n1anagement practices and philosophy evolved over time. Originally, it
\vas largely intuitive \vith Zin1n1er. By 1997, as the company grew, there \vas more en1phasis on
articulating both the values and the processes that constituted the core of the company’s
managen1ent system.
Compensation and Staffing
Wardrobe consultants, the people \vho directly \vaited on customers, were paid \vith a
con1bination of base salary and commission. The base salary was about $5.00 per hour. The
co1nn1ission systen1 was t\vo-tiered. Wardrobe consultants received about 3 percent for sales
under $500 and 7 percent for sales over $500. In total, wardrobe consultants received between 8
and 9 percent of the business they \vrote, if you include both base salary and commission. If a
consultant wrote $300,000 in sales per year, the person would make bet\veen $24,000 and
$27,000. Most consultants earned between $25,000 and $30,000 per year. To put that in
perspective, Charlie Bresler said that in a typical small store in a mall, the assistant n1anager
probably made about $18,000 per year.
Because comn1issions \Vere based solely on individual performance, there \vas occasionally a
problen1 of stealing customers. Consequently, one thing the managen1ent watched was the
nw11ber of transactions and the average size of those transactions. If someone did many n1ore
transactions than his or her colleagues with a lower average volun1e, this would indicate that the
person was overly aggressive in picking off customers and was not doing a good job of selling to
those custon1ers. They would fire that person if the behavior did not change. Bresler noted that
although there were no team incentives, “we have a lot of focus on team selling. The team
incentive is that if I help you, then you \viii help me.”
A typical store of about 4,500 square feet would do about $1.6 million in business and would
have two tailors, two n1anagers (a manager and an assistant manager), three wardrobe
consultants, and two and one-half to three sales associates. More than 50 percent of the
8 Thomas Bailey and Annette Bernhardt, “The Reorganization of the Workplace in Service Industries: Effects on Job
Quality and Organizational Perfonnance,” Working Paper #7. Berkeley, CA: National Center for the Workplace,
October 1996, p. 3. 9 Ibid., p. 12.
32 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p.8
wardrobe consultants’ salary was based on con1111ission for legal reasons-to avoid having to pay
time and a half for overtin1e and to avoid issues of working “off the clock” (the problem
Nordstron1 faced \vhen sales people, \vho provided customer service such as writing notes or
making calls on their own tin1e, \Vere deemed to have not been compensated proper! y, in
violation of Federal labor law).
Sales associates served as cashiers and also helped people accessorize. They earned about
$12,000 to $14,000 per year and had a pooled commission. Son1e sales associates did move up
to become v;ardrobe consultants. About one-third of the sales associates \vorked part-time.
Tun1over in this position was quite high, the only job in the company for which this \vas true.
The proportion of part-time wardrobe consultants was much sn1aller. Overall, including tailors,
only about 12 percent of the total positions in the company were part-time.
Store managers received a base salary and a commission on their own sales plus bonuses based
on the sales volume and shrink volun1e in their store. About 15 to 20 percent of a typical
manager’s compensation would be based on store perforn1ance, with the rest of the person’s
salary based on individual perforn1ance (sales). Because of the company’s rapid expansion and
need for n1anagen1ent talent, store managers who had great leadership and sales training skills
had the opportunity to n1ove up the corporate ladder to the position of district manager and then
to regional n1anager.
A bonus plan for people in more senior n1anagen1ent pos1ttons was extended to people
throughout the company. About I 00 percent of the people owned stock in the con1pany because
there was an employee stock ownership plan. The con1pany actively “sold” participation in the
40 I (k) retirement progran1, encouraging people to prepare for their retiren1ent by beginning to
save when they \Vere young.
The con1pany instituted a ne\v bonus progran1 for people in the stores. Each person except the
managers received $20 if a store met its “good” sales goals for the month, and $40 if it met its
“excellent” level of sales targets. Managers received a $1,500 bonus if the store’s shrink (loss
due to theft or inventory errors) \vas less than I percent, and a bonus of $3,000 if the shrink \vas
less than 0.5 percent. Overall, the company’s shrink \vas about 0.5 percent, which \vas much
lo\ver than usual in retailing.
The firm’s salary costs, at about 9 percent, were a little higher than the industry average, which
\vas 6.5 percent to 7 percent. The Men’s Wearhouse paid slightly better than average for the
industry and used some\vhat more staff in its stores.
Senior executive salaries were relatively modest given the size and success of the company.
According to the 1996 Proxy Staten1ent, Zi111n1er’s salary for the previous three years was
$420,000 per year, with a bonus in 1996 of $50,000. David Edwab, the 42-year-old president of
the company, earned $612,000 in salary and bonus. In discussing n1anagen1ent compensation,
the Proxy Statement and Notice of Annual Shareholders’ Meeting stated:
Mr. Zimn1er has advised the [Compensation) Co111n1ittee that he is satisfied with
his current base salary and therefore no change has been approved for fiscal 1997
.. . It is the opinion of the Compensation Con1n1ittee that the total compensation
progran1 for 1996 for executive officers relative to the Company’s perforn1ance
Men’s Wearhouse: Success in a Declining Industry 33
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\vas reasonable and that the compensation to George Zin1n1er ren1ains n1odest in
light of management’s achievements and the total con1pensation packages
provided to chief executive officers by other publicly held clothing retailers. 10
Promotion and Career Development
p. 9
At the Men’s Wearhouse, promotion was almost totally from within. The senior vice president
of store operations, Ted Biele, started as a sales person. Julie Aguirre, the director of en1ployee
relations, was about 27 years old and started in the company as a cashier. The vice president of
stores began as the company’s only stock room boy-ever-in the early 1980s. He was only
about 17 years old at the tin1e, so he was still quite young.
They hired a fe\v people for n1anagement positions from outside, including Charlie Bresler who
joined the company around 1992. But the culture of the con1pany was very n1uch promotion
from within.
The con1pany did not send people to outside n1anagen1ent courses-the comment was, “no one
has the tin1e.” Management development was mostly accomplished by observing others and
being coached by George or Charlie. There \vas not a lot of management training as
distinguished from sales training in the company. As Bresler explained it:
One of the reasons that our managen1ent training program isn’ t better, and it has a
long way to go, is because every time any of us, including n1e, are forced to
choose between a management presentation and a selling presentation, we always
choose the selling presentation. In other retail companies it is exactly the
opposite. People kno\v every regulation and all of that, and how to make sure
they don’ t bounce a check. But there’s no en1phasis on customer service and
selling. We try not to dichotomize customer service and selling-we treat them as
an integrated package.
Hiring and Firing
Except for the sales associates, who \Vere hired by the store manager, hiring was centralized-the
regional manager was the recruiter. Charlie Bresler stated:
A lot of the regional n1anager’s responsibility is recruiting. If the district n1anager
has a regional manager \vho doesn’t have time to help him, or is good at it
himself, he’ll be out looking to build what we call a ” bullpen” of people who are
interested in joining the company. So that when we have an opening-and
ren1en1ber, our turnover isn’t that high—they’ll be able to fill the position quickly.
We train people how to interview. But we know \vhat we’re looking for. We’re
looking for people who are potentially consultants, not clerks. We’re looking for
people \vho have energy, have a sense of exciten1ent, seem like they care about
people, and \Ve don’ t care about how n1uch clothing background they have. If
you’re the right person, in three months you can be taught to sell extremely well.
I can sell. And I didn’ t know anything about selling. And that’s part of the
16 The Men’s Wearhouse, Inc., Proxy Statement for Annual Meeting of Sltarehalders, May 21 , 1997, p. 14.
34 Business Policy and Strategic Management
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culture, too. When I’m in a store, I sell. When you’re an executive in the store
you don’ t just kind of hang out. If there’s a customer to be waited on, or tea111
selling, you find some \vay to help out.
p. IO
In spite of the company’s avowed emphasis on hiring for basic personality and skills rather than
for experience, this policy was not always followed. In part that was because the regional and
district 111anagers did not really get it in a fundamental way. Under pressure to fill positions
quickly, particularly as the co111pany expanded, and being deluged \vith applications fro111 sales
people fro111 other retailers, there was a tendency to hire fro111 that 111ore experienced pool. Both
Zi111111er and Bresler sa\v this as a proble111:
There are a lot of people you’re talking to wherever you’re talking in our
company \vho e111otionally have a sort of “clerking” kind of mentality because
they gre\v up in retail, they’re not necessarily assertive, and they don’t like to get
into people’s closets, or minds, or whatever. That’s a weakness in our company.
To try and avoid legal problems and unfair treatment, firing \vas centralized at headquarters.
Before firing so111eone, the company would often 111ove that person to another store to see if that
\vould help. If the person \vas a manager, sometimes they would demote hi111. The company
\VOuld fire even someone \vho \vas an exceptional producer if the person was not doing a good
job in 111entoring others or \vas not a team player. The co111pany fired one of its top producing
sales111en, someone selling about $550,000 of 111erchandise a year, because the district manager
said: “We’ve got to get rid of Jim. He steals people’s sales. He doesn’t follo\v the progra111.
He’s always saying that the company is ridiculous, the training progra111s are ridiculous.” It turns
out that after they fired this person, sales in the store overall went up. Although no one
individual sold as 111uch as Jim did, collectively the store did better because there was no one in
the store bringing other people down. Being a good role model and being a servant leader were
taken very seriously by the co111pany.
A number of people in the senior management tea111 and on the board of directors \Vere either
boyhood friends or relatives of George Zi111111er (George’s father and brother served on the board
of directors, for instance). There was a family feeling to the co111pany and nepotism was not
discouraged.
Performance Appraisal
The Men’s Wearhouse placed great e111phasis on providing feedback as part of a coaching and
develop111ent effort to enhance the sales skills and thus the performance of the people in its
stores. The goal was to have everyone, but particularly people in managerial positions, provide
feedback that was straightfonvard, honest, and most importantly, behaviorally-specific; feedback
that told people specifically what they did and why it was important. The firm emphasized
providing positive reinforcement and feedback as \vell as critiques of selling behavior so that
learning could occur.
Around 1997, the company introduced new performance appraisal for111s for wardrobe
consultants and assistant and store 111anagers. Abbreviated versions of the for111s are sho\vn in
Exhibit 2a and Exhibit 2b. These forms indicate what the company valued and how it measured
the performance of its people.
Men’s Wearhouse: Success in a Declining Industry 35
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Communication
The con1pany published a monthly newsletter, called Clotheslines. In addition to con1pany news
and news about new markets and en1ployees, typical issues also contained pointers or tips on
selling and becon1ing a more successful salesperson. Under a section called “Contributors,”
outstanding sales achieven1ents were described and the best sales people were listed. There was
particular focus on the largest single sales, emphasizing the con1pany’s goal of increasing the
amount of n1erchandise sold to each customer.
The company also sent a video to its stores about six times a year. The videos were produced inhouse and \Vere a combination of information and inspiration. The goal was to create
entertaining, educational training illustrating benchmark selling behaviors and en1phasizing the
con1pany’s operating goals and results.
As a retailer, the con1pany n1easured everything, and these data were shared \vith the people in
the stores regularly-information such as total sales, sales by wardrobe consultant, the number of
transactions a person had, the average size of the transactions, the number of iten1s sold per
transaction (to n1easure \vhether or not the person \vas using the opportunity of custon1er contact
to sell related items), and so forth.
The company encouraged its people to socialize with each other. Eric Lane noted:
We pay for a lot of things. Baseball teams, bowling tean1s, softball tean1s; we
have an ice hockey team. We do lots of different sports. We own season tickets
to probably every sport … But in fact I think the whole relationship thing really
starts at the most basic level, which is, the people in the stores can be friends with
their manager. The managers can be friends with the district manager. They go
golfing together and they socialize together. If the n1anager wanted to have a
n1eeting at his house, or a district manager … we would pay for that. We pay for
doughnuts and coffee.
T RAINING AT THE MEN’S W EARHOUSE
George Zimmer believed that training \vas in large part cultural transn1ission, as much as or more
than a transn1ission of information. In 1997, the Men’s Wearhouse was expected to spend about
$2 million on training, approxin1ately 1.6 percent of the company’s payroll. The training was
done almost exclusively by line managers and senior executives-there \vas relatively little
specialized “training” staff. The model was very n1uch one of training cascading down the
hierarchy, \vhere the most senior managers trained the multi-unit n1anagers, who \Vere expected
to train the store managers \vho, to son1e degree, were responsible for coaching and n1entoring
the people in their stores on an ongoing basis. A large part of every n1anager’s job was sales
training and renewing and n1aintaining the company’s culture.
The company had a nun1ber of formal n1eetings throughout the year in which training and
developn1ent occurred. In February, the key centralized meeting of the year occurred-the
multi-unit managers meeting. The meeting brought in all of the n1ulti-unit managers (regional
and district managers) in store operations, regional managers in tailoring, the managers of the
36 Business Policy and Strategic Management
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sales associates, all of the managen1ent people in merchandising, and all of the buyers, as well as
the senior executives in store operations. Charlie Bresler explained, “We have a three day
combination of training, spiritual renewal, parties, lots of sports, lots of drinking, lots of dancing.
It’s kind of a \vild three days \vith a lot of training thrown in.” He went on to describe the other
con1ponents of the training and n1eeting schedule:
Shortly after February, our Suits University calendar starts up and we bring
wardrobe consultants from all over the country to Fremont. The prin1ary
en1phasis is on sales training and a socialization experience into our culture. A lot
of key executives from this building address that group, including George.
Then, in the markets, we have t\vo other meetings that go on throughout the year.
One is called Suits High, \vhich is preparation to come to Fremont and Suits
University. It is an introduction to selling. And the other is called Sales
Associate University, which is basically a training session for our cashiers. They
get training in the store but they also get training in this group meeting.
And then every summer \Ve have manager n1eetings. These are n1eetings that take
place in the markets. This coming year we’ll have five different locations. And
\Ve fly people in to the nearest location. About two years ago, George came up
\vith the idea of adding all the \vardrobe consultants to the n1eetings. So \Ve now
have every manager, every assistant n1anager, and every wardrobe consultant in
the company going to a summer meeting.
We have the meetings in resorts. They’re nice places.
So that takes us through the summer. In Septen1ber, \Ve have another n1ulti-unit
n1anager meeting \vhere all of our district and regional managers and store
operations executives get together again at Pajaro Dunes. Most of our n1eetings
are at Pajaro Dunes, which is because George pushes it as the spiritual center of
the company.
And \Ve have another n1eeting to get ready for the fourth quarter, \vith n1ore
training. And then once the fourth quarter starts, all of our training programs stop
and we focus on writing 40 percent of our volun1e, which we do in the last 25
percent of the year.
A major part of our training program takes place with our district managers who
are the prin1ary sales trainers. These people have bet\veen six to 12 stores. Their
prin1ary responsibility is to get in and n1ake sure everybody’s doing the
benchn1ark selling behaviors.
Exhibit 3 presents a catalog and overview of the company’s various training activities.
Because of the structure of the training, it \vas difficult to get a precise estimate of the amow1t
spent. Do you include the travel expense? The cost of the tin1e of the senior executives? The
cost of the tin1e of the people being trained? It was pretty clear that there \vas no precise training
budget for the company, but that they held n1eetings and encouraged training as particularly
Men’s Wearhouse: Success in a Declining Industry 37
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George Zimmer and Charlie Bresler deemed necessary to develop selling skills and to keep the
culture vibrant.
Suits University
On Monday morning, May 5, 1997, another session of Suits University was beginning. Twentyfive to 30 people were sitting in a large room behind tables arranged in a U-shape in corporate
headquarters in Fremont, California. Around three sides of the roon1 \Vere displays with the
products sold by the Men’s Wearhouse-suits, sport coats, slacks, dress shirts, casual shirts,
overcoats, casual jackets, and so forth. The other side had refreshments and pictures of previous
classes of Suits U. There were Suits University signs all around. Shlon10 Maor, a former Israeli
tank commander and now associate vice president for training, was telling the people \vhat to
expect in tern1s of the schedule:
We’re going to start Monday, Tuesday, and Wednesday at nine o’ clock. We’re
going to go fron1 9 until 12:30 and break for one hour of recreation and lunch.
We resume at I :30 Monday and Tuesday and go until 6 o’clock. Wednesday,
\ve’re going to stop earlier at 4:30, and you’ll be taken to San Francisco for an
evening out on the town. Thursday, we’re going to spend the entire day at Pajaro
Dunes-recreation, 40 percent; training, 60 percent. We’ll conclude Suits
University Thursday together at dinner at a restaurant, and Friday morning, back
to your stores. Any questions?
Men’s Wearhouse “wardrobe consultants” (a tern1 chosen with great care) \Vere going to spend
four days in Fren1ont at the con1pany’s expense. They v,ould get spending n1oney on the trip to
San Francisco (so-called “Zimmer bucks,” nan1ed after George Zi1nn1er). They \Vere flown to
the San Francisco area from all over the country, put up in a nice hotel, would be taken to Pajaro
Dunes (a condon1iniun1 resort on the Pacific ocean, south of San Francisco between Santa Cruz
and Monterey), and would spend tin1e getting to knO\v each other and the con1pany and learning
how to sell men’s clothing. Some of the people in the room already had extensive sales
experience. One spent five years at Nordstrom. Some came from C & R Clothiers and
Kuppenhein1er, t\vO n1en’s discount clothing chains that had closed down. One spent 30 years in
retail, and most had at least some sales experience.
During the four days of the program, the wardrobe consultants heard from virtually every
departn1ent in Fremont except information systems. They learned about the con1pany, its vision
and values, and they learned how to n1ore effectively sell men’s clothing. On the opening
morning, after they went around the room and introduced themselves and watched an uplifting
video, Charlie Bresler talked to them about his job, the company’s mission and vision (see
Exhibit 4), and the covenant between the company and its people:
I think what separates our vision from other retailers’ is that we understand that
selling n1en’s clothing is a lot broader than just understanding how to sell or even
understanding the merchandising. It involves understanding people, both your
teainn1ates as well as your customers … What I would like to leave you with …
is a sense of excitement about reaching your potential as a person. And when I
say reaching your potential as a person, I don’t simply n1ean selling more n1en’s
clothing. . . . I mean becoming a better spouse or significant other, becon1ing a
38 Business Policy and Strategic Management
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better parent, beco111ing a better friend, becoming a better person for yourself. …
My most important job is really maintaining an enviro11111ent in our stores which
is a positive work environment, and in that capacity, my most i111portant job is to
take phone calls … fro111 anybody in this room, anybody fro111 any of our stores ..
. 111y primary responsibility . . . is to make sure that 1’111 responsive to your
concerns and that the people \vho I work \vith are responsive to your concerns ….
A covenant is an informal, extre111ely important agreement that has a higher
quality to it than a legal contract. . . . What’s expected of you in this informal
agree111ent? … as a wardrobe consultant, you are expected to define your success
in part as only achieved when your teammates, the sales associates, the tailors,
and other \vardrobe consultants and 111anagement people in the store are also
successful … and that you will, over ti111e, define your success not only in ter111s
of your own goals, but also the goals and aspirations of the other people in your
store. And that you will come to really care about the111 as hu111an beings and as
people who finally realize their potential, too. That is what we mean when we
talk about being a soulful or high quality teammate in the store ….
The other thing \Ve expect is that you \viii engage in the Men’s Wearhouse sales
philosophy … that you \viii immerse yourself, that you \viii challenge yourself,
that you will strive to live up to this sales philosophy, and that you will be open to
the feedback of the people … who are helping you to beco111e more and 111ore
skillful at implementing the sales philosophy that’s defined here on page 3 (see
Exhibit 5).
p. /4
If the employee’s part of the covenant was to define success in terms of the accomplishments of
their teammates as well as themselves and to not be a “clerk,” what did the company owe the
employee? According to Bresler, it O\ved the employee servant leadership:
The specifics of servant leadership at the Men’s Wearhouse are three key
manage111ent principles. Number one-maximize the individual’s self-esteem.
It’s … something you should be expecting from management. There are two
primary ways that I want to highlight … to 111axi111ize an individual’s self-esteem.
Nu111ber one is to catch the111 in the act of doing something right or partially right .
. . there’s one other way to build up people’s self-esteem … to give the111 a lot of
constructive criticism. You kno\v \vhy constructive criticism is one of the best
\vays to build up self-esteem? It’s because ulti111ately the single best way to feel
good about yourself is to do a better job. And the best \vay to do a better job is to
get good coaching and criticism so that you know not only what not to do, but
also what to do.
The second principle of servant leadership is to listen carefully and to de111011strate
understanding … Maybe one day, one ti111e during the day, you’re going to have
a conversation. You’ll say, “This is it. This is when 1’111 actually going to be here
for this conversation, and you’ll actually pay attention to \vhat the person is telling
you. There is a world to be captured out there through increased attentiveness to
the 1110111ent … One of the nice things, once you’ve heard \vhat so111ebody said, is
you can reflect it back to them ….
Men’s Wearhouse: Success in a Declining Industry 39
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And finally, the last key n1anagement principle is to ask for help in solving the
problen1. We want our servant leaders to recognize that there are n1ore solutions
to problems among the people that they work with than they have in their own
heads ….
Three key n1anagen1ent principles and one overriding management goal, a way of
being in the \VOrld: servant leadership. T\vo ways of being in this store: one is
consultant, not a clerk, and as a human being, identifying your success as not only
individual success, but also the growth and success of your peers. If you can get
on that path at the Men’s Wearhouse, there’s no stopping you as an individual,
and there’s no stopping us as a con1pany.
p. 15
Another important part of Suits University involved explaining the con1pany’s policies with
respect to equal employment opportunity and sexual harassment. As part of that process, the
function and role of the en1ployee relations department \vas described. People came to
understand that the company had an open door policy and encouraged problems and con1plaints
being surfaced. The result of this policy was that even though the organization \vas quite
geographically dispersed, bet\veen the \vork of the en1ployee relations department and the
constant travel by senior n1anagement, people in management were quite well-informed about
\vhat was going on in the stores and where there \Vere problen1s.
A major part of the wardrobe consultant training \vas learning ho\v to more effectively sell n1en’s
clothing-how to move fron1 being a clerk through being a sales consultant to the ultimate,
becon1ing an artist as a salesperson. In addition to many technical details, such as understanding
the features of various fabrics and styles and types of clothing, there was also an important
con1ponent of attitude involved. The company called it “selling with soul.” ln the afternoon of
the first day of Suits University, Shlon10 Maor returned to provide training in how to sell with
soul:
At the Men’s Wearhouse, we like you to stay on the floor when you have a
custon1er. At the Men’s Wearhouse, \Ve like you to greet that customer and try to
n1ake an en1otional connection. And consistency of service is the nan1e of the
game. Don’t be one personality when the customer comes to purchase, and
change that personality when he conies for an alteration or pick-up or complaint .
And you stand in front of the door and you greet your customer with a sn1ile and a
handshake, and you welcon1e hin1 to the store … If you and your tean1n1ates
know and suggest the best dry cleaner in the neighborhood, that is providing soul .
Let’s take the first scenario and see the evolution and the progression of the clerk
to the artist. A customer comes in and says, ” I am just looking. I’ve never been
to the Men’s Wearhouse, and I do not wear suits.” You have that customer in
your store. And the guy to the left, the guy \vho writes $250,000 and is a clerk,
stands in the store, looks at the guy, and wonders: “What the hell is this guy doing
in the store? Now let n1e ask you: he doesn’t wear suits, never been to the Men’s
40 Business Policy and Strategic Management
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Wearhouse, and he’s here to look! He’s coming here for one reason, and one
reason only … to waste my time!” … You take a customer, and since you cannot
tell him verbally that he’s a loser, he’s a non-buying customer, you tell him nonverbally … And then the customer will \valk out and not buy anything, and you ‘ll
say, “l told you so.” And you told hi111 as well …
The guy to the left, the clerk, viewed that custo111er as a problem. I don’t vie\v
that customer as a problem. For 111e, it’s an opportunity! You kno\v, I’m sick and
tired of sho\ving that navy blue pinstripe suit to every custo111er and what do they
tell you? “I have one.” 1’111 going to show that beautiful navy blue pinstripe suit
to the ne\v customer, and what is he going to say? He doesn’t have a suit! 1’111
sick and tired of sho\ving that beautiful new herringbone jacket to every custo111er
and they say, ” I have one like it.” This guy I’m going to show the jacket and what
is he going to say? “I have one?” No, he doesn’ t have one. He doesn’ t have
anything! But guess \vhat, did he come to your store naked? How 111any naked
custo111ers have you had in your store? This customer-does he have shoes?
Does he have socks? Slacks? Shirts? Does he have a family? Does he celebrate
holidays? Does he go to weddings? Quite an opportunity. I’m going to show
hi111 some casual \vear to formal wear. He doesn’t have anything and 1’111 going to
111ake a friend. 1’111 going to tell hi111 that we have clothes, casual wear-Men’s
Wearhouse is not a suit store only. Shoes, socks, formal wear, tuxedos, casual
wear, leather jackets ….
Which one are you? Do you stereotype customers? Do you deter111ine customers,
whether they are buyers or not, before they get into your store based on the car
they drive, the way they dress, the color of their skin? Or do you sell with soul
and treat everyone equally?
CONCLUSION
p. 16
George Zimmer and Charlie Bresler sat outside on the patio of the headquarters building in
Fre111011t, reflecting on the success of the company in a very cut-throat business. In the 111en’s
clothing business, there were essentially no entry barriers and the competition ranged fro111
chains such as J. C. Penney, the largest retailer of men’s for111al dress wear, to the depart111ent
stores, to the specialized chains that were always sprouting up. The systems, policies, and
culture that characterized the Men’s Wearhouse had produced a $500 million business that
continued to enjoy rapid growth in excess of 20 percent per year. How did it all fit together and
\VOrk? Could the systems and culture surmount the strains inevitable as the company grew and
personal contact with the senior leadership inevitably diminished? Were there any proble111s
lurking in what the company \vas doing? What could and should the senior manage111ent team do
to ensure that the firm’s past success continued?
Men’s Wearhouse: Success in a Declining Industry 41
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Exhibit 1
Selected Financial Information for The Men’s Wearhouse
1991 1992 1993 1994 1995 1996
Net Sales (in millions) $133.4 $170.0 $240.3 $317. I $406.3 $483.5
Net Earnings (in millions) $ 4.18 $ 5.87 $ 8.74 $ 12.11 $ 16.51 $ 21.1
Total Assets (in millions) $ 54.7 $ 78.7 $112.2 $160.5 $204.1 $295.5
Shareholders’ Equity (in
millions) $ 18.3 $ 38.4 $ 57.9 $ 84.9 $137.0 $159. I
Earnings per share $ .29 $ .35 $ .48 $ .63 $ .82 1.00
Nun1ber of stores open 113 143 183 231 278 345
Sales per square foot $375 $381 $409 $419 $425 $420
Source: Men’s Wearhouse Annual Reports.
42 Business Policy and Strategic Management
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Exhibit 2a
Performance Revie,v Form for the Wardrobe Consultant
Sales Stats Personal Store Dist.
Sales volume
o/o Multiple sales
# of shoe sales
% Clothing with accessories
% Slacks with clothing
% $500 sales
Average ticket
Promoting Volume
Greets, interviews, and tapes all custon1ers properly.
Uses multiple selling techniques-back-end selling, suit
stacking and shirt stacking- whenever possible.
ls familiar with merchandise carried at local con1petitors.
Participates in team selling.
Understands ho\v to move up and down in size by
adjusting model and n1anufacturer.
Decreasing Shrink
Understands company policies and procedures regarding layav.-ays,
returns, exchanges, register operations, checks, and charges.
Maintains floor awareness.
Ensures proper alteration revenue collection.
Goal Grade
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
p. 18
Men’s Wearhouse: Success in a Declining Industry 43
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Exhibit 2a (continued)
Performance Revie,v Form for the Wardrobe Consultant
Excellent Customer Service
Involves management in all customer problen1s.
Treats customers in a warm and caring manner.
Utilizes tailoring staff for fittings whenever possible.
Strives to always sell the correct merchandise, size, and price point.
Waits on all customers, \vithout prejudging based on attire, age,
or gender.
Participates in n1aking two week fo llow-up calls to all clothing
customers on a daily basis.
High Quality Work Environment
Works effectively as a n1en1ber of the team. Supports
and helps CO\vorkers.
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
ls open to constructive criticism. Makes changes when necessary. Grade __
Arrives at work at the appointed time and is ready to begin immediately. Grade __
Dresses and groon1s to the standards set by TMW. Grade __
Contributes to store maintenance and stock \vork. Grade —
Note: Grades are above standard, meets standard, below standard, and unsatisfactory.
p. 19
44 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5
Exhibit 2b
Performance Revie,v Form for Manager and Assistant Manager Positions
Store volume: Actual: Good: Excellent: — — —- Store Shrink Percentage: _____ _
Sales Stats
Sales volume
o/o Multiple sales
# of shoe sales
% Clothing with accessories
% Slacks with clothing
% $500 sales
Average ticket
Personal Store Dist.
Promoting Volume
Greets, interviews, and tapes all custon1ers properly.
Is familiar with merchandise carried at local con1petitors.
Encourages and participates in team selling.
Uses multiple selling techniques.
Appropriately communicates all aspects of the merchandise carried
at TMW, including make, model, fit, features and benefits,
and con1parative retail.
Engages in quality sales coaching.
Effectively utilizes … tools to communicate to the merchandise
team the best and poorest selling goods and special concerns.
Decreasing Shrink
Maintains and coaches floor awareness.
Ensures proper alteration revenue collection. Audits alteration
tickets.
Goal Grade
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
p. 20
Men’s Wearhouse: Success in a Declining Industry 45
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5
Exhibit 2b (continued)
Performance Revie,v Form for Manager and Assistant Manager Positions
Excellent Customer Service
Greets and welcomes customers.
Treats customers in a warm and caring manner.
Resolves customer problems effectively.
Participates in 15-day custon1er service calls.
Ensures compliance with 15-day customer service calls.
Ensures that Custon1er policies relative to pressings, fittings,
realterations, alteration appointments, charges, and specials
are con1111unicated consistently.
Ensures that consultants utilize tailors for fittings
on a consistent basis.
Conducts exit interviews.
High Quality Work Environment
Provides timely and effective feedback concerning perforn1ance.
Responds to en1ployee concerns on a timely basis.
Effectively utilizes the 3 Key Principles.
Conducts weekly Saturday mon1ing meetings that have
positive forn1ats.
Co1nn1unicates clear expectations to staff. Helps each individual set,
monitor, and achieve their personal behavioral goals.
Helps resolve personnel problems.
ls open to constructive criticism.
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
Grade —
p. 21
46 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p. 22
Exhibit 3
Partial Listing of Men’s Wearhouse Training Activities
Suits High
A two-day program held bet\veen seven and eight times a year for \vardrobe consultants. It
occured locally \vithin every market, and \vas a prerequisite training class for attending Suits
University. The goals were intensive sales training, product training, and training in tailoring
and fitting.
Sales Associate University
A one- to two-day program held seven to eight times a year locally within every market for sales
associates. The goals were operations training, product introduction, team selling, and stacking.
Suits University
A four-day program held at corporate headquarters in Fren1ont, Californ ia and at Pajaro Dunes,
\vith the goal of creating and n1aintaining the culture, providing advanced sales training,
exposure to major corporate groups such as advertising, merchandising, hw11an development,
and tailoring. The program was held as often as 22 times a year.
Advanced Suits University
A two-day progran1 held at headquarters in Fremont to provide management sales training for
newly promoted assistant managers. The program \vas held four to six times a year.
As-Needed Training
The firm offered numerous progran1s locally on an as-needed basis, including:
I) a one- to l\vo-day new hire orientation for \vardrobe consultants to fill in ne\v hire paperwork,
provide a general introduction to the con1pany, describe general inforn1ation on the product, and
introduce the concept of benchmark selling behaviors as well as inforn1ation on tailoring and
basic operations.
2) a two-day sales associate new hire orientation to describe basic store operations, register
training, and provide a general introduction to the company.
3) newly promoted manager training, a one-day progran1 to provide management sales training
to newly pron1oted assistant managers.
Men’s Wearhouse: Success in a Declining Industry 47
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p. 23
Exhibit 3 ( continued)
Partial Listing of Men’s Wearhouse Training Activities
4) newly promoted district n1anager training, a three-day progran1 held one tin1e per year in
Fren1ont, California. The focus \vas on the district manager position and its importance in
pron1oting employee development through sales training.
lnforn1al Training
The company encouraged nun1erous other in-store training activities, including:
I) Saturday morning n1eetings, to instruct the store team in a group setting, with the use of guest
speakers (multi-unit managers) and in-store training tools such as videos, discussions, and role
plays encouraged.
2) One-on-one training, described as the most personal way to teach and learn. It involved
coaching by anyone \vho had expert knowledge or skills.
48 Business Policy and Strategic Management
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5 p. 24
Exhibit 4
Men’s Wearhouse Mission Statement
Our mission at the Men’s Wearhouse is to maximize sales, provide value to our custoniers, and
give quality custonier service }Vhile still having fiin and 111aintaining our values. These values
include nurturing creativity, gro1ving together, admitting to our niistakes, pron1oting a happy,
healthy lifestyle, enhancing a sense of community and striving to beco,ne self-actualized people.
Company Goals
The Men’s Wearhouse has thesetargetsThey are:
Increase volume
Mini111ize shrink
Provide outstanding customer service
Provide a high-quality \VOrk environment
The company seeks to hit these targets by nurturing a Win-Win-Win relationship, as depicted
below:
WIN D
Consultants
Customer D
WlN
WlN D
The Men’s Wearhouse
Men’s Wearhouse: Success in a Declining Industry 49
Tl,e Ale11’s J¥earhouse: S11eee3·3· i11 a Dec/i11i11g /11c/11stry HR-5
Exhibit 5
Men’s Wearhouse Sales Philosophy
The Men’s Wearhouse sales philosophy is consistent \vith the Company’s goal of
creating Win-Win-Win situations for our custon1ers, wardrobe consultants, and
the Company ….
The customer wins because we have consultants. As tean1-oriented, professional
consultants, \Ve seek to create a quality relationship with the customer through
understanding his clothing needs ( what does he \vear to work and for recreation,
what is in his existing wardrobe and what is its condition and fit, and \vhere has
he previously shopped), and raising his a\vareness to those needs. Unlike other
stores with “clerks,” The Men’s Wearhouse is able to sho\v and assist a gentlen1an
with an entire wardrobe concept. This helps him to look and feel better, \vhile
saving time and money.
Since you have n1et the customer’s clothing needs well beyond those he initially
identified, you have made a great sale and a custon1er for life, \vhon1 you can call
when new product arrives that fits well with his \vardrobe and lifestyle. You, the
Wardrobe Consultant, \Vin as you maximize your professional potential-and $$$
incon1e—by consulting.
The Men’s Wearhouse wins with every custon1er that is delighted by the quality
of service, the value of the clothing and the unique shopping experience. These
custon1ers return to shop with us-and with you! That’s a Win-Win-Win
relationship!
p. 25

Sociology M162 – Summer 2018

Sociology M162 – Summer 2018
Gender as Lived Experience: Interview Paper Part 2
In this paper, you will conduct two interviews about gender with two individuals from
different generations and compare/contrast their experiences and understandings to
your own.
Interview Instructions:
You must interview two people of the same gender “category” as yourself (so
cisgender women will interview cisgender women; cisgender men will interview
cisgender men; female-to-male transgender will ideally interview female-to-male
transgender, etc. See me if you have questions!).
Each of your interviewees must be from a different generation than your own. For
the purposes of this assignment, a generation is roughly defined as individuals who are
15-20 years older or younger than you. You may interview family members, friends, coworkers, fellow students, faculty members, neighbors, etc.
Your interviews should take at least 15 minutes and could last up to one hour. I suggest
you tell potential interviewees that the interview will take approximately 30 minutes.
Pick a location to conduct the interview that is convenient and safe for both you and the
interviewee. You will be having a conversation, so a quieter spot would work better than
a noisy location. If you feel unsafe at any time, please end the interview early, thank the
respondent for their time, and leave that setting. If the respondent becomes
uncomfortable and distraught answering the questions, remind them that they can skip
questions and end the interview at any time.
The interviewees should be completely confidential (this means their name will not
appear in any interview notes or in your paper). When writing up your paper, use a
fake name instead of their real names, or some sort of abbreviation like the first
two letters of their name (i.e. SA said… “blah, blah, blah”).
This is a semi-structured interview, which means that you will have a list of questions to
ask respondents, but they can be asked in any order.
Below, are the questions I want you to ask your respondents. I have included a
*reminder* statement that you should cover before you ask any questions of the
respondent.
*Reminder* At the start of the interview, remind the respondent that this is an
assignment for a gender course. You are interviewing people to see how gender has or
has not affected their life experiences. Be sure to thank the respondent for agreeing to
talk with you, remind them that they can skip any questions they want, can end the
interview at any time they wish, they’ll be given a fake name in the write-up, and that it
should take at least 30 minutes but may last up to an hour.
Interview Questions:
1. Can you tell me a little about yourself?
Probe for: Age, whether or not they work, how many hours they work, what they
do, how long they’ve lived in X location, if they grew up here, how many brothers
and sisters they have, if they have children, who they live with (spouse/partner,
roommates, parents, etc.), spouse/ partner’s employment status, etc.
2. I want to learn a little bit more about what it’s like to be you. Can you walk me
through a typical day, starting when you get up in the morning to when you go to
sleep at night?
Probe for: Activities they do, who they’re done with, how respondents feel about
doing these activities- are they a pain or something they enjoy?
3. Oftentimes, household chores are divided up. How are chores divided in your
household?
Probe for: Who does what? (dishes, laundry, shoveling snow, car maintenance,
lawn maintenance, doctor’s appointments, cooking, cleaning, grocery shopping).
How did they decide on this division of labor?
(If they are single, live alone, and do all the chores themselves), ask about how
they would like these chores to be divided if they were to get (re)married or live
with a partner, or how these tasks were divided when they were
married/partnered.
4. Can you tell me about what it was like growing up as a boy/girl/genderqueer?
Probe for: What toys did they play with? Did they play with mostly with
boys/girls/both? What kinds of things were expected of them? What activities did
they do? (sports, scouting, dance, clubs, etc.). What chores did they do around
the house? If they had siblings, were any of their siblings treated differently than
they were?
5. When you were growing up, were girls and boys treated any differently at school,
or in the classroom? (elementary, middle school, high school)
Probe for: Were they disciplined differently? What subjects were girls supposed
to be good at? What subjects were boys supposed to be good at? What
happened if a boy took a “girl” course (like home economics) or a girl took a “boy”
course (like shop)?
6. Do you think boys have a harder time growing up today, than when you were
younger?
Probe for: What has changed? What has not changed?
7. Do you think girls have a harder time growing up today, than when you were
younger?
Probe for: What has changed? What has not changed?
8. If they work: How has being a woman/man/genderqueer affected you at work?
Probe for: workplace friendships, wages/promotion opportunities, treatment on
the job by coworkers and clients, and “extra” tasks you’re asked to do or qualities
you are assumed to have & be skilled at because of your gender (organizing
office parties; bringing food in; carrying or moving heavy things; being assertive,
being friendly, knowing how to soothe a person who is crying, etc).
9. Do you think being a man/woman/genderqueer is a big part of your identity, or a
small part of who you are as a person?
Probe for: what other identities are as important or more important?
10. Do you think men and women are very different from one another, or pretty similar?
Probe for: How are they different? Why might this be? How are they similar?
Have you always thought this way?
11. Are there any advantages to being a woman in our society?
Probe for: What are these advantages? Is it a “fair” advantage?
12. Are there any advantages to being a man in our society?
Probe for: What are these advantages? Is it a “fair” advantage?
13. Is there anything else you’d like to tell me about gender, and how it’s affected your
life?
Thank you for talking with me today!
How to record the data:
Using an audio-recorder is a good idea, but it is not required.
Whether you record or not, you should take handwritten notes during each interview. Do
not use a laptop (this can be distracting). During the interview, your main job is to ask
questions and listen; try not to let note-taking interfere with the interview. You do not
have to record word for word of what the interviewee said, but try to get a few exact
quotes or phrases. For example, perhaps there was a particular expression that an
interviewee used, or a striking way that he or she described something. These quotes
can be used in your paper to help illustrate an interviewee’s thoughts, feelings, and
point of view.
Take enough notes so that you are able to reconstruct the majority of what the
interviewee said immediately after the interview is over. This means that you will need
to set aside a block of time after each interview to recall as much information as
possible. Whatever you do not record on paper fairly soon afterward, will fade from
memory and probably be forgotten.
Paper Write-Up Instructions
Using your interview notes, write up a 3-4-page, double-spaced paper (12-point font, 1-
inch margins). In this paper, you will be comparing and contrasting what your
respondents told you with your own experiences and insights about gender from your
earlier paper:
1) You should summarize how gender has affected your life and those you interviewed,
with particular attention to generation effects. How has the experience of being a
woman/man/ genderqueer changed over time? What has not changed? Why might
change have/or have not occurred?
2) Your paper should also demonstrate how is gender a source of identity (something
that they are) and a social structure that shapes people’s lives (it affects lived
experiences, opportunities, and perspectives on how people perceive the world).
3) You do not need to incorporate the details of each question. Instead, you may
choose to pull out themes from Part 1 of this assignment and elaborate on those, both
in the interviews and in your write-up.

IHP 323 Short Paper Rubric Requirements of Submission: Short paper assignments must follow these formatting guidelines:

IHP 323 Short Paper Rubric
Requirements of Submission: Short paper assignments must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch
margins, and discipline-appropriate citations. Page length requirements: 1–2 pages.
Critical Elements Proficient
1
Accomplished
.88
Benchmark
.8
Main Elements Includes all of the main elements and
requirements and cites multiple
examples to illustrate each element.
Includes most of the main elements and
requirements and cites many examples to
illustrate each element.
Includes some of the main elements
and requirements.
Inquiry and Analysis Provides in-depth analysis that
demonstrates complete understanding
of multiple concepts.
Provides in-depth analysis that
demonstrates complete understanding of
some concepts.
Provides in-depth analysis that
demonstrates complete
understanding of minimal concepts.
Integration and Application All of the course concepts are correctly
applied.
Most of the course concepts are correctly
applied.
Some of the course concepts are
correctly applied.
Research Incorporates many scholarly resources
effectively that reflect depth and
breadth of research.
Incorporates some scholarly resources
effectively that reflect depth and breadth
of research.
Incorporates very few scholarly
resources that reflect depth and
breadth of research.
Writing
(Mechanics/Citations)
No errors related to organization,
grammar and style, and citations.
Minor errors related to organization,
grammar and style, and citations.
Some errors related to organization,
grammar and style, and citations.

Assignment 2: Discussion—Leadership Challenges in Today’s Environment

Assignment 2: Discussion—Leadership Challenges in Today’s Environment

There are some who argue that leaders face unprecedented demands as we enter the 21st century. The pace of organizations is faster than ever due to technology advances and impatience in stakeholder groups. There is increased diversity due to globalization. The workforce is more nomadic; few people today spend their entire careers in a single company. This puts a lot of pressure on leaders and may demand new or evolved competencies.

Using the module readings, Argosy University online library resources, and the Internet, including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, research the demands facing 21st century leaders.

Then, respond to the following:

  • What are the challenges facing leaders in today’s environment? Consider both internal and external challenges within an organization.
  • Describe the impact of those challenges on today’s leaders. Explain how leaders need to respond to them.
  • Discuss at least three–four core competencies that you think leaders need to be effective in today’s environment. Explain how these competencies will address the challenges you identified.

By the due date assigned, post your response to the appropriate Discussion AreaThrough the end of the module, review and comment on at least two peers’ responses.

Write your initial response in 300–500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation

 

Do the following when responding to your peers:

  • Read your peers’ answers.
  • Provide substantive comments by
    • contributing new, relevant information from course readings, Web sites, or other sources;
    • building on the remarks or questions of others; or
    • sharing practical examples of key concepts from your professional or personal experiences
  • Respond to feedback on your posting and provide feedback to other students on their ideas.
  • Make sure your writing
    • is clear, concise, and organized;
    • demonstrates ethical scholarship in accurate representation and attribution of sources; and
    • displays accurate spelling, grammar, and punctuation.

What critiques of imperialism do you see in these writings? Provide concrete examples from the reading.

RRQ: Imperialism

 

Instructions:

Answer the following questions related the weekly reading as fully as you can. Please keep direct quotes to a minimum in your responses. I’d like to see your responses in your own words, as the practice demonstrates a deeper understanding of the material. When you do use direct quotes or paraphrase the work of the author, provide the relevant page number(s) in the text.

 

 

  1. Based on previous lectures and your interpretation of the documents, what various motivations or justifications for imperialism can you identify in the writings from Hobson, Rhodes, Kipling, and Orwell? Provide concrete examples from the reading.

 

  1. What critiques of imperialism do you see in these writings? Provide concrete examples from the reading.

 

 

Pick one primary document from the set and answer the following questions about that document.

 

 

  1. For whom do you think this document was written?

 

  1. List three things that author said that you think are important andwhy they are important, given what you know about the historical context.

 

  1. Does the document conflict or agree with other things you have read in this chapter? This means looking at the other documents and the text and clearly comparing or contrasting your document with them. MAKE SURE YOU SPECIFICALLY CITE OR REFERENCE SOMETHING THAT WE HAVE DISCUSSED IN CLASS OR IN ANOTHER DOCUMENT IN THE SET.

Make a utilitarian argument for parents making sure their kids spend enough time in nature to overcome nature deficit disorder.

answer after reading the two attached articles.Write the following essay in 300-350 words: 1) Make a utilitarian argument for parents making sure their kids spend enough time in nature to overcome nature deficit disorder.

 

2) Are there better reasons than utilitarian reasons, perhaps Kantian or Aristotelian reasons, for why parents should make sure their kids spend enough time in nature?