1.1. What is a vision statement?

The vision statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is its strategic plan for the future – it defines what and where Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students Company wants to be in the future. The vision statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is a document identifying the goals of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students to facilitate its strategic, managerial, as well as general decision making processes.

1.2. Components of the vision statement

1.2.1. Concise

The vision statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is brief and to the point. This means that the company has not used long dialects and dialogues to delivers its opinion ad stance to the public and relevant stakeholders. The vision statement should be brief and comprehensive – it should communicate the essence of the business, and its future plans to help the stakeholders understand its business philosophy and business strategy.

1.2.2. Encompassing description

The vision statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should be brief but should be holistic in nature. This means that the visions statement should be complete in its description and information of what the company desires, and how it plans to achieve its long term goals strategically. The vision statement should be a comprehensive statement identifying the company’s core strengths, which would enable it to achieve its futuristic goals.

1.3. How to develop a vision statement

The company should identify the following t be able to guide its business decisions towards future success and progress to be able to develop a successful vision statement:

1.3.1. Look at the organizational history

• When did Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students start the business?
• How many employees did the company have during the beginning?
• The significant milestones that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students has achieved since being started, and when were these milestones achieved?
• Include all positive and negative milestones that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students has faced, and how it overcame them?
• What does Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students enjoy the most about its business and why?

These questions will help the management and key decision makers at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students to critically assess the history and the various decisions that were made for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students and the business. These will be critically reviewed for the positive o the negative consequences they brought, and how that influenced the general business direction or Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students to have it stand in its present position.

1.3.2. Look at the present

• What is the business landscape for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students currently?
• How many employees does the business have currently?
• What is the unique value proposition offered by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• What are the strengths, weaknesses, opportunities and threats being faced by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students in the present?
• What is the financial strength of the company in the present?

These questions will help strategic managers and decision-makers identify the need of the business to progress, as well as identify the resources needed for advancement. In addition, these questions will also help Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students in deciding the future direction it wants to take on, and how to achieve and realize that direction. Lastly, assessment of present standing for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students will help the business identify how it can improve the business with potential changes.

1.3.3. Look at the future of the organization

• What are the long term goals for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students?
• What are the short term goals for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students?
• How can the company improve its offerings?
• Which processes and ideas can be implemented to help the business gain higher effectivity and efficiency?
• What is the potential for growth for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students?
• What are the secondary goals of the business?

These questions will allow managers and decision makers for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students to clearly think about where they want the business to be in the future, and how this future and its goals can be achieved and realized.

1.3.4. Identify loopholes

The process of critically assessing the past, present and future of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is important for vision building because:

• It allows identification of gaps and loopholes between the present an the future
• It directs Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students towards filling those loopholes through correct resource allocation
• It helps idea generation for enhancing business performance
• It allows strategic decision making for fueling business growth

1.4. How to implement a vision statement

1.4.1. Gathering for a meeting and idea generation

• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should gather all employees from different managerial levels in groups
• These groups should work towards generating ideas based on what the organization stands for, and what it offers
• The idea generation should be based on the employee's perception
• The ideas should also involve where the progression of the company should be focused on
• In addition, the employees should also focus their ideas on foreseeing a potential future for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students

1.4.2. Grouping similar ideas and developing drafts

• Similar ideas should be grouped
• Senior level employees should develop and compare descriptions for grouped ideas
• The grouped ideas should be categorized according to themes
• The thematic groupings should be prioritized with the organizational offerings and values
• Draft vision statements should be created based on high priority groups of ideas and descriptions

1.4.3. Evaluating the vision statement

• Visions statements should be evaluated on their criteria of matching with the organizational offering and potential
• The vision stamen should also reflect the work environment and business potential of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• The vision statement should be in line with the values of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students

1.4.4. Communication of vision statement

• The visions statement should be communicated to all relevant stakeholders of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• The visions statement should be incorporated in the annual statement
• The visions statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also be updated, and transparently be drafted within the organization
• The visions statement should be sued to guide the drafting of the mission statement

2. The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students

2.1. What is a mission statement?

The mission statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is a public document that details the values and strategic aims of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students. The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students also identifies the purpose of the organization existence, highlighting the services and the products it offers. Further, the mission statement also identifies the organization’s operational goals for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students, the processes the company uses to achieve those, the target customer groups, and the region where the company operates.

2.2. Components of a mission statement

2.2.1. Customer satisfaction

The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students focuses on addressing issues of customer satisfaction. The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students has identified its target customer groups, and also identified their needs and demands. The mission statement reflects on how its products and services work towards increasing customer satisfaction for its target customers.

2.2.2. Based on core competencies

The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is based on its integral strengths and competencies. This is important for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students as the mission statement will highlight the different systems and processes as well as strategic tactics that the company uses to achieve its organizational and strategic goals. The achievement of the goals will depend on how well Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students makes use of its core competencies.

2.2.3. Realistic and clear

The mission statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is also realistic and clear. This means that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students has used simple, string, and easily understood words and phrases in the drafting of its mission statement. Clarity is important so that the mission statement is understood by all relevant stakeholders of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students Company. Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students’s mission statement is also realistic, which makes it able to achieve various set goals and targets.

2.2.4. Motivational and inspirational

The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is motivational in that it works towards inspiring the employees and the workforce towards giving their optimal best performance towards the goal achievement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students. The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is also inspirational in that it develops the need for growth and progress in individuals – for the betterment of not only the company but also for their own selves.

2.2.5. Specific and sharp

The mission statement of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students is precise and to the point. It is easy to understand and delivers what the audience must know about Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students’s offerings and operations. It is important to keep the missions statement short, sharp and precise to be able to successfully communicate the company’s standing to stakeholders, instead of dragging it on into long pages with repetition and non-important aspects.

2.2.6. Reflects the company’s offerings

The mission statement of a company should be based on what the company has to offer in terms of products and services. This means that the mission statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students highlights its offerings, but ensures that this offering is in line with the values that the company stands for. The mission statement for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students, therefore, identifies the ethical grounds through which the company systematically works to deliver its offering.

2.3. How to develop a mission statement

It is important to follow the following steps and answer the following questions to be able to develop successful mission statements:

2.3.1. What does Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students do?

• Define the purpose of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• Define its brief history
• Define the need for existence for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students

2.3.2. How does Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students manage to achieve its promised offering?

• Explain the systems and operations employed at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• Identify relevant ethical policies in place at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• Highlight the use of transparency at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students in all matters
• Define the processes that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students uses to deliver its promised offering to target customer groups

2.3.3. For whom does Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students produce offerings?

• Define target market customers for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• Target market customers from different regions can also be defined
• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students can also explore secondary target market groups, and define them in the mission statement

2.3.4. What value is Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students adding on?

• Define the value additions being brought forward by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students in the customer’s life
• Define the purpose of the offerings being delivered by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students
• Highlight the importance of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students in the lives of its customers

2.4. How to implement the mission statement

2.4.1. Communication

• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should communicate the mission statement to all stakeholders – employees, customers, shareholders, public, government etc.
• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also keep the mission statement transparent and accessible at all times

2.4.2. Training

• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should encourage its employee force to undergo training if need be to meet the requirements of the mission statement
• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should regularly hold workshops to refine the values being defined in the mission statement and build them in its employee force

2.4.3. Goal setting

• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should develop SMART goals to meet the strategic targets identified in the mission statement
• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also develop ethical grounds to remain in line with the mission statement
• Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should keep goals flexible, but the means to achieve the goals should be stringent and should reflect the values drafted in the mission statement

3. Goals of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students

3.1. What are organizational goals

Organizational goals are those business and strategic objectives that define the purpose of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students. Organizational goals are strategic targets that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students wants to achieve over a period of time. This time period is generally long term. The goals of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students help direct its employee behaviour, as well as help in directing the operations of the business in the short term.

3.2. Components of goal

3.2.1. Achievable

The goals set by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should be achievable. This means that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should have the resources and the finances necessary for being able to realize the organizational goals over the long haul. Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also have the strategic leadership to be able to achieve these organizational goals.

3.2.2. Time-frame defined

All goals set by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students- even for the long term – have an attached time frame. This is important to ensure that the organization is effective and efficient in realizing its goals.an attached time frame for the goals set for the long term future also helps in establishing a related time frame for the more short term organizational objectives.

3.2.3. Easy to understand

The goals should be fairly simple and should be easily understood by all employees of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students. This is important as only when employees are clear about what the goals are, their importance, and the urgency of achieving them will they be able to relate with them and work towards achieving them.

3.2.4. Easy to communicate

The goals set by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also be easy to communicate. This means that the jargon used for goal setting and goal communication should be clear and precise. These goals should be communicated with all managerial levels, and all employees to allow them a directive path to help the organization achieve these goals.

3.2.5. Pragmatic

The goals set by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also be realistic in nature. This means that all strategic goals defined by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should take into consideration not only its internal financial position and resources but also the skill set of its employees and the larger macro environment. This will enable the company to set goals that will sue the core competencies of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students to help it achieve the strategic goals easily, and realistically.

3.2.6. Relation with job tasks

All goals should be relatable with the employees of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students. This means that all goals should directly or indirectly be tied to the job tasks and job nature of employees. This is to ensure that employees don’t feel redundant and use their skills to help the organization progress.

3.3. How to develop goals

3.3.1. Strategic evaluation

• Assess and review the vision statement
• Based on the vision statement and company values, decide where Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should be in the next five years

3.3.2. Brainstorming

• Brainstorm goals that will help Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students achieve its long term direction
• Group goals according to themes
• Cluster the goals, and briefly describe each group and cluster
• Set long term goals for the company according to different clusters and groups

3.3.3. Prioritization

• Prioritize different clusters and groups
• Set and define long term goals based on prioritization
• Prioritization should be based on how soon the different defined goal groups and clusters will help Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students progress and achieve its desired position in the next five years or so to develop a successful vision statement

3.4. How to implement goals

3.4.1. Communication

• Communicate the goals to all managerial levels
• Goals should also be communicated to all relevant stakeholders – including distributors, shareholders, third-party contractors etc.
• Goals may also be communicated to customers
• Communication of goals will help Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students achieve goals by defining roles and milestones needed for achievement

3.4.2. Periodic strategic evaluation

• Evaluate the progress of goal attainment periodically
• This evaluation is done at a strategic level and operational level
• Different goals should be set for different departments of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students to help it achieve the broader long term goals
• These departmental goals help in directing operations towards the larger strategic goal attainment

3.4.3. Training

• Employee training to develop skills needed and necessary for goal attainment
• Training can be in-house or out-house for employees
• Training for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should be continual and should be consistent with the goals set

4. Objectives of Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students

4.1. What are organizational objectives

Organizational objectives for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students are the short to medium term targets and goals that the organization sets to achieve the bigger strategic goals set for the long term. The organizational objectives are important in shaping resource allocation within Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students as well as in determining the policies, schedules and processes that are implemented in Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students.

4.2. Components of objectives

4.2.1. Specific

All objectives set by Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students are specific and clear. This helps employees, as well as managers, manage and maintain focus on the targets and the end results that need to be achieved. At the same time, specific objectives help managers determine skill development and training needs within their departments as well.

4.2.2. Measurable

Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students are also measurable. This means that all objectives can be tracked for progress. This is important for Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students as it helps in meeting deadlines. The element of measurability is added in objectives by adding quantifiable criteria for determining progress and objective achievement.

4.2.3. Attainable

The goal should be attainable that even in stretching the abilities of the employees and challenging them, it should remain possible to achieve. The objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students are attainable in that they push the employees out of their comfort zones but remain possible to achieve.

4.2.4. Realistic

Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students are also attainable in that they are realistic. This means that Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students sets objectives keeping in view the organizational resources and constraints to be able to achieve objectives effectively and within time.

4.2.5. Timely

Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students are also time-bound in that they have a specified start and finish date. The timeliness of the objective helps Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students maintain a sense of urgency in employees, and keep them motivated towards achieving the objective.

4.3. How to develop objectives

4.3.1. Focus on overall strategy

• Objectives should focus on the broader organizational strategy
• This will facilitate the organization in keeping in view the broader purpose and at the same time work towards achieving quantifiable goals and objectives
• By keeping in view strategic focus, Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students also maintains proximity with the vision of the organization and works towards enhancing the performance of the organization

4.3.2. Focus on goal

• Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should be set keeping in view the set organizational goals
• Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should flow from the organizational goals, and work towards helping the company and its departments and operations achieving the set goals
• This is important as it keeps objectives strategically relevant to the organizational processes and systems

4.3.3. Focus on the time frame and skill sets available

• Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should focus on the time constraints present in terms of resource present, as well as the urgency of the organization and the industry
• Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should also focus on the skillset of employee and organizational resources available
• Focus on resources and skills is important to ensure that all objectives are attainable
• Focus and relevance with resources and skills will also help Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students identify gaps that it needs to fill through training

4.4. How to implement objectives

4.4.1. Communication

• Objectives at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students should be discussed with employees mutually
• Purpose of the set objectives should be clearly discussed, and communicated with the employees
• This discussion should entail not only the objective, but also the time period within which it is expected to be completed, and the processes and means to achieve it
• Objectives should also include aspects of personal and individual growth and development of employees to make sure that employees remain motivated throughout

4.4.2. Performance appraisal

• The performance appraisal at Student-generated Intellectual Property Perceptions of Ownership by Faculty and Students helps managers and supervisors keep track of objective achievement and employee performance
• The performance appraisal also helps keep the objectives time bound through regular reviews and discussions
• The performance appraisal also helps identify skills development aspects that employees need and helps the managers develop suitable and needful strategic training programs for skill development and skill improvement