Innovation in strategy

Innovation in strategy This essay evaluates the role of innovation in strategy, and explores the ways management can promote it in organisations. It first looks at the nature of innovation, and examines its importance in current economic and social conditions. It then sets strategy in context, defining it primarily in terms of competitive advantage that is, as a search for capabilities which allow allows an organisation to meet consumers needs better than its rivals. It then investigates why, exactly, innovation is often seen as a key component of strategy. It comes up with two key reasons: its capacity to generate a sustainable competitive advantage for business organisations; and its ability to aid organisations in preventing strategic drift. As a result of these benefits, strategies which are centred upon innovation can add real value to an organisations value proposition, and consequently can substantially improve business performance. The essay then turns to look at the ways that management can promo te innovation in organisations. For this, it turns to the worlds most famous management thinker Peter Drucker and the worlds most innovative company Apple Inc. for guidance on theory and practice respectively. Having thus established the importance of the role of innovation for strategy, and the ways in which management can promote it in organisations, the essay then considers some limitations. In particular, it looks at the possible advantages of strategic drift; and also the other aspects of strategy beyond innovation which must be considered by an organisation. The essay thus concludes that innovation is a necessary component of a successful strategy in that it is able to generate a sustainable competitive advantage for a business but that it is not sufficient in and of itself: an organisation must consider more than innovation if it is to develop an effective strategy. Innovation is usually defined as ‘the successful commercial exploitation of new ideas or simply as ‘the successful implementation of new ideas. This encompasses ideas that are ‘new to the world, ‘new to an industry or merely ‘new to a particular firm (Gabriel, 2008, p. 146). The prominence given to the role of innovation in strategy is to a large extent the result of the prevailing social and economic conditions. In what Peter Drucker the most influential management thinker of the second-half of the twentieth century termed the ‘knowledge economy that has emerged due to the rise of the service industry and decline of manufacturing since the end of the Second World War, business organisations have increasingly had to react to change more rapidly if they wish to succeed in the marketplace (Drucker, 1992, p. 263). Indeed, so important is the successful implementation of new ideas that Drucker famously reflected that: ‘Business has only two bas ic functions marketing and innovation (Kotler Armstrong, 2008, p. 40). In other words, a business organisation must first create a customer, but consequently that business must constantly adapt to provide the necessary goods and services to keep them making a profit: they must pursue innovation both to survive and to thrive. Having explored the nature of innovation, it is useful now to define what is meant by ‘strategy, and examine briefly why it matters. The nature of strategy has traditionally been a contentious issue. A helpful starting point for understanding the concept is found in Anthony Henrys (2008) Understanding Strategic Management, where he provides a synopsis of forty years of heated debate on the issue. He first outlines that, ‘there is agreement that the role of strategy is to achieve competitive advantage for an organisation. He then continues: ‘Competitive advantage may usefully be thought of as that which allows an organisation to meet consumers needs better than its rivals . . . [and] its source may derive from a number of factors including its products or services, its culture, its technological know-how, and its processes (Henry, 2008, p. 4). It is an important issue for a business because a strategy which can enable a sustainable competitive advantage will allow an organisation to generate super-normal returns, and will have a distinct impact on overall organisational performance: an effective strategy can add value (Kay, 1995). Herein lies the essence of the role of innovation in strategy it is often a key component of a sustainable competitive advantage. For instance, Grant (2005, p. 513) has observed from empirical evidence based on such successful companies as 3M, Wal-Mart, and Toyota that, ‘ultimately, the only sustainable competitive advantage is the ability to create new sources of competitive advantage. Firms with a fixed commitment to innovation seem to prosper in the modern ‘knowledge economy. For instance, Apple a company which this essay examines in more depth below has become synonymous with strategic innovation. In Fortunes Americas Most Admired Companies 2008, Apple topped the chart. A senior commentator reflected on this development with the following remark: Apple not only takes the No. 1 slot on this years list of Americas Most Admired Companies but also tops the global survey and wins the highest marks for innovation too. Thats probably no coincidence. In an industry that changes every nanosecond, the 32-year-old company has time and again innovated its way out of the doldrums. Rivals always seem to be playing catch-up. (Fisher, 2008) Moreover, innovation can be key to preventing ‘strategic drift. Strategic drift is the tendency for strategies to develop incrementally on the basis of historical and cultural influences but to fail to keep pace with a changing environment (Johnson, Scholes, Whittington, 2008, p. 179). This is what happened to Sainsburys who were one of the most successful food retailers in the world until the early 1990s, using a tried-and-tested formula of selling high quality food at reasonable prices. Its strategy consisted of gradually extending its product lines, enlarging its stores, and expanding its geographical coverage; but under no circumstances would it deviate from its traditional ways of doing business (Johnson, Scholes, Whittington, 2008, p. 179). However, during Sainsburys period of strategic drift, its rival Tesco followed a policy of ruthless innovation developing Club-Card marketing, building a successful on-line retailing capability, and implementing new ideas to radica lly reduce its distribution costs (IMD, 2008). By having a strategy centred on innovation, therefore, Tesco was able to both establish a competitive advantage and avoid strategic drift. It was, in short, able to develop a strategy which added value, and which made the business organisation much more profitable. So where can business organisations look for innovation how can they promote it more effectively? Peter Drucker has suggested that there are seven areas where companies should look for such opportunities. These have been expertly surmised by Hindle (2008, p. 105), as being: ‘the unexpected success that is rarely dissected to see how it has occurred; any incongruity between what actually happens and what was expected to happen; any inadequacy in a business process that is taken for granted; a change in industry or market structure that takes everyone by surprise; demographic changes caused by things like wars, migrations or medical developments (such as the birth-control pill); changes in perception and fashion brought about by changes in the economy; and changes in awareness caused by new knowledge. Moreover, although it is often the case that ‘innovation has been used interchangeably with the term â€Å"creativity† (Forrester 1993, p. 3; cited in Thompson McHugh , 2002, p. 255), Drucker insists that this ought never to limit a business, claiming that: ‘There are more ideas in any organization, including businesses, than can possibly be put to use (Drucker, 1964, p. 188). Across the literature on innovation, there seems to be a general agreement with this approach set out above: that the opportunities for innovation are multitudinous, and that by paying attention to such factors organisations can develop strategies which can lead to a sustainable competitive advantage and prevent strategic drift. A brief case-study of Apple will help demonstrate how this theory outlined above works in practice, and help us to better understand the ways management can promote innovation in organisations. First, Apple appreciates that innovation is an inexact science: as the CEO and cofounder of Apple, Steve Jobs, puts it: ‘You cant ask people what they want if its around the next corner rather you have to simply provide what you think they might want (Morris, 2008). To guide them, Apple looks to the areas mentioned by Drucker above to gain insights into such potential needs and wants. Apple employees in particular focus on the inadequacies in every-day technology processes that are currently taken for granted, and innovate in these areas. New-product development, according to Apple sources, occurs as a result of conversations such as: ‘What do we hate? (Our cellphones.) What do we have the technology to make? (A cellphone with a Mac inside.) What would we like to own? (You guessed it, an iPhone) (Morris, 2008). Moreover, at Apple, innovation is centred on producing technology the employees really want: as Jobs says, ‘One of the keys to [innovation at] Apple is that we build products that really turn us on (Morris, 2008). This results in an organisation thoroughly committed to the successful commercial exploitation of new ideas at a strategic, operational and tactical level. Indeed Morris (2008), observing the culture of innovation at Apple, has pointed out that: ‘You wont find that word on a placard or a piece of propaganda at One Infinite Loop, Apples headquarters . . . there innovation is a way of life. It is this culture that ‘provides the push to overcome design and engineering obstacles, [and] to bring projects in on time (Morris, 2008). Thus a commitment to a strategy of innovation should foster a culture which reflects this aim of management, as this can lead to the organisation innovating more effectively. Finally, it is important to note the impact of a strategy centred on innovation upon the performance of Apple. It has astounded commentators with one perplexed writer asking: ‘who knew [Apple] could build a . . . [successful] company on the strength of a portable jukebox and a computer with a single-digit market share? (Elmer-DeWitt, 2008). Indeed, the company has been monetarily hugely successful as a result of the innovation it has pioneered. In the 5 years ending in March 2008, sales of Apple wares tripled to $24 billion; and profits rose to $3.5 billion, from a mere $42 million only five years before. Morris (2008) sums up the position of Apple thus: [It] set the gold standard for corporate America with an entirely new business model: creating a brand, morphing it, and reincarnating it to thrive in a disruptive age. . . Apple has demonstrated how to create real, breathtaking growth by dreaming up products so new and ingenious that they have upended one industry after another: consumer electronics, the record industry, the movie industry, video and music production. Thus innovation can play a key role in an organisations strategy, and it can often be effectively promoted by following the theory of Drucker and the practices of Apple. Nevertheless, it is important to note that there are limitations on the role of innovation in strategy. First, ‘strategic drift may not be such a bad thing after all. This is a view outlined by John Kay (2009) in his article History vindicates the science of muddling through. He contrasts the views of the American political scientist Charles Lindblom (published in 1959) with those of Dr H. Igor Ansoff. Lindblom supported a view of incremental adaptation by organisations to changes in their environment; Ansoff proposed a design-orientated, purposive approach to strategy. However, Kay then points that in terms of the organisational case-studies used to support each view Saint-Gobain for Lindbolm; the US conglomerates TRW and Litton for Ansoff the clear winner emerges as Saint-Gobain, a company which adopted a q uasi-strategic drift approach to their strategy, which is still going strong while the other companies have suffered catastrophic failure. Thus, it seems that sometimes simply ‘muddling through can constitute an effective strategy perhaps a firm commitment to innovation is not necessary after all. Moreover, innovation is not the sole component of an effective strategy, and it never can be. Organisations must consider a range of other issues. For instance, business organisations ought to consider issues highlighted by Michael Porters ‘Five Forces model. This shows how the strategic situation of a company can be established by investigating the power of suppliers, the power of buyers, the threat of substitution, the threat of new entrants, as well as the degree of competitive rivalry between the industrys firms. An organisation must consider innovation if it is to ensure that it continues to have an effective strategy in the medium to long term, but it must also pay attention to these other aspects of strategy innovation is necessary, but it is not sufficient. Thus innovation is a necessary component of a successful strategy in that it is able to generate a sustainable competitive advantage for a business. However, it is not sufficient: an organisation must consider other issues as well as innovation if it is to develop an effective strategy. Nevertheless, by following the theory of Drucker and learning from the practices of Apple, management can promote innovation in organisations. And if this is done effectively, innovation can play a key role in what every business organisation seeks: a competitive strategy which adds real value. References: Drucker, P. (1964). Managing for results: economic tasks and risk-taking decisions. California: Harper Row. Drucker, P. (1992). The age of discontinuity: guidelines to our changing society. 2nd ed. New Jersey: Transaction Publishers. Elmer-DeWitt, P. (2008, March 3). Americas Most Admired Companies 2008. Retrieved November 24, 2009, from Fortune Web site: http://money.cnn.com/galleries/2008/fortune/0802/gallery.mostadmired_top20.fortune/index.html Fisher, A. (2008, March 3 ). Innovation Rules. Retrieved November 24, 2009, from Fortune Web site: http://money.cnn.com/2008/02/29/news/companies/fisher_amac.fortune/index.htm 2008 Gabriel, Y. (2008). Organizing Words: A Critical Thesaurus for Social and Organization Studies. Oxford: Oxford University Press. Grant, R. M. (2005). Contemporary strategy analysis. 5th ed. London: Wiley-Blackwell. Henry, A. (2008). Understanding Strategic Management. Oxford: Oxford University Press. Hindle, T. (2008). Guide to Management Ideas and Gurus. London: Profile Books. IMD. (2008). Tesco: Keeping the Hard Discounters at Bay? Switzerland: IMD International. Johnson, G., Scholes, K., Whittington, R. (2008). Exploring corporate strategy: text cases. 8th ed. Harlow: Pearson Education. Kay, J. (1995). Foundations of corporate success: how business strategies add value. Oxford: Oxford University Press. Kay, J. (2009, March 15). History vindicates the science of muddling through. Retrieved December 13, 2009, from John Kay Web sit: http://www.johnkay.com/in_action/604 Kotler, P., Armstrong, G. (2008). Principles of Marketing. 13th ed. London: Pearson Education Ltd. Morris, B. (2008, March 17). What makes Apple Golden? Retrieved October 27, 2009, from Fortune Web site: http://money.cnn.com/2008/02/29/news/companies/amac_apple.fortune/index.htm?postversion=2008030309 Thompson, P., McHugh, D. (2002). Work Organisations. 3rd ed. London: Palgrave.

John Rawls Ethical Theory Essay

On February 21 on the year 1921 a man who’s in the future will be regarded as a prominent philosopher John Rawls in Baltimore Maryland was born. He graduated in Kent School in 1939; Rawls completed BA at Princeton University and received in here his Ph. D. in 1950. Great American Political Philosopher John Rawls was highly considered as an important person at the time, as the most prominent liberalisms’ advocate. He was also working as a Professor at Harvard University in his field of expertise, in the field of Political Philosophy. Rawls’ theory that often calls â€Å"justice as fairness† and its concepts presented in 1971 Theory of Justice, his primary published book. He is also the creator of 1993 Political Liberalism that means distinctive things into different people and The Law of Peoples in 1999. It presents a non-historical or hypothetical variation on the social contract theory. In the said theory, it declares that agents are making a balanced and rational social decision following a certain rule at the rear of â€Å"veil of ignorance†. The said theory makes them able to prevent from knowing in progress what condition and category they will hold. Rawls proclaimed that this method will be beneficial for all the citizens for it will surely produced a society in which the freedom of everyone embrace and their independence will be practiced. His proclamation also emphasized that this will maximize for the entire nation and social disparity will only happen when the circumstances prove that it will benefit a least favored constituents. In brief, what he has done is to combine the very strong principle of social and economic equality. In the issue entitled â€Å"When is creating a turnover situation the right thing to do†, the author, â€Å"MEK†, tells the story an employee who is really doing quite well in the job. However, it is also said that the employer of the said employee although willing to keep him for the job, is not willing and interested in making such investment for the development of the employee’s career. â€Å"MEK† also tells his story in regarding his past employer. In order to understand the situation let me first give a summary of the story. MEK once work as a shift supervisor in a certain company. By that time, the operations manager is really skilled not only in the job but as a leader too. After some time, the shift manager was promoted leaving MEK in charge of the vacant position. MEK works as acting operations manager for about 4 months and it can be said that he is doing a great job with increase in the sales and low turnovers during his time as the operations manager. Suddenly, after more than 160 days of working in the said position, it is said that he is to be replace by fresh graduate of BA degree. The said replacement had absolutely no experience in running a business. MEK is even asked to train the person who is to replace him. Thus, MEK was in actuality upset and decided not to work in the company to any further extent. The presence of ethical issue can be seen in this story. And this presence of issue can be resolved and accomplished using a concept formulated by John Rawls in what appear to us and popularly known as the â€Å"justice of fairness†. According to Rawls, two conditions must be satisfied for social and economic inequalities. First, fair equality of opportunity must be given when it comes to positions and as well as offices that are often to all who can be considered under condition. Second, it has to benefit those that are considered least advantage member of the society. Applying Rawls’s concept in the case of MEK, it can be said that MEK has the right remain as the operation manager of the said company. It can be said that MEK was not given equal opportunity because the company based their decision on the educational attainment of the individual (which is the main basis for most companies), something that MEK lacks. However, MEK had proven that although he does not have a BA degree, he is still able to do the job. Thus, applying Rawls concept in the situation, it would had been in goodwill and favor of MEK. Aside from what had been mentioned earlier, there had also been several concepts of Rawls that are considered of great value and importance in political philosophy. It is believed that John Rawls made an important contribution in the said field. Rawls’s work not only attracted the attention of those who are interested and are in the field of philosophy but many other fields as well such as political scientist, economist and even legal scholars and theologians. This only proves that his ideology is well known and regarded as one of the best if not the best. Among all of the works of Rawls, his books of Justice as fairness, his original position, the reflective equilibrium, Rawls’ overlapping consensus, and public relations are the ones that had been given and receive extensive attentions. Rawls is regarded as unique among political philosophers in the contemporary time. Ethics involves the study of norms and values in particular action knowing what is right or wrong and the consequences of it weather bad or good and character virtue and this practices are importance in the fields of governance as well as in business world. Ethics aim was to provide a systematic explanatory account and inquiry that the people may actually have. The use of ethics in business and government world also imply public policy as a way of balancing or weighing relevant considerations usually identified by principles of common use. In my personal opinion, I also believe that in today’s business and government world study of ethics is of great value. In business, ethics examined moral and ethical problems that can arise and take it’s place in a business environment. Through this study, they will able to trace how the corporations conduct business, hold both within and outside workers of the company. Through this company can strengthens its relationship with the employees how they can manage and treat every member the right and most effective way, or workplace ethics, they can also formulate a proper governance, and make policies, decision making, appropriate techniques and understanding individual behavior. In the case of governance, it creates a leadership process and social responsibility to be able to administer and process the system. And so the governance for the organization, like a government would include such common feature such as a clear mission, a good responsibility, accountability, transparency, stewardship, flexibility, representation and most of all they may acquire success. The fulfillment of the organizations mission is a paramount concern be it to make profits do good works or act as a government.

Better Teaching Through Provocation Essay

The quest for an effective pedagogy differentiates the teacher from the researcher. Within the humanities and social sciences, we are constantly confronted with the challenge of communicating complex material in a novel and effective manner. Active teaming is bolstered by an approach that emphasizes creative problem solving, and critical thinking. And active learning often begins with a question. Despite those techniques, philosophical inquiry can sometimes lead to esoteric, pedantic, or even banal approaches to teaching that leave the neophyte intellectually lost or detached from the learning process. As a discipline, philosophy itself is intrinsically provocative. In the spirit of Nietzsche’s infamously provocative style, the use of stimulating techniques in teaching introductory college courses can be immensely beneficial. Goals of Provocation The goals of provocative teaching are grounded in a conceptual framework of critical thinking as well as in an understanding and appreciation of the many psychological processes that influence mental life. The teacher’s strategy should be designed to provoke or pique students to think; that is, to analyze the grounds of their beliefs, which can be directly applied to their personal lives. Stirring questions and statements should challenge (and respectfully critique) the method and rationale by which students arrive at conclusions and reexamine the grounds for their beliefs and attitudes. Guiding Principles Guiding principles in formulating provocative teaching techniques as follows: 1. Orient the technique toward the entire class, not just one student. 2. Allow an appropriate pause time for class response.  3. Respond to all students’ responses. 4. Validate and confirm student attempts to respond or offer an explanation. 5. Use the discussion to launch into a formal presentation of the material or to augment existing didactic strategies. Classroom Examples Provocative techniques combined with systematic questioning may be applied arbitrarily to any topic. Through provocative systematic questioning, the student realizes that this type of reasoning is an informal fallacy based on an appeal to authority that became conditioned and serves as the grounds for his belief. It is better to focus questions toward the entire class, in a case like this, by focusing on one student, others join in to offer competing arguments or supportive rationale that are further examined by the class as a whole. That generally leads to an inclusive process rather than an exclusive centering on one student. Parenting and Corporal Punishment Students believed that corporal punishment was immoral. Most students believed it was morally acceptable, and some even made a case that it was immoral not to physically discipline children when they commit transgressions, because physical punishment teaches them morals. Provocative exercises may provide a personal utility for self-discovery that departs from the traditional procedures of pedantic pedagogy. Risk of Provocation When we examine controversial issues in class, we should be respectful of individual and cultural differences that may influence certain beliefs and practices, while we still maintain intellectual integrity. It should be a tacit assumption for students that acts of provocation are designed to bring rational and emotional constructs under the rubric of knowledge. No provocation should be executed merely for â€Å"shock value.† Because some students may feel intimidated by philosophical questions, the professor should try to be sensitive to the students’ cognitive acumen as well as their emotional development. Sometimes, students who are overly emotional, rigid, or vulnerable to a particular topic simply need to be reminded that the discussion at hand is only an object of intellectual investigation and certainly not a personal attack. Conclusion  We must find a method that suits our personalities and didactic styles. Instead of traditional lecturing, the combined use of provocative questions and statements that force the class to respond to a particular issue may have more impact and personal meaning than fort-formal approaches. Furthermore, the use of probing and systematic questioning gears students toward an introspective analysis of their personal beliefs, not only grounded in reason, but also linked to emotional and psychological motives that influence their perception of cause and effect. One will notice progress in their critical thinking skills over the length of the course. Rather than professing an impetuous position based upon unreflective conditioning, students offer more solid argumentation with developed rationale for their beliefs and attitudes.

Conjugating the Verb Fare in Italian

The number of times that we talk about doing something or making something is plentiful, which makes â€Å"fare†, the verb that represents those two definitions, a must-know. Use this article to learn how to conjugate it in all of its tenses and read the examples so you can get an idea of how to use it. This is especially important because â€Å"fare† is one of those verbs in Italian that don’t translate well into English. There are lots of idiomatic expressions with it, so make sure to look out for those. Some Definitions of â€Å"Fare† Include To doTo makeTo act (like)To performTo create What to Know About â€Å"Fare† It’s an irregular verb, so it doesn’t follow the typical -ere verb ending pattern.It can be both a transitive verb, which takes a direct object  and an intransitive verb, which does not take one when conjugated with the auxiliary verb â€Å"avere†.The infinito is â€Å"fare†.The participio passato is â€Å"fatto†.The gerund form is â€Å"facendo†.The past gerund form is â€Å"avendo fatto†. INDICATIVO/INDICATIVE Il presente io faccio noi facciamo tu fai voi fate lui, lei, Lei fa Essi, Loro fanno Esempi: Hai già   fatto colazione? - Have you already had breakfast?Che fai? - What are you doing? Il passato prossimo io ho fatto noi abbiamo fatto tu hai fatto voi avete fatto lui, lei, Lei, ha fatto loro, Loro hanno fatto Esempi: Che hai fatto di bello oggi? - What were you up to today?Facciamo una pausa, va bene? - Let’s take a break, okay? L’imperfetto io facevo noi facevamo tu facevi voi facevate lui, lei, Lei faceva loro, Loro facevano Esempi: Quando li ho chiamati, facevano una passeggiata.  - When I called them, they were taking a walk.Facevano sempre quello che volevano. - They always used to do what they wanted. Il trapassato prossimo io avevo fatto noi avevamo fatto tu avevi fatto voi avevate fatto lui, lei, Lei aveva fatto loro, Loro avevano fatto Esempi: Lei voleva andare in Italia, come avevamo fatto due anni fa. - She wanted to go to Italy, like we had done two years ago.Non mi ricordavo quello che avevo detto o fatto. - I didn’t remember what I said or did. Il passato remoto io feci noi facemmo tu facesti voi faceste lui, lei, Lei fece loro, essi fecero Esempi: Quell’anno John Lennon fece un regalo a Yoko Ono, penso che fosse un quadro. - John Lennon gave a gift to Yoko Ono that year, I think it was a painting.Fecero davvero un bel lavoro. - They really did a great job! Il trapassato remoto io ebbi fatto noi avemmo fatto tu avesti fatto voi aveste fatto lui, lei, Lei ebbe fatto loro, essi ebbero fatto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io farà ² noi faremo tu farai voi farete lui, lei, Lei farà   loro, essi faranno Esempi: Che faremo domani?   - What will be doing tomorrow?Chissà   cosa farà   Giulia adesso. - Who knows what Giulia is doing right now. Il futuro anteriore io avrà ² fatto noi avremo fatto tu avrai fatto voi avrete fatto lui, lei, Lei avrà   fatto loro, essi avranno fatto Esempi: Non appena avrà ² fatto una chiamata, verrà ² da te. - As soon as I have made a phone call, I’ll come over.Hai sentito il suo accento? Avrà   fatto molto pratica per essere ad un livello cosà ¬ alto.- Did you hear her accent? She must have practiced a lot to be at that high of a level. CONGIUNTIVO/SUBJUNCTIVE Il presente che io faccia che noi facciamo che tu faccia che voi facciate che lui, lei, Lei faccia che loro, essi facciano Esempi: Prima che tu faccia i compiti, andiamo in piscina per una bella nuotata. - Before you do your homework, let’s go to the pool for a nice swim.Possono restare a condizione che facciano la spesa, non ci aiutano mai! - They can stay as long as they do the grocery shopping, they never help us! Il passato io abbia fatto noi abbiamo fatto tu abbia fatto voi abbiate fatto lui, lei, Lei abbia fatto loro, essi abbiano fatto Esempi: È possible che lui abbia già   fatto le valigie e preso l’aereo. - It’s possible that he already packed his bags and got on the plane.Non penso che lei abbia fatto i compiti. - I don’t think she’s done her homework. L’imperfetto io facessi noi facessimo tu facessi voi faceste lui, lei, Lei facesse loro, essi facessero Esempi: Benchà © facessi colazione, avevo ancora fame! - Even though I had already had breakfast, I was still hungry!Sembrava che lui facesse male. - It seemed like he was hurt. Il trapassato prossimo io avessi fatto noi avessimo fatto tu avessi fatto voi aveste fatto lui, lei, Lei avesse fatto loro, Loro avessero fatto Esempi: Non credevo lo avessi fatto tu! - I couldn’t have believed you had made it!Pensavo che avessero fatto la raccolta fondi il mese scorso. - I thought they had the fundraising last month. CONDIZIONALE/CONDITIONAL Il presente io farei noi faremmo tu faresti voi fareste lui, lei, Lei farebbe loro, Loro farebbero Esempi: Non farebbe mai un viaggio in Europa, ha paura di volare! - He would never take a trip to Europe, he’s scared to fly!Che cosa faresti se fossi in me? - What would you do if you were me? Il passato io avrei fatto noi avremmo fatto tu avresti fatto voi avreste fatto lui, lei, Lei avrebbe fatto loro, Loro avrebbero fatto Avrei fatto qualsiasi cosa per essere stato là ¬ con lei. - I would have done anything to have been there for her.Avremmo fatto i compiti se avessimo saputo che cercare un lavoro sarebbe stato cosà ¬ difficile. - We would have done our homework if we had known that finding work would be so difficult.