Assignment 2: New Supervisor Training On Performance Evaluations

1. The short story “Senior Picture Day” (page 51) begins with the sentence: “Sometimes I put two different earrings in the same ear.”  In the context of the story, what might “two different earrings” symbolize?  On page 53, Terri and the narrator discuss the difference between being Mexican and Californian.  In what ways is the narrator both?

 

2. What standard of beauty is the narrator of “Senior Picture Day” trying to achieve by pinching her nose?  Can you think of any attempts on the part of women in our society to conform to a standard of beauty that is not natural for them? In what ways does Terri’s life also fail to conform to standards of perfection?  What does that prove?

 

3. In “It’s Hard Enough Being Me” the narrator states: “Trying to understand who and why I am, while understanding Plato or Homer, is a lot to ask of myself”(136),  What does she mean?  How does her comment support Claude Steele’s research (see video on Stereotype Threat) on the connection between stereotype threat and intellectual achievment?

(Video link : https://www.youtube.com/watch?v=W2bAlUKtvMk)

 

4. Mention two ways in which Anzaludua in “To Live in the Borderlands Means You” page 1175 expresses a dilemma similar to both “Senior Picture Day” and “It’s Hard Enough Being Me.”  Mention and explain at least one example you know of a person or group living on “the borderlands.”

 

 

5. Mention one way in which the play Los Vendidos might reinforce stereotypes, and one way in which it satirizes the whole idea of stereotypes.  Give one example of a stereotype found in popular media today.

 
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Annotated Bibliography: Doctoral Identity

Annotations are descriptive and critical assessments of literature  that help researchers to evaluate texts and determine relevancy in  relation to a particular research project. Ultimately, they are a  note-taking tool that fosters critical thinking, demonstrates  understanding, and evaluates the source material for possible later  use.  In this assignment, you will read and annotate three articles.

General Requirements:

  • Locate  the articles by Baker and Pifer (2011), Gardner (2009), and Smith and  Hatmaker (2014) in the Course Materials for this topic.
  • This  assignment uses a rubric. Review the rubric prior to beginning the  assignment to become familiar with the expectations for successful  completion.
  • Doctoral learners are required to use APA style for  their writing assignments. Review the GCU APA Style Guide for Writing  located in the Student Success Center. Note: A title page is  required for this assignment, but a reference page is not required since  the references are included with the annotations.
  • Refer  to the resource, “Preparing Annotated Bibliographies” located in the  Student Success Center, for additional guidance on completing this  assignment in the appropriate style. Use “Sample APA Annotated  Bibliography” example in this resource.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Read  the articles by Baker & Pifer (2011), Gardner (2009), and Smith  & Hatmaker (2014). These articles and the persistent links to them  are located in the Course Materials for Topic 2.

Provide an  annotated bibliography (750-900 words total, excluding the reference  notes) of the articles. Including the following for each article:

  1. A reference note formatted according to APA style guidelines. The reference note is not included in the total word count.
  2. An  annotation (250-300 words) of the article. Annotations are descriptive  and critical assessments of peer reviewed articles. Annotations  summarize the key concepts and evaluate the article for its strengths  and weaknesses. Why was the study conducted? What was the population  studied? What did the researcher(s) conclude? What other information  about this study do you believe is unique or important to recall? Are  there specific statements made by the author you wish to retain?
 
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The “Ottawa Way” Thrives

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By Al Vanderberg and Bill Capodagli

.^ ‘Ottawa Way”Thrives A Michigan county adopts a

customer-centric culture

Does it really make a difference if a local government adopts a customer-centric culture? Yes, say government officials in Ottawa County, Michigan, who have undergone training to learn “The Disney Way” of providing quality customer service.

Ottawa County, Michigan, is located in the southwestern section of the state. Located 174 miles west of Detroit and 150 miles northeast of Chicago, the county includes six cities, 17 townships, and one village within 565 square miles. More than 272,000 residents enjoy famous Lake Michigan beaches and 7,000 acres of county parks.

Ottawa County is also a vacation destina­ tion with Holland, Michigan’s Tulip Time festival and Grand Haven’s Coast Guard Festival held during the summer.

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Some may wonder about a possible disconnect between the public sector and a Disney-like customer-centric culture. At least in the private sector, competitive forces provide an incentive to emulate outstanding customer service icons like Disney, Starbucks, or Four Seasons Hotels and Resorts. Surely, counties already have a monopoly on their services, many of which are regulatory in nature, and Ottawa County is no exception.

Given its assets, why should the county be concerned with customer service? Responding to this question, a county official noted that the county has earned its reputation largely due to the people who live, visit, and do business with it. As such, it owes great service to visitors, residents, and employees. Besides, it’s just good business.

When a new business locates within a region, for example, the effect on employment is: 1) a direct impact from the jobs provided by the business itself; 2) an indirect impact if

JULY 2015 | PUBLIC MANAGEMENT 1 5

 

 

the business buys production materials and services locally; and 3) an induced impact or multiplier effect from the flow of wages spent by new employees, which may provide new jobs in other businesses, and in turn, the spending of those wages.

The Michigan Multiplier 2013 (Montgomery Consulting, spring 2013, http://isO.gaslightmedia.com/northern- lakeseconomicalliance/_ORlGINALJ fs27-1370442191-27000.pdf) reports that Ottawa County’s employment multiplier is 2.12. This means that if a business locates within a county and provides 100 new jobs, 212 additional jobs will be created to support the new business.

If a visiting executive who is search­ ing for a new location within a county has a good customer service experience, it certainly may help his or her decision to locate there. A terrible customer service experience, however, could result in a search for another location.

‘’Ottawa Way” Customer Service Initiative After reading the best-selling book The Disney Way, Ottawa County officials contacted the company created by the book’s authors to help the county develop a Disney-like customer service culture. Training began in fall 2012 with the cus­ tomer service steering team. This group continues to meet monthly to oversee the customer service initiative and to review accomplishments and next steps.

The steering team included key leaders from the 33 departments, offices, courts, and agencies that make up Ottawa County. The first step was total immersion in the Disney Way experience through a series of three, one-half-day workshops over a period of two weeks (see Figure 1).

During initial workshops, the county team came to realize that although the 33 areas ranged from law enforcement to social services, the same Disney Way experience should drive them all. From that point on, Ottawa County’s custom­ er-centric culture would be known as the “Ottawa Way.”

FIGURE 1. Disney Way Experience.

Dream/Vision Values

Disney Way Customer-Centric

✓ Culture

♦ \ Show • Story • Setting • Roles • Backstage

Casting • Hiring • Orientation • Feedback • Development Plans

Reviews • Moments of Truth • What to Measure • How to Measure

Here are the steering team accom­ plishments from its initial workshops:

• Developed preliminary dream and vision. Here is the last paragraph of The Ottawa County Customer Service Story: “Imagine a team with a variety of skills—collaborating, engaging one another, and having fun.. .that work to improve, protect and serve their citizens and the environment. This is Ottawa County and you are the Ottawa Way!”

• Identified preliminary values. The customer service value statement reads: “Empowered to Solve Prob­ lems with Integrity and Empathy to Inspire Trust.”

• Established preliminary codes of con­ duct. Examples of Ottawa County codes: “We live the Golden Rule.” “We take accountability for our actions and deci­ sions.” “We create a culture of service in which every customer is valued! ”

• Storyboarded potential barriers to the implementation. A storyboard is a visual display and problem-solving technique that captures, organizes, and prioritizes the thoughts and ideas of everyone on the team. This tool was developed by Walt Disney.

• Developed a road map for change. One of the main tasks was the commitment for everyone in the organization to experience the three-day, customer­ centric culture training.

Management Buy-in The next step to implementing the Ottawa Way was a three-day leadership workshop for 100 front-line leaders.

Becoming customer-centric is not an activity to be checked off during an annual strategic planning process or a performance review, or briefly communicated in a retreat setting. An organization-wide cultural change driven by top management is required for success. Front-line leaders must not only embrace the new culture, they must also believe they have ownership in its development and results. This was the main focus of the leadership workshop.

Here are the front-line leaders’ accomplishments from the three-day workshop:

• Finalized dream and vision. • Finalized values. • Finalized codes of conduct.

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• Storyboarded potential barriers to the implementation.

• Understood road map for change. • Understood the Disney Way experi­

ence, which means beginning to live the dream, believe, dare, and imple­ ment principles.

The Rollout Upon completion of the leadership workshop, the steering team planned a three-day “Ottawa Way” experience for all employees. For the ensu­ ing year, approximately 60 to 100 employees per session participated in the training that was facilitated on a monthly basis, with a total of 973 employees completing the training.

Local government managers might question why the training needed to be conducted for three days. Couldn’t the principles required for any new culture be communicated in less than a day? If it was that simple, however, countless organiza­ tions would be as magical as Disney.

When employees arrive at the three- day training, they do so with a set of values that has been ingrained in them over the course of their careers. Now they are expected to embrace a new set of values, yet they need time to realize that the old values are no longer the best for the organization as a whole.

Here are the employee accomplish­ ments from the three-day training:

• Participated in the Disney Way Experience.

• Storyboarded potential barriers to the implementation.

• Storyboarded solutions to eliminate key barriers.

The Hot Seat During the afternoon of the second day of training, participants experienced the “Hot Seat” segment. The county administrator and two of the steering team department heads were members of the Hot Seat panel. Participants were invited to ask the panel any questions pertaining to the Ottawa Way or to County operations.

How the “Hot Seat” benefits the staff: 1) top leaders being available, displaying candor, and demonstrating support to employees; and 2) trust and open com­ munication established between manage­ ment staff and the workforce.

A question asked at every session was “How can we provide excellent customer service when in government the answer is not and cannot always be yes?”

The answer: It is all about how you treat someone. We use the Golden Rule that stresses that people treat others as they wish to be treated.

Storyboard Treasure Trove Something of extraordinary and unantici­ pated benefit resulted from the training. As many as 480 storyboards provided a wealth of information about what county employees think; 452 storyboards displayed concerns that pertained to management and leadership. Lack of

trust in management, poor communica­ tion, and little coaching and feedback were a few of the topics of concern.

Participants, by way of 1,406 storyboard response cards, communi­ cated that improvements in leadership, empowerment, accountability, encour­ agement, and setting clear expectations and direction were needed. Lead by example, live the Golden Rule, and provide more feedback were some of the ideas for improvement.

The Leadership Challenge The storyboard process is an ideal way for leaders to gain anonymous feedback and to engage their entire teams. A powerful way to begin helping leaders to become more effective, which was one of the concerns that emerged through county employee storyboards, is to conduct a leadership storyboard.

As an author of this article and the workshop trainer, I challenged A1 to allow his direct reports to participate in this exercise in which they answered the question, “What is the ultimate leader?” After an initial briefing with staff, A1 left the room so that they would have total freedom to continue the process by ranking what is most important to them, what A1 “does best,” and which areas are “opportunities for improvement.”

A1 admitted being a little nervous with the process, but he saw great value in the results. As a next step, both elected and appointed county leaders completed the leadership storyboard process within their own departments.

Brain Trust Follow-up and Next Steps Ed Catmull, president of Disney and Pixar Animation Studios, was quoted in the book as saying that “A hallmark of a healthy creative culture is that its people feel free to share ideas.”

One of the best ways to produce this type of environment is by establishing a brain trust, which is a group of people who assist, advise, and support one another but do not have authority to make decisions for each other’s teams or departments. In

Front-line leaders must not only embrace the new culture, they must also believe they have ownership in its development and results.

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One of the 480 storyboard sessions held with Ottawa County employees.

A quarterly Outstanding Customer Service Award that began in January 2014 has netted an average of 70 employee nominations each quarter.

general, the members also help each other become more effective leaders.

The county is on the verge of creating a leadership brain trust, which will be seven groups composed of 15 to 20 middle-management leaders and one facilitator, along with one group of upper management with a facilitator.

Like the leadership storyboard, the brain trust is intended to improve county leaders’ effectiveness. Each leader will complete a self-assessment customer service implementation questionnaire by rating teams in these categories:

• Constant purpose and improvement and forever using the system of customer service.

• Institute training in codes of conduct, customer service values, and quality.

• Believe in elements of the show or customer experience.

• Eliminate fear. • Break down barriers between

departments.

• Remove barriers to pride of workmanship.

Every 10 weeks after the initial meeting, brain trust meetings will be held to provide updates on the progress of implementing Ottawa Way and to help leaders identify and solve problems.

The Future After the Ottawa Way training sessions were completed in the fall of 2014, the county created an 18-member customer service team with representation from county department operations. With the same lead facilitator, the team can coordinate with the brain trust. Here are team initiatives:

• Determine next steps to customer service training.

• Determine ways to help customers better navigate county buildings and the phone system.

• Find ways of providing more services to residents with the use of technology.

• Implement customer service best practices.

• Implement an ambassador program to assist new employees with on-boarding as they transition to county employment and to create a network, which provides a resource to all employees seeking information on programs, departments, people, buildings, and more.

Early successes have been amazing, particularly considering that the Ottawa Way is still relatively new. A quarterly Outstanding Customer Service Award that began in January 2014 has netted an average of 70 employee nominations each quarter.

A sheriff’s deputy was nominated for a customer service award after issuing a traffic ticket to a motorist. The Public Health Department’s restaurant inspection division, heavily criticized by many res­ taurants just three years ago, has received 87 customer service nominations from the private businesses they serve. Busi­ nesses praised the transition from a highly regulatory “gotcha” attitude to more of an attitude of educating and coaching, thus becoming a valued partner.

These are just a few examples of great stories emerging that celebrate county employees going above and beyond the call of duty. The county references achievements on its website at http://miottawa.org/CustomerService/ outstanding_current.htm.

A few years ago, the notion of having the 33 different areas of the county singing the same customer service tune seemed like an impossible dream; however, as Walt Disney said, “If you can dream it, you can do it.” That is the Disney Way, and now it is the Ottawa Way, too. Pt/l

AL VANDERBERG is county administrator, Ottawa County, Michigan (avanderberg@miottawa. org). BILL CAPODAGLI

is president, Capodagli Jackson Consulting, Winter Garden, Florida (dreamovations@aol.com) and coauthor of The Disney Way (2nd edition, McGraw-Hill, 2006).

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Copyright of Public Management (00333611) is the property of International City/County Management Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.

 
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3 Questions 2 Pages Double Spaced Each -Human Resources

HRMD 610
Week 6
Assignment 2
Spring 2019
110818
<image001.png>General Instructions:   Each class is likely to be different.  If you assume you know what is required, you may make a mistake that can be avoided just by reading the instructions.
Please post your response in your individual assignment folder by the due date listed in the Course Schedule.
v  Please post on time to avoid the 5% per day late penalty required by departmental policy.  Remember the late window begins at 12:00 a.m. the next day.  Please don’t ask me after the deadline to waive a late penalty.  If you’re having a problem that matches the criteria in the grading policy, contact me before the deadline.  See the Grading Information in the syllabus.

v  Submissions will not be accepted after grades for this assignment have been posted.  Alternate assignments are not available.

Please work alone; this is not a group assignment.
Do not use any work that has been submitted to a previous class.  See the Grading Information in the syllabus.  This is also part of the Academic Integrity pledge you signed.
Remember to use a Word .doc  or .docx  file format to ensure I can open your work.  See the Grading Information in the syllabus.
Please do use APA to reference your response. Create a reference list at the end and use the (author, year) format within the text; or, if it is a direct quote, the (author, year, page number) format.
Please realize that I cannot answer questions that are actually part of the test itself.  That violates testing methodology.  I can address “administrative type” questions. Post questions to the Week 6, Exam #2 discussion area (vs. email) so everyone will have the same information.
If presentation is not your strong point, use the free writing support tools that are accessed via the classroom.  Allow enough time for the writing tutors to assist.  Access to that service is in the Content area.
Please be sure you have submitted the document you intended.  Double-check by opening your document in your folder after you’ve submitted it.  If you post the wrong document, which students have done, you’ll be late and incur a late penalty. 

Part A (Applied Research – 40% of the assignment score) – This is the task that you received in Week 4. 

Located in Illinois for the last 8 years, your organization is a medium-sized company in the medical supplies industry.  The Vice President of Operations stopped in your office to discuss a recent loss of staff.  He said he has lost 3 key leaders in the last 4 months.  In addition to 2 more employees he fired, several frontline workers have quit.  As a good HR Director, you recognize that it would be wise to do a complete investigation of the turnover.

In a maximum of 2 double-spaced pages, explain:

a)  How would you evaluate whether the experienced turnover is a problem?
b)  What data/metrics would you gather and consider from the HRIS (Human Resource Information System) and/or external sources?  

Consult additional sources in the HR literature, beyond the course readings, to formulate your response.  

Part B (BT Green Case, 20% of the assignment value)
Refer to the BT Green case again, the one you received in Week 3.  You had a chance to discuss the legal risk for the organization in the first assignment.  You’ve responded to the CEO and received feedback about your assessment.  The company decided to let Mr. Banks go. Considering the material you’ve read in Weeks 1-6, now respond to the terminated employee.

Describe the desired outcome (or goal) for your response.
Identify the issues you will consider in crafting your response.
Explain how you will convey the information to the employee (i.e., in writing, verbally, through technology, in person) and why you chose this method.
Write what you will say.
Limit your response to a maximum of 2 double-spaced pages of text.

Part C (Knowledge of Weeks 4-6 Readings)  (40% of assignment value)
Please answer the following questions within a maximum of 2 double-spaced pages.  Note the limit requires you to be concise in synthesizing all the input from the classroom material and any external literature you gather.
Assume an organization wants to gauge the success of its total rewards program.  Discuss at least two possible metrics or outcomes it might use.  Be sure to explain why you chose the metrics you discuss and how they are indicative of a successful total rewards program.
Given what you have learned about employee relations and labor relations, explain whether it is possible for an HR practitioner to be an effective advocate for both employees and the organization at the same time? Why or why not?

 
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Organizational Change Effort Gaps

Discussion Rubric: Graduate Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance. Requirements for Discussion Board Assignments Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment. For your initial post (1), you must do the following:

 Compose a post of one to two paragraphs.

 In Module One, complete the initial post by Thursday at 11:59 p.m. Eastern Time.

 In Modules Two through Ten, complete the initial post by Thursday at 11:59 p.m. of your local time zone.

 Take into consideration material such as course content and other discussion boards from the current module and previous modules, when appropriate.

 Reference scholarly or peer-reviewed sources to support your discussion points, as appropriate (using proper citation methods for your discipline).

 

For your response posts (2), you must do the following:

 Reply to at least two different classmates outside of your own initial post thread.

 In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.

 In Modules Two through Ten, complete the response posts by Sunday at 11:59 p.m. of your local time zone.

 Demonstrate more depth and thought than simply stating “I agree” or “You are wrong.” Guidance is provided for you in each discussion prompt.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Comprehension Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)

Develops an initial post with a point of view or idea using appropriate detail (90%)

Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%)

Does not develop an initial post with an organized point of view or idea (0%)

20

Timeliness Submits initial post on time (100%)

Submits initial post one day late (70%)

Submits initial post two or more days late (0%)

10

Engagement Provides relevant and meaningful response posts with clarifying explanation and detail (100%)

Provides relevant response posts with some explanation and detail (90%)

Provides somewhat relevant response posts with some explanation and detail (70%)

Provides response posts that are generic with little explanation or detail (0%)

20

Critical Thinking Draws insightful conclusions that are thoroughly defended with evidence and examples (100%)

Draws informed conclusions that are justified with evidence (90%)

Draws logical conclusions (70%) Does not draw logical conclusions (0%)

30

 

 

 

Writing (Mechanics)

Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)

Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%)

Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%)

Initial post and responses are not understandable and do not use proper citation methods where applicable (0%)

20

Total 100%

 
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Management Capstone Exam

BUSINESS SIMULATIONS

USA & Canada 877.477.8787

Outside USA & Canada +1.312.477.7200

WWW.CAPSIM.COM

E X AMINATION

 

 

4

Welcome to Comp-XM

Table of Contents

1 Introduction . . . . . . 1

2 Scoring . . . . . . . 2

2.1 Board Queries . . . . . 2

2.2 Balanced Scorecard . . . . 2

3 Decision Summaries . . . . 2

3.1 Research & Development . . . 2

3.2 Marketing . . . . . . 3

3.3 Production . . . . . 3

3.4 Finance . . . . . . 3

3.5 Human Resources . . . . 3

3.6 Human Resources Entries . . . 4

3.7 TQM/Sustainability . . . . 4

Your Registration Number

If your instructor or school did not give you a Registration Number, you will need to register online using a credit card or checking account.

Welcome to Comp-XM®, an integrated evaluation tool that will allow you to demonstrate your business skills. Comp-XM has two sections: 1. A business simulation similar to the one you just completed and 2. A series of quizzes, called Board Queries, that ask questions related to your simulation environment.

The Simulation

You are the CEO of a new company, the Andrews Corporation. You will make four sets of decisions. Your competition, Baldwin, Chester and Digby, are run by computers. ������� ��� ���������������� ��������������� all participants go up against a standard set of competitors. As with your previous simulation, the quality of your decisions directly affects the position of your company. Performance is evaluated using a Balanced Scorecard, an analysis technique that gauges results across four areas. � ����������� � ������������ ��� ������ � ��� ����� � ������������������!��

Board Queries

Board Queries are web-based quizzes that relate directly to the results of your simulation. As CEO, you will report to the Board of Directors. The Board �� ���� “� ��������� �� ��#�$ � ���� %�������& ���� %� that are based on the results of your previous rounds. �����’�� ��%�����(�������������$ ������ �������� ��� a break-even analysis on an increase in production automation or calculate the effect additional (����!����!�������������� ����������������� )����� questions use standard true-false, multiple choice and essay formats.

All the information needed to answer the queries appears within the pages of The Comp-XM Inquirer, an industry newsletter similar to The Capstone®

�� �������������� �������®��� �����”)������� *+/� you work as an individual, which means all success will be attributed to your efforts. This is your chance to show your strategic vision, tactical abilities and business knowledge. Best of luck!

4 Industry Conditions Report . . 5

4.1 Market Segments . . . . 5

4.2 Growth Rates . . . . . 6

4.3 Rough Cut / Fine Cut . . . 6

4.4 Seller’s Market . . . . . 8

5 Reports . . . . . . . 8

6 Website Instructions . . . . 8

6.1 The Comp-XM Spreadsheet . . 8

6.2 Dashboard . . . . . 8

6.3 Answering Board Queries . . . 9

6.4 Round Schedules . . . . 9

6.5 Self-Paced Exams . . . . 10

Round 1

Round 2

Round 3

Round 4

Final

 

 

 

Differences From Your Previous Simulation

1

1 Introduction

You have just been recruited to head the Andrews Corporation’s newest spin-off, the Andrews Comp-XM Corporation. The unit concentrates Andrews’ biometric sensor efforts into a new, publicly traded company.

1.1 What Is Comp-XM?

Comp-XM is familiar, yet different from your experience in Capstone or Foundation. You are the CEO. You will be making decisions on your own; you will not be a member of a team. Like Capstone or Foundation, Comp-XM uses a spreadsheet and a web interface. “6 Website Instructions” discusses the mechanics.

There are two parts to Comp-XM: A four-round simulation, and a series of web-based quizzes called Board Queries. Board Queries are questions posed by your Board of Directors. They are drawn from the unique results of your simulation. You could appear before the Board up to fi ve times to answer their questions about your company.

Comp-XM Inquirer and Industry Conditions All the information needed to answer the questions appears within the pages of The Comp-XM Inquirer, an industry newsletter that is similar to The Capstone Courier or The Foundation FastTrack. “4 Industry Conditions Report” summarizes the current state of the biometric market.

1.2 Workfl ow

Comp-XM has four decision rounds. Each round, you will enter a set of decisions via the Comp-XM Spreadsheet.

In the standard Comp-XM setup, each round you will also answer the Board Queries posed by the board of directors. At the end of the simulation, you will answer a fi fth set of Board Queries, but no

decisions will be required (Table 1.1). Decisions and Board Queries require the Comp-XM Inquirer.

Table 1.1 Standard Comp-XM Schedule

Round Activities Material Needed

1 Round 1 Decisions Board Query 1

Round 0 Comp-XM Inquirer

2 Round 2 Decisions Board Query 2

Round 1 Comp-XM Inquirer

3 Round 3 Decisions Board Query 3

Round 2 Comp-XM Inquirer

4 Round 4 Decisions Board Query 4

Round 3 Comp-XM Inquirer

Final No Decisions Final Board Query

Round 4 Comp-XM Inquirer

Your instructor can confi gure Comp-XM to have fewer

Board Queries.

1.3 Differences From Your Previous Simulation

Comp-XM has four market segments:

• Thrift • Core • Nano • Elite

Comp-XM TQM (Total Quality Management)/Sustainability and Human Resources Modules are active in Round 1.

The segment circles start the simulation in the middle of the Perceptual Map before drifting to the lower right (Figures 1.1 – 1.3).

Figure 1.1 Segment Positions at the End of Round 0 and the Beginning of Round 1

Figure 1.2 Segment Positions at the End of Round 2 and the Beginning of Round 3

Figure 1.3 Segment Positions at the End of Round 4

 

 

Board Queries

2

3 Decision Summaries

Decision entries are made with the Comp-XM Spreadsheet, which is similar to the Capstone Spreadsheet and the Foundation Spreadsheet. Please refer to your Capstone or Foundation Team Member Guide for general information.

All Comp-XM simulations utilize the Human Resources and TQM (Total Quality Management)/Sustainability modules. Decisions made in these modules can have wide ranging effects, including infl uencing product demand, R&D cycle times, productivity, material costs, labor costs and administrative costs.

TQM and Human Resource drive the Learning and Growth section of the Balanced Scorecard.

Human Resources decisions are made in two locations:

• The Workforce Complement is entered at the bottom of the Production area;

• Recruit Spend and Training decisions are made in the Human Resources area.

All TQM/Sustainability decisions are made in the TQM/ Sustainability area.

3.1 Research & Development

3.1.1 Positioning Costs Material costs are also driven by positioning (Figure 3.1). The higher the technology, the higher the cost. At the beginning of the simulation, the trailing edge of the Thrift segment has the lowest cost, at $1.00; the leading edge of the Nano and Elite segments have the

2 Scoring

Scoring occurs in two parts, the results of your Board Queries, and the results of your simulation, which are assessed via a Balanced Scorecard.

Comp-XM has 1000 possible points, 500 for your Board Query results and 500 for your Balanced Scorecard.

2.1 Board Queries

Board Queries are unique to each participant, although each question covers the same content. If a question applies to a product, the question might be posed about any of the products in the simulation.

Each simulation generates different numbers, so each question containing numbers varies by participant. Furthermore, product names and competitor assignments vary from participant to participant.

Here’s an example of a Comp-XM Board Query: You are asked

to fi nd the Net Margin for product Biff. Your classmate is

asked to fi nd the Net Margin for product Bold.

Both questions have the same level of diffi culty, but the

answers are based on different numbers.

2.2 Balanced Scorecard

Comp-XM uses a Balanced Scorecard for simulation scoring. A Balanced Scorecard is a common analysis technique that allows companies to gauge their current performance and formulate future goals. Balanced Scorecards are divided into four areas:

• Financial • Internal Business Process • Customer • Learning and Growth

Each Comp-XM Scorecard is built from criteria which are assigned a weight– a level of importance. Criteria, weights and results for each round, and criteria, weights and results for a fi nal overall scorecard, are available from the Dashboard.

As you enter decisions in the Comp-XM Spreadsheet, projections of the Balanced Scorecard results for the upcoming year are available via the proforma menu. Scores from previous years are available on the website; login to your simulation then click the Results/ Scorecards link.

______________

Figure 3.1 Material Positioning Costs: These costs vary depend- ing on the product’s relative location on the perceptual map. For example, at the start of Round 1, products placed at the trailing edge of the Thrift segment would have a positioning component cost of $1.00; products placed at the leading edge of the two high technology segments would have a positioning component cost of $9.25. Material component costs drop 3% to 4% per year.

 

 

Human Resources

3

Comp-XM uses a straight line depreciation method calculated

over fi fteen years.

3.3.3 Second Shift/Overtime Labor costs increase 50% when a second shift is hired or when the fi rst shift works overtime.

3.3.4 Automation Increasing automation has a linear effect on labor costs. Between an automation of 1.0 (lowest) to 10.0 (highest), labor costs fall approximately 10% for each point of automation.

3.4 Finance

3.4.1 Stock Stock issues are limited to 20% of the company’s outstanding shares. You pay a 5% brokerage fee to issue stock.

3.4.2 Current Debt These are one year bank notes. Bankers will loan current debt up to about 75% of your accounts receivable (found on last year’s balance sheet) and 50% of this year’s inventory. They estimate your inventory for the upcoming year by examining last year’s income statement. Bankers assume your worst case scenario will leave a three to four month inventory, and they will loan you up to 50% of that amount. This works out to be about 15% of the combined value of last year’s total direct labor and total direct material, which display on the income statement.

There is no brokerage fee for current debt.

3.4.3 Bonds These 10 year notes carry an interest rate 1.4% higher than the current debt rate in the year they were issued. Bondholders are willing to lend amounts up to 80% of the depreciated value of the company’s plant and equipment, that is, the assembly lines. You pay a 5% brokerage fee to issue bonds.

Companies with better Bond Ratings have lower

interest rates.

If your company runs out of cash, you will receive an

emergency loan, which carries a 7.5% penalty above the

Current Debt interest rate. Emergency loans convert to

Current Debt in the following year.

3.5 Human Resources

3.5.1 Recruiting Investing in recruiting a better quality employee increases productivity and decreases turnover, which will reduce your labor

highest costs, at $9.25. Positioning material costs decrease 3% to 4% per year.

3.1.2 MTBF (Mean Time Before Failure) Each 1,000 hours of reliability (MTBF) adds $0.30 to the material cost. A product with 20,000 hours reliability includes $0.30 * 20,000/1000 = $6.00 in reliability costs.

3.2 Marketing

3.2.1 Promotion Budget Promotion expenditures reach diminishing returns at $3,000,000 for each product. Promotion buys awareness. You lose one third of your old awareness each year. Your promotion budget replaces lost awareness, and if the budget is high enough, makes gains towards 100% awareness. When a product reaches 100% awareness, promotion budgets of about $1,400,000 are needed to maintain it.

3.2.2 Sales Budget Sales budgets buy segment accessibility. Although you budget by product, any product within the segment’s fi ne cut contributes to accessibility. Diminishing returns are reached at a budget of $3,000,000 for each product. Diminishing returns in the segment, however, are not reached until $4,500,000. You need at least two products in the segment’s fi ne cut to reach 100% accessibility. You lose one third of your old accessibility each year. Your sales budgets replace lost accessibility, and if the budgets are high enough, make gains towards 100% accessibility. When a segment reaches 100% accessibility, sales budgets of about $3,300,000 are needed to maintain it.

Sales budgets also allocate the time spent by the sales force selling the product. The higher the budget, the more time the sales force gives to the product. This can be useful if you wish to emphasize one product over another within the same segment. For example, if you are splitting a combined $4,000,000 sales budget between two products, you might spend $3,000,000 with one and $1,000,000 with the other. Your salespeople would emphasize one product over the other.

3.3 Production

3.3.1 Plant Purchases Floor space for each unit of capacity is $6.00. Add $4.00 for each point of automation. Additional capacity at an automation rating of 10.0 would cost $6.00 + ($4.00 * 10.0) = $46.00 per unit.

3.3.2 Plant Sales When you sell plant, you get $0.65 on each original dollar. Depending on the depreciated value of the plant, you could make a gain or a loss on the sale which will appear as a gain or loss on the income statement.

 

 

Human Resources Entries

4

3.7 TQM/Sustainability

The TQM (Total Quality Management)/Sustainability Module allows companies to invest in several initiatives. Different initiatives return different benefi ts. For example, some initiatives will reduce labor and material costs, others will reduce R&D cycle time (allowing you to re-engineer products faster), and others will increase product appeal or decrease administration costs. You don’t have to invest in all initiatives.

Differentiators might want to reduce R&D cycle times, to ensure their products are newer and better positioned. Cost leaders might want to reduce material and labor costs, allowing them to reduce prices while maintaining their margins.

The return on investment follows an S-curve (Figure 3.2). If you spend too little or too much the returns on your investment are poor. If you spend less than $500,000 in any initiative in a single round chances are you will see little return. An investment of $1,500,000 in a single round produces a cost-effective impact, investments over $1,500,000 become dollar for dollar less effective. Finally, for each initiative, an investment over $2,000,000 in a single round produces absolutely no additional benefi t.

For each impact, complementary initiatives combine together to increase the total effect. You should bundle your investments in multiple initiatives that have an impact important to your company’s strategy. By spreading your investment among complementary initiatives you can invest more in each impact than the limit of $2,000,000 for an individual initiative. For example, to reduce material costs, companies should consider investing in both CPI Systems and GEMI TQEM Sustainability.

Aggressive spending in each initiative would involve spending $1,500,000 in year 1, $1,500,000 in year 2, and $1,000,000 in year 3.

The Best Case/Worst case table gives an indication of the return on investment. The impact is cumulative so cost reductions will continue in future years.

Refer to the fl ags on the TQM/Sustainability spreadsheet for a thorough discussion of TQM/Sustainability entries.

______________

and HR Admin costs. The effect of investing in recruitment is cumulative. You can spend up to $5,000 per person to hire better talent. The amount is added to the automatic recruitment charge of $1,000 for every new employee.

3.5.2 Training Investing in training also increases productivity and decreases turnover. Each year, you can assign up to 80 hours of training per employee, which increases productivity. Each training hour costs $20.00. When employees are in training they are replaced with other employees, so the Needed Complement will increase as training hours increase. The effect of investing in training is cumulative.

3.6 Human Resources Entries

Workforce Complement entries are made in the Production area.

Workforce Complement controls the number of workers employed by the company. Once production schedules are complete, the spreadsheet will display a Needed Complement. Matching the Workforce Complement to the Needed Complement ensures the company will have suffi cient workers.

Having more workers than needed drives up labor costs as workers stand around doing nothing. Having fewer workers than needed results in worker overtime, which cuts into the effi ciency of the workforce. Having signifi cantly fewer workers than necessary will result in serious production shortfalls because labor will not be available to manufacture the sensors.

Always review the Workforce Complement entry at the

bottom of the Production area after making changes to the

Production Schedule, Training Hours or TQM/Sustainability

initiatives. Serious fi nancial consequences can result if the

Workforce Complement is too low or too high.

Recruit Spend and Training Hour entries are made in the Human Resources area.

Recruit Spend allows the company to attract a higher caliber worker, which will increase the effi ciency of the workforce as measured by the Productivity Index.

Training Hours will also increase effi ciency. However Training Hours increase the Needed Complement because workers are in the classroom, not on the production lines.

Investments in Recruiting and Training raise your Productivity Index, which in turn lowers your per unit labor costs. Scheduling overtime reduces any gains to the Productivity Index. The Productivity Index cannot go below 100%. Refer to the red fl ags on the Production and Human Resources spreadsheets, which activate pop-up explanation windows, for a thorough discussion of Human Resources entries.

Figure 3.2 S-Shaped Curve

 

 

Market Segments

5

4 Industry Conditions Report

In the next four years, the biometric sensor market will see a 59% increase in unit demand. Growth rates vary among the four market segments – Thrift, Core, Nano, and Elite.

The biometric sensor industry is a fast growing sector of the larger sensor industry:

• Andrews Comp-XM Corporation has three competitors, biometric business units of Baldwin, Chester, and Digby Corporations– these companies have well established strategic directions;

• There are four segments; • There are no labor unions but there are opportunities to

invest in Human Resources; • Some companies have been investing in TQM (Total Quality

Management)/Sustainability.

As CEO you will be responsible for the strategic direction of the Andrews Comp-XM business unit and its tactical execution.

At the beginning of every year, the board of directors will ask you to respond to a set of questions about your situation. The questions will be drawn from recent activities within the industry as described in last year’s results and from the situation that you expect to develop over the next year.

After satisfying the board’s questions, you will execute your plan by making operational decisions in Research & Development (R&D), Marketing, Production, Human Resources, TQM/Sustainability and Finance. Your results will be assessed with a Balanced Scorecard.

4.1 Market Segments

The biometric sensor market evolved from two original markets, a low technology segment and a high technology segment. The original low tech segment split into Thrift and Core. The original high tech segment split into Nano and Elite. Because of this evolution, the segments are less distinct than the segments in your former business. Straddling two segments with a product is still viable, although you can expect straddling to become more diffi cult as the market evolves (see Figures 1.1 – 1.3).

Each market segment expects different:

• Positioning • Age • Price • MTBF (Mean Time Before Failure)

Price, Age and MTBF ranges for each segment hold steady

year after year. Positioning expectations advance steadily

every month.

Thrift Segment Criteria Thrift customers seek proven products, are indifferent to technological sophistication and are price motivated:

• Price, $14.00-$26.00– importance: 55% • MTBF, 14,000-20,000– importance: 20% • Ideal Position at the end of Round 0,

performance 6.5 size 13.5– importance: 15% • Age, 3 years– importance: 10%

Age 10%

Positioning 15%

MTBF 20%

Price 55%

Figure 4.1 Thrift Segment Buying Criteria

Core Segment Criteria Core customers seek proven products using current technology:

• Price, $20.00-$32.00– importance: 46% • Age, 2 years– importance: 20% • MTBF, 16,000-22,000– importance: 18% • Ideal Position at the end of Round 0,

performance 8.6 size 11.4– importance: 16%

Age 20%

Positioning 16%

MTBF 18% Price 46%

Figure 4.2 Core Segment Buying Criteria

Age 20%

Positioning 35%

MTBF 18%

Price 27%

Nano Segment Criteria Nano customers seek cutting-edge technology that is small in size:

• Ideal Position at the end of Round 0, performance 10.5 size 7.5– importance: 35%

• Price, $28.00-$40.00– importance: 27% • Age, 1 year– importance: 20% • MTBF, 18,000-24,000– importance: 18%

Figure 4.3 Nano Segment Buying Criteria

 

 

Growth Rates

6

4.3 Rough Cut / Fine Cut

Positioning Price, and Reliability work the same as they did at your last company. The segments drift every year. Rough cut and fi ne cut criteria still hold true for the Comp-XM industry. Your product designs must meet at least the rough cut criteria before earning sales.

4.3.1 Segment Locations As is in the larger sensor industry, the market segments in the Comp-XM industry move to the lower right. The outer rough cut circles measure 4.0 units; the inner fi ne cut circles measure 2.5 units. The segment centers for each round are listed in Table 4.3.

4.3.2 Price Price ranges in each segment have held steady for the past four years and will continue to do so for the next four years (Table 4.4). Customers want the price of their product to lie within the expected range. As the price moves outside the expected range, demand for the product begins to fall. For each dollar outside the range, demand falls 16.7%. When price reaches $6.00 outside the range, demand reaches zero.

4.2 Growth Rates

Growth rates differ among the segments. Thrift and Core are growing at a slower pace, 11.0% and 10.0%, than Nano and Elite, 14.0% and 16.0% (Figure 4.5).

In the next four years, Thrift’s and Core’s percentage of the overall market will decline. Today, the number of units sold to the Nano segment is greater than those sold to the Elite segment (Table 4.1).

However, in four years, Elite’s unit sales will exceed Nano’s (Table 4.2).

Age 34%

Positioning 22% MTBF 20%

Price 24%

Elite Segment Criteria Elite customers seek high reliability and cutting edge performance technology:

• Age, 0 years– importance: 34% • Price, $30.00-$42.00– importance: 24% • Ideal Position at the end of Round 0,

performance 12.5 size 9.5– importance: 22% • MTBF, 20,000-26,000– importance: 20%

Figure 4.4 Elite Segment Buying Criteria

Table 4.1 Last Year’s Unit Demand

Thrift Core Nano Elite

27.0% 35.3% 19.3% 18.4%

Table 4.2 Unit Demand Four Years From Now

Thrift Core Nano Elite

25.8% 32.6% 20.6% 21.0%

Figure 4.5 Yearly Increase In Unit Demand

Table 4.3 Segment Centers At The End Of Each Round

Coordinates Rd 0 Rd 1 Rd 2 Rd 3 Rd 4

Thrift

Performance 6.5 7.0 7.5 8.0 8.5

Size 13.5 13.0 12.5 12.0 11.5

Core

Performance 8.2 9.0 9.8 10.6 11.4

Size 11.8 11.0 10.2 9.4 8.6

Nano

Performance 9.7 10.5 11.3 12.1 12.9

Size 8.6 7.5 6.4 5.3 4.2

Elite Performance 11.4 12.5 13.6 14.7 15.8

Size 10.3 9.5 8.7 7.9 7.1

Table 4.4 Segment Price Ranges

Minimum Maximum

Thrift $14.00 $26.00

Core $20.00 $32.00

Nano $28.00 $40.00

Elite $30.00 $42.00

 

 

Rough Cut / Fine Cut

7

4.3.4 Age Customer age assessments vary from segment to segment, as shown in Figure 4.6. All other factors held constant, demand is highest when the age is at the ideal. For example, Core customers prefer products that are 2 years old.

4.3.5 Ideal Spots For each segment, customers prefer products placed near the ideal spot, which is a position relative to the segment center (Table 4.6 and Figure 4.7).

4.3.3 MTBF (Mean Time Before Failure) Customers want reliability or MTBF to be within the ranges in Table 4.5. Within the range, the higher the reliability, the higher the demand. However, above the range customers are content and award no additional demand.

As the MTBF moves below minimum expectations, the product loses demand. For every 1,000 hours below the range, demand drops by 16.7%. At 6000 hours below the range, demand falls to zero.

Customers are indifferent to products with MTBFs above

the guideline.

Table 4.5 Segment MTBF Ranges

Minimum Maximum

Thrift 14,000 20,000

Core 16,000 22,000

Nano 18,000 24,000

Elite 20,000 26,000

Figure 4.6 Preferred Ages: Thrift and Core customers seek out proven technology. Thrift prefers products in the three year range and Core in the two year range. Nano and Elite customers demand the latest technology. Nano prefers products in the one year range and Elite wants cutting edge, brand new products.

Table 4.6 Segment Ideal Spot Offsets

Performance Size

Thrift 0.0 0.0

Core +0.4 -0.4

Nano +0.8 -1.1

Elite +1.1 -0.8

Figure 4.7 Customers prefer products located in the darker areas. The darkest areas indicate the ideal spots. The inner fi ne cut circles have a radius of 2.5 units, the outer rough cut circles have a radius of 4.0 units. Thrift customers prefer products located in the center of the circle. Core customers prefer products located to the lower right of the circle center. Nano customers want products near the lower right edge of the circle, preferring smaller size over faster performance. Elite customers want products near the lower right edge of the circle, preferring faster performance over smaller size.

 

 

Seller’s Market

8

The Inquirer is different from The Capstone Courier and The

Foundation FastTrack! Please be sure to use the Inquirer as

you work on Comp-XM.

The Inquirer is available prior to and while working on your round decisions and while answering Board Queries.

______________

6 Website Instructions

Login to the website with the User ID and Password from your previous simulation. Select Comp-XM (Figure 6.1).

In the Getting Started area, view the brief introductory video in the Welcome section. Be sure to review the Sample Board Query in the About Board Queries section. Go through the remaining sections.

6.1 The Comp-XM Spreadsheet

In the Getting Set Up section, download the Comp-XM Spreadsheet to your computer (a web version of the spreadsheet is available from the Dashboard, see below).

• You will open the Comp-XM Spreadsheet as you did the Capstone or Foundation Spreadsheet;

• Enter the same User ID and Password you used to login to the website;

• The Comp-XM Spreadsheet requires an Internet connection– it retrieves your work from the website when it opens and sends your work to the website when you save decisions.

Use your User ID and Password from your Capstone or

Foundation simulation to login to the Comp-XM Spreadsheet.

6.2 Dashboard

When you complete the Getting Started introduction, the system will bring you to the Exam Dashboard, an area where activities and information are accessed, including Board Queries and the web version of the Comp-XM Spreadsheet.

4.4 Seller’s Market

In a Seller’s Market, all the good products in a segment stock out. Desperate customers turn their attention to the remaining undesirable products (which may even target another segment), as long as they are within the rough cuts for price, MTBF and positioning.

Product sales are driven by the monthly Customer Survey Score (the December score is published in The Comp-XM Inquirer segment analysis pages). Any product with a score of 1 or more competes for sales– the higher the score, the higher the appeal. As a product approaches any of the rough cuts, its score falls towards 0.

Usually a product with very low appeal makes few sales. However, in a Seller’s Market, customers will accept marginal products as long as they fall within the rough cut limits. For example, desperate customers with no better alternatives will buy:

• A product priced $5.99 above the price range– at $6.00 customers reach their tolerance limit and refuse to buy the product;

• A product with MTBF 5,999 hours below the range– at 6,000 hours below the range customers refuse to buy the product;

• A product positioned just inside the rough cut circle on the perceptual map– outside the circle they say “no” to the product.

______________

5 Reports

Customer purchase and sensor company fi nancial results are reported in an industry newsletter, The Comp-XM Inquirer. The Inquirer has three notable differences from your previous industry report:

• You can only view the most recent Inquirer ; • Your company’s annual report is accessed from the Inquirer; • You now have access to your competitors’ annual reports.

The Inquirer is available from two locations:

• From the Comp-XM Dashboard, click the Comp-XM Inquirer link (see “6.2 Dashboard”);

• From the Comp-XM Spreadsheet, click the Reports link in the menu bar.

Figure 6.1

 

 

Round Schedules

9

questions) and a check mark if you have already entered an answer;

Your answer is not recorded unless you click the Save

Answer button.

• Answer each question; • You can re-select a question if you wish to change the answer.

6.4 Round Schedules

To see round schedules, click the dates in the Dashboard’s Deadlines column.

Only the fi nal deadline is enforced for self-paced exams.

If Comp-XM is not self-paced, the Dashboard will display:

• The date and time you can begin making simulation decisions and answering Board Queries;

• The date and time when simulation decisions and Board Query answers are due.

6.3 Answering Board Queries

Each round, your Board of Directors presents you with a set of questions. You can answer these questions before, during, or after you make decisions for your company (we recommend before):

• From the Dashboard, click the Answer Board Query button; • A new window opens asking you to authenticate that you are

the person taking the exam– click I Agree; • Next, a list of Board Query questions appears on the left

(Figure 6.2); • A second link to the Inquirer is available from this window–

you will need the Inquirer to answer most Board Query questions;

• To begin, click a question number in the column on the left (cursor, Figure 6.2);

• The associated question will appear on the right– questions will be either true-false, multiple choice or essay (some multiple choice questions require more than one selection);

• You do not have to answer the Board Query questions in any particular order– each question has a point value for correct answers (you can receive partial credit for some types of

Figure 6.2 Board Query Input Screen

 

 

Self-Paced Exams

10

6.5 Self-Paced Exams

In self-paced mode, you make simulation decisions and answer Board Queries within a time frame established by your instructor.

6.5.1 Advancing Self-Paced Exams The Dashboard displays your progress. For example, whether decisions have been uploaded in the current round or how many Board Query questions have been answered.

You will not be able to advance to the next round unless you have uploaded a set of decisions and answered at least one Board Query question. To advance from Round 1 to Round 2:

• On the Dashboard, click the Advance to Round 2 button; • When the new page opens, click the button to confirm that

you wish to advance to the next round.

You will not be able to change your answers or decisions for a

round once you advance to the next round (for example,

after you advance to Round 2, Board Query 1 will no longer

be available and you will be working on Decision Set 2).

______________

 

 

 

11

 

 

 

 

R

Recruit Spend 3 Reliability 3, 6, 7 Research & Development (R&D) 2 Rough Cut 6

S

Sales Budget 3 Segment Drift 6 Segments 5, 6 Size 6 Stock 3

T

TQM/Sustainability 4 Training Hours 4

Index

A

Age 7 Automation 3

B

Bonds 3

C

Capacity 3 Comp-XM Inquirer 8 Current Debt 3

D

Dashboard 10 Drift 6

F

Finance 3 Fine Cut 6

H

Human Resources 3

I

Ideal Spot 7

L

Labor Cost 3 Long Term Debt 3

M

Marketing 3 Market Segments 5, 6 MTBF (Mean Time Before Failure) 3, 6, 7

P

Performance 6 Positioning 6 Price 6 Production 3 Promotion Budget 3

 

 

Capsim Examination Guide cover design by Ed Kang, a Graphic Design student from Columbia College Chicago.

978-1-933681-18-4

Copyright © 2013 Capsim Management Simulations, Inc. All rights reserved. Capsim®, Capstone®, Foundation®, and Comp-XM® are trademarks of Capsim Management Simulations, Inc.®

Printed in USA

 
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Communications Template

MGT 550 Module Two Assignment Guidelines and Rubric Overview: Using the Communications Template, identify two overall issues that are present in the final project case that can be addressed using internal and external communications. To access the final project case study, “Research in Motion: Sincerely, a RIM Employee (A),” refer to the HBR coursepack link in your syllabus. For each issue, note the red flags that contribute to the issue and list those factors in the first column in the template. For each factor, identify potential communications that would need to be developed to address that component of the issue, the audience that would need to be reached with the communication, and the objective for the communication. From this template, select one of the two issues to focus on for the purpose of your final project, and develop the ideas you have noted for Milestone One. Use this Communications Planning resource to assist you in completing the template. For each overall issue you identified in the final project case study, complete the following fields:

I. Contributing factors to issue II. Communication messages and channels required to address issue III. Audience for communication (internal, external, or both) IV. Communication objectives

Note: You will select one of the two issues from this template for the final project, but will focus on both issues for this assignment.

 

 

 

Rubric

Guidelines for Submission: Submit your completed template for grading.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Overall Issues Identifies two overall issues to be addressed Identifies two overall issues to be addressed

but issues cannot be addressed effectively using communications

Does not identify two overall issues to be addressed

20

Contributing Factors

Determines factors that contribute to both issues identified

Determines factors that contribute to only one of the issues identified, or there are missing key contributing factors for one or the other

Does not determine factors that contribute to both issues identified

20

Communication Messages and

Channels Required

Identifies the appropriate communication messages and channels required to address issues

Identifies communication messages and channels to address issues but one is not the most appropriate for the communication

Does not identify communication messages and channels to address issues

20

Audience for Communication

Describes audience for communication to address both issues identified

Describes audience for communication but is missing key audience types to make each communication effective

Does not describe audience for communication

20

Communication Objectives

Develops appropriate communication objectives for both issues

Develops communication objectives that are not clear or do not address each issue

Does not develop communication objectives 20

Total 100%

 
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Case STUDY

introduction

In today’s ever-changing world, organizations must keep up with the demands of technology, the global economy, and the citizens they serve. Citizens are becoming more vocal with respect to what they expect from public organizations, especially with respect to the quality of service they receive. Excellence in organizations does not come automatically but rather requires leaders to be highly skilled and effective in leading change.

Directions

Consider this case study of Fremont, California, featured in your textbook and answer the following questions:

When Jan Perkins became city manager of Fremont, California, in 1992, Fremont like many other California cities, was suffering from both economic difficulties and the state’s efforts to pull back the property tax as a source of local government revenue. Yet while city employees were being laid off and services were being reduced, citizen demand for quality public services remained high. More important in Perkins’ mind was the fact that citizens had lost confidence in their government. For both of these reasons, Perkins and other city officials in Fremont recognized that something dramatically different had to be done.

The change process started early in Perkins’ tenure, as one of her council members proposed bringing in an outside consultant (at a cost of $500,000) to diagnose what might be done. Especially because a neighboring city had just done the same thing and failed to adopt a single recommendation, Perkins believed that greater benefits could be obtained by working with those within the city to figure out how the quality and productivity of the city might be improved. A facilitated workshop session involving top elected and appointed officials was devoted to understanding “what we do, how we do it, and why we do it.” From there, the question became, “How can we do it better and how can we become fast and flexible, customer oriented, focused on results, and engaged in important partnerships internally and externally?”

During the 5 years following the workshop, Perkins led a dramatic change in Fremont’s city government – a change built around delivering high-quality services to citizens, creating an internal culture built around continuous and employee-driven improvement, using a highly collaborative approach to decision-making and problem-solving, and building partnerships within the city and with surrounding communities.

The city’s interest in customer service was given initial priority as complaints regarding service quality were heard loud and clear. Perkins and her senior staff began to concentrate on developing a serious philosophical and practical commitment to service quality. The message to employees was that if they saw a way in which the citizens of Fremont could be better served by city government, then they should take action. In addition, the city’s capacity to innovate was aided by a much more collaborative approach to decision-making and problem-solving which cut across traditional organizational boundaries. Whatever their positions, employees were encouraged to think of themselves as representatives of the city and to do what was necessary to provide citizens with the answers they need. This attitude was also supported by a strong emphasis on partnerships and collaborations at many different levels in the organization. Early in the process of labor negotiation, Perkins created joint labor-management committees to consider “quality of work life” issues through a structured problem-solving process known as interest-based bargaining. This collaborative process encourages participants to identify their basic interests (before jumping to solutions) and then to engage in collaborative problem-solving to find a way of accommodating the varied interests represented. Interest-based bargaining was so highly successful in labor-management relations that the same approach has been encouraged throughout city government. Training in the process has been offered to all employees of the city, and interest-based bargaining has become a standard way of doing business in Fremont.

The same approach to building partnerships through collaborative efforts is used as the city relates to citizens and to other nearby governmental entities. City employees do not just inform citizens about what is going to be done to them. They also go out and ask citizens what they want and then balance those interests with those of the city. Beyond that, city employees and citizens engage in interest-based problem-solving even around issues of how to design a process to involve the public. The city engineer commented, “We do more than tell them what we are going to do. We go out now and involve them in the design of the process itself. The process is laid out by the people involved.”

  1. What apprehensions or resistance to change do you find present in this case example? Provide specific examples from the textbook and case study.
  2. Of the approaches to bringing about change discussed in our assigned textbook reading, analyze the leadership strategies and techniques that Perkins employed in bringing about successful organizational change. Provide specific examples from the textbook and case study.
  3. Reflecting on the differences between not for profit and for profit organizations, do you think that Perkins would have been as successful in creating a highly collaborative, employee-driven change if the organization was a private, for profit entity? Why or why not?
  4. Complete the attached self-quiz for your own records and reflection, Orientation Toward Change Self-Quiz.
    . What did you discover about your own orientation to change? How will you use what you have learned about yourself to effectively lead others toward change?
 
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Human Resource Metrics

Assignment Description/Scenario

In this exercise, you will do web based and library research on Human Resource metrics and measurements and write a 7-page paper.

You are to research relevant metrics for a mid-sized company. What HR metrics should the HR department of a mid-sized company be aggregating data for and then analyzing and reporting to management on a regular basis. Examples of metrics are Compa-ratio, Market Index, Turnover Rates (Voluntary and Involuntary), Time to Hire, Revenue per employee, Total Compensation to Revenue, Revenue per employee etc.

The Assignment

For your paper you will research, study and then write a report on the appropriate type of Human Resource Metrics that a typical mid-sized company with a 1000 to 3000 employee base should be sourcing the data for, then analyzing the data and finally, regularly reporting to Senior Management. You are required research and study up on the various types and categories of metrics a mid-sized company should regularly collect and report on.

Your research sources should be books (like the one authored by Dr. Jac Fitz-enz) and other sources like PricewaterhouseCoopers Human capital Analytics services (You will find a lot of material on this service, and their portfolio of comparative metrics for which they collect and compile and publish from various companies – www.pwc.com (Links to an external site.)). In the webliography, you will find a lot relevant material on Human Resource Metrics. When you Google the term HR Metrics you will also find a lot of material. Chapter 7 of your textbook is also a great source.

Discuss the various public or private sources of comparative Human Resource Metrics data. Report what you have found from library and web research on sources of comparative Human Resource Metrics. Which sources would you recommend for a mid-sized company?

Grading Criteria

Grading Criteria: This assignment is worth 100 points.

The following information must be included in your completed paper. Use the headings outlined below for your paper.

Paper Headings
DescriptionPointsIntroduction
Introduction provides sufficient background on the topic and previews major points. 5A General Discussion on HR Metrics

What are main types and categories of Human Resource Metrics. What do each of these metrics measure? Why are they important in analyzing the effectiveness of a company’s human capital expenditures? Why is it important to use quantification in measuring the effectiveness of a company’s human resources?

25Suggested metrics for a mid-sized companyWhich metrics are important for a mid-sized company with 1000 to 3000 employees? Elaborate on the reasons why. Which metrics are must haves, or these mid-sized companies and which metrics are wants? 30Collecting Comparative Data on Human Resource Metrics

Discuss the various public or private sources of comparative Human Resource Metrics data. Report what you have found from library and web research on sources of comparative Human Resource Metrics. Which sources would you recommend for a mid-sized company?

Important! Do NOT simply cut and paste information from web sites or copy information directly. 20ConclusionConclusion is logical, flows from the body of the paper and reviews the major points.10
Mechanics

  • There is a hard 7-page maximum for this paper, however, it should be thorough, yet concise.
  • Include all aspects of the assignment criteria, outlined on the previous page—these are good paper headings.
  • There should be minimal quoted material in this paper, <5%.
  • Cite in text when using words/thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
  • Include a reference page for source(s).
  • Follow APA formatting for citing and the reference page.
  • Put the paper title information on a separate page.
  • Use 12 pitch font (Arial, Times Roman), double spaced, and 1″ margins as a standard format.
  • Do not include extra lines between paragraphs, etc.
  • Grammar, punctuation, spelling, etc., will all be taken into consideration when awarding points.
  • Proofread your papers before submitting. Spell check is not foolproof.
  • Re content, if you make a statement, for example “all people who break the law should improve their communication skills to stay out of jail,” you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
  • Treat these assignments as real-world situations. This will give you the opportunity to practice how you would research and provide information as an HR professional.

10

 
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Repp

reply to the students response in 150 words and provide 1 reference

question

Anne is an accountant at a large accounting firm. She applied for a partner but was denied. In their report, the all-male Partnership Review Committee stated that Anne would have a better chance at becoming a partner if she wore makeup, jewelry, and acted more femininely. Over the past 10 years with the Firm, Anne has received excellent performance evaluations and recently secured a $10 million client for the Firm

students response

 

The main statue that applies when evaluating Anne’s scenario is Title VII of the Civil Rights Act of 1964. It states that it is an unlawful employment practice for an employer to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, religion, sex, or national origin (Bennett-Alexander & Hartman, 2019). The Accounting Firm violated this statute on the basis of sex, using Anne’s gender as the main consideration in their decision not to promote her to Partner. Deciding to choose a male with lesser qualifications and experience is gender discrimination. Anne was clearly the best candidate for Partner of the two candidates mentioned because she had been with the company 4 years longer and had just recently secured a $10M client, indicating exceptionally high performance. Gender stereotyping is also a factor in this case because the Partnership Review Committee indicated her chances would have been better if she “wore makeup, jewelry, and acted more femininely.” These are all assumptions and generalizations of how women should appear but are not true 100% for all women and cannot be forced upon someone simply because she’s female. How Anne was treated in this scenario is not uncommon. Women make up 45 percent of associate attorneys at the largest law firms, but only 18 percent of equity partners. Female associates make 89.7 percent of men’s salaries and equity partners, and 80 percent (Bennett-Alexander & Hartman, 2019).

Price Waterhouse v. Hopkins, a case from 1989, very similarly aligns with the scenario involving Anne. Ann Hopkins was an outstanding associate and the partners at the firm noted her accomplishments and character on an ongoing basis. Their only issues had to do with her falling short of their expectations of how a female should look and act. All of their criticism was based on gender stereotyping, not facts, just like with Anne and the Accounting Firm.

To help prevent this type of situation from happening and unnecessary liability, the Firm can take a number of different steps. First, they need to recognize that in a male dominated industry, they likely have biases that they may not realize. The partners could benefit from discrimination training and sexual harassment training to make sure they avoid these biases in their comments and actions. Most attitudes within a company come from the top down so it is very important for them to be aware of these things. Next, the partners should establish a system for advancement within their company. Having a defined career path can help avoid situations such as the one in the scenario where someone with less experience and lower performance gets promoted over someone more qualified, who may or may not be part of a protected class which opens the company to huge liability. If there is a clear path, employees know what is expected of them to move to the next level and advance through the company, even to partner in Anne’s case.

Bennett-Alexander, D., & Hartman, L. P. (2019). Employment law for business. New York, NY: McGraw-Hill Education.

 
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