Assignment 4: Conducting An Interview – Capstone Project

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Welcome to HRM 599, the capstone course for your graduate degree. This course brings together the key concepts and learning from other courses you have taken in your MSHRM program. You will culminate your graduate degree journey with a final Capstone Project which will build on the previous three (3) assignments in the course. In addition, the job posting and resume / cover letter posting activity in Week 8 discussion also bridges the activities in Assignments 3 and 4 together. The combination of activities involved in your capstone project will prepare you for many key responsibilities you will face as a new Human Resource Manager.

For all four (4) assignments, as well as the Week 8 Discussion, you will be working with the same company, which you will select in Week 3 Assignment 1. It is recommended that you select a company in an industry in which you have some familiarity and / or experience, as you will be researching key HR issues within that industry.

Below is a breakdown of the main tasks involved in your Capstone Project:

Week Assignment / Discussion Tasks / Activities
3 Assignment 1 Describing company’s business strategy; designing HRM management strategy; developing HR Scorecard table
5 Assignment 2 Creating diversity and sexual harassment policies; developing a training plan for one (1) of those policies
7 Assignment 3 Assessing HR functions; writing a job description; choosing a recruitment and selection method; developing a compensation and benefit package
8 Week 8 Discussion 2 Creating a job posting for your job description; updating your resume; writing a cover letter; responding to another student’s job posting with your resume and cover letter
10 Assignment 4 (Final Capstone Project) Reviewing another student’s resume / cover letter for your job posting; critiquing the student’s competitive advantage; selecting an interview method; creating an interview form; conducting an interview; writing an interview summary and recommendation

· \\share.strayer.edu\VDI_CIFS_Shares\CTXFolders\delores.blango\Desktop\HRM 599 Assignment 4  Conducting an Interview - Capstone_files\generic_updown.gif Week 10 Assignment 4: Conducting an Interview – Capstone Project

Click the link above to submit the assignment.

Assignment 4: Conducting an Interview – Capstone Project

Due Week 10 and worth 350 points

Congratulations! You have the foundation for your HR department in place, and you are ready to select your staff. You must make sure that you are selecting the best talents for your HR department. You are now receiving resumes from recent graduates of Masters of Human Research Management (MHRM) programs, and you must prepare to interview the candidates.

Write a six to seven (6-7) page paper in which you:

1. Review the resume and cover letter you received from your job posting in the Week 8 discussion. Next, critique the competitive advantage you are predicting from the potential candidate. Provide a rationale for your critique.

2. Indicate the interview type you will be using (i.e., phone, video, in person). Next, determine one (1) challenge that may arise with this type of interview. Develop a plan to mitigate this challenge and minimize its impact on your interview.

3. Create the interview form. Use the job description from Week 7 Assignment 3 to write the interview questions.

· Note: The interview form should be incorporated into the paper and is counted towards the total page length requirement for this assignment.

· Hint: Review the article “Types of Interviews

4. Conduct the interview with your potential candidate via Google Hangouts, video conferencing, telephone or any other appropriate technology. Input the interview information onto the form you created.

5. Write a brief summary of your experience conducting the interview. Indicate in the summary whether or not you have chosen this candidate for the position. Include the ethical decision-making abilities that went into your decision. Provide a rationale for your decision.

6. Format your assignment according to these formatting requirements:

· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.

· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

· Cite the resources you have used to complete the assignment. Note: There is no minimum requirement for the number of resources used in the assignment.

The specific course learning outcomes associated with this assignment are:

· Use communication skills to effectively convey human resource policies and practices throughout the organization.

· Examine the human resource management function of recruiting and selecting, and its importance to business strategy.

· Demonstrate an ability to motivate individuals and teams toward organizational goals through the application of human resource initiatives and policies.

· Develop ethical decision-making abilities that support employment practices, policies, procedures, and integrity within an organization.

· Use technology and information resources to research issues in human resource management.

· Write clearly and concisely about human resource management using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric

 
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Week 6 Case Study 2

Case Study 2: National Collegiate Athletic Association Ethics and Compliance Program

Due Week 6 and worth 200 points

Read “Case Study 6: National Collegiate Athletic Association Ethics and Compliance Program,” located on page 444 of the textbook.

Write a four to six (4-6) page paper in which you:

  1. Determine the fundamental ways in which the NCAA’s ethics program failed to prevent the scandals at Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
  2. Examine the principal ways in which the leadership of the NCAA contributed to the ethical violations of Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
  3. Predict the key differences in the scenarios that occurred at Penn State, Ohio State, and the University of Arkansas if an effective ethics program was in place. Provide a rationale for your response.
  4. Postulate on two (2) actions that the NCAA leadership should take in order to regain the trust and confidence of students and stakeholders.
  5. Recommend two (2) measures that the HR departments of colleges and universities should take to prevent similar incidents from occurring in the future. Provide a rationale for your response.
  6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

National Collegiate Athletic Association Ethics and Compliance Program*

INTRODUCTION

Perhaps no sport at American colleges is as popular, or as lucrative, as college football. College football often has a significant impact on the school’s culture. This is especially true for the more successful and prolific football programs, such as Texas A&M or Notre Dame. Football has increasingly become a big money maker for many colleges, with a significant amount of sports revenue coming from their football programs. Within the past two years, the sports channel ESPN made deals with certain teams to gain rights to air more games than usual. Because of this influx of revenue, the duties of coaches have evolved beyond just coaching. In many ways, they became the face of the team. Programs that show positive returns have coaches working hard to fill seats on game day and encourage college alumni to donate to the school. The more successful the football team, the more visibility it is given in the media. This visibility leads to greater awareness of the college or university among the public, and schools with the best football programs can see a greater influx of applications.

The collegiate football programs have an intangible influence within and outside their immediate surroundings. This is mainly seen in their fan base, composed of current students, alumni, staff, faculty, and local businesses. For example, when the University of Alabama won its 15 th national championship, the victory was celebrated by an enormous crowd, fireworks, and a parade. Texas A&M University is one example of a football program that generates not only profits but also a sense of loyalty among its fans. Approximately 70,000 football fans pile into Texas A&M’s Kyle Field stadium at every home game to show their support for the team and the university. Table 1 shows the value of some of the most successful college-football programs. These games also help local businesses generate more revenues.

Because of the financial support and widespread influence of the football program, the players, coaches, and football administrators have to deal with a lot of pressure to fundraise, sell tickets, and win games. These pressures open up opportunities for misconduct to occur, and it is increasingly important that university administrators and football program officials directly acknowledge opportunities for misconduct. While the university is ultimately responsible for the operation of each department and the behavior of its employees, it can be difficult for the administrators to have an objective view of incidents that occur, especially when it involves a successful football program that benefits the entire university. The university administrators are often subject to the same pressures as those in the football program to increase the level of revenue and reputation. This led to the development of a more objective institution to set and enforce rules and standards: the National Collegiate Athletic Association (NCAA). The NCAA views ethical conduct as a crucial component to a college football program and works to promote leadership and excellence among student–athletes and the universities to which they belong. It also serves to protect the interests of student–athletes, ensure academic excellence, and encourage fair play.

TABLE 1 Value of major-conference college-football programs, plus Notre Dame and BYU (in millions)

 

 

I hope this is all you need

 
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Week 6

Working individually, students should complete the questions per the list assigned.

Prepare responses to the questions below after viewing one of the following case studies:

  • p. 636 #2: Negotiating Pandas at the SD Zoo

Follow the questions as written in the text to frame your response.

The paper should be a minimum of 3 to 4 pages. Title page and reference page with 3-5 references are required. References are encouraged to be authored. In-text citations must match the references. Incorporate responses from the text as we have covered the last weeks together in additional to your other selected sources.

 

Negotiating about Pandas for San Diego Zoo (A) Myers’s Initial Plans In 1987, the People’s Republic of China loaned a pair of giant pandas to the San Diego Zoo in the U.S. Their arrival caused so much public excitement that journalists called it “pandamonium.” Over 200 days from July 1987 to February 1988, the Zoo drew more than 2 million visitors. The 30% jump in regular zoo attendance added $5.7 million to normal gate and souvenir receipts. The exhibit was a zoo director’s dream. Before the pandas had even left the Zoo, Douglas Myers, the executive director of the Zoological Society of San Diego, began thinking about how to bring them back for a longer stay. The San Diego Zoo, like most zoos, had high fixed costs to cover. It was also fundamentally dedicated to educating the public about animals and developing its renowned expertise in the preservation of endangered species. For these reasons, attracting zoo visitors—new and returning—was an ongoing strategic concern for Myers, and giant pandas were “rock stars.” The Zoo’s bargaining position, however, was relatively weak. China was the sole source of giant pandas, and only 1,100 remained in the wild according to a recent estimate.1 Moreover, they were in demand by zoos throughout the world. Chinese authorities responded very selectively. Washington’s National Zoo was the only zoo in the U.S. that had a permanent panda exhibit, and it resulted from the historic opening of relations between China and the U.S. in 1972. Since the late 1950s, the Chinese government had permitted fewer than 15 other countries to host these rare animals for even a short visit. In late February 1988, Myers decided to focus his initial planning on three main tasks. First, what kind of framework or set of general principles could be developed with Chinese organizations to facilitate a long-term panda stay? All of China’s previous panda arrangements had taken the form of permanent state gifts or short-term exhibition loans. Second, what concerns should Myers put forward—and in turn, anticipate from Chinese counterparts—as the main agenda items for negotiation? Third, what communication strategy and talking points should he use to persuade his relatively powerful counterparts and make his case for San Diego Zoo? He would have to undertake additional preparations, such as financial targets, but for now, the three tasks were “top of mind” as he began to review information on several pertinent topics. I. San Diego Zoo: Overview The San Diego Zoo was located in the heart of the city on 100 acres (0.16 square miles) of 1,200-acre Balboa Park. The Zoo housed one of the most varied collections in the world—4,000 animals from more than 800 species—and enjoyed an international reputation for its progressive approach to animal care and species conservation. The Zoo was managed by the nonprofit Zoological Society of San Diego (ZSSD), which had the largest membership of any such group in the world and the largest zoo budget in the U.S. Douglas Myers became executive director of the ZSSD in 1985. By then, he had accumulated 14 years of experience in animal keeping, and zoo operations and administration. He began his career at Busch Entertainment Corporation after earning a B.A. in business and psychology. At Busch Gardens, he moved from animal keeper and supervisor of animal shows to operations manager. In 1982, he became the general manager of San Diego Wild Animal Park. Over the next three years, he took on major operational and planning responsibilities for both the Animal Park and the Zoo and managed the ZSSD’s educational activities, public relations, marketing, and the budget. Myers had publicly committed to building the San Diego Zoo’s reputation as one of the greatest zoos in the world. The city of San Diego, with a population of 1.1 million, was the second largest city in California and sixth largest in the U.S.2 Its per capita income made it the wealthiest among U.S. cities with a population over 1 million.3 San Diego’s economy was driven by defense, manufacturing, and tourism. The Port of San Diego played a major role in all of these industries. In addition to its shipping and trade activities, the Port accommodated the only large-scale submarine and shipbuilding yards on the U.S. west coast and the largest naval fleet in the world. The region was known for its cool, sunny climate. Temperatures remained nearly constant throughout the year (an average of 71 degrees Fahrenheit), and annual rainfall was minimal (9–13 inches). These conditions suited many animals and favored the San Diego Zoo. II. Zoos in the U.S.: A Brief Background Zoos in North America started out primarily as facilities for the display of animals to the public. Like other founders, Dr. Harry Wegeforth, who built the San Diego Zoo, was said to have a “dazzling passion” for animals.4 His inspiration for the Zoo had come from animal exhibits at an international exposition in San Diego in 1916. Over time, the mission of zoos evolved from display to public education and animal conservation. To promote these values and oversee compliance, the American Association of Zoological Parks and Aquariums (AAZPA) was established in 1924. By 1987, there were 117 AAZPA-accredited zoos in the U.S. The most popular attractions were generally the large mammals that children learned about in school. Elephants, giraffes, and the “big cats” (e.g., lions, tigers, leopards) drew crowds. (See Exhibit 1.) In studies of “attracting power” and “holding power” (respectively, the likelihood of a visitor stopping at an exhibit, and the time spent at it), researchers reported a significant correlation between an animal’s physical size and its popularity, although this finding did not go uncontested.5 Exhibit 1 | Popular Animals in U.S. Zoos (unranked) Apes Koalas Bears Komodo Dragons Crocodiles Lions Elephants Monkeys Giraffes Orangutans Gorillas Rhinoceroses Hippopotamuses Tigers Kangaroos Zebras Source: http://www.helium.com/items/1834495-most-popular-zoo-animals. Exotic and nearly extinct animals were also star attractions, albeit for different reasons. For Americans, animals from Africa and Asia carried a certain mystique; they created intrigue. But they were also expensive to acquire and maintain. At most zoos, finances were chronically troubling.6 Costs for animal care, which involved food, keepers, medical supplies and veterinary services, tended to be high and fixed. Revenue from ticket sales and parking covered less than half of a zoo’s costs. To boost revenue, industry experts recommended that new exhibits be undertaken every two years, yet their development was expensive, particularly when customization was involved.7 Supporters underscored zoos’ positive economic impact on host cities. Zoos created jobs, generated tax revenue, and served as marketing tools to promote tourism and spur community revitalization. According to the AAZPA, accredited zoos and aquariums in the U.S. were responsible for nearly $4 billion in annual economic activity and 11,000 full-time jobs in the 1980s.8 Remarkably, zoo and aquarium attendance exceeded annual attendance at all professional football, basketball, and baseball games combined.9 In the late 1980s, however, zoo attendance dropped nationwide. Competition for visitors had intensified. Besides traditional alternatives for family entertainment such as museums and concerts, which were arguably distinct from zoos, amusement and theme parks had encroached on zoos’ turf by adding animal displays. Busch Gardens, for example, had rides and animals that entertained visitors for an entire day. This period saw the arrival of a new breed of zoo managers. In contrast to early directors who were largely enamored of animals, many new directors were business professionals who looked at zoo management differently. They thought about nontraditional opportunities and revenue streams. Some directors took to marketing their zoos as destinations for leisure and recreation. Others conceived of plans such as breeding and selling exotic species, which was strictly forbidden by the AAZPA. Most zoo managers still abided by AAZPA regulations. III. San Diego Zoo: Operations The San Diego Zoo operated as a nonprofit organization run by the ZSSD. The ZSSD, in turn, was governed by a 12-member board of trustees. The land title and the animal exhibits belonged to the City of San Diego Water Department and the City of San Diego, respectively. The ZSSD was also responsible for the Wild Animal Park, an enterprise in a second location (see below). The two entities employed 1,500 people full-time. Together, the Zoo and Animal Park were billed as the “greatest zoo in the world.”10 Mission In promotional literature, the Zoo was described as “a conservation, education and recreation organization dedicated to the reproduction, protection, and exhibition of animals, plants and their habitats.”11 It was accredited by the AAZPA. Budget The ZSSD’s 1988 budget, which included operations of the Wild Animal Park, was $68 million. (That was more than 10 times the budget of a typical U.S. zoo such as the Dallas Zoo.) Animal collections and exhibits accounted for 25% of the total while auxiliary activities (e.g., costs of food, gifts and ride maintenance) absorbed 44%. The remaining allocations were: general administration, 14%; fund-raising, 7%; hospital and research activities, 5%; and membership and education activities, 5%. The largest sources of revenue in FY1987 were admissions (41% of the total) and auxiliary activities (36%). The latter included retail merchandise and food sales, in-zoo transportation, and parking at the Wild Animal Park. The next largest revenue source (8%) was ZSSD membership dues. In 1987, more than 150,000 member households paid annual dues of $45. (Admission to the zoo was free to ZSSD members. One-day general admission was priced at $8.50 in February 1988.) The rest of ZSSD revenue (15%) came from a city property tax, grants, donations, and investment income. Over the last five years, expenses had risen at a compound annual rate of 9%. Costs for animal care were rising at almost 12%, which included inflation of 4%. In addition, the Zoo was subsidizing the Wild Animal Park, which had turned a profit in only one of its first 13 years of operation. In 1984, for example, the Park lost $825,000. The Zoo itself needed capital for ongoing programs to improve facilities. Zoo management realized that $4.5 million of the 1987 revenue was “nonrecurring income” from the panda visit. Future donations and grants were not predictable, and there was no formal, corporate donation program in place at the Zoo. Expertise in Conservation The San Diego Zoo was known worldwide for its expertise in animal conservation and species preservation. It initiated the practice of performing necropsies on all of its deceased animals and spearheaded development of the field of zoological pathology. In 1975, the Center for Reproduction of Endangered Species (CRES) was created to counter the rising worldwide trend of species extinction. A sizeable infrastructure had been built over the last decade, which led to formidable 5- to 10-person teams of scientists and staff in six major fields: genetics, virology, immunology, reproductive physiology, behavior and pathology. The CRES bred endangered species in captivity for release into their native habitats. It even maintained a cryopreservation facility for rare sperm and eggs called the Frozen Zoo. By the late 1980s, the Center had successfully raised African Black Rhinos, California Condors, cheetahs, tigers, and a large number of other species. Wild Animal Park The Wild Animal Park was located 35 miles northeast of the Zoo. With grounds covering 1,800 acres (2.8 square miles), the Park provided an expansive setting for animals to live in and be observed. Animals were regularly exchanged between the two locations. Horticultural Expertise In addition to the extraordinary variety of its animals, the Zoo held a second treasure: a fully accredited botanical garden containing 3,500 species, including endangered plants. The staff’s horticultural expertise enabled them to grow food for some zoo animals. That included 18 varieties of eucalyptus trees to feed koalas as well as varieties of bamboo suitable for pandas. Relationships with Chinese Zoos The San Diego Zoo had developed relationships with zoos throughout the world. Through the contacts of one of its trustees, the Zoo started working with Chinese zoos in 1979 to help endangered animals—notably, the red panda, takin (large goat-antelope), and Manchurian cranes. In the 1980s, Zoo management, which then included Myers, successfully negotiated exchanges of several Chinese animals for exhibition as U.S. and world “firsts.” Prominent examples included: 1983 a pair of Chinese Monals (pheasants): the first exhibition outside China since the 1800s 1984 golden monkeys sent as “conservation goodwill ambassadors”: the first exhibited in the Western world 1986 eastern kiang (mule): the first exhibited in the U.S. By 1987, when the giant pandas arrived, the Zoo had fostered the first birth of a Sichuan takin outside of China. (The takin generally shared habitats with the giant panda.) Animal transfers between the San Diego Zoo and zoos worldwide typically took place in accordance with AAZPA policies and in the case of endangered species, an AAZPA Species Survival Plan (SSP). Begun in 1981, this cooperative animal management program was designed to manage breeding of selected endangered species so they could develop healthy, self-sustaining populations. Some species granted SSP status were deemed “flagship species” for their capacity to elicit strong feelings from the public.12 Initiatives at the Zoo in the Late 1980s San Diego Zoo built its first “multi-species habitat” in 1986. Instead of isolating animals of one species, this area assembled animals found side by side in the wild and native plant life. The Zoo pioneered the design and construction of cageless, open-air exhibits with invisible wires and moats that allowed visitors to see better and even touch and feed animals. This naturalistic approach corresponded with growing interest in animal conservation and quality of life as well as the commercial need to enhance the zoo experience for visitors. In 1986, San Diego Zoo’s 70th year of operations, the ZSSD launched a flashy marketing campaign to celebrate and entice the public to visit. TV ads showed tigers and other animals cavorting to classical music, and giant billboards appeared all over the city.13 (For key dates in the Zoo’s history, see Exhibit 2.) Exhibit 2 | History of the San Diego Zoo: Selected Key Dates 1916 Plans begin for the San Diego Zoo; Dr. Harry Wegeforth establishes the Zoological Society of San Diego 1921 City of San Diego turns over 100 acres of land in Balboa Park to the Zoological Society 1925 Belle Benchley becomes the first female zoo director worldwide, setting the stage for San Diego’s progressive approach to zoo operations 1969 First time for annual zoo attendance to reach 3 million 1972 Wild Animal Park opens in part to assist the zoo’s breeding programs 1975 Center for Reproduction of Endangered Species founded 1979 San Diego Zoo starts working with Chinese zoos to help endangered animals—notably, the red panda, takin and Manchurian cranes 1985 A bald eagle is hatched at the zoo for the first time in 32 years 1985 Douglas Myers becomes executive director of the Zoological Society 1986 The Zoo builds its first multi-species enclosure 1986 San Diego Zoo turns 70 years old and begins a strong marketing campaign 1987 Basi and Yuan Yuan, two giant pandas, arrive on a 200-day loan from China Source: San Diego Zoological Society History, http://library.sandiegozoo.org/history.htm. In March 1988, the month after the giant pandas’ departure, the Tiger River Exhibit (a.k.a. the Kroc Family Tropical Rain Forest) was scheduled to open. It was the most costly and challenging exhibit ever undertaken by the Zoo: The enclosure alone ran a cool $5.8 million.14 Joan Kroc, the widow of McDonald’s restaurant founder Ray Kroc, had donated $3.3 million in 1985. It was the largest private donation in the zoo’s history. The next new exhibit, if Myers could swing it, would house giant pandas. They would be the star attraction for the Zoo. IV. Giant Pandas: The Species With their black ears, eye patches, shoulders and legs, and contrasting white bodies, giant pandas (Ailuropoda melanoleuca) grew to an adult size of 200 to 300 pounds. In the wild, they had a life expectancy of 14 to 20 years. In captivity, they lived an average of 28. Pandas had a rather sedentary lifestyle. Due to poor digestion, they spent 12 to 16 hours each day consuming bamboo for nourishment—from 20 to 40 pounds of it. While the pandas might come across 25 varieties of bamboo during the course of a day, they tended to be picky and ate only four or five types. They sat upright as they ate, much like humans sitting on the ground. (See Exhibit 3.) Exhibit 3 | A Panda at Its Favorite Pastime Source: (c) Lissa Harrison. Not surprisingly, people saw the giant pandas as cute, lumbering creatures. In their natural habitat, however, they could be as dangerous as any other “bear.”a They were skilled tree-climbers and swimmers and ventured to high altitudes to find food.15 Habitat Giant pandas lived in a few remote mountain ranges in central China (Sichuan, Shaanxi, and Gansu provinces) at elevations between 5,000 and 10,000 feet. These areas were usually cool, misty, and damp. Pandas did not hibernate. In the summer, when temperatures rose, they headed to higher and cooler elevations. On the average, a panda roamed a 1.9 square-mile range. Over the past 15 years, the total area of panda habitation had declined 53%.16 The chief causes were logging and conversion of land to agricultural use. With panda pelts worth up to $40,000 on the black market, poaching also occurred, even though convictions for the offense after 1983 carried the death penalty.17 Reproduction Females reached breeding maturity at 4 to 8 years of age and could reproduce until age 20, but most mothers in the wild raised only five to eight cubs in their lifetimes. They were able to conceive once a year, during a 2 to 3 day period, and give birth 95 to 160 days later to a 4-ounce cub (1/800th the size of the mother). When twins were born, only one cub usually survived.b Mothers then spent 3 years raising the cub. During the mating period, males and females attracted each other with calls and scents. Their sense of smell was highly developed. For the rest of the year, they lived solitary lives. Protected Status In 1987, the population of giant pandas in the wild was generally estimated to be less than 2,500. The official count was 1,100, based on the Second National Panda Survey conducted by China’s Ministry of Forestry and the World Wide Fund for Nature (WWF) in 1985–88.18 Coordinated international efforts to protect pandas began in the fall of 1979 when Chinese government officials agreed to develop a joint project with the WWF. It became the first international conservation organization to work in China. The WWF had been keen to land the project for its 20th anniversary year, in 1981. The giant panda was its longstanding logo.c By 1988, there were various protections in place for the giant panda as an endangered species. In the U.S., the Endangered Species Preservation Act of 1969 prohibited the importation and sale of species in danger of worldwide extinction. Additional legislation in the 1970s and early 80s strengthened existing laws and charged the Fish and Wildlife Service at the Department of the Interior with overseeing compliance for land animals. By 1988, the giant panda had been placed on the endangered species list. Internationally, trade in endangered species was limited by The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). Both China and the U.S., among some 90 other countries, were signatories. In force since 1973, the treaty banned trade of endangered species undertaken for commercial purposes and set forth additional restrictions depending on the status of the species. In 1984, the giant panda was moved up from CITES Appendix III to Appendix I, which carried the strictest regulations. In China, the China Wildlife Conservation Association (CWCA) had been established in 1983 as a nongovernmental organization (NGO) to promote sustainable development. The CWCA adopted the giant panda as its logo. Organized under the auspices of the China Science Association, it became the largest ecological conservation organization in China and joined the International Union for Conservation of Nature and Nature Resources. By the late 1980s, there were 13 managed care facilities for giant pandas in China’s central mountain region.19 The main centers were Wolong National Natural Reserve (which started a panda program in 1980) and the Chengdu Panda Breeding Center (established in 1987). The purpose of these facilities was to study panda habits, breeding cycles, interactions and eating preferences so that scientists could effectively transition pandas from zoos to the wild. Sadly, breeding programs in China had not been very effective. From 1936–88, the 345 pandas in captivity had produced 67 litters of 106 cubs, and only 32 survived for more than one year.20 In other words, for over 50 years, the programs had produced less than one cub per year. V. Panda “Exchanges”d: A Brief History Between 1936 and 1946, a period of political turmoil in China, animal hunters took giant pandas to the U.S. and Great Britain.21 When World War II and the Chinese revolution ended, the nascent People’s Republic of China put a stop to the panda outflow. The government adopted the giant panda as a national treasure and carefully controlled access to it. In the late 1950s, the government began to employ giant pandas as goodwill ambassadors in a practice that became known as “panda diplomacy.”22 The first country to receive a panda as a state gift was the USSR. From 1957 to 1982, China presented pandas to 8 more countries, including the U.S.e (See Exhibit 4.) The animals were generally sent abroad in pairs.f The last state gift was a male sent to Japan to replace the male in the original gift after its death in 1980. Exhibit 4 | International Transfers of Giant Pandas, 1957–87 State Gifts Country Recipient Zoo (City) Year* Duration Pandas USSR Moscow 1957 n.a. Ping Ping USSR Moscow 1959 n.a. An An DPRK (Korea) Pyongyang 1965-1980 n.a. Dang Dang, Sang Xing, and 3 more USA National (Washington) 1972 n.a. Ling Ling, Xing Xing Japan Ueno (Tokyo) 1972 n.a. Lan Lan, Kang Kang France Vincennes (Paris) 1973 n.a. Yan Yan, Li Li UK London 1974 n.a. Jia Jia, Jing jing Germany Berlin 1974 n.a. Tian Tian, Bao Bao Mexico Chapultepec (Mexico City) 1975 n.a. Ying Ying, Bei Bei Spain Madrid 1978 n.a. Shao Shao, Qiang Qiang Japan Ueno (Tokyo) 1980 n.a. Huan Huan Japan Ueno (Tokyo) 1982 n.a. Fei Fei Exchange of Animals Austrian broker London, UK 1958 n.a. Chi Chi Exhibition Loans Germany (West) Tierpark (Berlin) 1958 1 mo. Chi Chi Germany (West) Frankfurt 1958 1 mo. Chi Chi Denmark Copenhagen 1958 Chi Chi USSR Moscow 1966 7 mo. Chi Chi Japan Fukuoka City 1980 Bao Ling, HsanHsan Japan Oji (Kobe) 1981 Zhai Zhai, Rong Rong USA Los Angeles 1984 3.5 mo. Ying Xin, Yun Yun USA San Francisco 1985 6 mo. Ying Xin, Yun Yun Canada Toronto 1985 3 mo. Qing Qing, Quan Quan Ireland Dublin 1986 6 mo. Ping Ping, Ming Ming Sweden Parken (Eskilstuna) 1986 Chuan Chuan, Jin Jin Belgium Antwerp 1987 4 mo. Wan Wan, Xi Xi Netherlands Safaripark Beekse Bergen (Hilvarenbeek) 1987 5 mo. Chuan Chuan, Rong Rong USA Busch Gardens (Tampa) 1987 5 mo. Ling Ling, Yun Yun USA San Diego 1987 200 days Basi, Yuan Yuan * Year of arrival at the zoo. Discrepancies among sources stem from lack of clarity between dates of agreement and arrival at the zoo, scheduled versus actual arrival, and original versus second or replacement animals. Sources: http://www.china.org.cn/english/features/panda/37969.htm and https://www.giantpandazoo.com. In the mid-1980s, diplomatic goals became entangled with commercial pursuits in the so-called “rent-a-panda” period. It began when pandas loaned to the Los Angeles Zoo for exhibit during the 1984 Olympic Games were subsequently sent to San Francisco at a fee of $100,000 per month.23 Thereafter, the Chinese government—and freelance agents and intermediaries—concentrated exclusively on short-term, fee-based exhibition loans of 3 to 6 months.24 Zoos throughout the world proffered rental fees, percentages of souvenir sales, overseas trips, and various other incentives and compensation as they scrambled to obtain pandas. The two official sources for giant pandas in China operated independently. One was the Ministry of Forestry, which worked with the CWCA. The other was the Chinese Association of Zoological Gardens (CAZG), an NGO affiliated with the Ministry of Construction.g The CAZG had access to 21 zoos with 60 pandas, nearly twice the number controlled by the CWCA. To procure pandas, a foreign zoo generally began by approaching one of the two NGOs. The zoo and NGO negotiated a letter of intent specifying, among other things, the particular animals to be transferred and arrangements for payment to China.h Depending on the NGO, the document was then sent either to the Ministry of Forestry or Ministry of Construction for approval. An approved contract passed through the Ministry of Foreign Affairs to the State Council. Giant pandas remained so tied to Chinese diplomacy that any transfer agreement had to receive final approval from the Premier himself.25 During the second half of the 1980s, conservationists in China and the U.S. became increasingly concerned about the treatment of pandas in international transfers and the dwindling population of pandas in the wild. In the U.S., panda advocates voiced doubt about the diligence with which Chinese authorities used foreign funds provided expressly for panda conservation.26 In China, officials in some circles began to give more thought to how to use panda loans to further breeding and conservation research. Meanwhile, the giant panda continued to enjoy worldwide popularity and high demand. In the U.S. alone in 1988, at least 30 institutions were negotiating or planning to negotiate with China for pandas.27 VI. Negotiating the 1987 Loan The negotiations that culminated in the 1987 loan of the two pandas, Basi and Yuan Yuan, from their home zoo, the Fuzhou Zoo in Fujian Province, took nearly 10 years for the San Diego Zoo to complete.28 The ZSSD dealt with the Ministry of Forestry and CWCA, the organizations through which it had arranged all of its previous animal exchanges. (These arrangements were, literally, two-way exchanges.) The ZSSD agreed to bend some Zoo policies for animal care in order to meet Chinese preferences and practices for pandas. As part of this arrangement, Myers also made a gift to the Chinese, although he did not publicly disclose its nature. The ZSSD sent a 17-person delegation, including six couples, to China for the signing ceremony. In a rare public comment on the negotiations, Myers told one journalist: “We deal in friendship, and friendship means trust. . . . Nine, ten years ago, the thought of pandas or golden monkeys . . . may have been considered unrealistic. . . . Our friendship with the Chinese has allowed us many unbelievable animals.”29 VII. The Impact of the Panda Visit To accommodate Basi and Yuan Yuan in 1987, the San Diego Zoo renovated the existing 1,200-square-foot, clouded leopard enclosure at a cost of $850,000.30 Workers improved the landscaping and installed air conditioning, large picture windows, and two sleeping areas.31 The pandas had to be kept apart. They were expected to consume 4.5 tons of bamboo during their visit. The Zoo could grow that amount on its grounds, but backup supplies were also secured. Over the course of the pandas’ July 23–February 10 visit, the Zoo expected a 50% increase in visitors.32 The annual visitor total in 1986 had been 3.35 million.i (See Exhibit 5 for attendance at comparable San Diego attractions.) Since the increased volume would affect traffic near the Zoo, highway approaches were reconfigured, and satellite parking with shuttle service was set up. The Zoo had only 3,150 regular parking spaces, so it leased a lot with 2,500–3,000 more spaces from the city at $1,000 per month. Zoo employees were asked to park off-site. To facilitate viewing of the pandas, the Zoo constructed a raised area outside the exhibit that would handle 150 visitors at a time. Zoo hours were extended, and 150–200 extra employees were hired for parking services, food service and gift shops.33 Exhibit 5 | Estimated Attendance Levels at Major San Diego Attractions in 1986* Attraction Visitors Description Old Town San Diego State 5,740,000 Nonprofit SeaWorld San Diego 3,440,000 Profit San Diego Zoo 3,350,000 Nonprofit Bazaar del Mundo 1,530,000 Profit San Diego Wild Animal Park 1,430,000 Nonprofit Cabrillo National Monument 1,170,000 Government Torrey Pines State Reserve 960,000 Government Belmont Park’s Rides and Attractions 670,000 Profit Reuben H. Fleet Science 520,000 Nonprofit San Diego Museum of Art 470,000 Nonprofit Birch Aquarium 380,000 Nonprofit San Diego Natural History Museum 340,000 Nonprofit Hornblower Cruises & Events 210,000 Profit San Diego Museum of Man 180,000 Nonprofit San Diego Aerospace Museum 160,000 Nonprofit Maritime Museum Association 140,000 Nonprofit *Except for San Diego Zoo (actual attendance). Estimates for other attractions derived by reducing actuals for 2001 by the percentage difference that actually occurred for the San Diego Zoo. Original source: San Diego Business Journal, 2001, www.sdbj.com. The Zoo also modified its normal procedures for animal care. Part of its philosophy was not to expect animals to behave anything but naturally, yet the pandas’ Chinese handlers insisted that the pandas perform and have regular human contact. The handlers’ rationale was that the pandas would thereby stay fit and approachable, allowing trainers to take their blood and monitor their health. The trainers slept in trailers near the animals’ enclosure—another practice counter to San Diego Zoo policy. By the pandas’ departure 10 days after Super Bowl XXII, which San Diego also hosted, some 2 million people had seen the pandas. For the 1987 fiscal year, which represented the bulk of the pandas’ visit, total annual ticket sales for the zoo hit an all-time high of 3.9 million—a 16% increase over 1986.34 No separate entrance or supplementary fee was required to see the pandas. They still added $4.45 million to the ZSSD’s 1987 revenue “excess,”j after expenses of $5.5 million. (They would also add, albeit much less, to revenue for FY1988. The total cost of the 1987–88 panda visit was about $7.5 million.)35 VIII. Negotiating the Pandas’ Return: Multiple Stakeholders To negotiate a return of giant pandas, Myers realized that he would have to deal with several stakeholders and interest groups—and not just those in China. In the U.S., there were government agencies and officials at municipal, state and federal levels. International NGOs devoted to nature conservation and animal rights included the AAZPA, WWF, and International Union for Conservation of Nature. These groups’ interests, policies, and positions could help or hinder Myers’s efforts. One clear legal requirement in the U.S., which aligned with the CITES treaty, was that the ZSSD apply to the Fish and Wildlife Service for a permit to import giant pandas. To approve a permit, the Service set three conditions: no harm to the survival of the species in the wild, the capacity of the receiving institution to provide adequate care for the animal, and benefit to the species from importing the animal. An application for a permit could be opposed or supported by any group. The International Fund for Animal Welfare, for example, generally took a stand against putting giant pandas in zoos. Given the large number of American zoos interested in giant pandas, the Fish and Wildlife Service would likely limit the number of import permits. When the time came, Myers would have to make a strong case for the San Diego Zoo. IX. U.S.-China Relations When the People’s Republic of China was established in 1949, the U.S. Government chose not to officially recognize the Communist government. As the Vietnam War dragged on and the Cold War with the USSR hardened, U.S. President Richard Nixon saw a strategic advantage in developing a relationship with China. In mid-1971, at the invitation of Chairman Mao Zedong, the U.S. Table Tennis Team played exhibitions in China. (This was called “ping-pong diplomacy.”) In early 1972, Nixon himself visited China and initiated an 8-year-long process that culminated in the establishment of formal, diplomatic relations. To mark that first visit, Mao gave Nixon a pair of giant pandas; Nixon reciprocated with a pair of musk-oxen. The relationship between the two countries improved through the 1970s and 1980s. After the death of Mao, “pragmatic” Deng Xiaoping took over. He spearheaded the modernization of the economy and opened it for international trade. Deng visited the U.S. in 1979, and in 1984, President Reagan visited China. Although the status of Taiwan, among other issues, remained a source of tension, U.S.-China ties expanded. Cultural and scientific exchange agreements were reached in 1984. From 1980–88, bilateral trade (combined export value) rose nearly 70%.36 In February 1988, after 7 years as vice president of the U.S., George Bush was expected to run for President in the fall election. He had served as Chief of the U.S. Liaison Office in China from 1974–75 (when there was no mission or ambassador). He retained ties with high-level Chinese officials that could facilitate Sino-American negotiations. X. How to Negotiate with the Chinese: American Perceptions Myers had communicated extensively with Chinese scientists and government officials over “first” exhibits of various animals, but he expected the negotiations now on his mind to be more challenging. He wanted pandas for a longer period than any arranged to date. To prepare his approach this time, he could consult a small but growing literature on Americans’ negotiations with Chinese counterparts. One of the most common observations centered on the expression “friend of China” (lao pengyou). Americans believed that this status accorded favorable treatment. Many executives seeking business with China did their utmost to curry favor with the Chinese and become recognized as a “friend.” U.S. diplomats had a different view of the Chinese government’s sense of friendship. Among those involved in opening relations in the mid-1970s, Richard Solomon had written: The most fundamental characteristic of dealings with the Chinese is their attempt to identify foreign officials who are sympathetic to their cause, to cultivate a sense of friendship and obligation in their official counterparts, and then to pursue their objectives through a variety of stratagems designed to manipulate feelings of friendship, obligation, guilt or dependence. 37 Former U.S. Secretary of State Henry Kissinger cautioned, “The proclamation of friendship makes it that much more difficult to disagree on those issues which the Chinese declare—usually at an early stage of a negotiation—as matters of principle and therefore beyond compromise.38 Other aspects of Chinese negotiating behavior observed by American diplomats and political scientists included Chinese wariness of foreigners, skill in casting foreigners in the role of supplicants, early moves to establish a favorable agenda, emphasis on historical perspectives, and uninterest in legal concepts. Solomon advised American negotiators to have a clear sense of their objectives, to present positions in a broad framework, to minimize media pressure, and to exercise patience.39 MIT Professor Lucian Pye, an eminent China specialist, reinforced these points in a Harvard Business Review article titled, “The China trade: making the deal.” A number of American business executives concluded that their Chinese counterparts were “tough bargainers.” The size of their negotiating teams was imposing, and they engaged in “endless bargaining”—even reopening deals that Americans considered complete. At the same time, some aspects of Chinese international negotiating behavior evolved. In surveys conducted between the late 1970s and late 1980s, American and other executives’ perceptions of the keys to success in negotiations in China shifted from “soft,” cultural factors to “hard” elements such as budgetary allowances and China’s need for American technology.40 XI. Myers’s Plans As Myers sat back in his chair to digest this information, his phone rang. It was another inquiry about his plans for giant pandas. This call was from a ZSSD trustee, but she certainly was not the only person in San Diego thinking about pandas. Bringing them back would be a boost for the Zoo, its international reputation, and, for that matter, Myers’s reputation. He had, after all, touted the Zoo as one of the greatest in the world. Myers looked forward to negotiating for pandas with Chinese representatives but he knew it would be challenging. He refocused his attention to three planning tasks: Developing an appropriate framework or structure for the transaction. Identifying the main agenda items for negotiation. Crafting a communication strategy and talking points by which to persuade his powerful Chinese counterparts to allow pandas to return to the San Diego Zoo. What exactly should he do in each area?

 
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HRM Plays An Important Role In Organizations By Balancing The Sometimes Competing

1. HRM plays an important role in organizations by balancing the sometimes competing demands of: (Points : 5)
competitive challenges and international challenges.
competitive challenges and international challenges.
employee concerns and HRM challenges.
competitive challenges and employee concerns.

2.
Human resources planning is:
(Points : 5)
a technique that identifies the critical aspects of a job.
the process of anticipating and making provision for movement of people into, within, and out of an organization.
the process of setting major organizational objectives and developing comprehensive plans to achieve these objectives.
the process of determining the primary direction of the firm.

3. Individuals protected by federal equal employment opportunity laws include all of the following except: (Points : 5)
minorities.
Women.
People over age 50.
Homosexuals

4. A job specification is: (Points : 5)
a group of related activities and duties.
the different duties and responsibilities performed by one employee.
a statement of the knowledge, skills, and abilities required to perform work.
a statement of the tasks, duties and responsibilities associated with work.

5. Job enrichment is touted as helping employees with: (Points : 5)
self-esteem and job satisfaction
dissatisfaction with pay
employment security
dissatisfaction with benefits

6. Which of the following is the most effective source for recruitment? (Points : 5)
executive search firms
help-wanted advertisements
employee referrals
private employment agencies

7. Placing a priority on finding individuals that meet broader organizational requirements than job skills, including those who match the values or culture of the organization is called: (Points : 5)
Advanced selection
Person-job fit
Person-organization fit
Person-value fit

8.
The terms “training” and “development”:
(Points : 5)
mean the same thing
both refer to short term skill development efforts
refer to a short term performance orientation vs. a longer term skill development, respectively
refer to skills development in low level vs. managerial employees, respectively

9. The most common method used for training nonmanagerial employees is: (Points : 5)
vestibule training
computer-based instruction
on-the-job training
apprenticeships

10. The two primary purposes of performance appraisals are: (Points : 5)
informative and developmental.
managerial and administrative.
managerial and informative.
administrative and developmental.

11. Pay-for-performance programs: (Points : 5)
tie rewards to firm profitability
are easy to implement and measure
tie rewards to employee effort
result in negligible increases in output

12. Employees covered by the overtime provisions of the Fair Labor Standards Act are labeled: (Points : 5)
protected workers.
nonexempt employees.
salaried workers.
exempt employees.

13.
Profit sharing refers to any procedure by which an employer pays employees:
(Points : 5)
an incentive based on their merit.
an incentive based on labor cost savings.
a bonus based on the overall productivity of their particular work group.
current or deferred sums based on the organization’s financial performance

14. Flexible benefit plans: (Points : 5)

are offered to employees who then must purchase each benefit they select

are favored by employers because they reduce administration costs
result in wasted benefits because of the number of different types available to employees
allow employees to choose benefits suited to their needs

15. Holiday pay, sick leave, and vacation pay are examples of: (Points : 5)
payment for time not worked
benefits required by law
categories of health care benefits
unearned benefits

16. A major trend in preferences for individual medical care is toward nontraditional approaches that commonly involve greater use of: (Points : 5)
patient participation
oriental techniques
specialized equipment
relaxation therapy

17. Which of the following is the dominant principle governing private-sector employment relationships? (Points : 5)
the employment-at-will principle
the job-as-property doctrine
implied contract rules
implied covenant rules

18. Which of the following is not a major reason employees desire to unionize? (Points : 5)
political issues
economical needs
dissatisfaction with management
social and status concerns

19. The United Auto Workers, United Mine Workers, United Steelworkers, and Office and Professional Employees International Union are all classified as ____ unions. (Points : 5)
Skilled
Mixed
Industrial
Craft

20. An organizational form that has fully autonomous units operating in multiple countries is: (Points : 5)
an international corporation
a multinational corporation
a transnational corporation
a global enterprise

 
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Starbucks Case Study

Assess the competitive environment (analysis of the strengths of the competitors), with consideration of success factors for the industry
– Based on the Corporate strategy what should be the business level strategy for each SBU (see mini-lecture for help or chapter 7). Use the organizational structure from the Annual Report for SBUs recognition and BCG product portfolio analysis for identifying investment opportunities for each SBU.
Refer to the performance (share price and key financial statistics) of the company, as to point out the strategic problem.
Strategy and the environment are said to be dynamic. The strategy influences the stakeholders and the stockholders influence the strategy. For example when analyzing customer segments, firm’s identify the their target market that have buying behaviors are synergistic with the firm’s resource and capabilities and their strategic direction. They hire employees that have the knowledge to support the strategy. Similarly they form relationships with their channels and suppliers to help leverage their current resources and implement their strategy. Even stakeholders look at the firm and its strategy to assess the value of the organization (this value can be for value that they add for each stakeholder) and its long term viability In your discussion of the strategy of the firm discuss these factors and the impact of the strategy on each of the firm’s stakeholders.
– recommendation of the strategy addressing strategic problem(s)
– implementation
– evaluation and control

 
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New And Improved Rewards At Work

Employers have been coming up with innovative employee rewards to boost morale and acknowledge employee needs for creativity and personal goal accomplishment. Some of the latest potential employee rewards include using the Internet at work for personal reasons such as shopping, communicating with friends, or personal finances; bringing a pet to work; instituting a controlled napping policy, and the sports and office betting pools.

Write an eight to ten (8-10) page paper in which you:

  1. Determine how innovations in employee benefits can improve the overall competitive compensation strategy of the organization.
  2. Explain how innovative benefits could be tied to specific jobs.
  3. Critique the effectiveness of equity-based rewards systems versus those with more creative approaches.
  4. Discuss the key elements of integrating innovation into a traditional total rewards program.
  5. Recommend a process that optimizes an employee-based suggestion program to continually refresh the total rewards of the organization.
  6. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Analyze an organization’s strategy and integrate pay-for-performance plans and total rewards into a compensation strategy that will motivate desired behavior and improve job performance.
  • Explain a benefit plan as part of an overall competitive compensation strategy and the policies to administer the benefits.
  • Use technology and information resources to research issues in total rewards.
  • Write clearly and concisely about total rewards using proper writing mechanics.
 
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Material Management

MGMT 422

WEEKS 11 & 12 REVIEW QUESTIONS

INSTRUCTIONS: CIRCLE THE ANSWER THAT BEST FITS THE QUESTION

 

   

 

CHAPTER 14

1. ​Once a contract has been negotiated and signed, the real work is over.

  a. True
  b. False

 

   

 

2. ​It is easy to go back and negotiate what contractual terms actually mean once the contract has been signed and a period of time has passed.

  a. True
  b. False

 

   

 

3. ​It is always a good idea to double-check all attachments to the contract, because many of the technical details are included here.

  a. True
  b. False

 

   

 

4. ​In the firm fixed price contract, the price stated in the agreement does not change, regardless of fluctuations in general overall economic conditions, industry competition, levels of supply, market prices, or other environmental changes.

  a. True
  b. False

 

   

 

5. ​In a fixed price contract with escalation, all price changes should be keyed to a third-party price index, preferably to a well-established, widely published index.

  a. True
  b. False

 

   

 

6. ​There is an incentive, at least in the short run, for suppliers to be inefficient in cost-based contracts because they are rewarded with higher prices.

  a. True
  b. False

 

   

 

7. ​To be most effective, cost-based contracts should include cost productivity improvements in order to drive continuous cost reduction over the life of the contract.

  a. True
  b. False

 

   

 

8. ​Even when there is no contract, most transactions are covered by a “gap filler” known as the Uniform Commercial Code.

  a. True
  b. False

 

   

 

9. ​Generally speaking, the more complex the nature of the contract and the greater the dollar amounts involved, the more likely it is that a future dispute over interpretation of the terms and conditions will occur.

  a. True
  b. False

 

   

 

10. ​Taking a dispute into the jurisprudence system should be an automatic step in resolving the dispute, and not viewed as a last resort.

  a. True
  b. False

 

   

 

11. ​The _____ clause of a contract defines all of the important terms contained within the contract and is important so everyone understands exactly what each term means.

  a. ​supply and delivery
  b. ​specifications, quality, and health, safety, environment
  c. ​scope of agreement
  d. ​force majeure
  e. ​definitions

 

   

 

12. ​The _____ clause of a contract specifies method of manufacture and quality requirements and may include language specific to terms of quality.

  a. ​liability
  b. ​specifications, quality, and health, safety, environment
  c. ​intellectual property
  d. ​assignment and contracting
  e. ​confidentiality

 

   

 

13. ​The _____ clause of a contract generally specifies who is responsible if there are injuries or damage, over the course of the contract, and any damages to be paid.

  a. ​supply and delivery
  b. ​key performance indicators and compensation
  c. ​definitions
  d. ​free trade areas
  e. ​liability

 

   

 

14. ​The _____ clause of a contract stipulates whether either party has the ability to terminate the contract at any time, and how much advance notice must be given.

  a. ​effective date and termination
  b. ​payment
  c. ​third-party rights
  d. ​most favored customer
  e. ​force majeure

 

 

 

 

 

 

 

 

 

15. ​The _____ clause in a contract ensures that all information, technology, and so on shared between the parties remains confidential and is not shared with other customers or suppliers.

  a. ​assignment and contracting
  b. ​liability
  c. ​third-party rights
  d. ​confidentiality
  e. ​intellectual property

 

 

16. ​The most basic contractual pricing mechanism is called a/an _____ contract.

  a. ​fixed price with escalation
  b. ​cost plus incentive fee
  c. ​firm fixed price
  d. ​cost-sharing
  e. ​fixed price with redetermination

 

   

 

17. ​In the _____ contract, if the supplier can demonstrate actual cost savings through production efficiencies or substitution of materials, the resulting savings from the initial price targets are shared between the supplier and the purchaser at a predetermined rate.

  a. ​time and materials
  b. ​cost plus fixed fee
  c. ​fixed-price with incentives
  d. ​firm fixed price
  e. ​fixed-price with escalation

 

   

 

18. ​The _____ contract is generally used in plant and equipment maintenance agreements, where the supplier cannot determine accurate costs prior to the repair service.

  a. ​fixed-price with redetermination
  b. ​firm fixed price
  c. ​cost-sharing
  d. ​time and materials
  e. ​cost plus fixed-fee

 

   

 

19. ​The _____ the term of the purchase agreement, the _____ firm fixed-price contracts will be acceptable to the supplier.

  a. ​shorter….less likely
  b. ​longer….more likely
  c. ​longer….less likely
  d. ​longer….same likelihood that
  e. ​There is no relationship between contract term and acceptability to the supplier.

 

   

 

20. ​_____ is defined as the submission of a disagreement to one or more impartial persons with the understanding that the parties will abide by the decision.

  a. ​Negotiation
  b. ​Arbitration
  c. ​Litigation
  d. ​Mediation
  e. ​Authorization

 

   

 

 

CHAPTER 15

1. ​Purchasing activities are concerned with the laws regarding contracts and the laws regarding agency, the majority of which concern contract laws.

  a. True
  b. False

 

   

 

2. ​The purchasing agent is a general agent with broad authority to change prices, terms, and conditions.

  a. True
  b. False

 

   

 

3. ​From a legal perspective, purchasing managers do not have a fiduciary obligation to act in the best interests of their employer.

  a. True
  b. False

 

   

 

4. ​Exceeding both actual and apparent authority can have dire consequences; an individual may be held directly liable by the supplier or other third party.

  a. True
  b. False

 

   

 

5. ​Accepting gifts and favors from a supplier is the most common ethical infraction involving buyers.

  a. True
  b. False

 

   

 

6. ​A contract can exist only when there is an agreement resulting from both an offer and an acceptance.

  a. True
  b. False

 

   

 

7. ​If the primary purpose of the contract is legal, but some terms contained within the contract are not, then the contract may or may not itself be illegal depending on the seriousness of the illegal terms and the degree to which the legal and illegal terms can be separated.

  a. True
  b. False

 

   

 

8. ​A breach of contract may entitle the offended party to certain remedies or damages.

  a. True
  b. False

 

ANSWER:   True

 

9. ​In order for a firm to recover lost profits in a breach of contract, the firm must produce credible evidence that it would have made such profits.

  a. True
  b. False

 

   
   

 

10. For the most part, the UCC is a “gap filler” and is only pertinent if the parties themselves do not supply a contract term, or the term is left open.​

  a. True
  b. False

 

   

 

11. ​A/An _____ is a set of promises between two or more parties the performance of which the law expects, the breach of which the law provides remedies.

  a. ​offer
  b. ​agreement
  c. ​acceptance
  d. ​contract
  e. ​breach

 

   

 

12. ​_____ is the idea that organizations and institutions have an obligation to society that extends beyond compliance with regulations in considering the broader effects of their actions.

  a. ​Ethics
  b. ​Influence
  c. ​Corporate social responsibility
  d. ​Mutual assent
  e. ​Warranty of infringement

 

   

 

13. ​Which of the following is false regarding the risks of unethical behavior by a purchaser?

  a. ​The buyer pays too little for a purchased good or service.
  b. ​Unethical behavior presents a personal risk to a buyer’s reputation.
  c. ​buyer who performs an unethical act runs the risk that the act is also illegal.
  d. ​Sellers quickly become aware of buyers who are open to offers “on the side.”
  e. ​A buyer who makes purchase decisions based on factors other than legitimate business criteria risks the reputation of the entire firm.

 

   

 

14. ​_____ indicates that the supplier is responsible for transportation, and the purchaser assumes title of the goods at his or her own shipping dock.

  a. ​F.O.B. origin
  b. ​F.O.B. shipping point
  c. ​F.O.B. destination
  d. ​F.O.B. carrier
  e. ​None of the above.

 

   

 

15. ​_____ indicates that the purchaser is responsible for payment of transportation costs and assumes title of the goods at the supplier’s shipping dock.

  a. ​F.O.B. origin
  b. ​F.O.B. delivered
  c. ​F.O.B. carrier
  d. ​F.O.B. intermediate storage point
  e. ​F.O.B. destination

 

 

 

 

 

16. [The] _____ refers to the supplier’s guarantee that the goods being exchanged do not illegally violate another party’s patent protection.​

  a. ​Warranty of title
  b. ​Express warranty
  c. ​Warranty of infringement
  d. ​Implied warranty of fitness for use
  e. ​Implied warranty of merchantability

 

   

 

17. ​In its most basic form, a _____ is defined as a promise or representation made by the seller, which, if necessary, can be legally enforced.

  a. ​statement of fact
  b. ​verbal agreement
  c. ​verbal agreement
  d. ​warranty
  e. ​buyer’s right of rejection

 

   

 

18. ​_____ are those expenses incurred by the purchaser because the goods were not delivered when expected or as specified.

  a. ​Incidental damages
  b. ​General damages
  c. ​Consequential damages
  d. ​Specific damages
  e. ​None of the above.

 

   

 

19. ​_____ occur[s] when either party fails to perform the obligations due under the contract (without a valid or legal justification).

  a. ​Damages
  b. ​Cancellation
  c. ​Restitution
  d. Expectancy
  e. ​Breach of contract

 

   

 

20. ​_____ is something of value in the formation of the contract that gives it legal validity.

  a. ​Apparent authority
  b. ​Actual authority
  c. ​Implied authority
  d. ​Acceptance
  e. ​Consideration

 

   

 

CHAPTER 16

1. According to Shook, lean is a philosophy that seeks to shorten the time between when the customer order and the shipment to the customer by eliminating waste.​

  a. True
  b. False

 

   

 

2. In a pull system, an upstream work center or operation will create output regardless whether a downstream center directly requests that output.​

  a. True
  b. False

 

   

 

3. When firms produce goods in anticipation of future customer orders, they are operating in a just-in-time environment.​

  a. True
  b. False

 

   

 

4. The most basic and the easiest inventory-related cost to quantify and track is unit cost.​

  a. True
  b. False

 

   

 

5. It is often difficult to quantify the total costs associated with ordering and carrying physical inventory.​

  a. True
  b. False

 

   

 

6. Unnecessary inventory usually results from one thing: uncertainty.​

  a. True
  b. False

 

   

 

7. A major step toward eliminating delivery uncertainty is a commitment to stable release schedules with realistic (but not overly generous) supplier lead times.​

  a. True
  b. False

 

   

 

8. The ability to plan material requirements accurately increases as order-cycle time lengthens.​

  a. True
  b. False

 

   

 

9. The underlying emphases of lean– to eliminate all forms of uncertainty and waste – are relevant to all organizations, regardless of the specific planning and control tools that are used.

  a. True
  b. False

 

   

 

10. The advantage of consignment to the buyer is the ability to defer ownership and avoid committing working capital and incurring carrying charges.​

  a. True
  b. False

 

   

 

11. ​All of the following action support reduced order-cycle time with suppliers except _____.

  a. ​expanded global sourcing
  b. ​expanded electronic capability
  c. supplier development support​
  d. ​order-cycle time measurement
  e. ​focus on second- and third-tier suppliers

 

   

 

12. ​According to the APICS Dictionary, _____ is defined as the process of a supplier placing goods at a customer location without receiving payment until after the buyer uses the goods.

  a. ​Kanban
  b. ​Just-in-time
  c. Consignment​
  d. ​MRO
  e. ​None of the above.

 

   

 

13. ​The downside of poor forecasting includes all of the following except _____.

  a. ​higher inventory volumes
  b. poor customer service as inventory is misallocated across locations and products​
  c. ​higher inventory carrying charges
  d. ​excessive safety stock levels
  e. ​decreased customer service costs

 

   

 

14. ​A _____ system is a production control approach that uses containers, cards, or visual cues to control the production and movement of goods through the supply chain.

  a. ​MRP
  b. ​DRP
  c. ​lean supply
  d. JIT kanban​
  e. ​lean transportation

 

   

 

15. ​_____ involves frequent deliveries of smaller quantities directly to the point of use at the purchaser.

  a. ​Lean supply
  b. ​Lean transportation
  c. ​Lean warehousing
  d. ​Lean ordering
  e. ​None of the above.

 

   

 

16. ​Which of the following is not one of the key principles of the lean concept?

  a. ​Maximize the use of people.
  b. Simplify first, and only then apply new technology.​
  c. ​Focus on gradual, but continuous, improvement.
  d. Minimize waste (including poor quality).​
  e. ​None of the above.

 

   

 

17. ​All of the following are considered to be the right reasons for investing in inventory except _____.

  a. avoid disruptions in operational performance​
  b. ​Unreliable supplier delivery
  c. ​support customer service requirements
  d. ​hedge against marketplace uncertainty
  e. ​take advantage of order quantity discounts

 

   

 

18. ​_____ are calculated as Average Inventory in Units x Unit Price x Carrying Cost per Year.

  a. ​Quality costs
  b. ​Ordering costs
  c. Inventory carrying costs​
  d. ​MRO costs
  e. ​Cycle counting costs

 

   

 

19. ​_____ inventory includes the items used to support production and operations and are not physically part of a finished product.

  a. ​Raw materials
  b. ​WIP
  c. ​Semifinished items
  d. MRO​
  e. ​Pipeline/in-transit

 

   

 

20. ​When firms produce goods in anticipation of future customer orders, they are operating in a/an _____ environment.

  a. ​assemble-to-order
  b. make-to-order​
  c. ​make-to-stock
  d. just-in-time​
  e. ​None of the above.

 

   
 
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Case Study

Read the “Zappos: Stepping Forward in Stakeholder Satisfaction” case, located on page 475 of the textbook.

Write a  3-4 page paper in which you:

  1. Analyze the manner in which Zappos’ leadership has fostered a culture of ethicalness in the company. Suggest two (2) actions that other companies can take in order to mimic this culture.
  2. Determine the major impacts that Zappos’ leadership and ethical practices philosophy have had on its stakeholders.
  3. Examine three (3) of the ethical challenges that Zappos faces. Recommend three (3) actions that Zappos’ leadership should take in order to address these ethical challenges.
  4. Evaluate the effectiveness of the core values in relation to developing a culture of ethicalness.  Determine the manner in which the core values support the stakeholder’s perspective.
  5. Analyze the major ethical challenges that Zappos has faced. Determine whether or not you would have resolved these challenges differently than Zappos’ management. Provide a rationale for your response.
  6. Go to https://research.strayer.eduto locate at least three (3) quality academic resources in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Examine ethical issues and dilemmas in business.
  • Analyze scenarios to determine the ethical character of decisions made and the related impact on the organization.
  • Examine the significant issues of an ethical controversy in business to moral philosophy and values.
  • Write clearly and concisely about issues in ethics and advocacy for HR professionals using correct

 
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Unit IV

Unit IV Assessment:

 

Question 1

1.  

Distinguish external competitiveness policies from internal alignment policies. What is external competitiveness? What factors shape an organization’s external competitiveness? Why is external competitiveness so important? Your response should be at least 300 words in length.

 

 

Question 2

1.  

There are consequences of pay level and pay mix decisions. Identify and briefly discuss each factor. What pay level does the efficiency wage predict? What pay level does the fairness wage predict? Does the theory accurately predict organization behavior? Why, or why not? Your response should be at least 300 words in length.

 
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A WORK DISCUSSION

What are the general wage concerns that management and employee representatives bring to the negotiating table? Why do workers try to negotiate wage employment guarantees? Supplemental unemployment benefits?

PLEASE REPLY TO MY CLASSMATE RESPONSE TO THE ABOVE QUESTIONS AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 125 WORDS or MORE) 

Some general wage concerns are pay equity and wage compensation, whereas the goal and understanding is that the bookkeeper does not expect to be paid the same as the company accountant and the vehicle operators don’t expect to be paid the same as the manual laborers, etc., but when it comes to when the company decides to reclassify the positions as “service providers”, making dispatchers, coordinators, reception, etc all the same level, whereas they all used to be different pay levels or benefits is where is can be tricky and is a wage concern that has to be addressed by the management and employee representatives at the negotiating table. The workers try to negotiate wage employment guarantees and supplemental health benefits because like any employee, you want to make sure that if there is a health issue with yourself or family member you are protected, that you have the financial protection and the financial means for when you need to retire to be able to support yourself and your family by having pension plans set up or if something should happen that you become disabled or are unable to work any longer by having a good death and disability plan and mental health plans. Other big negotiation is employee services such as child care, that is something that has become so expensive and a lot of families have to really think about if it’s worth both parents working or not, if the union/employer can negotiate child care compensation. (Carrell & Heavrin, 2013).

Reference
Carrell, M.R., & Heavrin, C. (2013) Labor relations and collective bargaining: Private and public sectors (10th ed.). Upper Saddle River, NJ: Prentice Hall

 
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