HRMN 367 Assignment Solutions- Culture Analysis Paper (Final Project Part 1; 20 Points)

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HRMN 367

 

Culture Analysis Paper (Final Project Part 1; 20 points)

For this assignment, you are asked to analyze an organizational culture. This could be the organization in which you work, or it could be some other organization to which you have access. Remember that clubs, associations, and churches (as examples) can be considered organizations.

 

Research (data gathering) may include research of corporate websites, interviews, observations, and surveys.

 

Collect your data and analyze it. Describe how you collected the data (observation, interviews, surveys, etc.).

 

Then, analyze the organizational culture along three dimensions: artifacts, values, and underlying assumptions. Give examples of behavior, speech, or symbols that illustrate your findings. Use at least four scholarly sources in your analysis.

 

 

Format: Your paper should be 4-6 pages (double spaced), or approximately 1,000-1,500 words, and not counting the Title and References pages. Any data used (interviews, surveys, websites, etc.) should be attached and referenced in the appendices. Your title page should include the title of your paper, your name, the course name/number, and the date. The in-text citations and references should be in APA style. You should use a black 12 point Times New Roman font.

 
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Intro To Management: Assessment Case Study – The Imperial Hotel, London

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The assessment is based on a business and management case study which requires a critical approach to identifying and problem-solving a range of business and management challenges within the case.

Within the individual report you will include a summary and key justifications for the resolution of one of the problems in the case supported by management theories and principles.

The report will be an individual 2,000 words report which will address one of the five specific ‘problems’ identified in the case (e.g. a human resource management challenge, an ethical problem, a performance and productivity issue, etc). Students will be expected to apply management theory to practice throughout the report.

See attachment for Case Study: The Imperial Hotel, London and list of Problems 1-5, of which to choose 1 from, as well as full detailed brief for this assignment.

If any questions, please do not hesitate to ask.

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Introduction to Management BUS020C414S 2018-2019 Resit due 26TH July 2019 Re-sit Assessment Template for Students

Academic year and term: Year 1, Term 2

Module title: Introduction to Management (Level 4)

Module code: BUS020C414S Module Convener:

Dr Guy Bohane Learning outcomes assessed within this piece of work as agreed at the programme level meeting

Knowledge outcome – On completion of this module you will be able to demonstrate an understanding of the processes, procedures and practices for effective management in organisations. Intellectual /transferrable skill outcome – Students who successfully complete this module will be developing your competence in using a range of basic analytical and managerial techniques and processes including objective setting, monitoring and evaluation as well as interpersonal skills of successful managers.

Business Readiness outcomes assessed within this piece of work as agreed at the programme level meeting

Students will be developing an understanding of and using techniques to solve business problems with awareness of commercial acumen as well as developing your ability to write reports and have confidence in team working.

1)Type of assessment: (one summative assessment per module)

One summative assessment which is an individual report on a case study – The Imperial Hotel. The report will be 2,000 words in total.

• A 2,000 words individual report will address one specific problem topic within the case

 

 

 

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Imperial Hotel Case Study • For students who originally submitted work and need to resit, the original report submitted needs to be reworked (the same problem) and improved upon and a reflective piece of 500 words added where the student would reflect on how their work has been amended based on the feedback received and how this might help in future assignments. For students who did not originally submit their assessment, the report needs to be written and submitted (details of the report topics are below). Resit submission date: Friday 26th July 2019, 2pm For students who are offered a resit: you are required to improve and resubmit your original report as well as adding a further reflective commentary discussing what you have learned from the process. You must resubmit your work using the specific resit Turnitin link on Moodle. You should: 1. Review your previously submitted work and read carefully the feedback given by the marker. 2. Use this feedback to help you revisit and rewrite your work, improving it in the areas identified as weak in the original marking process 3. Include with your resubmission an additional reflective piece (up to 500 words) on what you understand was weak, how you set about addressing this and what you have learned from this that may help you with further assignments. You should address the following specifically: i) Identify tutor feedback points on your original work and identify where/how the resit work has changed (give page number) in response to feedback ii) Identify the lessons you have learnt from doing the resit iii) Reflect on how your feedback and this process will help you improve future assignments

 

 

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For students who did not submit a report at the first opportunity you cannot reflect on your feedback. However, you are still required to submit a reflective piece in which you identify your reasons for non- submission, the implications of non-submission for your future success and how you propose to address this in the future. For deferred students: If you were deferred at the first assessment opportunity you do not need to include the reflective piece as this is a first submission at a later date, not a resit. The original marking criteria will still apply (see marking grid provided below*) except that the 10% weighting for presentation will be awarded instead to your reflective piece. • A 2,000 words individual report will address one specific problem topic within the case (e.g. a human resource management challenge, an ethical problem, a performance and productivity issue, etc). Dates : Submit by 2pm on 26th July 2019 Marks release date: 6pm on 16th August

 

Submission date and time

Students submit final summative report through Turnitin by Friday 26th July 2019, 2pm

Marks and feedback date: Feedback and provisional marks release: – 6pm Friday16th August 2019 Support and feedback on assessment You will be offered support throughout the planning and writing of our report. Please contact Guy Bohane the Module Convenor for a tutorial. g.bohane@roehampton.ac.uk. He will be on annual leave on Friday 14th June returning to the University on Monday 24th June. I will also be unavailable between 13th to 26th July inclusive.

 

 

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Summative Assessment: Re-sit Instructions to students

Assessment Case Study – The Imperial Hotel, London The assessment is based on a business and management case study which requires a critical approach to identifying and problem-solving a range of business and

management challenges within the case. Throughout the term you will undertake research and analysis which will inform your individual report. Within the individual report you will include a summary and key justifications for the resolution of one of the problems in the case supported by management theories and principles.

The report will be an individual 2,000 words report which will address one of the five specific ‘problems’ identified in the case (e.g. a human resource management challenge, an ethical problem, a performance and productivity issue, etc). You will receive a full briefing in Week 4.

Students will be expected to apply management theory to practice throughout the report. Case Study – The Imperial Hotel, London

The Imperial Hotel is a London 500 bedroom hotel, which is owned and managed part of a well-known international branded chain of hotels in the 4 star market – Star Hotels which operates 25 hotels in the UK. The Imperial Hotel, located in the heart of London’s West End, caters for mainly international business and tourists guests who have high expectation in terms of service standards.

The facilities at the hotel include the following:

• 500 bedrooms, all with en-suite facilities. • Conference facilities for 1,000 people • Leisure centre with swimming pool • 3 Bars and 4 restaurants • 12 conference rooms

Staff

• 6 Heads of Departments: Food and Beverage; Housekeeping; Guest Services & Concierge; Front of House & Reception; and Human Resources & training. • 450 staff in total (300 full-time and part-time) • Outside contractors (for specialist cleaning; laundry services; management of the leisure centre;)

 

 

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A new General Manager, Peter Farnsworth, has recently taken over the management of the whole hotel. He is an experienced manager having worked in several of the other Star city centre hotels outside London. The previous General Manager, who had just retired, had been experiencing a range of problems in managing the hotel, namely that:

• There was a very high turnover of staff in all the departments running around 80% a year mainly due to poor staff morale; • The hotel was graded the lowest in the whole Star chain in terms of overall guest satisfaction running at a rate of 60% in the company’s benchmark grading

system; the overall sales in the hotel are improving, • Although the hotel occupancy (the ratio of rooms sold against the total number of rooms available) was running at 90% for the year, the actual average

room rate (ARR) achieved, currently running at £95 per room per night was relatively low compared to the local competition. • The poor performance is having a direct negative effect on the costs of the hotel and the hotel’s overall profitability.

The Imperial is an old hotel having been in operation for nearly 100 years. The hotel was last fully refurbished some 8 years ago but is now in need of some restoration and redecoration. There is a programme of staged refurbishment in place which means each floor of the hotel is being closed for building work to be undertaken. The consequence of this is that, at any one time for the next two years, 60 rooms will be out of action. This is putting the hotel under budgetary pressure due to the ongoing building costs as well as the loss of income from the 60 rooms out of action at any one time.

 

 

 

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Planned Strategy for Resolving the Problems in the Hotel

Peter Farnsworth is under no illusion as to the challenges ahead and has decided to plan a strategy for resolving the operational, management and business-related problems in the hotel. The first part of the plan is to identify the top five problems for the hotel for the coming year. He identifies the problems as follows:

• Problem 1: Poor guest satisfaction • Problem 2: High staff turnover with 80% of the staff leaving within the year • Problem 3: A negative work culture amongst the staff with high levels of sick leave and poor attendance • Problem 4: Front of house staff (Reception, Conference & Banqueting, and Restaurant & Bars )– poor team working and

inefficient use of IT systems including the reservation and property management systems • Problem 5: Back of house staff (Housekeeping, Kitchen, Maintenance) – poor operating and control procedures in place

with stock being regularly pilfered and evidence of staff not meeting basic Standard Operating Procedures (SOPS) resulting in unusually high operating costs

 

 

 

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The Problems in Detail Problem 1: Poor guest satisfaction The hotel was graded the lowest in the whole Star chain in terms of overall customer satisfaction running at a rate of 60% in the company’s benchmark grading system. The company average is 78%. In every hotel in the chain the company undertakes a monthly Guest Satisfaction Survey (GSS) with regular guests and this includes a summary of guest cards completed by guests in their hotel rooms, as well as more formal online monthly survey with major business clients. The survey asks clients to grade all the facilities in the hotel (see Appendix 1 for the most recent monthly survey results for the Imperial Hotel). The most regular complaints received are in relation to issues about checking in and checking out of the hotel, the quality of the rooms themselves and the poor quality of staff. There have been a number of complaints about the reception staff being indifferent and sometimes rude to guests. Other guests have been critical of having to wait in queues at reception both for checking into the hotel as well as checking out. A considerable number of guests have complained of repeatedly being charged incorrectly in their final bill. Most worrying is the fact that some guests are also complaining that there has been little or no timely response to their complaints. In terms of the accommodation in the hotel a growing number of guest are being critical of the quality of the hotel rooms and in particular the cleanliness of the bathrooms, with numerous requests for room changes due to showers not working properly, noisy air conditioning, and technology not working in the rooms.

 

 

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Problem 2: High staff turnover with 80% of the staff leaving within the year

Staff turnover in the hotel sector is generally high due to the temporary nature of employment of, for example: students; foreign nationals from the European Union wanting to work for short periods in London; and generally low pay (on average just at the living wage rate). The turnover of staff is particularly high in the Imperial hotel for front-line staff. The exit interviews with leaving staff have identified a number of issues around: poor perception of the work culture within the hotel with sometimes aggressive supervisory and management styles in evidence: the unsociable working hours; a lack of proper and regular training; poor pay levels compared to working for example food retailing; little opportunity for promotion or bonuses; the high cost of travelling to work in central London and difficulties in getting transport home at night; A number of young and talented supervisory staff have also left the hotel to work at competitor hotel companies who offer better pay, working conditions and benefits. The high level of staff turnover puts direct pressure on the staffing budget with staff costs currently running at around 35% of sales for the hotel which is a particularly high for this type of hotel. The need to continuously employ new staff has considerably increased induction training costs as well as had a negative impact of the overall quality of the service to guests, particularly the regular guests who are now reducing in number and appear to be using other hotels. There appears to be a cycle emerging which may be linked to the high level of staff turnover which subsequently affecting the whole organisation. In terms of individual members of staff there appears to be decreased job satisfaction and a lack of commitment to the hotel with an intent to leave. This shows itself in attendance problems, decreased work performance, and sometimes stress. As a consequence there is an increased pressure on colleagues to pick up the slack which contributes to routine system problems and a ‘culture of turnover’. This operational staff as well as management as well as this often results in a decreased pool of promotable staff and managers. The result of this for the hotel is that there are managerial succession problems. Other consequences include operational bureaucracy.

 

 

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Problem 3: A negative work culture amongst the staff with high levels of sick leave and poor attendance

The organisational culture of working within Star Hotels is performance driven. The General Manager, and the Heads of Departments are under continuous pressure to increase sales month-by-month by increasing the occupancy of the hotel as well as pushing up the average room rate. The hotel is assessed on a monthly basis and managers’ bonus schemes are directly linked to the financial performance of increasing sales and reducing and controlling costs. The espoused values of Star Hotels is about excellence in customer service and hence performance is also linked to the results of the Guest Satisfaction Surveys (GSS). The London hotels consistently perform worse than the other hotels in the Star Group and this is linked to guests’ perceptions that London hotels are overly expensive and offer poor value for money. The managers and Heads of Department often complain that that the guest surveys put them at a disadvantage because comparing experiences and views of guests staying in a London hotel is completely different to say a leisure-based hotel in Scotland whereby guests are more relaxed. The work culture in the hotel under the previous General Manager was somewhat toxic. The hotel, being a busy London 24 hour and 365 day a year operation, means that there are often long working hours, particularly for those staff covering for staff who may have gone off sick at short notice. Many of the part-time staff are female and have family commitments, and in many cases have other part-time jobs to fit round those family commitments. This has often resulted in these staff turning up late for their work shifts, and there have been many occasions whereby staff ask their colleagues to cover for them for short periods without informing their supervisors. The levels of supervision of staff has been minimal because of the high turnover of supervisory staff. In the recent past the style of management could be described as authoritarian and often dictatorial with very little consultation with lower levels of staff in terms of ways of improving performance and minimal feedback in terms of how to improve on working practices or meet the guests’ needs.

 

 

 

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Problem 4: Front of house staff (Reception, Conference & Banqueting, and Restaurant & Bars)

– poor team working and inefficient use of IT systems including the reservation and property management systems

The front of house staff, particularly in the Reception have a pivotal customer-facing role in offering service and support to guests. The Reception needs to be open 24 hours a day and is the first point-of-call for guests as well key staff in all Departments to have up-to-date information and data on guest arrivals and departures, specific guest needs and guest billing data. The Reception staff at the Imperial Hotel work three, 8 hour shifts working in teams. Each team has a supervisor and they have a particularly challenging function of managing Reception teams as well as in passing on important guest information and data on to the next shift. The hotel uses a Micros Fidelio reservation and Property Management System (PMS) which provides up-to-date information on real-time and prospective guests and their reservations. The other departments including the kitchen, restaurants and conferencing are dependent on Reception for guest numbers and data. Some of the key Reception staff have been in conflict with the other Departments after numerous complaints about wrong and inaccurate information being provided. Housekeeping have been given wrong or out-of-date data on room availability, and whether a guest is staying on in the hotel. Reception have also failed to inform Housekeeping about early and late arrivals and subsequently rooms have not been cleaned in time with guests having to wait for long periods to get their room keys. The conference and banqueting staff have complained that they have not been provided with proper data on numbers of guests coming in for meetings and conferences. This, combined with complaints from guests that Reception staff are often abrupt or even rude in dealing with even the most basic request has caused a lot of animosity within the Reception staff and other staff throughout the hotel. The Reception Department has become somewhat dysfunctional and there are examples of Reception shift teams arguing with in the incoming teams about not providing proper handover information. A new Head of Department of Front Office and Reception, working closing with the General Manager, is aware of the conflict issues within the department as well as with the other departments within the hotel and intends to undertake a stand to manage the conflict quickly and efficiently. The Reception teams’ dynamics are not good, and there is a blame culture with staff not working constructively and there is a clash of some strong personalities within the Department. He is going to review: the way the teams are structured; the individual performance of staff in terms of performance and productivity; the rewards and benefit being offered for good performance; and training and development needs. He also intends to develop and co-ordinate a team-based approach to managing the staff. The poor data issues can be dealt with through improved use of the IT systems (PMS) although the animosity within and between working teams will be more difficult to resolve

 

 

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Problem 5: Back of house staff (Housekeeping, Kitchen, Maintenance) – poor operating and control procedures in place with stock being regularly pilfered and evidence of staff not meeting basic Standard Operating Procedures (SOPS) resulting in unusually high operating costs Staffing the Housekeeping Department at the Imperial hotel is always a challenge. There are up to 400-500 rooms to service a day, and this overseen by the Executive Housekeeper and 12 supervisory and administration staff. In the past year, it has proved very difficult to recruit room attendants, and those who are employed only tend to stay for no longer than 6 months. The staff turnover in the department is currently 60% a year. The hotel therefore resorted, two years ago to using a recruitment agency, ABC (International) to fill 30 of the 50 room attendants jobs in the departments. The 20 in-house staff are a hardcore of long-term employees who have worked for the company for many years.

ABC (International) is a recruitment company run by Charles Santos who has considerable experience in the hotel industry in England and Spain. Each candidate is interviewed and assessed on their English before they are included on the database. All candidates produce three references which are checked by ABC prior to their departure from Spain. They must have considerable practical experience of working in a hotel housekeeping department before taking up a post. If the hotel cannot provide staff accommodation then ABC will organise it for them.

The quality of the Spanish staffs’ work is good overall, and the cost of employing the staff through the agency is only marginally more expensive that employing home staff. The Spanish staff tend to stay with the hotel for up to a year. The Spanish staff prefer to work together in their shifts with other Spanish staff, and are supervised and provided on-the-job training as to the brand standards for the hotel by the in-house Assistant Head Housekeeper, herself a fluent Spanish speaker.

There has been considerable discontent from the in-house room attendant claiming that the Spanish staff are un-cooperative when asked to work with non-Spanish staff. The Spanish staff are used to working in teams in their shifts, working together in pairs who are allocated 20 room a day to service. The standard of the in- house staffs’ working has been dropping. The hotel uses the Texlon system, which is a hand-held tracker system whereby a supervisor will undertake a sample check of the room standards and rank and score the standards of a serviced room. The results are subsequently plugged into the hotel computer and each member of staff is given a ranking out of 100. The Spanish staff (75%+ scores) consistently score higher than the in-house staff (60%-65%), which again has caused considerable resentment. The attendance of the in-house staff, all employed on full-time contracts, is getting progressively worse which has put pressure on the housekeeping budget.

There have recently been a number of complaints from hotel guests, who have not been happy with the general level of cleanliness in the hotel bedroom and in particular the bathroom. There have also been a number of complaints about housekeeping room attendants being abrupt and sometimes rude. When these cases have been investigated, it is becoming clear that full-time staff have poor motivation levels.

 

 

 

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General information relevant to all the problems listed Staff Incentive Schemes

There are currently a number of incentive schemes to encourage staff to meet excellent standards of work, and to improve productivity. These include: Employee of the Month (for the whole hotel – £200) and employee of the month for each department (£50); staff (including agency staff) consistently meeting individual and performance targets in three consecutive months within the department (£200 vouchers towards staying in any one of Star Hotels); department, end-of-year parties (funded by the hotel); college fees being paid (NVQ levels 2-4).

 

 

 

 

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Tasks As an independent consultant, you have been asked by Peter Farnsworth to take responsibility for analysing one of the five problems, putting forward and prioritise the problem. Tasks for the report:

• Discuss the problem’s likely causes from a management and operational perspective including any relationships with the other 4 problems • Put forward a 3 point plan for resolving the problem particularly in terms of improving the quality of service, staff morale, operational efficiency

and productivity to make the hotel financially sustainable. • Support your answer with management and operations theories and principles

The expectation is that within 12 months there should be dramatic improvement and change in performance in all five areas. You have asked to write a 2,000 word report addressing your single problem topic to attempt to resolve that problem in the hotel.

 

End of case

 

 

 

 

 

 

 

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Marking criteria: Individual report element: 2,000 words (100% weighting for the module)

o A review of management theory to one specific problem in the case with appropriate use of essential texts and academic reading 30%

o An analysis of one specific problem within the case demonstrating an understanding of the processes and procedures for effective management 40% o A summary and justification of key proposals for the resolution of the problem in the organisation 20%

o Reflection on your Report (Re-sit students only) 10%

 

Suggested report format:

§ Title Page § Introduction – Explain the background to your individual problem in the context of the case (250 words approx). § Analysis of the individual problem – Summarise and interpret the data from your secondary research into published literature and management theory.

Describe and present your results for effective management of the problem. A summary and justification of key proposals for the resolution of the problem in the organisation (1500 words approx.)

§ Conclusion – This should be a brief summary of findings of the analysis of the individual problem. (250 words) § Bibliography

Support and feedback on assessment You will be offered support throughout the planning and writing of our report. Please contact Guy Bohane the Module Convenor for a tutorial. g.bohane@roehampton.ac.uk. He will be on annual leave on Friday 14th June returning to the University on Monday 24th June. I will also be unavailable between 13th to 26th July inclusive.

• Referencing – You MUST use the Harvard System. The Harvard system is very easy to use once you become familiar with it.

 

 

 

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Assignment submission:

A 2,000 words individual report will address one specific problem topic within the case (e.g. a human resource management challenge, an ethical problem, a performance and productivity issue, etc).

Those undertaking a resubmission please complete the reflective piece as shown above.

Dates : Submit by 2pm on 26th July 2019

Marks release date: 6pm on 16th August

StudentZone http://studentzone.roehampton.ac.uk/howtostudy/index.html.

Mitigating circumstances – The University Mitigating Circumstances Policy can be found on the University website – Mitigating Circumstances Policy

• Marking and feedback process (for Year 1 modules) – Between you handing in your final report and then receiving your feedback and marks within 20 days, there are a number of quality assurance processes that we go through to ensure that you receive marks which reflects their work. A brief summary is provided below:

• Step One – The module and marking team meet to agree standards, expectations and how feedback will be provided. • Step Two – A subject expert will mark your work using the criteria provided in the assessment brief above. • Step Three – A moderation meeting takes place where all members of the teaching and marking team will review the marking of others to

confirm whether they agree with the mark and the feedback that has been provided.

• Step Four – Your mark and feedback is processed by the Office and made available to you.

 

 

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Re-sit Assessment Rubric – Introduction to Management BUS020C414S

 

Report 2,000 words

 

100 Exemplary 85 Excellent

75 Very good

65 Good

55 Competent

45 Weak

35 Marginal Fail

20 Fail

A review of management theory to one specific problem in the case with appropriate use of essential texts and academic reading 30% weighting

Exceptional ability to examine complex issues in a way that potentially challenges existing theories. The quality of the examination demonstrates a potential to add value and novelty to the concepts studied.

Excellent application of management theories, supported by excellent interpretation skills of the topic and effective and review and analysis of the existing theories.

Clear ability of identifying the most relevant theories, and reasonable application of basic concepts to the problem, with predominance of analysis over description. Only minor gaps.

Displays and understanding of the problem but requires more systematic, critical analysis of the topic supported by a theoretical discussion.

Some application of basic management concepts and theories to the question involving an analytical approach, limited by description.

Very limited use of basic concepts and management theories in relation to the problem and work is largely descriptive..

Irrelevant and superficial application of any management theory and concepts to the examination of the problem.

Little or no analysis of management theory, even at a superficial level.

An analysis of one specific problem within the case demonstrating an understanding of the processes and procedures for effective management 40% weighting

Student has gone beyond what is expected to analyse the problem. Exceptional understanding of the subject area, with unique and additional contribution to

Excellent understanding of the subject area with very good analysis of the problem. Form grasp of knowledge. Demonstrates evidence of assessing sources beyond minimum.

Reflects understanding of the problem in question through the analysis. Relevant knowledge is presented accurately with only minor gaps.

Clear demonstration of knowledge but some gaps or lack of focus in the analysis.

Analysis demonstrated at a fairly basic level. Some attempt to demonstrate an understanding of processes and procedures for effective management.

Analysis demonstrated at a very basic level. Information briefly summarised and incomplete in parts. Limited understanding of effective management.

Very little attempt or effort to coherently analyse the problem in relation to effective management. Clear confusion of knowledge with obvious errors. Lack of understanding.

No real work done. The majority of information included is irrelevant to the problem in question

 

 

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existing knowledge.

A summary and justification of key proposals for the resolution of the problem in the organisation 20% weighting

An excellent summary with an outstanding, coherent justification for the proposals.

A very well considered and convincing justification for the proposals to the resolution of the problems.

The summary offers a reasonably convincing justification for the proposals.

A competent justification for the key proposals for the resolution of the problem.

The summary offers an adequate justification for the proposals but lack rigour

The summary and justification of the key proposals are at a very basic level and offer only limited coherence in the context.

The summary of proposals makes little sense in the context of the problem and would clearly fail to resolve the problem.

Summary offers little or no coherent justification for the proposals.

Clarity, structure, grammar, correct referencing 10% weighting

An outstanding report which would be considered excellent in a business context. The structure and use of language and report writing skills are exceptional. Faultless use of the Harvard system.

An extremely good, coherent report demonstrating a very convincing set of writing skills in terms of use of language and in the structuring of the report. Excellent use of the Harvard system.

A good report, clearly written and well communicated in terms of language and use of grammar. Sources and citations are well presented using the Harvard system.

A competent report demonstrating adequate report writing skills. Reasonably coherent use of language and grammar. Appropriate use of Harvard referencing.

Adequate report writing skills in evidence. Some minor errors in spelling, the use of appropriate language as well as in the application of the Harvard referencing system.

Weak report writing skills and poor structuring of the report. Some spelling errors and poor use of language. Some errors evident in the use of the Harvard referencing.

Very poor structure for the report which only partially meets the guidance on report structure. Numerous spelling and grammatical errors. Numerous errors in the use of Harvard referencing system.

No attempt to structure a coherent report in line with the guidance. No or limited referencing of sources with inappropriate use of the Harvard system. Extremely poor writing skills in evidence making the report largely incoherent.

 

 

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Appendix 2 A sample benchmark statement for the quality performance at the Imperial Hotel

 
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Young Kim Hoods

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These questions are developed for this and designed to measure your understanding of the training needs analysis process as presented in chapter 4 of the text. Please provide substantive meaningful responses and examples to demonstrate your understanding of the topics presented. Responses should be approximately 200 words or more per question. Sources must be identified by in-text citations and a reference page.

QUESTION 1

Explain what competencies are and why they are popular in training departments. How are competency models related to job analysis?

QUESTION 2

How would you go about handling non-training needs? Why is proper management of non-training needs important to the organization?

QUESTION 3

To obtain person analysis data, would it be sufficient to use the performance appraisal completed by the supervisor? How would you obtain the best information possible if performance appraisal data must be used? How do self-ratings fit into this approach?

QUESTION 4

Explain the approach you would take in analyzing the future training needs of your current organization.

QUESTION 5

Describe the  data sources within the organization that could be used to identify individual  or organizational performance gaps?

 
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Wk 3 Discussion – Social Errors, Bias, And Fallacies

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In the first 2 weeks of this course, you learned about factors that can influence the effectiveness of critical thinking. This week, you learn about the effects of social errors, biases, and fallacies. These elements are helpful in persuasion.

After completing the Learning Activities for the week, please respond to all the inquires below. Your response should be a minimum of 175 words total (approx. 50 words per question).

  • Review the Four Social Errors and Biases presented in Ch. 4 of THiNK: Critical Thinking and Logic Skills for Everyday Life. Which of the social errors/biases in the book are you most affected by? How can you overcome this social error/bias?
  • Ch. 5 describes fallacies (when an argument seems to be correct but isn’t). What is one fallacy you have personally used or seen in an argument? Discuss how critical thinking skills will make you less likely to be influenced by arguments that are based on fallacies and faulty reasoning.
  • Reflect on the learning activities, concepts, ideas, and topics covered this week. Discuss the most interesting activity or concept you learned this week and mention any concepts that are still a bit confusing to you or that you have questions about.
 
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Strategy Formation And Implementation For MYER Holding Limited Australian Department Store

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BUSM3200 Strategic Management Assignment marking criteria Semester 1 2017 SIM (45%)

Report Element High Distinction 80-100

Distinction 70-80

Credit 60-69

Pass 50-59

Fail 0-49

Identification of current

business strategy (5%)

 

Demonstrates an excellent understanding of concept of business strategy and insightfully discusses the general type of business strategy that the company/SBU implements by examining its strategy statement and its value chain activities. a wide range of relevant information sources and theories are critically analysed and synthesised to support the discussion.

Demonstrates a good understanding of the concept of business strategy; by examining its strategy statement and its value chain activities, general type of business strategy that the company/SBU implements is clearly identified and logically discussed; a range of relevant information sources and theories are critical analysed and synthesised to support the discussion.

Demonstrates the understanding of the concept of business strategy; by examining its strategy statement and its value chain activities, general type of business strategy that the company/SBU implements is identified and discussed; some relevant information sources and theories are used to support the discussion.

Demonstrates a basic understanding of the concept of business strategy; is able to identify the general type of the company/SBU’s strategy by using some relevant information sources and theories.

Demonstrates a poor understanding of the concept of business strategy; unable to use relevant information to identify the general type of business strategy for the company/SBU; the discussion is poorly presented.

Proposal of ONE new strategic

initiative for the organisation to

implement (10%)

Proposes a strategic initiative that indicates full comprehension of the company’s strategic context. It is sensitive to contextual factors as well as all of the ethical, logical, and cultural dimensions of the problem. Justification of the proposed strategic initiative is complete (for example, contains thorough and insightful explanation) and exhibits the following: logic/reasoning, examines feasibility, and weighs impacts of initiative proposed.

Proposes a strategic initiative that indicates full comprehension of the company’s strategic context. It is sensitive to contextual factors as well as all of the ethical, logical, and cultural dimensions of the problem. Justification of the proposed strategic initiative is complete (for example, contains thorough and insightful explanation) and exhibits the following: logic/reasoning, examines feasibility, and weighs impacts of the initiative, but may miss some subtle points.

Proposes one generic strategic initiative that is rather than one that is individually designed to address the specific contextual factors of the problem. Justification of the proposed initiative is superficial but includes the following: logic/reasoning, examines feasibility, and weighs impacts of the initiative proposed.

Proposes an initiative that is difficult to evaluate because it is vague or only indirectly addresses the problem statement. Justification of potential solutions is superficial and does not include the following: logic/reasoning, examines feasibility, and weighs impacts of the initiative proposed.

Proposes a partial initiative that is inappropriate for the problem or context. Justification of the initiative is poorly done, may be irrelevant, or is inappropriate.

OR (Serious fail) Doesn’t propose a complete solution or proposes a solution that is unrelated to the problem or context. Justification of solutions is not done and/or fails to address the following: logic/reasoning, examines feasibility, or weighs impacts of the initiative.

Development of a strategy

implementation plan (10%)

Implementation plan uses relevant analytical techniques and addresses thoroughly the relevant contextual factors regarding the contents of change, the process of change, and change management for the strategic initiative proposed.

Implementation plan uses relevant analytical techniques and addresses thoroughly the relevant contextual factors regarding the contents of change, the process of change, and change management, but missed some subtle points.

Implementation plan addresses the strategic problem faced by the organiation but ignores some of the relevant contextual factors, and/or uses only partial analytical techniques of change management.

Implementation plan addresses the problem but only in a basic or straight- forward manner, and partially uses analytical techniques for the strategy implementation.

Fails to describe how to implement the strategic initiative in a manner that directly addresses the problem faced shows little understanding of the analytical techniques for change management OR (Serious fail) Fails to propose an implementation plan, or proposes a plan that is unconnected to the problem /context faced by the organisation.

Design of measurements and

evaluation mechanisms for the

strategic initiative

implementation (10%)

The success measurements developed are practical and address all key success factors/aspects in an appropriate hierarchy using the BSC and connected appropriately in the strategy map developed. Justify comprehensively and logically the suitability of the strategic initiative proposed based on the organisation’s strategic context.

The success measurements developed are practical and address most of key success factors/aspects in an appropriate hierarchy using the BSC and connected appropriately in the strategy map developed but may miss some links. Justify well the suitability of the strategic initiative proposed based on the organisation’s strategic context.

The success measurements developed are practical and only address some key success factors in an appropriate hierarchy using the BSC and connected logically in the strategy map developed. Justify reasonably well the suitability of the strategic initiative proposed based on the organisation’s strategic context, but may miss some key contextual issues.

Most of the success measurements developed are practical but only address some key success factors/aspects in an hierarchy using the BSC and connected in the strategy map developed, but may miss some key logic links. Justify the suitability of the strategic initiative proposed based on the organisation’s strategic context, but miss some important contextual issues.

Only a few of the success measurements developed are practical and fails to address key success factors/aspects; show little understanding of the concepts of BSC and strategy map. Failed to justify the suitability of the strategic initiative proposed.

The overall presentation

(including executive summary)

and quality of the report (5%)

The report is well organised and professionally presented, with a well written executive summary.

It shows an exceptionally clear understanding of subject matter and appreciation of issues; well organised, formulated and sustained arguments;

The report is well organised and professionally formatted, with a well written executive summary. It shows a strong grasp of subject matter and appreciation of key issues, but lacks a little on the finer points; it has clearly developed arguments,

The report is logically structured with an executive summary.

It has a competent understanding of subject matter and appreciation of some of the main issues though possibly with some gaps, clearly developed arguments, relevant diagrams and literature use,

The report is correctly formatted with an executive summary.

It has some appreciation of subject matter and issues; work generally lacks in depth and breadth and with gaps. Often work of this grade comprises a simple factual description (i.e. basic

The report is incorrectly structured with a poorly-written executive summary (or executive summary is missed).

The report only comprises a simple factual description (i.e. basic comprehension) but little application or analysis; it presents little appreciation of

 

 

BUSM3200 Strategic Management Assignment marking criteria Semester 1 2017 SIM (45%)

 

Marker: Signature: Date:

well thought out and structured diagrams; relevant literature referenced. Evidence of creative insight and originality in terms of comprehension, application and analysis with at least some synthesis and evaluation.

relevant and well structured diagrams, appreciation of relevant literature and evidence of creative and solid work in terms of comprehension, application, analysis and perhaps some synthesis.

perhaps with some gaps, well prepared and presented. It also has solid evidence of comprehension and application with perhaps some analysis.

comprehension) but little application or analysis. Work of this grade may be poorly prepared and presented. Investment of greater care and thought in organising and structuring work would be required to improve.

subject matter and issues. Work of this grade may be poorly prepared and presented. Investment of greater care and thought in organising and structuring work would be required to improve.

Access and Use Information

professionally and Referencing

(5%)

Students use correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students fail to use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

General Comments:

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

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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.

The specific course learning outcomes associated with this assignment are:

  • Describe the business ethics issues and definitions, theories, and frameworks important to organizational ethical decision making and the role of a human resource professional.
  • Determine the role of stakeholder interests, the interrelationship of ethics and social responsibility, and the role of corporate governance in ethics.
  • Analyze scenarios to determine the ethical character of decisions made and the related impact on the organization.
  • Write clearly and concisely about issues in ethics and advocacy for HR professionals using correct grammar and mechanics.
  • Use technology and information resources to research issues in business ethics and advocacy for HR professionals.

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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Cultural Influences On Training And Development

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Within your essay, include the following points:

  • What are the cultural influences on training and development? Provide two examples.
  • Discuss the effects of cultural continuity and change on organizational succession planning. Provide two examples.
  • How do internal and external social media influence organizational culture?
  • Is social media the most effective way for employees to share knowledge? Explain.

Your essay must be a minimum of two full pages in length, not including the title and reference page. You are required to use a minimum of two outside sources; one must be from the CSU Online Library. All sources used, including the required reading assignments, must be cited and referenced according to APA standards.

 
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Assignment Freeman-Brown Private School Case Study Paper

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Due Date: Nov 09, 2018 23:59:59       Max Points: 80

Details:

Refer to the “Freeman-Brown Private School Case Study” document for details pertaining to this assignment.

The board of directors at Freeman-Brown Private School (FBPS) has hired you as part of a consulting team to review the situation and present your findings and recommendations. Write a paper (1,250-1,500 words) that discusses the case. Complete this assignment from the perspective of the hired consultants. Respond to the following questions:

  1. Review how organizations interact with their external environment (as open systems and complex adaptive systems). How effective was Freeman-Brown as an open system at the time of the closure? How effective was Freeman-Brown as a complex adaptive system at the time of the closure?
  2. Review your reading this week on the internal environment of organizations. What is your evaluation of the organizational culture andorganizational climate at the time the decision to close two campuses was made?
  3. What is your evaluation of the decision made by Dr. Murphy and Caudill? What is your evaluation of the process of going about the closure?
  4. Was FBPS demonstrating social responsibility? Discuss the closure impact on three specific stakeholders.
  5. Provide an explanation, using appropriate management theories, for how the administration could have handled the closure effectively with stakeholders? Include one theory from each of the following: the classical approach, the human relations approach, and the modern management approach.
  6. You have been asked to suggest two goals: one long-term and one short-term goal for the future direction of FBPS. Justify your decision.
  7. Present a concluding statement that integrates the 4 functions of management as a means to revamp management at FBPS and meets the recommended goals.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

 

Freeman-Brown Private School Case Study 

  1 Unsatisfactory 0.00% 2 Less than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00%
70.0 %Content  
10.0 %Freeman-Brown Private School (FBPS) as an Open System and Complex Adaptive System

 Evaluation of FBPS as an open system and as a complex adaptive system during the time of the campus closures is absent, inappropriate, or irrelevant. Evaluation of FBPS as an open system or as a complex adaptive system during the time of the campus closures is vague or incomplete. Presentation of facts to support whether FBPS was effective as an open system or as a complex adaptive system is weak or marginal with gaps in presentation. Supporting material is often confusing or inappropriate. Evaluation of the effectiveness of FBPS as an open system and as a complex adaptive system during the time of the campus closures is provided, but at a cursory level. Rudimentary evaluation of the effectiveness of FBPS as an open system and as a complex adaptive system may contain some inconsistencies. Supporting material is of baseline acceptable quality and quantity. Evaluation of the effectiveness of FBPS as an open system and as a complex adaptive system during the time of the campus closures is clear and well integrated Supporting material is of above average quality and quantity. Evaluation of the effectiveness of FBPS as an open system and as a complex adaptive system during the time of the campus closures is definitive and detailed. A thorough evaluation of FBPS as an open system and as a complex adaptive system, including examples and insights that further understanding, is provided. Supporting material is of exceptional quality and quantity.  
10.0 %Organizational Culture and Climate at FBPS Evaluation of the organizational culture and organizational climate within FBPS during the time of the closures is absent, inappropriate, or irrelevant. Evaluation of either the organizational culture or the organizational climate within FBPS during the time of the closures is vague or incomplete. Evaluation of the climate or culture at FBPS is weak or marginal with gaps in presentation. Supporting material is often confusing or inappropriate. Evaluation of the organizational culture and organizational climate within FBPS during the time of the closures is provided, but at a cursory level. Rudimentary evaluation of the climate and culture at FBPS may contain some inconsistencies. Supporting material is of baseline acceptable quality and quantity. Evaluation of the organizational culture and organizational climate within FBPS during the time of the closures is clear and well integrated. Supporting material is of above average quality and quantity. Evaluation of the organizational culture and organizational climate within FBPS during the time of the closures is methodical and detailed. A comprehensive evaluation of both the organizational culture and climate at FBPS, including examples and insights to further understanding, is provided. Supporting material is of exceptional quality and quantity.  
10.0 %Closure Decision and Closure Process Evaluation of the decision to close the campuses and the process of going about the closure is absent, inappropriate, or irrelevant. Evaluation of the decision to close the campuses and the process of going about the closure is vague or incomplete. Evaluation of the impact on three specific stakeholders is weak or marginal, with gaps in presentation. Supporting material is often confusing or inappropriate. Evaluation of the decision to close the campuses and the process of going about the closure is provided, but at a cursory level. The analysis of the decision and process may contain some inconsistencies. Supporting material is of baseline acceptable quality and quantity. Evaluation of the decision to close the campuses and the process of going about the closure is clear and coherent. Supporting material is of above average quality and quantity. Evaluation of the decision to close the campuses and the process of going about the closure is thorough and provides insight to further understanding. Supporting material is of exceptional quality and quantity.  
10.0 %Social Responsibilities and Impact on Stakeholders Evaluation of demonstrated social responsibilities and the impact on three specific stakeholders, is absent, inappropriate, or irrelevant. Evaluation of demonstrated social responsibilities is vague or incomplete. Evaluation of the impact on three specific stakeholders is weak or marginal, with gaps in presentation. Supporting material is often confusing or inappropriate. Evaluation of demonstrated social responsibilities is provided, but at a cursory level. Rudimentary evaluation of the impact on three specific stakeholders may contain some inconsistencies. Supporting material is of baseline acceptable quality and quantity. Evaluation of demonstrated social responsibilities is clear and well integrated. A comprehensive evaluation of the impact on three specific stakeholders is provided. Supporting material is of above average quality and quantity. Evaluation of demonstrated social responsibilities is thorough and well integrated. A thorough evaluation of the impact on three specific stakeholders, including examples and personal insights to further understanding, is provided. Supporting material is of exceptional quality and quantity.  
10.0 %Administration Closure Options Explanation of how the administration could have handled the closure according to organizational theories as specified in the assignment (one theory from each of the three approaches) is absent, inappropriate, or irrelevant. Explanation of how the administration could have handled the closure according to organizational theories as specified in the assignment (one theory from each of three approaches) is vague or incomplete. Supporting material is often confusing or inappropriate. An explanation of how the administration could have handled the closure according to organizational theories as specified in the assignment (one theory from each of three approaches) is provided, but at a cursory level. Supporting material is of baseline acceptable quality and quantity. Explanation of how the administration could have handled the closure according to organizational theories as specified in the assignment (one theory from each of three approaches) is clearly articulated and well integrated. Supporting material is of above average quality and quantity. Explanation of how the administration could have handled the closure according to organizational theories as specified in the assignment (one theory from each of three approaches) is thorough and well integrated. Examples and personal insights are used to further understanding. Supporting material is of exceptional quality and quantity.  
10.0 %Plans for Future Direction of FBPS An identification of one long-term and one short-term plan for the future direction of FBPS is absent, inappropriate, or irrelevant. An identification of one long-term and one short-term plan for the future direction of FBPS is vague or incomplete. The justification of the plans is weak or marginal. Supporting material is often confusing or inappropriate. An identification of one long-term and one short-term plan for the future direction of FBPS is provided, but at a cursory level. The justification of the plans is satisfactory. Supporting material is of baseline acceptable quality and quantity. An identification and justification of the selection of one long-and one short-term plan for the future direction of FBPS are clearly articulated and well integrated. Supporting material is of above average quality and quantity. An identification and justification of the selection of one long-and short-term plan for the future direction of FBPS are thorough and well-integrated. Examples and personal insight are used to further understanding. Supporting material is of exceptional quality and quantity.  
10.0 %Concluding Statement A statement that integrates the 4 functions of management in order to revamp management at FBPS and meet the recommended goals is absent, inappropriate, or irrelevant. A statement that integrates the 4 functions of management in order to revamp management at FBPS and meet the recommended goals is vague or incomplete. Supporting material is often confusing or inappropriate. A statement that integrates the 4 functions of management in order to revamp management at FBPS and meet the recommended goals is provided, but at a cursory level. Supporting material is of baseline acceptable quality and quantity. A statement that integrates the 4 functions of management in order to revamp management at FBPS and meet the recommended goals is clearly articulated and well integrated. Supporting material is of above average quality and quantity. A statement that integrates the 4 functions of management in order to revamp management at FBPS and meet the recommended goals is thorough and well-integrated. Examples and personal insight are used to further understanding. Supporting material is of exceptional quality and quantity.  
20.0 %Organization and Effectiveness  
7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.  
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.  
10.0 %Format  
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.  
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.  
100 %Total Weightage    

 

 

 

 

 

 

 

 

Freeman-Brown Private School Case Study

The following case study is based on true events. Names and identifying details have been modified.

Freeman-Brown Private School (FBPS), based in Illinois, was founded in 1944 by the Brown and Freeman families. Over the years, the school acquired a reputation as a leading academic institution with an advanced curriculum. Parents described the school as having a highly performing academic environment that provided a rigorous curriculum while fostering a safe, family-oriented atmosphere in a place where community was valued. Not surprisingly, the student population grew and the school opened multiple campuses in the metropolitan area (Bristol, Culpeper, Richmond, Hampton, and Staunton). The Brown and Freeman families eventually sold FBPS to the for-profit, Alabama-based Caudhill International Family of Schools in 2007. The mission of the Caudhill group was to broaden the international focus of FBPS, along with the nine other schools it owned (across the United States, Switzerland, and Mexico). Even under the new ownership, the environment in the various FBPS campuses was still described as achievement-oriented and supportive.

Milestones

· 1944 – Freeman-Brown Private School was founded by the Brown and Freeman families.

· 1944 – Inaugural opening established Hampton campus.

· 1969 – Culpeper campus was established.

· 1981 – Richmond campus was established.

· 2003 – Bristol campus was created.

· 2007 – Freeman-Brown Private Schools joined the Caudhill International Family of Schools.

· 2008 – Culpeper campus relocated to Staunton campus.

· 2008 – The inaugural freshman class joined Freeman-Brown Preparatory High School.

· 2010 – Freeman-Brown Preparatory High School was designated an authorized International Baccalaureate (IB) Programme School.

· 2012 – Freeman-Brown Preparatory (High) School graduated its first class in May.

· 2012 – Freeman-Brown’s new 6th-12th grade Middle and Upper School campus opened in August in North Richmond​.

· 2013 – The Upper School Athletic Complex and Student Center opened.

Within a year of Caudhill owning the school, parents noticed a subtle name change. The school, which was previously known as “Freeman-Brown Private School,” was now “Freeman-Brown Preparatory School.” This name change in itself did not seem to affect the school’s image or functioning at an operational level, but it was an early indication of the strategic direction in which the school would be heading.

In 2008, FBPS attempted to enter the high school business at its Culpeper campus, but that initial attempt was not as successful as anticipated. This was probably a contributory factor to the relocation of the high school to a new state-of-the-art campus in Richmond, known as the North Richmond campus.

A high point for FBPS came in 2010 when it launched its International Baccalaureate Programme (IB Programme). Its first IB graduating class was May of 2012. However, that same year FBPS decided to close both the Culpeper and the Hampton campuses. At the time of the Hampton closure, families were informed that low enrollment was the reason behind the closure and that all other campuses would remain open. The economic recession in the United States between 2005 and 2011 led to many organizations going out of business, and the education sector was not exempt (U.S. Department of Labor, 2013).

In addition to the economic recession, private schools in Illinois have faced intense competition from charter schools, which are independently run public schools. Between 2011 and 2013, two top-rated charter schools opened campuses within 5 miles of the Staunton campus. Some FBPS Staunton campus students transferred to those schools.

In 2013, FBPS sent an e-mail to parents in error, informing them that the Staunton campus (pre-K through middle school) would be discontinued. That e-mail was withdrawn on the same day, and shortly afterwards, the head of the school retired. Caudhill appointed Dr. Audrina Murphy as the new head of the school. Dr. Murphy, a well-educated and experienced administrator, worked with “strategic planning experts” to create a niche and a new mission for the school. Dr. Murphy embraced her new role and continuously assured parents that the Staunton campus would remain open. Parents who attended the Parent Teacher Student Association (PTSA) meeting in mid-December 2013 affirmed that she offered assurances at the meeting.

January 2014

Winter break started on Monday, December 23, 2013, and students were scheduled to return to school on Tuesday, January 7, 2014. On Monday, January 6, 2014, the Staunton campus principal received information that the campus would close at the end of the semester, and this news was conveyed to faculty and staff at the school. Only two campuses would remain open: the Richmond and North Richmond campuses.

Parents were outraged, students were in disarray, and faculty and administration were in shock. If parents had been informed earlier, it would have been possible for them to try to secure a spot for their children at one of the schools nearby. However, open admissions at the surrounding schools had closed earlier in December. Parents attempted to place their children on waiting lists, but most lists had already filled up, some in excess of 800 students. Additionally, many local schools had already completed their hiring for the following academic year, leaving FBPS faculty and staff limited in employment options.

As it turned out, FBPS was not the only school closing campuses. That period was a difficult time for schools in Illinois in general, with reports from the Center for Education Reform (2011) reporting that between 2010 and 2011 the major reasons schools closure were financial, mismanagement, and district-related issues.

Parent Meeting

Parents were invited to a meeting on January 8, 2014, to meet with the head of the school and a Caudhill official. Parents invited the media to the meeting, but the media was denied access. At the onset of the meeting, Dr. Murphy took the podium and began by praising the Staunton campus and its community. These statements bothered some of the parents, who demanded to know why the school was closing if it had all the positive attributes just attributed to it.

The meeting grew tense and heated. Parents felt betrayed because of the timing of the closure announcement. Dr. Murphy stated that buses would be provided to shuttle children ages 2-12 to the new locations. However, the closest campus would require a trip of 40-miles (minimum) twice every day. This would not be a viable option for many parents, but the announcement timing left them with few options.

Other parents tried to negotiate with the administration to run the school for one more academic year so families would have enough time to transition their children. Neither the Caudill official nor Dr. Murphy agreed to this proposed solution.

Some parents offered to pay more in terms of tuition, but administration again did not agree to this proposal. Parents asked if the closure was due to financial reasons. Dr. Murphy replied that finances were “not a factor” and the closure was for “demographic reasons.”

While Dr. Murphy stated that the reason for the closure of the two campuses was not financial in nature, Moody’s analytics reported that the parent company (Caudill) was experiencing some strain. The rating of Moody’s analytics is a representation of the analysts’ opinion of the creditworthiness of an organization. From August 2012 to 2014, the corporate family rating (CFR) went from B2 to Caa2 indicating a lack of confidence in the financial health of Caudill.

Moving Forward

Following the parent meeting in January, some families pulled their children out of FBPS immediately, prior to the completion of the academic year. Those families received no financial reimbursement as parents had signed a contract for the academic year. Other families decided to withdraw from the school at the end of the semester. By June 2014, student population had significantly diminished on the affected campuses.

Some of the students who remained at Staunton planned to transfer to surrounding schools. Few decided to continue at the Richmond and North Richmond campuses. Others registered at Allegiant Academy, a new nonprofit private school opened by parents previously affiliated with Staunton. Kasey Luce, daughter of one of the FBPS founders, came out of retirement to become principal of Allegiant Academy. In addition to her role as principal of the school, Luce was also the president of the nonprofit corporation that owned the school.

Allegiant Academy began with an enrollment of about 100 students (pre-K-8 grade), rising to 120 students by the end of the year. Most of these students were from the Staunton campus population. The school leased a church for its first year to house the school. Parents described Allegiant Academy in positive terms with approximately 90% of families choosing to reenroll for the 2015-2016 academic year.

References

Center for Education Reform. (2011). Appendix D. Closed charter schools by state. Retrieved from https://www.edreform.com/wp-content/uploads/2011/12/CER_FINALClosedSchools2011-1.pdf

U.S. Department of Labor. (2013). Travel expenditures during the recent recession, 2005–2011. Retrieved from http://www.bls.gov/opub/ted/2013/ted_20130115.htm

 

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Case Analysis: Tesla Motors: Disrupting The Auto Industry

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Read the case, “Tesla Motors: Disrupting the Auto Industry” on page 576-588 use the case analysis format provided below to address to identify the problems and provide several suggested solutions that the Tesla Motors executive team can review for possible implementation.
Be sure to identify “identify 2 to 3 problems” and “develop 2 to 3 possible solutions to the problems identified”, and use this as the focus for making your case in the case format. Note: The case questions provided at the end of each case can be used as an insight to what the problems might be; so be sure to investigate the case carefully.

*** Required reading attached (Tesla Motors: Disrupting the Auto Industry)

Case Format
I. Write the Executive Summary

  • One to two paragraphs in length
  • On cover page of the report
  • Briefly identify the major problems facing the manager/key person
  • Summarize the recommended plan of action and include a brief justification of the recommended plan

II. Statement of the Problem

  • State the problems facing the manager/key person
  • Identify and link the symptoms and root causes of the problems
  • Differentiate short term from long term problems
  • Conclude with the decision facing the manager/key person

III. Causes of the Problem 

  • Provide a detailed analysis of the problems; identify in the Statement of the Problem
  • In the analysis, apply theories and models from the text and/or readings
  • Support conclusions and /or assumptions with specific references to the case and/or the readings

IV. Decision Criteria and Alternative Solutions

  • Identify criteria against which you evaluate alternative solutions (i.e. time for implementation, tangible costs, acceptability to management)
  • Include two or three possible alternative solutions
  • Evaluate the pros and cons of each alternative against the criteria listed
  • Suggest additional pros/cons if appropriate

V. Recommended Solution, Implementation and Justification

  • Identify who, what, when, and how in your recommended plan of action
  • Solution and implementation should address the problems and causes identified in the previous section
  • The recommended plan should include a contingency plan(s) to back up the ‘ideal’ course of action
  • Using models and theories, identify why you chose the recommended plan of action – why it’s the best and why it would work

VI. External Sourcing

  • 2 to 3 external sources (in addition to your textbook) should be referenced to back up your recommendations or to identify issues. This information would be ideally sourced in current journals, magazines and newspapers and should reflect current management thought or practice with respect to the issues Identify.

The below must be met for your paper to be accepted and graded:

  • Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
  • Use font size 12 and 1” margins.
  • Include cover page and reference page.
  • At least 80% of your paper must be original content/writing.
  • No more than 20% of your content/information may come from references.
  • Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
  • Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.

 

Case 13 Tesla Motors: Disrupting the Auto Industry

Tesla Motors’ strategy was no secret: in 2006 the chairman and CEO, Elon Musk, announced:

So, in short, the master plan is:

· Build a sports car.

· Use that money to build an affordable car.

· Use that money to build an even more affordable car.

· While doing above, also provide zero emission electric power generation options.

· Don’t tell anyone.1

The remarkable thing was that by 2015, Tesla had kept to that strategy and executed it almost flawlessly. Phase 1 (“Build a sports car”) was realized with the launch of its Roadster in 2007. Phase 2 (“Use that money to build an affordable car”) began in 2013 with the launch of the Model S.

The acclaim that greeted both cars had propelled Tesla’s reputation and its share price. Since its initial public offering in June 2010, Tesla’s share price had followed an upward trajectory. On June 12, 2015, Tesla’s stock market value was $31.7 billion. By comparison, Fiat Chrysler was valued at $20.5 billion despite that fact that Fiat Chrysler would sell about 2.5 million cars in 2015 against Tesla’s 55,000. The optimism that supported Tesla’s valuation reflected the company’s remarkable achievements during its short history and investors’ faith in the ability of Elon Musk to realize his vision “to accelerate the advent of sustainable transport by bringing compelling mass market electric cars to market as soon as possible.”2

Indeed, Musk’s vision for Tesla extended beyond revolutionizing the automobile industry: Tesla’s battery technology would also provide an energy storage system that would change “the fundamental energy infrastructure of the world.”

A central issue in the debate over the appropriate market valuation of Tesla was whether Tesla should be valued as an automobile company or as a technology company. In practice, these two issues could not be separated: Tesla’s principal source of revenue would be its cars, but realizing the expectations of earnings growth that were implicit in Tesla’s share price required Tesla to maintain technological leadership in electric vehicles. Given that Tesla’s rivals were some of the world’s largest industrial companies—Toyota, General Motors, Ford, Volkswagen, and Renault–Nissan, to name a few—this was a daunting prospect.

 

Electric Cars

The 21st century saw the Second Coming of electric cars. Electric cars and buses were popular during the 1890s and 1900s, but by the 1920s they had been largely displaced by the internal combustion engine.

Most of the world’s leading automobile companies had been undertaking research into electric cars since the 1960s, including developing electric “concept cars.” In the early 1990s, several automakers introduced electric vehicles to California in response to pressure from the California Air Resources Board. However, the first commercially successful electric cars were hybrid electric vehicles (HEVs). Sales of HEVs in the US grew from 9,350 in 2000 to 352,862 in 2007. By far the most successful HEV, both in the US and globally, was the Toyota Prius, which by early 2010 had sold 1.6 million units worldwide.

Mass production, plug‐in electric vehicles (PEVs) were first launched in 2008. There were two types of PEV: all‐electric cars—of which the pioneers were the Tesla Roadster (2008), the Mitsubishi i‐MiEV (2009), the Nissan Leaf (2010), and the BYD e6 (launched in China in 2010)—and plug‐in hybrid electric vehicles (PHEVs) which were fitted with an internal combustion engine in order to extend their range. General Motors’ Chevrolet Volt, introduced in 2009, was a PHEV.

However, there were also a number of other types of battery electric vehicles (BEVs). Some of these were highway‐capable, low‐speed, all‐electric cars such as the Renault Twizy and the city cars produced by the Reva Electric Car of Bangalore, India. There were also various types of neighborhood electric vehicles (NEVs) intended for off‐road use—these included golf carts and vehicles for university campuses, military bases, industrial plants, and other facilities. Global Electric Motorcars, a subsidiary of Polaris, was the US market leader in NEVs. Most NEVs used heavier, but cheaper, lead–acid batteries.

Electric motors had very different properties from internal combustion engines—in particular they delivered strong torque over a wide range of engine speeds, thereby dispensing with the need for a gearbox. This range of torque also gave them rapid acceleration. Although electric motors were much lighter than internal combustion engines, the weight advantages were offset by the need for heavy batteries—which were also the most expensive part of an electric car, costing from $10,000 to $25,000.

Electric cars were either redesigns of existing gasoline‐powered models (e.g., the Ford Focus Electric and Volkswagen’s e‐Golf) or newly designed electric cars (e.g., the Tesla Roadster and Nissan’s Leaf). Complete redesign had major technical advantages: the battery pack formed part of the floor of the passenger cabin, which saved on space and improved stability and handling due to a lower center of gravity.

Predictions that electric cars would rapidly displace conventionally powered cars had proved false. In 2009, Frost & Sullivan had predicted that the market for electric vehicles (including hybrid electric vehicles) would grow to 0.6 million units worldwide in 2015—about 14% of new vehicles sold.3 In 2014, global registrations of electric cars totaled 340,000. Although this was a 70% increase on 2013, it was a tiny fraction of the total automobile market. The US was market leader in terms of numbers sold, yet electric cars accounted for a mere 0.74% of total car sales. During 2015, the market for electric cars, especially in the US, was adversely affected by lower oil prices: total sales for the first five months of 2015 were little changed from the year‐ago period (Table 1). However, electric car sales in China grew rapidly, overtaking the US as the largest market for electric cars.

 

TABLE 1 Sales of leading models of plug‐in electric cars in the US during January to May (units)

 

  2015 2014
 
Tesla S (estimated) 9,200 9,000
Nissan Leaf 7,742 8,301
Chevrolet Volt 4,400 5,290
BMWi3 3,900 336
Ford Fusion PHEV 3,563 3,553
Ford C‐max Energi PHEV 2,900 2,415
Toyota Prius PHEV 2,426 5,988
Chevy Spark 1,559 454

 

 

Source:  evobsession.

 

While oil prices were an important factor influencing consumer choice between gasoline and electric cars, government incentives were even more important. Norway had the highest penetration of electric cars (14% of the market in 2014). This reflected incentives that included exemption from purchase taxes on cars (including VAT), road tax, and fees in public car parks; electric cars were also allowed to use bus lanes.

“Range anxiety”—the threat of running out of battery charge and the limited availability of charging stations were seen as the primary obstacles to the market penetration of all‐electric PEVs. However, both issues were being resolved. Between 2015 and 2018, the range of EVs was expected to double—most EVs would then have a range of close to 200 miles (though still far from the 265‐mile range of the Tesla S (with an 85 kWh battery pack). Charging stations were widely available in most urban areas, but they were sparse in many rural areas.

While most experts expected the plug‐in electric car to be the primary threat to conventional cars, it was not the only zero‐emission technology available to automakers. Fuel cells offered an alternative to plug‐in electrical power. Fuel cells are powered by hydrogen which reacts with oxygen from the air to create electricity that then drives an electric motor. Fuel cell technology was developed during the space program and became applied to experimental land vehicles during the 1960s. Although a number of automakers had developed prototypes of fuel cell cars, only Toyota, Hyundai, and Honda had marketed cars powered by fuel cells. Since fuel cells consume hydrogen, a key factor limiting the adoption of fuel cells was the absence of a network of hydrogen fueling stations.

 

 

 

Disrupting the Auto Industry

Tesla’s willingness to share its patents only added to the uncertainty over the extent to which Tesla represented a disruptive force within the auto industry.

Tony Seba, a prominent advocate of clean energy, argued that “the electric vehicle will disrupt the gasoline car industry (and with it the oil industry) swiftly and permanently … Even worse from the standpoint of gasoline and diesel cars, the EV [electric vehicle] is not just a disruptive technology; the whole business model that the auto industry has built over the past century will be obliterated.”14

Others downplayed the whole issue on the basis, first, that Tesla’s patents did not represent a significant barrier to other companies and, second, it probably did not make much sense for Tesla to devote time and money to litigating infringements of its patents. Professor Karl Ulrich of Wharton Business School stated: “I don’t believe Tesla is giving up much of substance here. Their patents most likely did not actually protect against others creating similar vehicles.” He suggested that patents are increasingly less about protecting innovations from imitation as strategic bargaining chips: “Big technology‐based companies amass patent portfolios as strategic deterrence against infringement claims by their rivals … Tesla is essentially deciding it doesn’t want to spend money litigating patents, which is a great decision for its shareholders and for society.”15

In the debate over, whether or not the electric automobile represented a disruptive innovation, Clay Christensen and his team at Harvard Business School, were emphatic that Tesla’s electric cars were definitely not such a disruptive force. While classic disruptive innovations typically target overserved customers with lower‐performance products at a lower price (or open up entirely new market segments), Tesla offered incrementally higher performance at higher prices. A further feature of disruptive innovation is that incumbents typically have low incentives to adopt the disruptive innovation—yet all the major auto firms had been working on developing electric cars for years. If Tesla is not a disruptive force, who is in the automobile market? A more likely source, according to Professor Christensen’s associate Tom Bartman, was the neighborhood electric vehicle: a cheap, low‐powered, easy‐to‐park vehicle that is well suited to urban transportation and can readily be upgraded for use on public roads.16

If Tesla Motors was going to meet strong competition from exceptionally well‐resourced competitors—companies such as GM, Renault–Nissan, Ford, Daimler, VW, and BMW—it lacked clear technological advantages over these firms, and if it also was likely to meet competition from the manufacturers of NEVs in mass‐market electric cars, how feasible was Elon Musk’s goal that Tesla would be “a leading global manufacturer and direct seller of electric vehicles and electric vehicle technologies”?

 

 

 

 

 

 

Appendix

 

TABLE A1 Tesla Motors Inc. financial data ($million)

 

  2014 2013 2012 2011 2010
 
Revenues 3,198 2,013 413 204 117
Gross profit 882 456 30 62 31
Research and development 465 232 274 209 93O
perating profit (187) (61) (394) (251) (147)
Net profit (294) (74) (396) (254) (154)
Total assets 5,849 2,417 1,114 713 386
Total long‐term obligations 2,772 1,075 450 298 93
Capital investment 970 264 239 198 105

 

 

Notes

1 Elon Musk, “The Secret Tesla Motors Master Plan (Just between You and Me),” (August 2, 2006), http://www.teslamotors.com/en_GB/blog/secret‐tesla‐motors‐master‐plan‐just‐between‐you‐and‐me, accessed July 20, 2015.

2 “The Mission of Tesla,” (November 18, 2013), http://www.teslamotors.com/en_GB/blog/mission‐tesla, accessed July 20, 2015.

3 Quoted in Tesla Motors, Inc. IPO Prospectus(January 29, 2010): 2–3.

4 Tesla Motors, Inc. 10‐K report for 2014:4.

5 See Tesla Motors, HBS Case No. 9‐714‐913 (2014): 7.

6 “Tesla Has Already Received an Estimated $800 Million Worth of Battery Orders,” www.bgr.com/2015/05/08/tesla‐powerpack‐powerwall‐battery‐sales‐estimate, accessed July 20, 2015.

7 “How to Build a Tesla, According to Tesla,” Washington Post (June 23, 2014), http://www.washingtonpost.com/blogs/the‐switch/wp/2014/06/23/how‐to‐build‐a‐tesla‐according‐to‐tesla, accessed July 20, 2015.

8 “Elon Musk wants inventors to stop pitching his battery ideas,” www.ecomento.com/2015/05/14/elon‐musk‐stop‐pitching‐battery‐ideas, accessed July 20, 2015.

9 “Will Tesla’s Battery for Homes Change the Energy Market?” Scientific American (May 4, 2015).

10 Tesla Motors, Inc. 10‐K report for 2012.

11 “All Our Patent Are Belong To You,” http://www.teslamotors.com/en_GB/blog/all‐our‐patent‐are‐belong‐you, accessed July 20, 2015.

12 “Tesla’s New Patent Strategy Makes Sense,” Entrepreneur (July 8, 2015), www.entrepreneur.com/article/25408, accessed July 20, 2015.

13 “Elon Musk’s Patent Decision Reflects Three Strategic Truths,” https://hbr.org/2014/07/elon‐musks‐patent‐decision‐reflects‐three‐strategic‐truths, accessed July 20, 2015.

14 T. Seba, Clean Disruption of Energy and Transportation: How Silicon Valley Will Make Oil, Nuclear, Natural Gas, Coal, Electric Vehicles and Conventional Cars Obsolete by 2030, Clean Planet Ventures (2014): 102–3.

15 “What’s Driving Tesla’s Open Source Gambit?” Knowledge@Wharton (June 25, 2014), http://knowledge.wharton.upenn.edu/article/whats‐driving‐teslas‐open‐source‐gambit/, accessed July 20, 2015.

16 “Idea Watch: Tesla’s Not as Disruptive as You Might Think,” Harvard Business Review (May 2015).

 
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Course Project

/in /by

COURSE PROJECT: The Getta Byte—New Billing System Project

 

<Student’s Name>

DeVry University

MGMT404: Project Management

<Professor’s Name>

< Month, Year>

 

Note to the Student

[This document is a compilation of project document templates used for the creation of a project management plan for an introductory course in project management. The template includes instructions to the student, boilerplate text, and fields that should be replaced with the values specific to the project.

 

· Blue italicized text enclosed in square brackets ([text]) provides instructions to the document author, or describes the intent, assumptions and context for content included in this document.

 

· Blue italicized text enclosed in angle brackets (<text>) indicates a field that should be replaced with information specific to a particular project.

 

· Text and tables in black are provided as boilerplate examples of wording and formats that may be used or modified as appropriate to a specific project. These are offered only as suggestions to assist in developing project documents; they are not mandatory formats.

 

Before submission of the first draft of this document, delete this “Note to the Student” page and all instructions that are in blue italicized text enclosed in square brackets.

 

Table of Contents Introduction 2 Part 1 3 Section A: Project Charter 3 Section B: Stakeholder Engagement Plan 4 Part 2 6 Section C: Communication Plan 5 Section D: The Project Scope Statement 6 Part 3 8 Section E: The Project Schedule and Gantt Chart 8 Section F: Resource Allocation and Budgeting 9 Part 4 10 Section G: Risk Management 10 Conclusion 11 References 12

 

 

 

 

 

 

 

 

 

 

 

 

 

[Note: APA does not required a table of content. But it is a good practice for planning your paper content. Hence, the table of content is optional. (Remove this note before submitting your paper.)]

Introduction

 

[Your introduction is a one-page summary of all the main aspects of the project, including:

· Project description (i.e., responding to what is the project about & what are the project goals and objectives),

· key stakeholder project participants (i.e., responding to who are the key stakeholders and organizational departments that will be involved),

· Project management approach (i.e., responding to what is the project management methodology used in this project, and how is the project going to be managed and broken down into major deliverables or phases.)

· A brief discussion of the internal and external enterprise environmental factors that may promote or hinder individual project decisions and the management of people, procedures, processes, and projects. (Hint: Read PMBOK® Guide CH. 2.2 Enterprise Environmental Factors for more information.)]

 

PART 1

Section A: The Project Charter

[ 1. Watch the video and read the video transcript located in the Getta Byte – Project Charter section of the Week 1 Canvas lesson

2. Enter the information provided in the video in the sections below.

3. Improve each section by elaborating and expanding on the information provided in the video. Be creative!

4. The text in blue is there to guide you with the assignment and help you brainstorm how to improve the basic information provided in the Week 1 video. Delete all text in blue before submitting your assignment.]

PROJECT CHARTER
Project Name [Project name] Project #:
Project Manager [Project Manager name] Start Date

<MM, DD, YY>

 End Date

<MM, DD, YY>
Project Sponsor [Project Sponsor name, Owner name, or Customer name]

 

Project Description:

[What will this project create?]

 

Objectives

[The business objectives for this section are described in the Getta Byte video in week 1. Enter the business objectives in this section and come up with at least one or two more objectives. Be creative! Remember: the business objectives are related to the business needs.

If an objective of the project is the cut cost, then specify the goal required to meet this objective. Remember: goals must be measurable.

See example below.

· High level objective – Goal required to meet the objective.]

· Labor cost savings by 25%

 

Business Need:

[The business need can be found in the business case document and responds to one of these questions: What is the reason to initiate the project? What problem is the project going to solve? What opportunity or benefit will the project accomplish?]

 

Milestones

[What are the key milestone dates associated with the Getta Byte project? A milestone could be the completion of a major project deliverable or phase. Milestone dates provides checkpoints for monitoring the project progress. Besides the three-milestone provided in the week 1 Getta Byte video, list at least three more milestones and estimated completion dates. See example below]

Milestones Estimated Completion Timeframe
Ex: Project Kickoff Meeting <MM, DD, YY>
   
   
   
   
   

 

 

Budget

[What is the estimated budget for this project? Complete the table below.

Do not research your project cost ; this is a “top-down” budget estimate. This is an order of magnitude estimate and does not need to be closed to your project’s actual costs when starting the project. In week 5 we will calculate the total cost of the project using the “bottom-up” approach, which is a more accurately budget estimate method]

 

Estimated Work Cost [It is a time-dependent variable cost related to manpower project resources and the time they are utilized. Equipment when associate with time usage (i.e., hourly rentals) is also classified as work.]  
Estimated Material & Equipment Cost [This cost is a per unit cost. Ex: software license cost, pc cost, etc. It includes the total cost of the material or equipment used in the project.]  
Fixed Cost [Fixed cost is a non-variable of cost and is not time dependent. Ex: Contractor or vendor cost, travel cost, insurance cost, etc.]  
TOTAL ESTIMATED COST  

 

User Acceptance Criteria

[How will this project be judged as a success or failure? What will the key stakeholders use as objective, measurable criteria to judge this success or failure? The acceptance criteria is generally related to the project requirements. It could include all the project requirements, or some of the project requirements. For example, those nice to have requirements may be cut down if needed due to project constrains. In which case, the acceptance criteria will include only the must have requirements.]

 

High-Level Project Assumptions

[What assumptions are we making with regards to the project? What are we assuming will or will not happen in our project? Besides the information provided in the week 1 Getta Byte video, list at least three other project assumptions.]

 

High-Level Project Constraints

[What external limits are being placed on the project that constrain our choices?]

 

Project Exclusions

[What work is part of the project; what work is not? What work is considered outside of this project?]

 

Major Project Risks

[What are the major risks affecting the execution of the project? Identify two or more risks besides the two risks described in the week 1 Getta Byte – Project Charter section]

 

Key Stakeholders

[Who are the key people that the project manager has to work with to complete the Getta Byte project?]

1

Course ProJECT

 

 

13

Getta Bill Software – Billing system Project

 

Section B: Stakeholder Engagement Plan

[To complete section B of the Word document template, follow the steps below. 

1. Watch the video located in The Getta Byte section of the Week 2 Canvas lesson. The video contains important information to complete the Stakeholder Engagement Plan for the Getta Byte project. See timeframe [1:08].

2. Enter the information provided in the video in section B of your word document.

3. The information on the video is incomplete. The student’s job is to improve the stakeholder engagement plan by elaborating and expanding on the information provided in the video.   Be creative!  Make sure to identify at least 3 more stakeholders in addition to the 12 stakeholders listed in the Getta Byte video.

4. For extra help, locate the worksheet “B. Stakeholder Engagement Plan” in the Excel template for this course for instructions on how to complete the stakeholder engagement plan in your Word document. Particularly, pay attention to the prescribed engagement strategies described on the worksheet. 

5. The text in blue is there to guide you with the assignment and help you brainstorm how to improve the basic information provided in the week 2 video. Delete all text in blue before submitting your assignment.]

 

Stakeholder Engagement Plan
Project Name: Project Manager: Date:
Stakeholder Identification Stakeholder Analysis Engagement Strategy
Stakeholder Role Category Influence High/Low Interest High/Low Key Interests

& Needs

 

 Strategy Strategic Approach Strategy Owner Frequency

& Method

(Based on needs)
Haywood U. Buzzoff CEO Key High High Project deadline & company savings. Needs weekly updates. Manage Keep them involved in decisions. (Face to face) PM Weekly Meetings
[Add rows as needed]                  
                   
                   
                   
                   
                   
                   
                   

 

 

Graphical user interface, text, application Description automatically generated 

 

Part 2

Section C: Communication Plan

[In this section, you will create a simple communications management plan for the execution of the Getta Byte project.

To complete section C of the Word document template, follow the steps below.

1. Watch the video located in The Getta Byte section of the Week 2 Canvas lesson. The video contains important information to complete the Communications Management Plan for the Getta Byte project. See time frame [2:08].

2. Enter the information provided in the video in Section C of your word document.

3. The information on the video is incomplete. The student’s job is to improve the Communications Management Plan by elaborating and expanding on the information provided in the video. Be creative! Make sure to identify and enter at least 3 more Communication Vehicles in addition to the 3 listed in the Getta Byte video.

4. For extra help, locate the worksheet “C. Communications Mgmt. Plan” in the Excel template for this course. The worksheet contains instructions on how to complete the stakeholder engagement plan in your Word document.

5. The text in blue is there to guide you with the assignment and help you brainstorm how to improve the basic information provided in the Week 2 video. Delete all text in blue before submitting your assignment.]

COMMUNICATIONS MANAGEMENT PLAN
Project Name:  

 
Project Manager Name:  

 
Project Description:  

 
ID Communication Vehicle Target Audience Description/Purpose Frequency Sender Distribution Vehicle Internal / External? Comments
1 Weekly status meeting Project Team Project status updates Weekly Project Manager Meeting Internal Only Full Team meeting we will invite stakeholders when necessary.
                 
                 
                 
                 
                 

 

 

Note: The table below provides information on how to complete each of the columns of the communication management plan.

Instructions For Completing This Document
Complete the Project Name, NC, Project Manager Name, and Project Description fields
For each identified communication, complete the following.
ID: A unique ID number is used to identify the communication within the communication matrix.
Communication Vehicle: This column should be populated with a description of the type of communication that will be conducted.
Target Audience: This field should be populated with a description of the target audience for this communication vehicle.
Description/Purpose: This field should be populated with a description of the purpose of the communication.
Frequency: This field should be populated with the frequency of which the communication will be distributed.
Owner: This field should be populated with the name of the owner of the communication.
Distribution Vehicle: This field should be populated with the type of distribution vehicle that will be used to disseminate the communication.
Internal/External: This field should indicate if the communication is for internal, external, or both internal and external distribution.
Comments: This column should be populated with any additional comments.

 

Section D: The Project Scope Statement

[To complete the assignment, follow the steps below.

1. Watch the video and complete the “Project Scope Drag and Drop Exercise” located in The Getta Byte – Project Scope section of the Week 3 Canvas lesson

2. Enter the information provided in the video into Section D, corresponding to the Getta Byte – Project Scope Statement of your course project assignment.

3. Improve The Project Scope Statement by elaborating and expanding on the information provided in the video and the drag and drop exercise. Be creative!

4. The text in blue in the template is there to guide you with the assignment and help you brainstorm how to improve the basic information provided in the Week 3 video. Delete all text in blue before submitting your assignment.]

 

PROJECT SCOPE STATEMENT
Project Name [Project name] Project #:
Project Manager [Project Manager name] Start Date

<MM, DD, YY>

 End Date

<MM, DD, YY>
Project Sponsor [Project Sponsor name, Owner name, or Customer name]

 

 

Project Description

[This section briefly describes the product or the end result of the project. This information can be found on the project charter, or the SOW which is an input to the Develop Project Charter process. This section responds to the following questions: What will the product of the project look like, or what should it be able to do when completed?]

 

Project Requirements

[This section is typically a detailed amplification of the product description from the project charter. What will the product of the project look like, or what should it be able to do when completed?]

 

Project Deliverables

[List tangibles that must be completed for this project to be successful. For example, floor installation in a house renovation is a deliverable.]

 

Project Exclusions

[List what this project will not include or is out of scope. For example, house renovation will not include upgraded appliances.]

 

Acceptance Criteria

[What must the product be able to do when completed to be acceptable to the customer? What standards or regulations must the product meet? What performance specifications must the product meet to be acceptable to the customer?]

 

Estimated Project Schedule

[List the milestones associated with the Getta Byte project. A milestone could be the completion of a major project deliverable or phase. Partial information of the project schedule is provided in the “Project Scope Drag and Drop Exercise” located in the week 3 lesson in Canvas. The full project schedule can be found by playing the week 4 Getta Byte video and skipping the recording to minute 2:11. The project schedule shows the milestones and tasks. Use the milestones to complete this section.

 

 

Milestones Estimated Completion Timeframe
[Insert milestone information ] [Insert completion timeframe]
[Add additional rows as necessary]  
   
   
   
   

 

 

Resource Requirements

[List the resource requirements (i.e., manpower, material, and fixed cost) as per the Getta Byte video in our week 3 lesson. Manpower includes program developers, data architect, project manager, any team member, etc.]

 

Estimated Cost of Project

 

Expense Type Description Estimated Cost
Work /Labor Cost ·

·

·

 $

$

$
Material & Equipment Cost · $
Fixed Cost · [Contractor A for developing training modules]

· [Trainer ]

 $10,000.00

$ 5,000.00
TOTAL ESTIMATED COST OF PROJECT $

 

 

Project Constraints

[Besides the two project constraints listed in the week 3 Getta Byte video, list at least 3 other constraints or limiting factors may affect the project?]

 

Project Assumptions

[Be creative. What other assumptions can you make about the project? Ex: Project Team has the required skills to complete the project.]

 

 

Part 3

Section E: The Project Schedule and Gantt Chart

Project Schedule

[Continue working on the word document of your course project and complete Section E (i.e., the Project Schedule and the Gantt Chart. 

To complete the project schedule, follow the steps below. 

1. Watch the video located in The Getta Byte – Billing System Project Schedule section of the week 4 Canvas lesson. The video contains information to complete this section. At time frame [2:17], the video presents the project schedule for the project. It shows how the scope of the project has been broken down into milestones and work packages; it also presents the duration of the project scope and schedule.

2. Enter the task names and task durations provided in the video at time frame [2:17] into Section E of your word document, corresponding to the project schedule. The start date of your course project should be the same as the start date of the session (i.e., Monday of week 1, month, year); hence, do not use the dates presented in the video. To assist you with the dates of the schedule, use the Gantt Chart worksheet in the Excel template.]

WBS Index Task Name Duration Start Finish Predecessors
1 GETTA BYTE- Billing Project 140      
1.1 Finalize Requirements 10      
1.1.1 Gather requirements from users

 

 5 days

 

 1/3/2022 1/7/2022  
1.1.2 Gather requirements from

customers

 

 5 days 1/10/2022 1/14/2022  
1.2 Purchase Software        
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           

 

 

Gantt Chart

 

[Read the instruction in the “GANTT CHART” worksheet in the MGMT404-Worksheet-Template.xlsx. With the information provided in the week 4 Getta Byte video at time frame [2:17] create the Gantt Chart and complete section E. Print the Gant Chart and activity list in the Gantt Chart worksheet and paste it below, after removing the example below. You must submit your worksheet with the work document for grading.]

 

 

 

Section F : Resource allocation and budgeting

[To complete this section, follow the instructions in the worksheet “F. RESOURCES & BUDGET” tab in the MGMT404_Worksheet_template.xlsx Excel file. Complete the worksheet, print page 1, and paste your work after removing image below. The Excel template is in the course project overview section.]

 

 

Section G: Risk Management

[Continue working on your Word document and complete the Risk Management section of your course project – Section G. 

To complete this section, follow the steps below. 

1. Locate the “G. RISK REGISTER” worksheet tab in the Excel template provided for this course.

2. Review the video and the transcript located in The Getta Byte – Risk Management section of the Week 6 Canvas lesson.

3. The video has identified three individual project risks at timeframes [1:16] and [1:30], which has been entered as examples in the Excel worksheet. The Excel worksheet has 4 negative and two positive risks examples in total.  

4. The student’s job is to identify 4 negative risks and 2 positive risks in addition to the examples provided in the Excel template. 

5. The risk register worksheet in the template contains instructions on “HOW TO USE THIS DOCUMENT”. Follow the instructions.

6. The blue font text in this template is to guide you with the assignment. Delete all text in blue before submitting your assignment.

Submit your Word document and Excel worksheet after completing Part 4 of your course project.]

 

·

Conclusion

[The conclusion should include:

· A summary of the theoretical and technical knowledge learned and applied to manage the course project successfully, and

 

· A self-evaluation on how successful the project management concepts, techniques, and skills have been applied to the course project. ]

 

References

 

[Enter as a minimum 4 references in APA format. The list below must be part of your reference list.

· The PMBOK® Guide

· The Contemporary Project Management, course textbook

· Recorded lectures.

· Canvas Lectures]

Project Start:

Today:

Display Week:1

34567891011121314151617181920212223242526272829303112345678910111213141516171819202122232425262728123456789101112131415161718192021222324252627282930311234567891011121314151617

WBSTASKSPROGRESSSTARTEND

Task

Duration

Total

Hours

MTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSS

1Billing System Project

Mon, 3-Jan-22Fri, 22, Jul,22140

1120

1.1M1: Finalized Requirements

1.1.1T1: Gather req. from users0%Mon, 3-Jan-22Fri, 7, Jan,22

5

40

1.1.2T2: Gather req. from customers0%Mon, 10-Jan-22Fri, 14, Jan,22

5

40

1.2M2: Purchase Softwware

1.2.1T3: Select vendor0%Mon, 17-Jan-22Mon, 14, Feb,22

20

160

1.2.2T4: Negotiate contract0%Tue, 15-Feb-22Tue, 1, Mar,22

10

80

1.2.3T5: Execute purchase0%Wed, 2-Mar-22Tue, 8, Mar,22

5

40

1.3

1.3.1T6: Define features0%Wed, 9-Mar-22Tue, 22, Mar,22

10

80

T7: Set up test environment0%Wed, 23-Mar-22Tue, 29, Mar,22

5

40

 

Mar 14, 2022Mar 21, 2022Mar 28, 2022Apr 4, 2022Apr 11, 2022Jan 31, 2022Feb 7, 2022Feb 14, 2022Feb 21, 2022Feb 28, 2022Mar 7, 2022

Mon, 3-Jan-22

Mon, 10-Jan-22

Jan 3, 2022Jan 10, 2022Jan 17, 2022Jan 24, 2022

PROJECT TITLE:

Billing System Project

COMPANY NAME

GETTA BYTE

Project Manager:

Imma

Student’s NameJane Doe

Display Week:15

111213141516171819202122232425262728293012345678910111213141516171819202122232425262728293031123456789101112131415161718192021222324252627282930123456789101112131415161718192021222324

WBSTASKSPROGRESSSTARTEND

Task

Duration

Total

Hours

MTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSSMTWTFSS

1Billing System Project

Mon, 3-Jan-22Fri, 22, Jul,22140

1120

1.1M1: Finalized Requirements

1.1.1T1: Gather req. from users0%Mon, 3-Jan-22Fri, 7, Jan,22

5

40

1.1.2T2: Gather req. from customers0%Mon, 10-Jan-22Fri, 14, Jan,22

5

40

1.2M2: Purchase Softwware

1.2.1T3: Select vendor0%Mon, 17-Jan-22Mon, 14, Feb,22

20

160

1.2.2T4: Negotiate contract0%Tue, 15-Feb-22Tue, 1, Mar,22

10

80

1.2.3T5: Execute purchase0%Wed, 2-Mar-22Tue, 8, Mar,22

5

40

1.3

1.3.1T6: Define features0%Wed, 9-Mar-22Tue, 22, Mar,22

10

80

T7: Set up test environment0%Wed, 23-Mar-22Tue, 29, Mar,22

5

40

1.3.3T8: Develop customization0%Wed, 30-Mar-22Tue, 26, Apr,22

20

160

T9: Test customization 0%Wed, 27-Apr-22Tue, 10, May,22

10

80

T10: Validate data0%Wed, 11-May-22Tue, 17, May,22

5

40

T11: Map fields0%Wed, 18-May-22Tue, 24, May,22

5

40

T12: Transfer data0%Wed, 25-May-22Wed, 1, Jun,22

5

40

T13: Develop Training with vendor0%Thu, 2-Jun-22Wed, 15, Jun,22

10

80

T14: Schedule training for CSRs0%Thu, 16-Jun-22Thu, 30, Jun,22

10

80

T15: Conduct training0%Fri, 1-Jul-22Fri, 15, Jul,22

10

80

1.6.1T16: Release System to production0%Mon, 18-Jul-22Fri, 22, Jul,22

5

40

1401120

 

Total (days & hrs)

Jun 20, 2022Jun 27, 2022Jul 4, 2022Jul 11, 2022Jul 18, 2022May 9, 2022May 16, 2022May 23, 2022May 30, 2022Jun 6, 2022Jun 13, 2022Apr 11, 2022Apr 18, 2022Apr 25, 2022May 2, 2022

 
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