...AMBA 670 TEAM AGREEMENT & WORK PLAN 3 Girls & A Guy I. Team Agreement A. Team Contact Information |Member Names |Number |E-mail |Availability | |Patrick Grudzinski |(703) 975-0394 |patrick.grudzinski@yahoo.com |phone/email | |Michelle Simmons |(240) 446-3059 |homealone0769@aol.com |email | |Serena Wales |(707) 592-4490 |serena_wales@hotmail.com |phone/email anytime | |Monét Green |(646) 702-2326 |MMMR4@yahoo.com | | | | | | | B. Mission Statement: Through communication and mutual respect, we strive to produce above standard academic work. C. Vision Statement: We will produce an effective, well- developed team work plan that can be used and understood by every member of the team. D. Shared Values: The following shared values will support open and honest communication, accountability, mutual respect, and ethical decision-making. • Accountability: To willfully accept tasks, roles and responsibilities, set expectations accordingly, and produce...
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...the semester. I am available basically when you need to meet. Sending an email may be the quickest way to reach me. Course Description This course will focus on the strategy and tactics needed for success in the international business environment. Strategic analysis will include the study of the economic, social, political, technological, and environmental settings of international business via text readings and case studies. Tactics will include completing a country-focused Political-Economic-Social-Technological (PEST) analysis and a company-focused Strengths-Weaknesses-Opportunities-Threats (SWOT) analysis. These skills will then be applied to a simulation in which teams develop strategies for selecting countries for market expansion and development. Required Texts 1. Global Business Today (6th Edition), Charles W. Hill (McGraw Hill, 2009) ISBN: 007338139x. 2. FOUR (4) Case studies ARE REQUIRED and available to download from Harvard Business School Press, Ref. Number: http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=cp&c=c22021. You will need to register first and use a credit card to download the cases. It is not permissible to photocopy another student’s cases: this is infringement of copyright and it is illegal. Highly Recommended: • There are also three (3) additional OPTIONAL readings available at the same Harvard Business School site. These readings will give you some background information on Japan (the focal company for the class project)...
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...Case Study Calculations 1a. Direct Education: SNAP-Ed PARTICIPANTS by Age and SNAP Status • For Question 1a, indicate below if you are providing actual unduplicated counts or an estimate of SNAP-Ed direct education participants. _X__ Actual Counts of Participants (unduplicated) ___ Estimated Counts of Participants | | |A |B |C |D |E | |1 |Number of SNAP Recipients in SNAP-Ed | |4,032 |859 |180 |5,071 | |2 |Number of All Other Participants in | |3,448 |329 |132 |3,909 | | |SNAP-Ed | | | | | | |3 |Total Number of SNAP-Ed Participants | |7,480 |1,188 |312 |8,980 | Answers in Table: B1= 3074 + 958 C1=168 + 320 + 293 + 78 B3= 5800 + 1680 C3=216 + 420 +450 +102 B2= B3 – B1 C2= C3 – C1 D1=90 + 90 E1= 4032 + 859 + 180 D3 = 150 + 162 E2= 3448 + 329 + 132 D2= C3 – C1 E3= 7480 + 1188 + 312 F1b. Direct Education: SNAP-Ed CONTACTS by Age and SNAP Status • For Question 1b, indicate below if you are providing actual counts or an estimate of SNAP-Ed direct education contacts. ___ Actual Counts of Contacts __X_ Estimated Counts...
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...ARTICLE IN PRESS Journal of Purchasing & Supply Management 15 (2009) 187–197 Contents lists available at ScienceDirect Journal of Purchasing & Supply Management journal homepage: www.elsevier.com/locate/pursup Supplier involvement in new product development and innovation: Taking stock and looking to the future Thomas E. Johnsen à Purchasing & Supply Management, Audencia Nantes School of Management, 8 route de la Joneliere, BP 31222—44312 Nantes Cedex 3, France a r t i c l e in fo Article history: Received 18 November 2008 Received in revised form 19 March 2009 Accepted 25 March 2009 Keywords: Supplier involvement New product development Supplier relationships abstract This paper provides a comprehensive and critical review and synthesis of the current state of empirical research into supplier involvement in new product development (NPD). The paper begins by defining supplier involvement in NPD and evaluating the rationale for supplier involvement in NPD. This suggests that early and extensive supplier involvement in NPD projects has the potential to improve NPD effectiveness and efficiency, however, existing research remains fragmented and empirical findings to date show conflicting results. The paper takes stock of the research on supplier involvement in NPD, tracing the origins of the literature to the late 1980s, and evaluating the development of the field up to the present day. From this broad base of empirical research the analysis identifies a set of factors...
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...AC 504 E EXTERNAL AUDITING FALL 2015 Final Exam Case Study: Auto Parts Inc. Instructor: Héri RAKOTOVOLOLONA 1 “Auto Parts Inc.” Final Exam Case Study AC504 – External Auditing Date: December 1, 2015. Instructions 1. This final exam case study is the second element of the assessment to the course and represents 60% of your overall grade. It has to be completed individually or in group of up to three (3) persons, maximum. 2. Whilst there is no formal limitation of pages, you are requested to be very synthetic, clear and straightforward in your answers and recommendations as if it should be for a structured and argued management consulting report prepared for your executive manager. 3. Upon completion, your contribution work should be UPLOADED on the e-learning platform (Moodle) in WORD format no later than Saturday 19 December 2015 (11:59 pm). Other electronic formats such as PDF or JPG are NOT accepted. 4. File identification to be sent (very important): AC504 (FE) – Students names (F2015). At least, the name of one (1) group member should be included in the file name, AND the names of ALL group members mentioned on the cover page. 5. In case of emergence (ONLY), your message could be sent or forwarded to heri.rakoto@esc-rennes.com Guidance Notes I. You should primarily refer to the International Accounting Standards (IAS/IFRS) to analyze the different accounting issues raised in the case or, at least, to the French accounting rules. II...
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...Charlette Jones April 24, 2014 U03a1 BUS3050 Case Study: I Thought I Gave Them Everything Case Summary In my analysis of the case of Henry Gonzales the manager of Quality Foods’; I found that the responsibility of Henry would be the process of achieving the objectives of the organization by using its available resources effectively. Evidently Henry has taken advantage of that as he has accomplished his top management position in the store—for his hard work—gaining the once unprofitable store—probability. While Henry thought he gave them everything; However, Henry intrapersonal communication-- has gotten the best of him. Henry doesn’t seem to be conscious and lack communication competency; for the simple fact he offers monetary as oppose to promotion or change, and he is lacking loyalty. Prime example: He emphasis financial rewards for hard work and monetary incentives for cutting company cost and again hard work (increased sales)…I worked in sales and it is hard work (it’s a numbers game and requires hard work and commitment)... If everyone is expected to work hard…..everyone should be entitled to opportunities for advancements, promotions, as well as pay raises and incentives—just as he did. Theories of Motivation In such a business the manager is responsible for many managerial task; However, as he grows and help the business grow; I would suggest that Henry delegate some of the tasks to the supervisors (giving them a sense of belonging—(promotions—to...
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...Case Study Southwestern University Southwestern University (SWU), a large stage college in Stephenville, Texas, 20 miles southwest of the Dallas/Fort Worth metroplex, enrolls close to 20,000 students. In a typical town-gown relationship, the school is a dominant force in the small city, with more students during fall and spring than permanent residents. A longtime football powerhouse, SWU is a member for the Big Eleven conference and is usually in the top 20 in college football rankings. To bolster its chances of reaching the elusive and long-desired number-one ranking, in 2001, SWU hired the legendary BoPitterno as its head coach. One of Pitterno’s demands on joining SWU had been a new stadium. With attendance increasing, SWU administrators began to face the issue head-on. After 6 months of study, much political arm wrestling, and some serious financial analysis, Dr. Joel Wisner, president of Southwestern University, had reached a decision to expand the capacity at its on-campus stadium. Adding thousands of seats, including dozens of luxury skyboxes, would not please everyone. The influential Pitterno had argued the need for a first-class stadium, one with built-in dormitory rooms for his players and a palatial office appropriate for the coach of a future NCAA champion team. But the decision was made, and everyone, including the coach, would learn to live with it. The job now was to get construction going immediately after the 2007 season...
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...PMGT 702- Project Leadership: Skills for Project Managers In Class Case Studies A. Case Study: Fortis Inc. and the Chalillo Dam B. In Class discussion and written team brief September 19, 2012 C. Learning Objectives The objectives of this case as it relates to the Project Leadership Course are threefold: 1. To identify the stakeholders influenced by the corporation and those that influenced the corporation. 2. Determine the influence of each stakeholder (High, Medium, Low) 3. Based on the analysis, develop a strategy for managing the ENGO stakeholder relationship. D. Individual student preparation 1. Obtain a copy of the case study (see instructions below). 2. Prepare at home: Study the case from the point of view of the Learning Objectives (above) and come prepare to discuss the learning objectives E. In Class Written Team Brief You would be placed in teams during the class. A written team brief is required to be completed in class based on the following question: Identify the stakeholders that could influence Fortis or be affected by Fortis in relation to the Chalillo dam business opportunity. How much influence do they have? (Rating scale: H, M, L or a combination of the three) F. Confidential Peer Review Evaluation Due date: September 26, 2012 Each team member MUST complete a confidential evaluation for each of your team members using the template at the end of this document. You MUST hand in...
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...CASE STUDY 7 An understanding of the stages of group development could indeed help Christine in several ways. First, in the forming stage, Christine could have established some group rules to specify what is considered acceptable behavior. Indeed, she should have emphasized that attendance is mandatory, stated dates and times of meetings, personal lives should not interfere with teamwork, and that everyone analysis should be clear and typed. In effect, it is at this stage that a clear objective is set , everyone's roles is defined, direction is given, team members discover their respective task and understand how they will be held accountable for their contribution. However, Christine would have understood that she probably needs to be more strict with Mike because he acts as if he was excluded when he is not. Christine exchange with him at the first meeting and she had a first good impression. Therefore, just as it is required at this stage, Christine took some time to introduce herself to him to try to know each other better. In the forming stage, Christine would have then understood that it is imperative to clarify what is expected from anyone. Mike would have then understood that his analysis should have been more thorough and professionally presented. However, Christine should explain to Mike that other teammates are not meeting without him on purpose because Mike feels left out and this is probably one of the reasons he is skipping the meetings and that he doesnt...
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...a business intelligence (BI) system is a complex undertaking requiring considerable resources. Yet there is a limited authoritative set of critical success factors (CSFs) for management reference because the BI market has been driven mainly by the IT industry and vendors. This research seeks to bridge the gap that exists between academia and practitioners by investigating the CSFs influencing BI systems success. The study followed a two-stage qualitative approach. Firstly, the authors utilised the Delphi method to conduct three rounds of studies. The study develops a CSFs framework crucial for BI systems implementation. Next, the framework and the associated CSFs are delineated through a series of case studies. The empirical findings substantiate the construct and applicability of the framework. More significantly, the research further reveals that those organisations which address the CSFs from a business orientation approach will be more likely to achieve better results. Keywords: Business intelligence system, Critical success factors, Delphi method, Case study INTRODUCTION Recently Business Intelligence (BI) applications have been dominating the technology priority list of many CIOs [11, 12]. According to Reinschmidt and Francoise [22], a BI system is “an integrated set of tools, technologies and programmed products that are used to collect, integrate, analyse and make data available”. Stated simply, the main tasks of a BI system include “intelligent exploration, integration...
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...forms, key challenges to ethical decision-making, key success factors for a career in business, and the impact on, and the impact of, business on political, legal, social, cultural and economic environments. Methodology This class follows a lecture-discussion format. Students are expected to be prepared to discuss readings assigned for each class. With only limited time to meet during the semester, is it essential that students be prepared to engage, participate and contribute in each session. Lectures and readings will be supplemented by discussion, videos, and case studies, which apply concepts to real-world situations. Textbook, Other Materials and Course Web Site * Bissonette, G. 2012. Business: Strategy, Development, Application. Toronto: McGraw-Hill Ryerson (available electronically or at the University Bookstore). * The course home page (CLEW) will be used to distribute case materials, load course lessons, make announcements, and communicate your course evaluations. It is your responsibility to check the course home page regularly. * Reference materials for the Team...
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...to you within two to three weeks of submission. Feedback on this assignment will be provided on a Feedback form, a sample of which is available on the course website. Please read the assessment summary and assessment details sections of your course outline booklet carefully for further information relating to assessment in this course. SPECIFICATIONS Team Component The team component is worth 15% of the assignment and consists of a report based on a case study assigned to your team including a mind map of the case study. The report should be 1000 words in length per team member. CASE STUDY All groups have been assigned a case study which is to be written up as a business report. Address all questions related to your case study. Think of a case study as a scenario, syntactic or story telling narrative. Case studies typically examine the interplay of all variables in order to provide a complete understanding of an event or situation. The case study and questions are available on the course website. Case study reference: Laudon, K. C., and Laudon, J. P. (2012), Management Information th Systems: Managing the Digital Firm, Global Edition,12 Edition, Prentice Hall. When writing this assignment, follow the report template as provided on the course website. In order to complete this assignment you will need to demonstrate the following skills: • Paraphrasing (writing the ideas from the reading in your own words and referencing the original source). • Quoting...
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...WHAT IS DIVERSITY? Diversity within an organization describes a group of people from different background and orientations such as gender, age, race, ethnicity, religion and sexual orientation as well as different cultures, values and beliefs. This group of people has different approaches to learning, beliefs and perceptions which are premised on their educational background, communication style, personal skills professional skills, the environment of their birth and their working style. Diversity is seen as a heterogeneous pool of contribution of each individual’s skill, perception, and understanding. When this unique attributes are brought together in an organization, it creates what can be called a diverse workforce. Diversity focus strongly on the capacity of individuals and their contribution to an organization which include their skills, attributes and perception; rather than organizational structures, materials or policies of an organization. Individuals are regarded as the assets capital of the organization because they bring in their stock of experience, judgments, intelligence , relationships and insights( S.F Slater et al pp 202, 2008) which uses the materials resources, structures and policies of the organization to create goods and services. Diversity is being embraced globally because of its immense value to an organization business wise and because of social justices as postulated by (Bleijenbergh, Peters &Poutsma, pp414, 2010) “By advancing individual development...
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...How to do a Case Study There are common steps that most approaches recommend be followed in tackling a case study. Beforehand (usually a week before), you will get: 1. the case study, 2. (often) some guiding questions that will need to be answered, and 3. (sometimes) some reading assignments that have some relevance to the case subject. Your work in completing the case can be divided up into three components: 1. what you do to prepare before the class discussion, 2. what takes place in the class discussion of the case, and 3. anything required after the class discussion has taken place. For maximum effectiveness, it is essential that you do all three components. Here are the subcomponents, in order. We will discuss them in more detail shortly. 1. Before the class discussion: 1. Read the reading assignments (if any) 2. Use the Short Cycle Process to familiarize yourself with the case. 3. Use the Long Cycle Process to analyze the case 4. Usually there will be group meetings to discuss your ideas. 5. Write up the case (if required) 2. In the class discussion: 6. Someone will start the discussion, usually at the prompting of the Instructor. 7. Listen carefully and take notes. Pay close attention to assumptions. Insist that they are clearly stated. 8. Take part in the discussion. Your contribution is important, and is likely a part of your evaluation for the course. ...
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...Czech Republic IN CLASS GROUP CASE STUDY ANALYSIS ASSIGNMENT – MGMT 6032 – Worth 20% Section 1 – 25 October due at the end of class Section 2 – 26 October due at the end of class IN GROUPS OF A MAXIMUM OF FOUR PEOPLE Please read Case 1 – “Spanning the Globe” in your textbook on pages 418 to 421 Analyze the case as follows, referring to the Case Analysis Rubric. Step 1: Situation Summary This step should provide a brief summary of the case and its key features. It should be ½ to ¾ of a page long. Step 2: Problem Identification The second step in your written analysis is to explicitly identify the major problem(s) in the case in one or two clear and precise sentences. One way to identify a problem is to compare some desired state or objective with the actual situation. In order to define a problem there must be some type of standard for comparison. Possible standards include the organization’s stated objectives or goals, objectives or goals of competing organizations, etc Step 3: Identify the Causes of the Problem In order to identify the root cause, the internal and external environment needs to be analyzed. It is helpful to ask yourself some or all of the following questions - Why did the problem occur? When did it begin? Where does it occur? Where doesn’t it occur? What has the organization failed to do? What else is happening as a result of the problem? The idea here is to probe beyond the symptoms to uncover the root cause(s) of the problem...
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