...Acquire or Develop Talent: The Tanglewood organization currently does not have a strong process in acquiring or developing new talent. From the case study we find that Tanglewood would like to focus on having a workforce of committed, qualified individuals who will continue the Tanglewood tradition; yet they have no solid recruiting process into place. The Tanglewood organization also has opportunity around their development process, understanding they want team members to feel valued and know that their opinions count, but just because a team member makes influential suggestions does not necessarily qualify them to be leaders. Though they have a lot of culture and tradition there are not in processes in place to help them acquire and develop the talent they are hoping to take the stores to the next level. A strong staffing strategy would focus on acquiring the right talent that can “hit the ground running.” When an organization has the ability to have a strong acquisition process the development will come easy for the team members. If the Tanglewood organization placed an acquisition process into place they could definitely see potential to expand and grow at the rate that they desire. Hire Yourself or Outsource: Tanglewood’s current hiring process is all done in house. Human Resource/ operations manager is responsible for planning, recruitment, and initial screening and department managers interview and hire candidates. It seems as though Tanglewood adheres...
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...------------------------------------------------- Name Dube Nokhuthula REGISTRATION NUMBER: L008107B ------------------------------------------------- ------------------------------------------------- Programme BA Honours in Applied Language Studies ------------------------------------------------- ------------------------------------------------- Department Languages ------------------------------------------------- ------------------------------------------------- Module : Material Designs ------------------------------------------------- Assignment title: ------------------------------------------------- ------------------------------------------------- using your understanding of predictive evaluation and retrospective ------------------------------------------------- Evaluation analyse the text of your choice to establish its appropriateness ------------------------------------------------- or lack of it, for a specific grade in a primary school from either ZPH ------------------------------------------------- College Press or Longman, for the teaching of either isiNdebele, Tonga, Kalanga,Sotho or Xhosa. ------------------------------------------------- ------------------------------------------------- Lucturer: Rev Damasane P ...
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...INSTRUCTIONAL OBJECTIVES: After presenting the term paper, the students will be able … * to know the needs and importanceof text book in mathematics. * to know the characteristics of a good text book. * to understand the criteria of a good text book prescribed by UNESCO Planning Commission. * to learn the utility of text book for a mathematics teacher. INTRODUCTION: In each school subject text-book is an essential aid and has occupied a pivotal role in educating the children. A text book helps in systematic teaching and learning. In a text book the content organized in a systematic and specific manner. It gives direction to the class work and helps in evaluating pupil’s progress. Thus a text book is useful for both pupil and teacher. A text book contains the subject matter according to a plan and with a specific purpose. Traditionally a text book of mathematics has been an unavoidable instrument in teaching-learning process. Therefore, the text books are the keys of knowledge and considered almost synonymous with schooling. NEED AND IMPORTANCE: The text book of mathematics is considered to be a course of study organized according to a set plan and a learning guide rahter than a source book of information. In this support Hurl R. Durglas has emphasized that,”In the analysis with great majority the text book is potent determinant of what and how they will teach.” The text book must be regarded as stractly supporting and supplementary to the teacher’s lesson while...
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...Week 2 Discussion Nikita Tyler Brief Summary of Case Study While reading the three case studies in our ACA Ethical Standards casebook I specifically enjoyed reading Carmen’s the most. Carmen was a 19 year old Latino female from Puerto Rico who attended a community college in her neighborhood. She was being counseled by a 28 year old Caucasian female named Allison. Allison is a doctoral student involved in a practicum program at the community college. Allison has held previous counseling sessions with Carmen about her future career options. Carmen seemed to be very excited about the choices and could not wait to get her dad’s opinions about what she should do about her future. This is common behavior for Carmen’s culture, however, her counselor found it to be dysfunctional and wanted to correct Carmen’s behavior and make her be independent. Carmen did not approve of her counselor’s interference with her family matters and stop attending sessions. Ethical Dilemma in Case Study The issue at hand in this particular case study is the counselor loses site of the client’s goals and needs. Once the client said she could not wait to get her dad’s opinions about her options the counselor begin to think about herself and what she would and would not do. As a professional counselor, one needs to be respectful of cultures and their values. Latino families are known to be very enmeshed and respectful of their parent’s thoughts and concerns about their future choices. Depth and Breadth...
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...Contemporary Auditing 304 Q.1: Would you find it helpful to have the cases presented in the order you cover them? Do you have assignments or your own materials you would like to integrate into your casebook? Ans:- Yes it will be helpful as case studies are a great way to tell the world how valuable your products or services are. They go beyond simple testimonials by showing real-life examples of how you were able to satisfy your customer’s needs and help them accomplish their goals. With great case studies, you will be able to highlight your successes in a way that will make your ideal potential customer become your customer. The following are some tips on how to make your case studies a powerful asset in soliciting business. 1. Write About Someone Your Ideal Customer Can Relate To Do you know who your ideal customer is? If it’s someone in the education industry, then make your case studies about your university customers. If it’s someone in the automobile industry, then make your case studies about auto parts and accessories manufacturers. The goal is to ensure that once your ideal customer has read your case studies, they will feel: * You are comfortable in their industry. * You know their industry’s specific needs. * You know how to give their industry targeted results. Think about it on a smaller level, such as when you’re reading a how-to blog post. Most of them are geared toward average readers. But when you come across a how-to post specifically designed...
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... International Finance MBA 610.63 Westlake Village Center Wednesday 1/5-2/16/05 Len Rushfield (310) 474-5848 (603) 843-9683 (efax) leonard.rushfield@pepperdine.edu/ asiaptner@aol.com Course Objectives MBA 610.63 is intended to provide a foundation of understanding of international finance and the critical options for corporate financial management within the global markets. Intensive reading will establish the basis of information on international financial structure, processes and techniques. Cases will identify important real issues and provide experience in understanding alternative solutions and developing methods to reach these solutions. Course Description The course explores the responsibilities of financial managers of multinational firms or firms with multinational affiliates, suppliers, or product markets. Topics covered emphasize exchange rate risks and hedging using derivative securities such as futures contracts, forward contracts and options. International payment mechanisms and financing and trade strategies are examined and applied in a shareholder-value maximization framework. Texts and Course Materials Fundamentals of Multinational Finance, 2003, Moffett, Stonehill and Eiteman; Addison Wesley; ISBN-0-201-84484-2. Cases in International Finance, 2000; Moffett; Addison Wesley; ISBN 0-20170086-7 Course Expectations 1. Commitment to reading and understanding of text and other assigned materials. 2. Understanding of all case assignments – with or without written reports...
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...The HBS Case Method Pioneered by HBS faculty and one of the highlights of the HBS experience, the case method is a profound educational innovation that presents the greatest challenges confronting leading companies, nonprofits, and government organizations—complete with the constraints and incomplete information found in real business issues—and places the student in the role of the decision maker. There are no simple solutions; yet through the dynamic process of exchanging perspectives, countering and defending points, and building on each other's ideas, students become adept at analyzing issues, exercising judgment, and making difficult decisions—the hallmarks of skillful leadership. Page Content Over 80 percent of cases sold throughout the world are written by HBS faculty, who produce approximately 350 new cases per year. Simply put, we believe the case method is the best way to prepare students for the challenges of leadership. How the HBS Case Method Works When students are presented with a case, they place themselves in the role of the decision maker as they read through the situation and identify the problem they are faced with. The next step is to perform the necessary analysis—examining the causes and considering alternative courses of actions to come to a set of recommendations. To get the most out of cases, students read and reflect on the case, and then meet in learning teams before class to "warm up" and discuss their findings with other classmates. In class—under...
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...THE ON OT C OP YO CASE STUDY HANDBOOK RP OS T ON OP YO RP OT C OS T THE ON OT C Write Persuasively About Cases OP CASE STUDY HANDBOOK How to Read, Discuss, and William Ellet Harvard Business School Press Boston, Massachusetts YO RP OS T Copyright 2007 William Ellet All rights reserved Printed in the United States of America 11 10 09 08 07 5 4 3 2 1 No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to permissions@hbsp.harvard.edu, or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. The copyright on each case in this book unless otherwise noted is held by the President and Fellows of Harvard College and they are published herein by express permission. Permission requests to use individual Harvard copyrighted cases should be directed to permissions@hbsp.harvard.edu, or mailed to the Permissions Editor, Harvard Business School Publishing, 60 Harvard Way, Boston, MA 02163. ON OT C Case material of the Harvard Graduate School of Business Administration is made possible by the cooperation of business firms and other organizations which may wish to remain anonymous by having names, quantities, and other...
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...Guide to Case Analysis A case presents a situation involving a managerial problem or issue that requires a decision. Typically, cases describe a variety of conditions and circumstances facing an organization at a particular time. This description often includes information regarding the organization's goals and objectives, its financial condition, the attitudes and beliefs of managers and employees, market conditions, competitors' activities, and various environmental forces that may affect the organization's present or proposed marketing strategy. Your responsibility is to carefully sift through the information provided in order to identify the opportunity, problem, or decision facing the organization; to carefully identify and evaluate alternative courses of action; and to propose a solution or decision based on your analysis. This guide provides an overview of the case method. It begins with a discussion of the role that cases play in the teaching/learning process. This is followed by a series of guidelines for case analysis. After carefully reading this material, you should be prepared to tackle your first case analysis. Even if you have had previous experience with cases, this guide will provide a useful review. Why Cases? • The case method differs substantially from other teaching/learning approaches such as lectures and discussion. Lecture- and discussion-oriented classes provide students with information about concepts, practices, and theories. In contrast...
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...reference 1-429-140 May 11, 2012 How to Write a Business Case Study A business case study confronts students with a real-life dilemma and engages all their abilities to solve its challenges. In presenting a specific business or policy situation—one that does not have an obvious solution—the case provides information for classroom discussion and other study. A good case study stimulates an educated conversation and the building of business knowledge. The best case studies are learning-centered, not instructor-centered. Details describing the differences between the two can be found in Exhibit 1. A student reading the case should be provided with the information needed to make good decisions about the case, or the ability to find the information if that is a learning objective. Information critical to solving the case should never be contained exclusively in the case’s teaching note, because doing so puts the instructor in the center of the learning, and leads to frustrated students. Cases should satisfy professors and students as well as the businesses, organizations, and people featured in the cases. Although these interests might appear in conflict, a case that is written with fairness and intelligence will ultimately receive the respect of all parties. The best cases have several structural characteristics in common including a protagonist, specific time frame, and use of past tense. An author who becomes experienced in case writing may deviate from this pattern, but doing...
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...PASSION FOR LEARNING CASE & CASE METHOD PGP Orientation 20/6/2015 Prof. Avinash Mulky Slides Courtesy Prof. Ganesh Prabhu Nature of Management Activity Management is the continuing process of organizing human, physical, technical and knowledge elements towards the achievement of a stated mission in line with a vision and a value system and under constrained resource conditions. Managerial Decision Making • Management decisions often involve the projection of consequences into a highly uncertain future. • Management decisions have enormous variety and most decisions depend on the decision context. • Management decisions can relate to both repetitive and unique situations. • Management decisions often have to be taken on an imperfect knowledge of underlying phenomena. • Management decisions often have to be taken on basis of untested cause-effect relationships. Data for Managerial Decision Making • All the data required for taking good managerial decisions is rarely if ever available or complete. • Data used can range from subjective to objective. • Data used can range from quantified to judgmental. • Probability judgments, expectations and intuitions are needed to prop up management decisions. Good Managerial Decision Making • Managers often need to create new responses to managerial situations never experienced before. • Good managerial decisions making requires the ability to accumulate...
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...marketing problems in real situations. Each student is to individually conduct a case study analysis during the semester. You should read these cases carefully and come to class prepared to provide constructive input as the class works together to address the issues of the case. 1. Practice Cases (Not assessable but required for class discussion) There will be two practice case studies to be prepared before the relevant class and discussed during class. Participation in these cases is important and will greatly assist you in understanding how to prepare the three assessable cases. Practice Case 1: Discussion Week 2- Seminar 4 - Dr Pepper Snapple Group, Inc: Energy Beverages– Kerin & Peterson page 105. Case Questions: 1. How would you characterise the energy beverage category, competitors, consumers, channels, and DPSG’s category participation in late 2007? 2. Does your characterisation bode well for a new energy beverage brand introduction generally and for Dr Pepper Snapple Group, in particular? 3. What target consumer market should be chosen for a new energy beverage brand? 4. What product should be introduced and how should it be positioned/differentiated? 5. Through which channel(s) should a new energy beverage brand be distributed? 6. What dollar amount for media advertising and promotion should be budgeted for a new energy beverage brand? 7. What suggested retail price should be recommended for a new energy beverage brand? 8. What is a reasonable first-year sales forecast...
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...How to write a teaching case I am currently – with colleagues Mikael Lönnborg and Gerhard Schjelderup – editing what we hope to be a book of Scandinavian teaching cases. In a meeting in Stockholm recently, I was asked to explain what it takes to write a teaching case. I gave my opinion, we had a very interesting discussion. Here is my (very rough and off the cuff) opinion about what it takes (in reality, how a teaching case differs from a research case). Why are you writing this case? Cases are written for a teaching purpose – and to write a teaching case, you need to have a teaching objective in mind. It is not enough to have an interesting company. Even the best company story needs to have a pedagogical point, a theory or dilemma to illustrate. So don’t write a teaching case just because you happen to know someone in a really interesting company – it does need to be a good story, but it also need to have a purpose. The standard outline Cases – particularly the standard HBS case – follow an outline that can seem rather trite, but which is very effective. It is something like this: 0.5 page: Intro: The protagonist is introduced, typically pondering a question of some importance. The idea is to tell the students from which perspective the case is written, to set the scene – and that is all there is to it. 1 – 1.5 pages: Description of the company – not the whole history, but the relevant details, explaining what the company is doing, how they make their money. Most...
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...1/22/07 3:37 PM Page i RP OS T ElletFM.qxp THE DO N OT C OP YO CASE STUDY HANDBOOK 1/22/07 3:37 PM Page ii DO N OT C OP YO RP OS T ElletFM.qxp 1/22/07 3:37 PM Page iii RP OS T ElletFM.qxp YO THE OP CASE STUDY HANDBOOK How to Read, Discuss, and OT C Write Persuasively About Cases DO N William Ellet Harvard Business School Press Boston, Massachusetts 1/22/07 3:37 PM Page iv RP OS T ElletFM.qxp Copyright 2007 William Ellet YO All rights reserved Printed in the United States of America 11 10 09 08 07 5 4 3 2 1 OP No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to permissions@hbsp.harvard.edu, or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. The copyright on each case in this book unless otherwise noted is held by the President and Fellows of Harvard College and they are published herein by express permission. Permission requests to use individual Harvard copyrighted cases should be directed to permissions@hbsp.harvard.edu, or mailed to the Permissions Editor, Harvard Business School Publishing, 60 Harvard Way, Boston, MA 02163. OT C Case material of the Harvard Graduate School of Business Administration is made possible by the...
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...random manner. Show that regardless of how the numbers are positioned on the wheel, there are three adjacent numbers whose sum is at least 39. Adding all 25 inequalities, we find that 3∑_(i=1)^25▒xi = 3∑_(i=1)^25▒i < 25(39) = 975. But 3∑_(i=1)^25▒i=(25)(26)/2=325 gives us the contradiction that 988 = 3(325) < 975 7. A lumberjack has 4n + 110 logs in a pile consisting of n layers. Each layer has two more logs than the layer directly above it. If the top layer has six logs, how many layers are there? . . 18. Consider the following four equations: 1) 1 =1 2) 2 + 3 + 4 = 1 + 8 3) 5 + 6 + 7 + 8 + 9 = 8 + 27 4) 10 + 11 + 12 + 13 + 14 + 15 + 16 = 27 + 64 1) 1=1 n = 1 2) 2 + 3 + 4 = 1 + 8 n = 2 3) 5 + 6 + 7 + 8 + 9 = 8 + 27 n = 3 4) 10 + 11 + 12 + 13 + 14 + 15 + 16 = 27 + 64 n = 4 Formula (n-1)²+1, or n²-2n+1+1or n²-2n+2. n²-2n+2 Exercise 4,3 10 & 15 10. If n ∈ Z+, and n is odd, prove that 8|(n2 − 1). 15. Write each of the following (base-10) integers in base 2 and base 16. a)22 b) 527 c) 1234 d) 6923 22) base 2 10110 base 16 = 16 527 base 2 = 1000001111 base 16 = 20F 1234 base 2 = 10011010010 base 16 = 4D2 6923 base 2 = 1101100001011 base 16 = 1B0B Exercise 4.4 (1&14) 1. For each of the following pairs a, b ∈ Z+, determine gcd(a, b) and express it as a linear combination of a, b. 231, 1820 b) 1369, 2597 c) 2689, 4001 a) 231, 1820 a) 231, 1820 1820 = 7 (231) + 203 ...
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