Case 1DSC 211Spring 2019BUSINESS STATISTICS II(Intro to Big Data and Business Analytics)CASE 1:Green Valley Assembly (GVA) Company - Process Improvement Via Teaming1. Green Valley.This company assembles consumer electronic products for major manufacturers.The quality of the assembly work is very important -- the major manufacturers will go elsewhere if Green Valleycannot produce high quality work.2. Process Improvement Efforts Using Teams.The Operations Department of GVA has been encouraging the development of work teams and,within teams, building pride and cooperation towards team goals of high productivity at high levels of quality.Top managers believe (hope?) that these approaches will lead not only to better worker satisfaction but also tohigher levels of productivity and quality.For one area where GVA has been experimenting with these work team approaches,they have now just completed a six-month trial. There are several thousand employees involved.The purpose of this trial is to determine if team approaches lead to improved productivity, quality and satisfaction.The previous (before trial) key measures of productivity are as follows:Productivity DistributionCompleted Units/Hr:10 -11>11-12>12-13>13for all workers:Proportion of workforce:14%34%36%16%Average Productivity for all workers:12 completed units/hrProductivity Consistency for all workers -- standard deviation of completed units/hr:1.55 completed units/hrThe previous (before trial) level of quality (one key measure) for this work area is as follows:Quality Measure 4:12 percent rework(percent of assemblies produced that were found to have some defect that required rework)The previous (before trial) measure of worker satisfaction is as follows:Worker satisfaction is measured from the responses of workers to one question on a questionnairegiven to workers once a year. The question is "What is your level of satisfaction with your overall job?"The responses are from a 7 point scale where 1 = very satisfied and 7 = very dissatisfied.The average satisfaction response score for all workers last year =3.53. Process Improvement Evaluation Study & Data CollectedNow, at the end of the six-month trial, another study of productivity, quality, and satisfaction is beingundertaken. The regular year-end data collection can be used. One data set is based on a random sampleof 50 workers involved in this experiment and precise measurement of each worker's productivity. A second data setgathered each year is a random sample of one key assembly (goes into most of our products) whichis inspected for minor or major defects. Also, the same 50 workers from this experiment completed a workerquestionnaire. Their responses to the "Satisfaction with My Overall Job" question are in the third data set.The data results may be found on the second worksheet.These data sets (from 50 workers and 123 assemblies) were collected to help answer the following questionsabout the new team-based production processes:(.

1. Case 1DSC 211Spring 2019BUSINESS STATISTICS II(Intro to
Big Data and Business Analytics)CASE 1:Green Valley
Assembly (GVA) Company - Process Improvement Via
Teaming1. Green Valley.This company assembles consumer
electronic products for major manufacturers.The quality of the
assembly work is very important -- the major manufacturers will
go elsewhere if Green Valleycannot produce high quality
work.2. Process Improvement Efforts Using Teams.The
Operations Department of GVA has been encouraging the
development of work teams and,within teams, building pride
and cooperation towards team goals of high productivity at high
levels of quality.Top managers believe (hope?) that these
approaches will lead not only to better worker satisfaction but
also tohigher levels of productivity and quality.For one area
where GVA has been experimenting with these work team
approaches,they have now just completed a six-month trial.
There are several thousand employees involved.The purpose of
this trial is to determine if team approaches lead to improved
productivity, quality and satisfaction.The previous (before trial)
key measures of productivity are as follows:Productivity
DistributionCompleted Units/Hr:10 -11>11-12>12-13>13for all
workers:Proportion of workforce:14%34%36%16%Average
Productivity for all workers:12 completed units/hrProductivity
Consistency for all workers -- standard deviation of completed
units/hr:1.55 completed units/hrThe previous (before trial) level
of quality (one key measure) for this work area is as
follows:Quality Measure 4:12 percent rework(percent of
assemblies produced that were found to have some defect that
required rework)The previous (before trial) measure of worker
satisfaction is as follows:Worker satisfaction is measured from
the responses of workers to one question on a
questionnairegiven to workers once a year. The question is
"What is your level of satisfaction with your overall job?"The
responses are from a 7 point scale where 1 = very satisfied and

2. 7 = very dissatisfied.The average satisfaction response score for
all workers last year =3.53. Process Improvement Evaluation
Study & Data CollectedNow, at the end of the six-month trial,
another study of productivity, quality, and satisfaction is
beingundertaken. The regular year-end data collection can be
used. One data set is based on a random sampleof 50 workers
involved in this experiment and precise measurement of each
worker's productivity. A second data setgathered each year is a
random sample of one key assembly (goes into most of our
products) whichis inspected for minor or major defects. Also,
the same 50 workers from this experiment completed a
workerquestionnaire. Their responses to the "Satisfaction with
My Overall Job" question are in the third data set.The data
results may be found on the second worksheet.These data sets
(from 50 workers and 123 assemblies) were collected to help
answer the following questionsabout the new team-based
production processes:(1) Has the productivity distribution of all
workers changed, and if so how?(2) Has the average
productivity of all workers changed? If so, how?(3) Has the
consistency of productivity of workers improved?(4) Has the
quality of all finished assemblies improved?(5) Has the average
satisfaction level of all workers improved?(6) Does there appear
to be a relationship between worker productivity and
satisfaction?4. AssignmentYour team works at Green Valley in
Operations. You have been asked to analyze the
collectedsample data to help answer the business questions
above and write a business memo with your results.Use the
following GVA format for your business memo. This memo is
written to James Dunne, the VP of Operations,so clearly answer
the business questions asked and keep most of the technical
detail in the attachments.FORMAT FOR BUSINESS MEMOUse
the Date, To, From, Subject memo format (Word has templates
for memos you could use)Have the following sections of your
memo:1. Introduction. Explain the purpose of the study &
provide the specific business questions you worked to answer.2.
Data. In this section, describe the sample data sources and

3. data gathered. Refer to the attachments thatcontain the
complete data. Include descriptive statistics of the sample data
in one or more tables and brieflydiscuss.3. Analysis
Methodology. Briefly describe, in everyday business language,
the methods used to analyze the data -- toanswer each question.
Refer to the attachments for detail.4. Analysis Results:Provide
one or more tables that show the first 5 questions, the previous
values, a description of the sample,the sample quantitative
results, the p-value, and the business answer. (Note. See table
template on anothertab of this file.) For question 6, provide a
graph and your best business answer.Provide a brief discussion
of analysis results.5. Study Conclusions &
RecommendationsBrief summary of the study & the most
important conclusions about the team-based production
processesthat have been developed in the
study.Recommendations for management actions may be
included.AttachmentsAttachment 1 - 6. One page for each
analysis (for the six questions) showing all work &
explanations.Identify any assumptions/conditions necessary to
use the method & how you checked out the
assumptionsAttachment 7. Provide all the raw data values.
Provide explanations as needed. Define all units
&F
DataAssemblies Inspected2(0=no defect, 1=minor defect,
2=major defect)2NOTE: all defects require
rework.21Productivity Sample (units/hr)Sat Score*112.42*7
point scale where114.011=very satisfied110.532-
satisfied114.453-somewhat satisfied114.354-undecided110.875-
somewht dissatified112.616-dissatisfied012.027-very
dissatisfied)012.35011.11014.32013.61013.61013.51013.32011.
81010.82012.62013.33011.62010.02011.52010.66014.83011.320
14.42012.87015.34011.47012.62011.57014.61012.34012.44012.
57011.13013.12015.34013.32011.04010.91012.91013.01011.820
13.63011.43012.62013.27013.21012.3200000000000000000000
0000000000000000000000000000000000000000000000000
Table TemplateTABLE XX. RESULTS: Green Valley Process

4. Improvement Program, Evaluation
Study . . . . dateBusiness QuestionPrevious Value
(s)SampleSample Resultsp-value*Business Answer* p-value is
….NOTE: For 'Sample,' give source of sample data and sample
size.NOTE: For "Sample Results," give sample statistic(s)
related to the measure referred to in the business question.
HW8 -- Analysis PlanHOMEWORK 8NAME:Business
QuestionsSample Data to useAnalysis Method to useHo: (if
method is hyp testing)(1) Has the productivity distribution of
all workers changed, and if so how?(2) Has the average
productivity of all workers changed? If so, how?(3) Has the
consistency of productivity of workers improved?(4) Has the
quality of all finished assemblies improved?(5) Has the average
satisfaction level of all workers improved?(6) Does there appear
to be a relationship between worker productivity and satisfac?
English 2311 – Rhetorical Analysis Assignment
A Rhetorical Analysis can be a helpful way to learn to look at
documents (letters, brochures, memos, reports, proposals, etc.)
and / or websites in a very specific and detailed way. In order
to be strong communicators, we need to know both what to do
and what NOT to do. Thus, a Rhetorical Analysis helps you to
slow down and really examine documents to see how they are
operating as pieces of communication. You will look at how
and why pieces of writing are made and evaluate how effective
they are in fulfilling their purposes.
Step 1
The first step in this process is to select a document. In order
to make this more meaningful for you, I would like to you select
a document that is applicable for your field of study or your
current profession. Acceptable items for this project would be
things like a report, pamphlet, letter, proposal, website, memo,
set of guidelines or instructions, etc.

5. If you are not yet sure what would be an appropriate document
for your future field, ask one of your professors in that field or
you can consult with me. I am also open to other possibilities
for documents, but they will need to be written, not in video
form. You will need to identify your document item by the date
indicated on your schedule.
This document will need to be submitted electronically along
with your assignment, so you may need to scan it or take a
picture of it (good quality please!) if it is not available
electronically already.
Step 2
Once you have identified your artifact / document, you will
want to begin your analysis. In order to complete this analysis,
you will depend heavily on the information from your textbook,
specifically in Chapter 1, where Markel gives the visual with
the eight measures of excellence. Use these measures as a way
to test your document and its effectiveness.
You will need to ask yourself questions such as “Who is the
intended audience for this document?”; “How / where would
this item be read?”; “When / where did it first appear?” and
other questions that allow you to think about why the document
was created and what it’s actual purpose is, as well, before
beginning the careful analysis.
Step 3
Once you have completed your analysis of the document, write
up your findings in a memo addressed to me. You will find the
information for memo format on pages 253-254 of your
textbook. The categories of the memo that are listed in the
book might not work for this particular assignment, so it will be
up to you to decide how you want to organize the information in
the memo. The information on formatting and headings from
Chapter 7 will likely be helpful here.

6. As you write the memo, be sure to focus on detail. Use
examples from the document to show us what you mean, rather
than just writing that the document does or does not meet the
standard for excellence. This assignment is called an
“Analysis,” which means that you will need to look below just
surface level things like how the document appears and the
basic information listed (though those things are important too).
You will want to be sure to analyze the document and not get
caught up in just describing it.
A successful memo will do the following:
· Be at least 2 pages, single spaced (there can be some
additional spacing around headings, but don’t try to pad the
memo with extra space).
· Be free of grammatical and spelling errors.
· Use some sort of documentation style to give credit to the
document’s origins (APA, MLA, Chicago, etc.)
· Use professional language, avoiding slang and colloquialisms
· Meet Markel’s criteria for excellence
Weymouth Child
Development
Center
346 State Street
Charlotte, MI
48813
517-541-5180

7. www.charlottenet.org
“Your
Partner in
Preparing for
Tomorrow”
Program Philosophy
Charlotte Public Schools Child Care Program
believes that each child is a unique individual and
has his/her own way of learning.
Our program will provide a quality environment
that will enrich the developmental needs of
children through a variety of learning experiences.
Our mission is to provide a safe, nurturing and
age appropriate learning environment that
encourages individual growth.
Enrollment EligibilityEnrollment EligibilityEnrollment
EligibilityEnrollment Eligibility
Age restrictions and group sizes differ for each
classroom and are filled on a first come-first
served basis. Priority is given to full time enroll-
ment spots and is available to children living both
in and outside of the Charlotte Public Schools
District. A waiting list is maintained throughout the
year if necessary.

8. CPS Child Care
• Meal Service
Included
• Computer Lab
• Library
• 3 Outdoor Play Areas
• Gymnasium
• Infant Diaper and
Wipe Service
• Fall & Spring
Parent-Teacher
Conferences
• Family Activity
Events
• Field Trips
• Creative Curriculum®
for Infants, Toddlers
and Preschool

9. • Financial assistance
through DHS
• Low adult to child
ratios
Parent Parent Parent Parent
Advisory Advisory Advisory Advisory
CommitteeCommitteeCommitteeCommittee
Parents have an
opportunity to get
involved in policy
recommendations
and special events
for children, families,
and staff.
Children
Age 6 weeks–
12 years old
Monday-Friday
5:30 am—6:30 pm
Quality Staff

10. • All child care program staff meet the require-
ments for Michigan Child Day Care Licensing.
• All staff are certified in Infant/Child CPR and
Basic First Aid.
• All child care staff
have been cleared
with a criminal his-
tory background
check.
• The program
supervisor holds a
Bachelors Degree in Early Childhood
Education.
• Lead Instructors for each age group hold a
minimum of a CDA or an Associates Degree
in Early Childhood Education.
Staffing Ratios
Infants 6 weeks—15 months
1 adult: 3 children
Toddlers 15 months—2 1/2 years old
1 adult: 4 children

11. Preschool 2 1/2-5 years old
1 adult: 8 children
Kindergarten—12 years old
1 adult: 10 children
Charlotte Public Schools Child Care Program Descriptions
Infants 6 weeks—15 months
Individualized schedules and planning for each
child provides a variety of learning experiences
for all of the changes which take place during a
baby’s first year. Low adult-to-child ratios provide
more attention to the individual needs of each
baby and allow for more one on one time
throughout the day.
Toddlers 15—30 months
Our toddler program provides a variety of fun
learning activities planned to help children solve,
predict, plan, share, cooperate, empathize, and
learn to understand their world. Positive self
esteem and self help skills are promoted. A low
adult to child ratio allows for more individualized
attention.
Preschool 2 1/2—5 years
Activities are designed and scheduled to encour-
age socialization, respect for one another, shar-
ing, cooperation, listening skills, independence
and learning through play experiences. This class
focuses on Kindergarten readiness to help pre-
pare children for school. Activities designed to
promote cognitive, social/emotional, physical and
language/literacy development are included in

12. each day’s routine.
Before/After School
Kindergarten—12 years
Semi-structured programs for school age children
include age appropriate board games, card
games, puzzles, homework time, outdoor
activities and art projects. Swimming at the
Charlotte Aquatic Center is available once per
week after school and on full days of childcare.
Transportation is provided to school (a.m. child
care students) and from school (p.m. childcare
students). This program expands to a full day
program for half days off school, no school days
and school vacation breaks.
Day Camp for
School Vacations
Day camp is available on a
weekly or set daily schedule
during the following school
vacation breaks:
• 2 weeks of winter break
• Spring Break
• Summer Vacation Break
Activities include art projects,
science and nature
exploration, age appropriate
board games, card games, outdoor times and
swimming at the Charlotte Aquatic Center.
Activities are built around weekly themes.

13. Team building and small group projects
throughout the week will foster inclusion of all
students ideas and focus on building self-esteem
and acceptance.
For more information contact:
Kelsey McDonald– Childcare Supervisor
517-541-5180
[email protected]
www.charlottenet.org