Assignment 2 Planning the Future at Galaxy (Week 6)Purpose I.docx

Assignment 2: Planning the Future at Galaxy (Week 6)
Purpose:
In the second assignment, students will create a SWOT analysis
and provide a detailed explanation of what considerations led to
the determination of the SWOT components. Students will then
make recommendations and explain what factors were
considered in making the recommendations.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management
practices
employ effective planning processes to develop strategies,
goals, and objectives in order to enhance performance and
sustainability
identify the essential characteristics of decision making and
indicate the range and types of decisions a manager makes
Instructions:
Step 1: Review “How to Analyze a Case Study” under Week 3
Content.
Step 2: Create a Word or Rich Text Format (RTF) document.
This paper should be presented in a professional manner,
double-spaced with indented paragraphs. The final product will
be between 6-8 pages in length excluding the title page and
reference page.
Step 3: Title page with your name, the course name, the date,
and the instructor’s name.
Step 4: In writing a case study, the writing is in the third
person. What this means is that there are no words such as “I,
me, my, we, or us” (first person writing), nor is there use of
“you or your” (second person writing). If uncertain how to
write in the third person, view this
link: http://www.quickanddirtytips.com/education/grammar/firs
t-second-and-third-person. Do not include personal
commentary.
Step 5: In writing this assignment, students are expected to

support the reasoning using in-text citations and a reference list.
If any material is used from a source, it must be cited and
referenced. A reference within a reference list cannot exist
without an associated in-text citation and vice versa. View the
sample APA paper under Week 1 content. Step 6: In writing
this assignment, students are expected to paraphrase and not use
direct quotes. Learn to paraphrase by reviewing this
link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 6: In writing this assignment, students will use resources
from the course material and no more than 2 external source
documents. NOTE: The expectation is that students provide a
robust use of the course material.
Step 7: In completing the assignment, students are expected to
use the facts from the case study and company profile paired
with the weekly courses readings to develop the analysis. View
the company profile here: Galaxy Toys, Inc. Company Profile.
Step 8: Review the grading rubric for the assignment.
Step 9: Read critically and analyze the case study provided
under Week 6 content. Notate the key points in the case study.
Step 10: Create the introductory paragraph.
The introductory paragraph is the first paragraph of the paper
but is typically written after writing the body of the paper
(Questions students responded to above). View this website to
learn how to write an introductory
paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.h
tml
Step 11: Respond to the required elements of the assignment.
Be clear and concise in the writing and make sure the questions
are comprehensively answered.
Review the main case study located under week 6 content.
Part One: Long Term Planning Goals and Decisions
The toy industry is very fickle and innovation is critical. Sales
for January 2016 showed only a 3% rise over January 2015
leaving the company managers concerned about meeting
projected sales targets for 2016. In a 30-month plan, George
Jepson, Jr., as CEO, together with Edward Mercury, CFO, set

long-term goals for the company to include the following:
increase sales unrelated to NASA toys by 22 percent;
reduce company-wide costs by 5 percent within 15 months and
11.2 percent by the end of the plan;
create new technology based action toys;
use innovative technology in production to increase efficiency;
reduce carbon footprint by 5 percent.
In November 2015, the long term planning team began to select
the newest Galaxy product line. The choice of the right product
design will hopefully stop the slump in sales and jump start
growth. Tomorrow, February 4, 2016 is the final meeting of the
planning team. The team will choose between three options:
produce 1 million Payload Nine toys or MMTJE1 for Christmas
2016;
produce 1 million Payload Nine toys for Christmas 2016 and 1
million MMTJE1 for Christmas 2017;
produce 1.5 million MMTJE1 toys for Christmas 2017.
The products have different production requirements. Payload
Nine is designed to complement the International NASA Space
Station series. Payload Nine is geared to the 7-10 age group
and contains building blocks to make the space shuttle with
emphasis on the cargo hold and its loading arm.
Focus group results suggest that Payload Nine will sell well but
it is not a “wow” product in the eyes of the group. It is not a
trendsetting toy. The introduction of Payload Nine is estimated
to jump NASA sales by 6.8%. Payload Nine requires little
change on the production floor and supplies are easily
obtainable. Production could begin May 1, 2016 and completed
in time for the Christmas toy market. No additional personnel
would be needed and existing production would not be delayed.
Production costs would fit within the current year’s budget.
The other project “Moon Mission to Jupiter’s Europa”
(MMTJE1) is a 3D engineered of the Curiosity vehicle used to.
explore Mars. The toy is operated remotely allowing a child

and parent to launch the capsule “Juno 1” craft, 500 ft. in the
air, unload the rover called Galileo and move it along all terrain
surfaces. Galileo takes pictures remotely and sends them to a
cell phone. The toy is geared for the age 11-15 market but can
be used with younger children as long as there is adult
supervision. The toy is made from a 3D printer and consists of
a plastic capsule and rover base with electronics added
separately in production. [Not sure what 3D printing is,
view http://3dprinting.com/what-is-3d-printing/]
Focus group results suggest that it is a “wow” product and
would also encourage sales of related toys and books as
Jupiter’s Moon Europa has been deemed by scientists as the
most accessible and likely place to support habitable life as we
know it to be. Children can view pictures and imagine a Moon
currently covered in ice as a new space frontier adventure. An
interactive video game is also envisioned. It will also be the
first intergalactic action toy that Galaxy Toys has ever
produced. MMTJE1 is estimated to bring a 15% increase in
unrelated NASA sales if rolled out in 2016 and 21.6% increase
if rolled out in 2017. However, MMTJE1 is not production-
friendly at this point.
The new production equipment, electronics, computer
programming and trained personnel would not see production
beginning before November of 2016. Anticipated budget costs
of $450,000 necessitating a budget increase of $300,000 over all
five plants would be needed. In order to meet the October
deadline for Christmas 2016 sales additional manpower would
be needed with a cost increase of 20% over the projected
$450,000 budget costs. In addition, the push would necessitate
significant rescheduling of current production and likely require
factory workers to put in overtime. Finally, the rush would be
predicated on the assumption that production problems would
not occur.
Keith Wisternick, VP of Production, has the job of aligning all
the production teams for Galaxy Toys, and more specifically, he

is the person that ensures that each of the plants are capable of
producing toys that meet the quality standards of Galaxy Toys
in an efficient and cost-effective manner. Also, part of Keith’s
job is to provide valuable input into the long-term planning
process of the company. Every two years, Keith and his
counterparts in the other departments meet to determine the new
product line for the upcoming two years. They are presented
with new ideas that have been developed by the Design and
Engineering Department.
After soliciting input for recommendations on the toys that
would most likely meet the company’s future objectives, the
Board of Directors narrowed the choices to Payload
Nine and Moon Mission to Jupiter’s Europa 1 (MMTJE1).
As VP of Production, Keith is very aware that his
recommendation and vote lends great influence to the outcome.
Lucky for Keith, he is not expected to provide his
recommendation without first delegating some researching
responsibilities to others. One person that he relies upon for
research and analysis is Itza Yu who is a Production Manager.
Yu has been tasked with creating a SWOT analysis for Keith’s
review. However, Yu has not had any prior experience with
creating this type of information. Keith has provided the
following source to help him:
https://www.mindtools.com/pages/article/newTMC_05.htm
Required Elements for Part One:
Using the facts that have been provided, students should assume
the role of Itza Yu and create the SWOT analysis for Keith.
To further assist Keith, Itza Yu must also provide a detailed
explanation as to what considerations led to the determination
that certain facts should be classified as “strengths” while
others were classified as “weaknesses.” In other words, it’s not
enough to simply list various strengths and weakness, but
instead, Itza Yu must explain “why” these facts were included
in the analysis.
Lastly, Itza Yu must select the best long term planning decision
for Keith's approval. In this report, Itza Yu must explain the

analysis and factors used in evaluating the vision, mission,
long-term goals and SWOT analysis of the company that led to
the conclusions that formed the basis of the decision that Keith
would recommend to the Long-term Planning Committee.
Part Two: Short Term Production Goals and Objectives
The Board of Directors has decided to accept the
recommendation to roll out the “Moon Mission to Jupiter’s
Europa 1” for the holiday season of 2017. In a virtual meeting,
led by Itza Yu, the production managers have had a
“brainstorming” session and have created a list of short-term
goals and objectives.
In reviewing the list, Itza Yu noted that some of the items on
the list are sound short-term goals and objectives while others
are not and therefore, should be removed. He also noted that
some of the items do not fit well with the company’s vision and
mission and will need to be eliminated.
Assuming the role of Itza Yu, students must determine whether
the items on the list are “goals” or “objectives” and whether
they should be adopted or abandoned. The list is as follows:
Short Term Goals and Objectives List
Production of quality MMTJE1 toys must start February 20th,
2017.
Production of quality MMTJE1 toys must start by July 1, 2017.
Dates for starting production set.
Completion dates for new personnel hire set.
MMTJE1 quality toys production.
Additional personnel must be hired by February 20th 2017.
Materials must be state of the art.
Completion dates for material purchase and delivery set.
3D printers must be purchased by February 20th, 2017.
3D printers must be purchased and installed by November 1,
2016
The first MMTJE1 toys should be produced by December 1,
2016.
QC should evaluate first toys by December 31, 2016.

Completion dates for QC standards will be determined by QC.
Safety standards should be determined by QC by May 1, 2016.
Materials must be purchased by and delivered by July 1, 2016.
New packages should be palletized by May 1, 2017.
Personnel for all production functions must be organized by
March 31, 2016.
Shipping should begin immediately upon the nod from Quality
Control.
Shipping should begin July 1, 2017.
Shipping start dates should be determined.
IT must confirm programming for 3D printers is complete by
June 1, 2016.
3D machine operators must be trained by October 31, 2016.
Completion dates for 3D programming, training and installation
set.
Maintenance for 3D printers must be done daily.
Personnel must be cross trained on the 3D printers.
Training on new equipment must be done by October 31, 2016.
Marketing will determine shipping start date.
Dates for personnel hire set.
Required Elements for Part Two:
From the list above, students should generate three lists. The
first list should be a selection of “appropriate” short-term
goals. The second list should be a selection of “appropriate”
objectives. The third list should be those other goals and
objectives that have been abandoned.
In completing this task, students are expected to demonstrate
their understanding of the difference between “goals” and
“objectives” and their choices should reflect this understanding.
Moreover, students are required to clearly explain their
reasoning for the selection (of certain goals and objectives) and
the abandonment of others. This analysis will be very helpful to
Keith Wisternick and the Board of Directors of Galaxy Toys,
Inc.
Step 13: Using the grading rubric as a comparison, read
through the paper to ensure all required elements are presented.

Step 14: Proofread the paper for spelling and grammatical
issues, and third person writing.
Use the spell and grammar check in Word as a first measure;
Have someone who has excellent English skills to proof the
paper;
Consider submitting the paper to the Effective Writing Center
(EWC). The EWC will provide 4-6 areas that may need
improvement.
Step 15: Submit the paper in the Assignment Folder.
Start Date
Oct 24, 2016 12:00 AM
Due Date
Dec 5, 2016 12:00 AM
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Rubric Name: Assignment #2
Criteria
Outstanding
Superior
Good
Substandard
Failure
Content: Created SWOT Analysis
1.68 points

Demonstrates an exceptional, thorough and insightful
understanding of the key concepts, principles and theories of
SWOT analysis.
(1.512 - 1.68)
1.428 points
Demonstrates excellent understanding of the key concepts,
principles and theories of SWOT analysis.
(1.344 - 1.511)
1.26 points
Demonstrates satisfactory understanding of the key concepts,
(1.176 - 1.343)
1.092 points
Demonstrates limited understanding of the key concepts,
(0.01 - 1.175)
0 points
Failed to demonstrate understanding of the key concepts,
(0)
Content: Detailed Explanation of SWOT
1.89 points
Demonstrates an exceptional ability to use specific case study
information and provide detailed explanations as to what
considerations led to the determination that certain facts should
be classified as strengths, weaknesses, opportunities and
threats.
(1.701 - 1.89)
1.6065 points
Demonstrates excellent ability to use specific case study

information and provide many explanations as to what
threats.
(1.512 - 1.70)
1.4175 points
Demonstrates satisfactory ability to use specific case study
information and provide some explanations as to what
threats.
(1.323 - 1.511)
1.2285 points
Demonstrates limited ability to use specific case study
information and provide detailed explanations as to what
threats.
(0.01 - 1.322)
0 points
Fails to identify, isolate and classify any salient facts from the
case study that would, with an explanation of its relevance,
determine the strengths, weaknesses, opportunities and threats
of the business used in the case study.
(0)
Use of Resources: Application to Explain Concepts and Skills in
Creating SWOT
1.68 points
Demonstrates an exceptional ability to make appropriate and
powerful connections between identified issues/problems and
the concepts studied in the course readings and case study fact

pattern.
(1.512 - 1.68)
1.6065 points
Demonstrates excellent ability to make appropriate connections
between identified issues/problems and the concepts studied in
the course readings and case study fact pattern.
(1.344 - 1.511)
1.4175 points
Demonstrates satisfactory ability to make appropriate
connections between identified issues/problems and the
concepts studied in the course readings and case study fact
pattern.
(1.176 - 1.343)
1.2285 points
Demonstrates limited ability to make appropriate connections
between identified issues/problems and the concepts studied in
the course readings and case study fact pattern.
(0.01 - 1.175)
0 points
Fails to demonstrate ability to use facts and course material to
structure ideas.
(0)
Content: Make Decision for Keith's Recommendation and
Explain
1.68 points
Makes a decision based on conclusions drawn with an
exceptional analysis and evaluation of the SWOT, vision,
mission and long-term goals for the business.
(1.512 - 1.68)
1.428 points

Makes a decision based on conclusions drawn with an excellent
analysis and evaluation of the SWOT, vision, mission and long-
term goals for the business.
(1.344 - 1.511)
1.26 points
Makes a decision based on conclusions drawn with a
satisfactory analysis and evaluation of the SWOT, vision,
mission and long-term goals for the business.
(1.176 - 1.343)
1.092 points
Makes a decision based on unclear conclusions and/or minimal
analysis or evaluation of SWOT, vision, mission, and long-term
goals for the business.
(0.01 - 1.175)
0 points
Fails to make a decision based on conclusions drawn with the
analysis and evaluation of SWOT, vision, mission and long-term
goals of the business.
(0)
Content: Goals and Objectives
1.89 points
Demonstrates exceptional comprehension of the difference
between goals and objectives by creating three separate lists
and selected choices have no incorrect choices.
(1.701 - 1.89)
1.6065 points
Demonstrates excellent comprehension of the difference
between goals and objectives by creating three separate lists and
selected choices have no more than 1-3 incorrect choices.
(1.512 - 1.7)
1.4175 points

Demonstrates satisfactory comprehension of the difference
between goals and objectives by creating three separate lists and
selected choices have no more than 4-5 incorrect choices.
(1.323 - 1.511)
1.2285 points
Demonstrates minimal comprehension of the difference between
goals and objectives by either creating two rather than three
separate lists and/or selected choices that reflect 6 or
more incorrect choices.
(0.01 - 1.322)
0 points
Lists are not created or discussed.
(0)
Content: Explain Reasoning for the Selection of Individual
Goals and Objectives/Abandonment of Others
1.68 points
Demonstrates an exceptional ability to clearly explain reasoning
for the selection of individual goals and objectives and the
abandonment of others by making appropriate and powerful
connections between identified goals and objectives and the
concepts studied in the course readings and the case study fact
pattern.
(1.512 - 1.68)
1.428 points
Demonstrates an excellent ability to clearly explain reasoning
for the selection of individual goals and objectives and the
abandonment of others by making appropriate connections
between identified goals and objectives and the concepts
studied in the course readings and the case study fact pattern.
(1.344 - 1.511)
1.26 points

Demonstrates satisfactory ability to explain reasoning for the
selection of individual goals and objectives and the
abandonment of others by making somewhat vague connections
between identified goals and objectives and limited use of
the concepts studied in the course readings and the case study
fact pattern.
(1.176 - 1.343)
1.092 points
Demonstrates limited ability to explain reasoning for the
selection of individual goals and objectives and the
abandonment of others making inappropriate, incomplete or
little connection between issues identified and the concepts
studied in the readings and the case study fact pattern.
(0.01 - 1.175)
0 points
Fails to explain reasoning for the selection of individual goals
and objectives and the abandonment of others.
(0)
Critical Thinking/Reasoning
4.2 points
Comments reflect a highly accomplished level of analysis,
synthesis, evaluation and reasoning of the case material and
case study facts resulting in accurate, thorough, and soundly
reasoned conclusions.
(3.78 - 4.2)
3.57 points
Comments reflect an excellent level of analysis, synthesis,
evaluation and reasoning of the case material and case study
facts resulting in accurately reasoned conclusions.
(3.36 – 3.77 )
3.15 points

Comments reflect a satisfactory level of analysis, synthesis,
facts resulting in partially correct conclusions that lack
development or detail that demonstrates insight into reasoning.
(2.94 – 3.35)
2.73 points
Comments reflect an unsatisfactory level of analysis, synthesis,
facts, resulting in conclusions that are underdeveloped or lack
soundly reasoned conclusions.
(2.52 – 2.93)
0 points
Comments reflect an unsatisfactory level of analysis, synthesis,
facts, resulting in failure to draw little to no conclusions.
(0 – 2.51)
Attention to Instructions
3.15 points
Demonstrates exceptional understanding of requirements
responding completely to each aspect of assignment including
minor aspects of the assignment such as using third person
writing, required use of course readings, and assignment format.
(2.835 - 3.15)
2.677 points
Demonstrates excellent understanding of requirements; missed
one minor aspect of assignment.
(2.52 - 2.834)
2.362 points
Demonstrates satisfactory understanding of requirements;
missed a key element or two minor aspects of assignment.

(2.205 - 2.51)
2.047 points
Fails to show a firm understanding of requirements; missed two
key elements or several minor aspects of assignment.
(1.89 - 2.204)
0 points
Fails to demonstrate understanding of assignment requirements.
(0 – 1.88)
Writing Mechanics
2.1 points
Strictly adheres to standard usage rules of written English,
including but not limited to capitalization, punctuation, run-on
sentences, missing or extra words, stylistic errors, spelling and
grammatical errors. No errors found. No contractions or jargon
used.
(1.89 – 2.1)
1.785 points
Excellently adheres to standard usage of mechanics:
conventions of written English, including capitalization,
punctuation, and spelling. One to three errors found.
(1.68 – 1.88)
1.575 points
Satisfactorily adheres to standard usage rules of mechanics:
conventions of English, including capitalization, punctuation,
and spelling. Four to 10 errors found.
(1.47 – 1.67)
1.365 points
Minimally adheres to standard usage rules of mechanics:
conventions of written English, including capitalization,
punctuation, and spelling. More than 10 errors found.

(1.26 – 1.46)
0 points
Does not adhere to standard usage rules of mechanics:
conventions of written English largely incomprehensible; or
errors are too plentiful to count.
(0 – 1.25)
APA Style (6th ed.)
1.05 points
No APA style or usage errors; Proper citation of source material
is used throughout paper; Reference titles follow APA with
only the first word, the first word after a colon and proper
nouns capitalized.
(0.945 - 1.05)
0.8925 points
Attempts in-text citations and reference list but one or two APA
style errors noted or fails to use APA citations when appropriate
1-2 times.
(0.84 – 0.944)
0.7875 points
Attempts in-text citations and reference lists; APA style errors
are noted throughout document; Fails to use APA citations when
appropriate 3 times in document.
(0.735 – 0.839)
0.6825 points
Attempts in-text citations and reference lists; Fails to use APA
citation when appropriate 4-5 times; or presents only 1-2 in-text
citations and reference list in a paper that requires APA
citations throughout the document.
(0.63 – 0.734)
0 points

No attempt at APA style; or attempts either in-text citations or
reference list but omits the other.
(0 - 0.62)
Overall Score
Outstanding
18.9 or more
Superior
16.8 or more
Good
14.7 or more
Substandard
12.6 or more
Failure
0 or more
Learning Activity 1 - Theme 1
What is the manager’s perspective of leadership? How does it
differ from the leader’s perspective? Managers focus on
process, procedure, and implementation of the organization’s
purpose. A manager's perspective is about getting the job done
and keeping stability. The leader is about change and moving
workers toward the organization's vision. The area of overlap
comes in terms of the need to use “soft or people skills” to get

their job done. It can be said that the manager motivates while
the leader empowers.
In the following five quotes each leader is commenting on the
perspective of a manager in an organization as opposed to a
leader.
Define the difference between a manager’s and leader’s
mindset.
Using the readings for the week explain the import of each
quote. Do not just tell me what it means explain how it reflects
a managers or leader’s mindset.
“Management is doing things right; leadership is doing the right
things.”
Peter Drucker
“Leadership is working with goals and vision; management is
working with objectives.”
Russell Honore
“When a management with a reputation for brilliance tackles a
business with a reputation for bad economics, it is the
reputation of the business that remains intact.”
Warren Buffett
“Good management is the art of making problems so interesting
and their solutions so constructive that everyone wants to get to
work and deal with them.”
Paul Hawken
“Management is nothing more than motivating other people.”
Lee Iacocca
Learning Activity 2 - Theme 2
The manager must be able to solve problems, communicate, and
lead teams toward the completion of a task. You are the
manager of the northern branch of the Laurel City bowling
alleys. The owner, Jill Espy, has 4 other bowling alleys around
town. The average employee assigned to the concession stand
of all the Laurel City bowling alleys lasts 3 years. However, in
your branch, the average employee lasts only 8 months. Jill is
concerned about this huge discrepancy and wants to know your
ideas about the difference and what you can do to correct the

problem. Training new employees is costly to the company and
this high turnover is costing her money that could be better
spent elsewhere.
You have talked with your current concession staff and have
learned that pay and scheduling may have some effect on the
turnover rate. However, one worker indicated that many of the
workers do not know how to handle difficult customers. It
makes them not want to come to work. Discuss how you would
solve this problem. Consider motivation techniques, mentoring
or other ideas from the readings to effectuate a positive change.
Use the readings to support your reasoning
WEEK SIX: Leading Function
Without the ability to influence employees toward goal
achievement, a manager cannot be effective. No matter how
well-crafted the objectives or how well-organized the resources,
nothing can be achieved if employees are unwilling or unable to
work toward the objectives. Managers who lack the ability to
influence employees are often ineffective and find it difficult to
motivate workers to increase productivity.
Read:
Leading – (Scroll down to read about leading as part of the
functions of management)
Theme One: What is Leading?
Read/View:
Leader or Manager? These 10 Important Distinctions Can Help
You Out
Leading and Motivating as a Manager
The Root Causes of Low Employee Morale
Theme Two: The manager must be able to make decisions, solve
problems, communicate, motivate employees, and lead teams
toward the completion of a task. This is often done as part of
the leading function.
Read/View:
What Leaders Really Do! Insert the following into Google:
What leaders really do.pdf - Classes
Making Decisions (Video 3:49 minutes)

A New Role for Management in Today’s Post-Industrial
Organization
Communication Skills for Managers
Engage Staff and Reduce Turnover
Theories of Motivation
The Puzzlement of Motivation - Dan Pink (Ted Talk video -
18:32 minutes) This video is a must see and explains why some
of the motivational tactics that worked in the 20th century do
not work in the 21st century. Daniel Pink has a great sense of
humor and explains why what many managers do to motivate
does not work.
The Core Skills to Leading Your Team
Show data table for This chart displays the number of completed
topics versus the total number of topics within module Week 6:
Nov 28-Dec 4..
Topic Completion
Number of Tasks Completed
Pace value
Item status
Tooltip
Completion
0
0
Success
0 of 4 topics complete
Week 6 Learning Activities
Discussion Forum
Task: Reply to a topic within this forum
To complete the learning activities, please create a new thread
for each theme and identify in the subject line the theme for
which you are responding. Students are expected to post to each
theme and to at least two other students (across all themes) by
Sunday. In responding to both the learning activities and to
other students, please be sure to use the course material using
in-text citations and a reference list to cite the source(s) used.
Remember, an in-text citation cannot exist without having a

corresponding reference list and a reference list cannot exist
without having a corresponding in-text citation. Use of the
course material using in-text citations and a reference list is
always expected in the learning activities and good practice for
the assignments in the course. To respond to Learning
Activities, click on the blue hyperlink.
How to Analyze a Case Study
Link Topic
Updated
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BMGT 364 Galaxy Toys, Inc. Company Profile
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Assignment 2: Planning the Future at Galaxy (Week 6)
Purpose:
In the second assignment, students will create a SWOT analysis
and provide a detailed explanation of what considerations led to
the determination of the SWOT components. Students will then
make recommendations and explain what factors were
considered in making the recommendations.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management
practices
employ effective planning processes to develop strategies,
goals, and objectives in order to enhance performance and
sustainability
identify the essential characteristics of decision making and
indicate the range and types of decisions a manager makes
Instructions:
Step 1: Review “How to Analyze a Case Study” under Week 3
Content.
Step 2: Create a Word or Rich Text Format (RTF) document.
This paper should be presented in a professional manner,
double-spaced with indented paragraphs. The final product will

be between 6-8 pages in length excluding the title page and
reference page.
Step 3: Title page with your name, the course name, the date,
and the instructor’s name.
Step 4: In writing a case study, the writing is in the third
person. What this means is that there are no words such as “I,
me, my, we, or us” (first person writing), nor is there use of
“you or your” (second person writing). If uncertain how to
write in the third person, view this
link: http://www.quickanddirtytips.com/education/grammar/firs
t-second-and-third-person. Do not include personal
commentary.
Step 5: In writing this assignment, students are expected to
support the reasoning using in-text citations and a reference list.
If any material is used from a source, it must be cited and
referenced. A reference within a reference list cannot exist
without an associated in-text citation and vice versa. View the
sample APA paper under Week 1 content. Step 6: In writing
this assignment, students are expected to paraphrase and not use
direct quotes. Learn to paraphrase by reviewing this
link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 6: In writing this assignment, students will use resources
from the course material and no more than 2 external source
documents. NOTE: The expectation is that students provide a
robust use of the course material.
Step 7: In completing the assignment, students are expected to
use the facts from the case study and company profile paired
with the weekly courses readings to develop the analysis. View
the company profile here: Galaxy Toys, Inc. Company Profile.
Step 8: Review the grading rubric for the assignment.
Step 9: Read critically and analyze the case study provided
under Week 6 content. Notate the key points in the case study.
Step 10: Create the introductory paragraph.
The introductory paragraph is the first paragraph of the paper
but is typically written after writing the body of the paper
(Questions students responded to above). View this website to

learn how to write an introductory
paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.h
tml
Step 11: Respond to the required elements of the assignment.
Be clear and concise in the writing and make sure the questions
are comprehensively answered.
Review the main case study located under week 6 content.
The toy industry is very fickle and innovation is critical. Sales
for January 2016 showed only a 3% rise over January 2015
leaving the company managers concerned about meeting
projected sales targets for 2016. In a 30-month plan, George
Jepson, Jr., as CEO, together with Edward Mercury, CFO, set
long-term goals for the company to include the following:
increase sales unrelated to NASA toys by 22 percent;
reduce company-wide costs by 5 percent within 15 months and
11.2 percent by the end of the plan;
create new technology based action toys;
use innovative technology in production to increase efficiency;
reduce carbon footprint by 5 percent.
In November 2015, the long term planning team began to select
the newest Galaxy product line. The choice of the right product
design will hopefully stop the slump in sales and jump start
growth. Tomorrow, February 4, 2016 is the final meeting of the
planning team. The team will choose between three options:
produce 1 million Payload Nine toys or MMTJE1 for Christmas
2016;
produce 1 million Payload Nine toys for Christmas 2016 and 1
million MMTJE1 for Christmas 2017;
produce 1.5 million MMTJE1 toys for Christmas 2017.
The products have different production requirements. Payload
Nine is designed to complement the International NASA Space
Station series. Payload Nine is geared to the 7-10 age group
and contains building blocks to make the space shuttle with

emphasis on the cargo hold and its loading arm.
Focus group results suggest that Payload Nine will sell well but
it is not a “wow” product in the eyes of the group. It is not a
trendsetting toy. The introduction of Payload Nine is estimated
to jump NASA sales by 6.8%. Payload Nine requires little
change on the production floor and supplies are easily
obtainable. Production could begin May 1, 2016 and completed
in time for the Christmas toy market. No additional personnel
would be needed and existing production would not be delayed.
Production costs would fit within the current year’s budget.
The other project “Moon Mission to Jupiter’s Europa”
(MMTJE1) is a 3D engineered of the Curiosity vehicle used to.
explore Mars. The toy is operated remotely allowing a child
and parent to launch the capsule “Juno 1” craft, 500 ft. in the
air, unload the rover called Galileo and move it along all terrain
surfaces. Galileo takes pictures remotely and sends them to a
cell phone. The toy is geared for the age 11-15 market but can
be used with younger children as long as there is adult
supervision. The toy is made from a 3D printer and consists of
a plastic capsule and rover base with electronics added
separately in production. [Not sure what 3D printing is,
view http://3dprinting.com/what-is-3d-printing/]
Focus group results suggest that it is a “wow” product and
would also encourage sales of related toys and books as
Jupiter’s Moon Europa has been deemed by scientists as the
most accessible and likely place to support habitable life as we
know it to be. Children can view pictures and imagine a Moon
currently covered in ice as a new space frontier adventure. An
interactive video game is also envisioned. It will also be the
first intergalactic action toy that Galaxy Toys has ever
produced. MMTJE1 is estimated to bring a 15% increase in
unrelated NASA sales if rolled out in 2016 and 21.6% increase
if rolled out in 2017. However, MMTJE1 is not production-
friendly at this point.
The new production equipment, electronics, computer
programming and trained personnel would not see production

beginning before November of 2016. Anticipated budget costs
of $450,000 necessitating a budget increase of $300,000 over all
five plants would be needed. In order to meet the October
deadline for Christmas 2016 sales additional manpower would
be needed with a cost increase of 20% over the projected
$450,000 budget costs. In addition, the push would necessitate
significant rescheduling of current production and likely require
factory workers to put in overtime. Finally, the rush would be
predicated on the assumption that production problems would
not occur.
Keith Wisternick, VP of Production, has the job of aligning all
the production teams for Galaxy Toys, and more specifically, he
is the person that ensures that each of the plants are capable of
producing toys that meet the quality standards of Galaxy Toys
in an efficient and cost-effective manner. Also, part of Keith’s
job is to provide valuable input into the long-term planning
process of the company. Every two years, Keith and his
counterparts in the other departments meet to determine the new
product line for the upcoming two years. They are presented
with new ideas that have been developed by the Design and
Engineering Department.
After soliciting input for recommendations on the toys that
would most likely meet the company’s future objectives, the
Board of Directors narrowed the choices to Payload
Nine and Moon Mission to Jupiter’s Europa 1 (MMTJE1).
As VP of Production, Keith is very aware that his
recommendation and vote lends great influence to the outcome.
Lucky for Keith, he is not expected to provide his
recommendation without first delegating some researching
responsibilities to others. One person that he relies upon for
research and analysis is Itza Yu who is a Production Manager.
Yu has been tasked with creating a SWOT analysis for Keith’s
review. However, Yu has not had any prior experience with
creating this type of information. Keith has provided the
following source to help him:

https://www.mindtools.com/pages/article/newTMC_05.htm
Required Elements for Part One:
Using the facts that have been provided, students should assume
the role of Itza Yu and create the SWOT analysis for Keith.
To further assist Keith, Itza Yu must also provide a detailed
explanation as to what considerations led to the determination
that certain facts should be classified as “strengths” while
others were classified as “weaknesses.” In other words, it’s not
enough to simply list various strengths and weakness, but
instead, Itza Yu must explain “why” these facts were included
in the analysis.
Lastly, Itza Yu must select the best long term planning decision
for Keith's approval. In this report, Itza Yu must explain the
analysis and factors used in evaluating the vision, mission,
long-term goals and SWOT analysis of the company that led to
the conclusions that formed the basis of the decision that Keith
would recommend to the Long-term Planning Committee.
Part Two: Short Term Production Goals and Objectives
The Board of Directors has decided to accept the
recommendation to roll out the “Moon Mission to Jupiter’s
Europa 1” for the holiday season of 2017. In a virtual meeting,
led by Itza Yu, the production managers have had a
“brainstorming” session and have created a list of short-term
goals and objectives.
In reviewing the list, Itza Yu noted that some of the items on
the list are sound short-term goals and objectives while others
are not and therefore, should be removed. He also noted that
some of the items do not fit well with the company’s vision and
mission and will need to be eliminated.
Assuming the role of Itza Yu, students must determine whether
the items on the list are “goals” or “objectives” and whether
they should be adopted or abandoned. The list is as follows:
Short Term Goals and Objectives List
Production of quality MMTJE1 toys must start February 20th,
2017.

Production of quality MMTJE1 toys must start by July 1, 2017.
Dates for starting production set.
Completion dates for new personnel hire set.
MMTJE1 quality toys production.
Additional personnel must be hired by February 20th 2017.
Materials must be state of the art.
Completion dates for material purchase and delivery set.
3D printers must be purchased by February 20th, 2017.
3D printers must be purchased and installed by November 1,
2016
The first MMTJE1 toys should be produced by December 1,
2016.
QC should evaluate first toys by December 31, 2016.
Completion dates for QC standards will be determined by QC.
Safety standards should be determined by QC by May 1, 2016.
Materials must be purchased by and delivered by July 1, 2016.
New packages should be palletized by May 1, 2017.
Personnel for all production functions must be organized by
March 31, 2016.
Shipping should begin immediately upon the nod from Quality
Control.
Shipping should begin July 1, 2017.
Shipping start dates should be determined.
IT must confirm programming for 3D printers is complete by
June 1, 2016.
3D machine operators must be trained by October 31, 2016.
Completion dates for 3D programming, training and installation
set.
Maintenance for 3D printers must be done daily.
Personnel must be cross trained on the 3D printers.
Training on new equipment must be done by October 31, 2016.
Marketing will determine shipping start date.
Dates for personnel hire set.
Required Elements for Part Two:
From the list above, students should generate three lists. The
first list should be a selection of “appropriate” short-term

goals. The second list should be a selection of “appropriate”
objectives. The third list should be those other goals and
objectives that have been abandoned.
In completing this task, students are expected to demonstrate
their understanding of the difference between “goals” and
“objectives” and their choices should reflect this understanding.
Moreover, students are required to clearly explain their
reasoning for the selection (of certain goals and objectives) and
the abandonment of others. This analysis will be very helpful to
Keith Wisternick and the Board of Directors of Galaxy Toys,
Inc.
Step 13: Using the grading rubric as a comparison, read
through the paper to ensure all required elements are presented.
Step 14: Proofread the paper for spelling and grammatical
issues, and third person writing.
Use the spell and grammar check in Word as a first measure;
Have someone who has excellent English skills to proof the
paper;
Consider submitting the paper to the Effective Writing Center
(EWC). The

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