BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Ross discussionI attended Southern New Hampshire University (SN.docxhealdkathaleen
Ross discussion:
I attended Southern New Hampshire University (SNHU) for my undergraduate program. My program was a bachelor’s in liberal arts: General Studies. The program outcomes are located at https://www.snhu.edu/online-degrees/bachelors/ba-in-general-studies.
A general studies degree allowed me to bring over credits that I had earned earlier in life, while allowing me to focus on my area of concentration. The program outcomes included learning how to apply critical thinking into the areas of study that were of interest. It provided a broad base of courses that I was able to customize to my needs ("General Degree," 2019).
Southern New Hampshire University’s mission, vision and goals are as follows “SNHU transforms the lives of learners. Our success is defined by our learners’ success. By relentlessly challenging the status quo and providing the best support in higher education, SNHU expands access to education by creating high-quality, affordable, and innovative pathways to meet the unique needs of each and every learner” ("About Us," 2019, para. 2). The SNHU vision states, “Make the world a better and more just place through our work, one learner at a time” ("SNHU Strategic Plan," n.d., p. 9, para.2). Core values are key to the university, exude passion, challenge the status quo, do the right thing every time, exhibit grit and embrace diversity.
The mission and vision and core values can be found at: https://snhu-externalaffairs.app.box.com/s/7k526w442reszti50fdtceyrre2f1il8.
In my experience the university met not only the program outcomes, but it also met it’s mission, vision and core values in my undergraduate program. I was supported by the university, challenged and was offered educational opportunities that were greater than the status quo found at other institutions. The staff and instructors were passionate about the material being taught and always treated me with the utmost respect and when I had concerns or issues with grading or materials they always sought to offer me options that were right for me and my learning disabilities.
Program assessment begins with a clear explanation of the mission, vision, gals and desired learning outcomes of the program. Statements should include what the graduates of the program should know, do and value by the time they complete their studies. The assessment of learning outcomes will help to identify if the program is accomplishing what has benn set to provide and allow for continuous improvement of the program (Banta & Palomba, 2015).
Mark Discussion:
I attended Granite State College for my undergraduate degree in Human Resources Management. The program has since changed the title to Human Resource Administration. As can be seen in many individual program’s outcomes, there is a general failure to tie back to the overall organization’s mission, vision and goals.
Granite State College’s mission and vision can be found at https://www.granite.edu/about/mission/ . From there follow the li ...
Ross discussionI attended Southern New Hampshire University (SN.docxhealdkathaleen
Ross discussion:
I attended Southern New Hampshire University (SNHU) for my undergraduate program. My program was a bachelor’s in liberal arts: General Studies. The program outcomes are located at https://www.snhu.edu/online-degrees/bachelors/ba-in-general-studies.
A general studies degree allowed me to bring over credits that I had earned earlier in life, while allowing me to focus on my area of concentration. The program outcomes included learning how to apply critical thinking into the areas of study that were of interest. It provided a broad base of courses that I was able to customize to my needs ("General Degree," 2019).
Southern New Hampshire University’s mission, vision and goals are as follows “SNHU transforms the lives of learners. Our success is defined by our learners’ success. By relentlessly challenging the status quo and providing the best support in higher education, SNHU expands access to education by creating high-quality, affordable, and innovative pathways to meet the unique needs of each and every learner” ("About Us," 2019, para. 2). The SNHU vision states, “Make the world a better and more just place through our work, one learner at a time” ("SNHU Strategic Plan," n.d., p. 9, para.2). Core values are key to the university, exude passion, challenge the status quo, do the right thing every time, exhibit grit and embrace diversity.
The mission and vision and core values can be found at: https://snhu-externalaffairs.app.box.com/s/7k526w442reszti50fdtceyrre2f1il8.
In my experience the university met not only the program outcomes, but it also met it’s mission, vision and core values in my undergraduate program. I was supported by the university, challenged and was offered educational opportunities that were greater than the status quo found at other institutions. The staff and instructors were passionate about the material being taught and always treated me with the utmost respect and when I had concerns or issues with grading or materials they always sought to offer me options that were right for me and my learning disabilities.
Program assessment begins with a clear explanation of the mission, vision, gals and desired learning outcomes of the program. Statements should include what the graduates of the program should know, do and value by the time they complete their studies. The assessment of learning outcomes will help to identify if the program is accomplishing what has benn set to provide and allow for continuous improvement of the program (Banta & Palomba, 2015).
Mark Discussion:
I attended Granite State College for my undergraduate degree in Human Resources Management. The program has since changed the title to Human Resource Administration. As can be seen in many individual program’s outcomes, there is a general failure to tie back to the overall organization’s mission, vision and goals.
Granite State College’s mission and vision can be found at https://www.granite.edu/about/mission/ . From there follow the li ...
ADAA\' for Youth Development is an Experiential Learning Company that transforms the KABS (Knowledge, Attitudes, Behaviors, and Skills) of people and organizations
This presentation at the 2010 Associated College Press and College Media Advisers fall convention discusses how to align departmental strategic planning with institutional strategic planning so college student media can demonstrate their academic value.
In the following presentation, app experts has presented some of the most fascinating news and Updates on MBA that a serious MBA aspirant can't afford to miss.
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
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This presentation at the 2010 Associated College Press and College Media Advisers fall convention discusses how to align departmental strategic planning with institutional strategic planning so college student media can demonstrate their academic value.
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BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Building on your initial user interface (UI) design mock-up of the.docxhartrobert670
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
BUS 303 Graduate School and Further Education PlanningRead and w.docx
1. BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School.
Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the
left hand column of Subject Selection options (image below)
found on the webpage
https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to
your undergraduate major that are offered by Virginia, DC, or
Maryland Universities. Choose programs at two separate
universities. If you are interested in other universities outside of
this area, please feel free to research them as alternatives.
Discover information such as: What are the application
processes, preferred GPA, required entrance exams, or
prerequisites. What are the options for study (full time study,
part time study, face-to-face classes or online classes)? What is
the typical timeframe for completing the graduate program?
What are the typical career opportunities for graduates from the
Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched.
Answer the research questions with words, phrases, or
sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required
entrance exams, or prerequisites?
2. · What are the options for study (full time study, part time
study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate
program?
· What are the typical career opportunities for graduates from
the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched.
Answer the research questions with words, phrases, or
sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required
entrance exams, or prerequisites?
· What are the options for study (full time study, part time
study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate
program?
· What are the typical career opportunities for graduates from
the Master’s program?
3-Write:
3. Questions to answer in an essay with at least 400 words. The
expectation is that the essay in made up of flowing sentences
that are organized in to paragraphs. WORD formatted document
is required.
· What did you learn about Master’s degree programs and
earning a Master’s degree? If you have researched graduate
programs in the past, what are the most important aspects of
information that you learned about graduate education
opportunities?
(At least one paragraph)
· List and discuss two Master’s degree programs related to your
undergraduate major that are offered by Virginia, DC, or
Maryland Universities. Include in your discussion the required
exam for being admitted to the program (Total of two
paragraphs - one paragraph about each program that you
researched)
· Discuss your planning for continuing education related to your
career and/or your thoughts on attending graduate school and
earning a Master’s degree. How likely is it that you will pursue
a Master’s degree? If it is likely, do you plan to begin your
graduate studies soon after you complete your undergraduate
degree or sometime after you graduate. If you do not plan to
attend graduate school, what activities will you pursue to
continue learning and growing in your professional knowledge.
(At least one paragraph)
9B20C016
5. Karabo Morule, managing director of Old Mutual Limited (Old
Mutual) Personal Finance, gazed out from
Old Mutual’s1 iconic new headquarters at the skyline of
Sandton, South Africa, the morning of June 26,
2018. Morule was considering the dilemma of how to retain the
heritage of a culture based on shared values
while modernizing and strengthening it to express a new
customer-led approach with a focal point of Africa.
The company’s new 12-storey building, representative of Old
Mutual’s strong position in Africa, was a
striking addition to the Sandton skyline. South African
President Cyril Ramaphosa had officially opened
the building the day before. The date of June 26 represented the
day Old Mutual celebrated the head office’s
return home to South Africa.
As Morule listened to the celebratory sound of vuvuzelas2
below, she reflected on how the change in structure
at Old Mutual had compelled a change in culture in order for
the organization to remain sustainable and
competitive. Morule believed that the organization’s values
defined the culture of the business: The core
values of respect, integrity, and accountability had been an
integral part of Old Mutual’s long history.
Following the announcement of the company’s strategy to have
a secondary listing on the London Stock
6. Exchange, Morule knew that the business she ran had to change
on a fundamental level in order to achieve
sustainable growth⎯ and a change in values and culture would
be crucial to this. To develop the type of work
culture she wanted, Morule knew she had to establish additional
core values and keep them relevant.
Morule considered how she, as a leader on a path of
transformation, had responded to market conditions and
played her part in creating an environment conducive to change
for employees on their cultural journey of
Anchoring in Africa,3 which was a shift from the founding
culture of the organization (see Exhibit 1). The
previous culture at Old Mutual had been, at best, merely a
theme mentioned on the organization’s website, or
1 Old Mutual Limited was a financial services provider that
offered financial solutions to individuals, small and medium-
sized
businesses, corporations, and institutions across several market
segments and geographies in South Africa and the rest of
Africa; “Who We Are,” Old Mutual, accessed March 4, 2020,
www.oldmutual.com/about/who-we-are.
2 A simple plastic noisemaker in the form of a straight trumpet,
usually between two and three feet long, that produced a single
note and was used primarily at sporting events; Merriam-
Webster online, s.v. “vuvuzela,” accessed October 31, 2019,
www.merriam-webster.com/dictionary/vuvuzela.
3 “Anchoring in Africa” was the term used within Old Mutual
and by the media to describe Old Mutual plc’s creation of a new
South
7. African holding company, Old Mutual Limited, with a primary
listing on the Johannesburg Stock Exchange on June 26, 2018.
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11. only occasionally, if at all, estimated or characterized through
employee behaviour. Currently, the
organization used practices to precisely gauge, deliberately
adjust, and proactively improve culture.
Morule was preparing to address key stakeholders at a
Provincial Management Board (PMB) meeting,4 where
she would generate support for the ongoing effort that would be
required for cultural change on the path ahead
and speak about the importance of the active participation of
employee representatives on this path. These
representatives would be part of every phase of the cultural
change so that they could both contribute to and take
ownership of creating a road map for developing an ideal,
robust culture. The purpose of the meeting was to
establish objectives, set goals, and define roles in the culture
change management process. Rosie Wilson,
chairperson of Gauteng PMB, later commented on Morule’s
contribution to the meeting: “Communication was
clear to all staff. It was open from top to bottom. In other
words, that [Morule’s approach] opened
communication, everybody participated, and everybody felt that
‘I am part of this.’ And it was not management
taking this and dragging us behind them, we were part of it.”5
Wilson was referring to the strategy Morule had
adopted for providing clarity around the organizational change
12. and in giving individual employees a context for
how their work fit into the big picture. The key principle in
Morule’s strategy was including many voices instead
of using a top-down mandate, where leadership forced change
on employees.
KARABO MORULE’S BACKGROUND
Morule had grown up in Diepkloof,6 Soweto, with a story many
Black South Africans could tell. Her parents
were both professionals who believed in the value of a good
education, and because they had the resources,
they had sent their daughter to a private school. Growing up in
Diepkloof and going to school in the northern
suburbs of Johannesburg meant that Morule had to straddle two
worlds. She believed that helped her in
navigating the corporate world, as she had learned how to
balance her culture and who she was with the needs
of a business. Culture impacted organizations in areas such as
the pace of business, communication, and risk-
taking. The people she had spent time with, including school
peers, colleagues, family, and friends, had all
helped Morule gain insight into how she interacted and
connected with people, as well as how she expected
others to behave in certain environments. She had learned that a
13. good company culture was built on not only
shared values but also shared trust. As a workplace leader, she
understood that she played a powerful role in
creating and guiding company culture.
Morule began her career at the Johannesburg branch of the
global investment bank J.P. Morgan and had spent
over three years at J.P. Morgan’s London office working on the
Insurance Securitized Products team. Morule’s
work in London helped her gain a global perspective by
expanding her diverse knowledge base as she
encountered new and insightful approaches to business
problems through her interaction with multinational
and cross-cultural teams. Recognizing and understanding that
culture affected international business, Morule
realized that while many African businesses shared underlying
similarities, when contrasted with Western
businesses, a wide cultural difference was evident.7 Morule
knew that Africa was rich in cultural diversity,
and the context of African culture and values influenced how
business was done on the continent. A typical
example of the cultural gap between Western and African
businesses was the approach to written
4 Provincial Management Boards (known as PMBs) played a
key role in the provinces by forming strategic relationships with
provincial stakeholders in the public and private sectors, civil
society, labour groups, communities, and professional
14. associations. The PMBs represented the microcosm of the
broader business to customers and were made up of leaders from
across the Old Mutual business.
5 Rosie Wilson, in an interview with the author, September 19,
2019, in Sandton, South Africa.
6 Diepkloof was a large township in Soweto, South Africa,
established through apartheid legislation for Black occupation
to
accommodate the removal of Black people from Alexandra.
7 Navin Ravindran, “The Role of Culture in Doing Business in
Africa,” AfricaBusiness.com, June 23, 2016, accessed October
30, 2019, http://africabusiness.com/2016/06/23/the-role-of-
culture-in-doing-business-in-africa/.
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correspondence, which in Western culture was characterized by
a minimal greeting with an accentuation on
rules and deadlines. This was not acceptable in African
business; instead, African culture emphasized polite
greetings and enquiries about the individual’s well-being and
family before attending to the business at hand.
In Africa, a common ground for business relationships was
trust.
Morule joined Old Mutual in 2010, and she held several
management positions before being appointed as
managing director of Old Mutual Personal Finance in January
2016, at age 33. Personal Finance was one
of the group’s largest business segments, with a staff
complement of 5,000 people servicing the needs of
almost 2 million customers.
Morule was only the second Black female actuary to achieve an
actuarial qualification in South Africa, which
19. she did at the age of 24. She was also the first Black woman to
lead the Old Mutual Personal Finance division
and the first Black female actuary to serve on Old Mutual’s
executive committee. Building on this, in 2018,
Morule became one of only two South Africans to be invited by
the World Economic Forum to its community
of Young Global Leaders. Further recognition came from the
Association of South African Black Actuarial
Professionals when she was given the Inkanyezi Award for her
valuable contributions to the actuarial
profession during 2018. Morule was an accomplished leader in
not just her role in the corporate environment
but also as a Black female pushing boundaries.
Khanyi Chaba, head of Responsible Business, described Morule
as “one of those leaders that I see as focused
on delivering . . . but also, she comes across as believing in
people that she works with, so she’s a driver, she
delivers, and in terms of the specific subject matter on
responsible business, she’s one of those key leaders
who really are driving responsible business.”8
MANAGED SEPARATION
Old Mutual was established in Cape Town, South Africa, in
1845, and it quickly became a trusted and
20. recognized brand across the country. After many years, the
business decided to expand internationally,
resulting in demutualization9 and a listing on the London Stock
Exchange in 1999. The reasons for
demutualizing included the benefits that policyholders would
receive from free shares, for Old Mutual to
expand into a broader and more international financial services
company, for Old Mutual to be able to more
easily raise money for expansion, and to enable a more flexible
business structure.
In March 2016, the group’s leadership decided that the best way
forward was to separate its business into
independent, stand-alone companies. A “managed separation” or
breakup strategy decision was announced that
month based on a full strategic review of the business. The Old
Mutual Group consisted of four parts: a US asset
manager, a British wealth manager, an African business, and
Nedbank (of which Old Mutual Group owned 54
per cent). The insurer was splitting its four financial services
businesses—Old Mutual Emerging Markets
(OMEM), Nedbank, Old Mutual Wealth, and Old Mutual Asset
Management—into autonomous entities.
The decision to split was a result of the limited synergies
between the four businesses; additionally, their
21. geographical distribution meant that the different and changing
regulatory landscapes in Europe and Africa
added cost, complexity, and constraints to the business as a
whole. In other words, Old Mutual’s structure was
preventing the efficient funding of future growth plans in
Africa. Accordingly, it embarked on a breakup strategy.
8 Khanyi Chaba, in an interview with the author, September 26,
2019, in Sandton, South Africa.
9 Demutualization was the change from an organization owned
by policyholders to a listed company owned by shareholders.
See “Demutualization,” Investopedia, accessed March 27, 2020,
www.investopedia.com/terms/d/demutualization.asp.
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The old business model implied that the Old Mutual head office
was central to the group of companies and
that the companies were all linked. On the other hand, in the
new business model, only two of the entities
were linked, namely, OMEM and Nedbank. The first stage of
the breakup strategy was selling off a majority
holding in Old Mutual Asset Management in the United States
for US$446 million. Old Mutual would
continue to own only 5 per cent of this business. The next stage
was a separation from its business in the
United Kingdom, which provided financial planning, financial
advice, and investment advice services. The
new business was named Quilter after one of its subsidiaries
and was listed on the London Stock Exchange
and the Johannesburg Stock Exchange (JSE).
OMEM consisted primarily of all of Old Mutual’s African
businesses, including life insurance, asset
26. management, and banking. Five billion shares in Old Mutual
were listed on the JSE and the London bourse
on June 26, 2018, as well as in Malawi, Namibia, and
Zimbabwe. Old Mutual was created as the group’s local
holding company, and it would incorporate OMEM. It would be
headquartered in Johannesburg and focus on
emerging markets in Africa. This meant that the group’s
emerging market activities now resided in Africa.
Old Mutual had ownership of 54 per cent in Nedbank, but most
of its shares would be transferred to Old
Mutual shareholders in the six months following the listing. Old
Mutual would retain only 19.9 per cent of
the bank. The listing of Old Mutual on the JSE meant that its
senior leadership would be led by local executives
from Africa. Additionally, Old Mutual’s African homecoming
signalled its commitment to and confidence in
the South African financial markets and helped raise investor
confidence in the economy. The OMEM name
was changed to Old Mutual Limited after the unbundling.
CULTURAL CROSSROADS
Old Mutual had reached a cultural crossroads. The core
founding values of respect, integrity, and
accountability were solid and positive; however, the
organization had developed and advanced past these core
27. values. Additional touchstones were needed to shape, advance,
and strengthen the culture. As a forward-
looking organization, Old Mutual had to constantly adapt by
shifting priorities and influences; as a result, the
core values had to be expanded to include diversity and
inclusion, agile innovation that made a difference,
and championing of the customer. The organization’s leaders
decided that strengthening customer-centred
values at the heart of the business was the key to the change
they wanted to embrace, and it quickly became
clear that refining Old Mutual’s values and culture would play a
critical role in this transformation.
Once the organization decided to add to and change its core
values, it was important to reinforce these with
organization-wide rituals. The journey of transformation for
Morule’s leadership team began in March 2016
with the announcement of the “managed separation” change in
strategy. When Morule joined Old Mutual in
2010, she had found it necessary to learn how to manage the
people side of the business. When she was
appointed as managing director of Personal Finance in 2016,
Morule was able to draw on her learnings from
both engaging her team and learning from them. She realized
that working as a team was a key factor in
recovering from challenges.
28. LEADING THE CHANGE IN PERSONAL FINANCE
Morule’s strategy began with the inclusion of her executive
committee (see Exhibit 2) in Personal Finance, a
quality team representative of the diversity Morule wanted to
see in the business. The team had started with
three people of colour and seven White members, and it now
included seven people of colour and three White
members. The team also increased in gender diversity, with four
women and six men. This team would begin
building, sustaining, and supporting the creation of a shared
language for change. Morule’s team had a
technical understanding of the need for change and were seen as
leaders in the business who would exhibit
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the change in their behaviour. The entire approach to this
change had to be one of controlled urgency to
achieve an outwardly-focused purpose to enact meaningful
change. There was no backup or contingency plan.
Morule was encouraged by seeing her leadership team embrace
as a priority the need to shift the culture and
their employees to the next step in the unbundling process.
In leading the change in the Personal Finance segment of the
business, Morule had to ensure that key
stakeholders and other influential individuals in the business
knew what was required of them and why.
Morule first engaged her team in individual conversations to
exchange ideas and develop shared
understandings through an honest exchange of information. This
33. exchange of information would help her
leadership team see how their roles, and the changes being made
to them, fit within the larger strategy being
executed. This one-on-one conversation included knowing
where they were, knowing where they wanted to
go as an organization, and building the road map to get there.
From the start, Morule recognized the
importance of communicating how the desired changes were
essential for aligning the organization with
growth in the new business environment.
Morule then set up a weekly meeting where the leadership team
discussed ways to implement and drive the
new behaviours needed for the change to succeed. Morule
ensured that this weekly meeting maintained a fun
and supportive atmosphere where her team felt safe to suggest
and try new things.
Morule was an executive sponsor of the Gauteng PMB. This
committee consisted of representatives of the
different business units in the province. The function of this
committee was to break down the divisions of
silos and gain a commitment and influence from the front-line
managers, and representatives from the
different branches who had direct contact with clients. Morule
used this committee to share information with
34. the lower levels of employees in the organization. In order to
leverage change, Morule’s method was to turn
these PMB front-line managers into cultural leaders by sharing
with them detailed information about the
culture change journey. Therefore, every session with the PMB
had an agenda point detailing the way forward.
Morule found that the PMB team both supported and challenged
her executive committee, and, importantly,
they motivated each other to carry the change agenda into the
different levels of the organization. Morule
continually encouraged the PMB managers by recognizing that
everybody’s voice mattered⎯ the PMB
managers had to feel that, as leadership, what they said had
been heard and mattered.
MOTIVATING CHANGE
Morule recognized that to effectively lead change, she had to
understand the landscape of change and to
experience it. She determined that, together with her leadership
team, she had to go through the process of
learning first-hand about their customers. In the past, the
leadership team had found it difficult to relate to
customers because they did not interact with them directly. The
leadership team considered their customers
to be either company employees or third-party insurance brokers
35. and financial advisers rather than the end
consumers of their services. Morule and her team decided that
they needed to understand the end customer
experience as part of the change journey. Morule embarked on a
business transformation initiative with one
aim: to put the customer first. She encouraged each of her team
members to become customers themselves,
which led to discussions of the customer experience in taking
out a money market account, encountering
challenges when using an ATM for the first time, or
experiencing difficulty getting through to the call
centre. Morule used the feedback from her leadership team to
institute changes that she believed only they,
as the leadership team, had control over. For example, Morule
asked the contact centre to send her team
recordings of phone calls from customers. Then, in preparation
for the leadership team discussion, the team
would listen to the calls to understand how they could improve
the customer experience. Morule personally
sat with an agent during a live call and witnessed the frustration
of an agent having to navigate between
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countless screens to deal with a customer query. This led to her
challenging the service teams to use desktop
technology to bring everything together in one place. This
integrated a myriad of existing processes and
streamlined business applications. It was her firm belief that by
empowering the agent in their work
experience, the agent would mirror this in the customer
experience because a great customer experience
was anchored in a great employee experience.
40. LEADING CHANGE
Morule believed that leadership involved connecting employees
to purpose and empowering them to do
great work, as well as creating a sense of camaraderie. She felt
that Personal Finance should hear about any
cultural or organizational changes from her. She committed to
approaching the culture change with an
upbeat and optimistic energy so others would feel this as well,
and it would alleviate any anxiety about
what lay ahead. Morule was often told in her conversations with
various advisers in the business that they
believed the leaders who determined and set the strategy were
often far removed from the issues of those
further down the organizational hierarchy⎯ the ones left to
execute and deal with the front-line challenges
that change created. Morule set out to change this by engaging
people throughout the organization in an
effort to understand and influence their outlook. For example,
she took part in managing director (MD)
road shows across the entire segment of her business. The MD
road shows were the start of involving people
in creating excitement for the cultural change. The previous MD
had only visited large regional centres
when interacting with employees. In contrast, Morule visited
41. outlying rural areas to speak with employees
there about the change that was to come.
During the MD road shows, Morule and her team found
opportunities to have individual discussions with
employees regarding how they would be affected by a cultural
change. Over time, Morule had learned that
leadership was not always about what the leader knew but,
rather, about people feeling like they were all
in it together. It was not necessary to have all the answers; it
was necessary to craft answers together. In
view of this, the MD road shows also presented the opportunity
for people in the organization to discuss
their concerns⎯ before any change was ever delivered.
Morule insisted that internal communication be taken seriously,
resulting in the creation and management
of a wide range of interactive platforms and internal channels to
engage and motivate employees to ensure
they were kept in the loop about the latest company news and
business developments. These included an
intranet site dedicated exclusively to updates on the change
process, a weekly newsletter, a rebrand, an
update of the company magazine, and monthly posts by Morule
on a blog titled “Karabo’s blog.”
42. The Old Mutual leadership team, where Morule was one of 13
executive members reporting to the chief
executive officer, conceptualized what they wanted the Old
Mutual brand to represent.10 As a team, they
jointly defined a series of unique branding propositions⎯ using
collaborative input from people throughout
the business⎯ that would give Old Mutual standout recognition.
The leadership team focused on clarifying
balanced priorities, creating energy, and signalling a
commitment to change in performance and behaviour.
10 The 13 executives who reported to Chief Executive Officer
Iain Williamson (at the time of the case study) were Karabo
Morule, managing director, Personal Finance; Casper Troskie,
chief financial officer; Raymond Berelowitz, director, Customer
Solution
s; Khaya Gobodo, managing director, Wealth and Investments;
Prabashini Moodley, managing director, Old Mutual
Corporate; Garth Napier, managing director, Old Mutual Insure;
Celiwe Ross, director, Human Capital; Clement Chinaka,
managing director, Rest of Africa; Vuyo Lee, chief marketing
officer; Clarence Nethengwe, managing director, Mass and
Foundation Cluster; Richard Treagus, chief risk officer and
43. acting director, Governance, Regulatory, and Corporate Affairs;
“Our Leadership,” Old Mutual, accessed January 15, 2020,
www.oldmutual.com/about/leadership/executive.
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IMPLEMENTING CULTURE CHANGE: PULSE
A shift in thinking from the way communication had always
worked in the past to the way forward would
take time and focus, but a shift had to start. The Old Mutual
49. leadership team had a unique opportunity to
own their vision of change instead of following instructions
devised in London. This heralded the beginning
of the campaign that embraced “the power of now” and brought
to life the prospects and possibilities that
came with acting in the moment. This was turned into a
motivational rallying cry for Old Mutual, with “The
Time is Now” leading the company’s campaign to change (see
Exhibit 3).
The managed separation resulted in Old Mutual being a stand-
alone entity on the African continent. The
leadership team focused on developing a brand to quickly build
the entity into a viable business, and Old
Mutual adopted a vibrant new brand identity to express their
new customer-led approach with the focal point
in Africa. Performing in a new environment created a need to
identify a new group of values that better fit the
50. company’s circumstances. Through the stakeholder engagement
process described above, the four existing
values evolved under the leadership team into a set of six
radical values designed to guide employees in their
interactions with each other. This would drive a fresh new brand
and define what great service looked like at
Old Mutual. Using information gathering sessions around
employees’ feelings and perceptions about the
change process, senior leaders in the business led the change by
demonstrating the six new company values
of respect, accountability and trust, diversity and inclusion,
innovation, championing the customer, and always
acting with integrity. The sessions were used as a reminder to
middle management to lead change and were
an opportunity to reward managers who demonstrated the new
values within the business.
Old Mutual’s visual brand drew on the optimism, vibrancy, and
carpe diem11 spirit of the continent,
51. reinforcing the message of “Made in Africa for Africans.” Vuyo
Lee, chief marketing officer at Old Mutual,
described this as an opportunity the Old Mutual leadership team
could use to establish the organization as
a Pan-African leader with a distinct customer value proposition
that was generating a pulsating new energy.
The organization retained its iconic anchor logo in primary
shades of green; however, several spirited
secondary colours, including bright pink, calypso orange, and
sunshine yellow, signified a dramatic break
with the past and brought the new brand personality to life. The
visuals incorporated many traditional
African patterns to illustrate the richness of African culture.
Morule reflected on her experience of the organization’s culture
before the change and recalled that it had
been difficult to move forward and get things done. She
52. visualized the change to be a multicoloured expanding
sphere that spoke to new creativity, invention, hope, and
optimism, nourishing the growth of the organization
as it moved forward. Vikash Maharaj, head of collaboration,
described the transition as “winter going into
spring, coming out from this dark greyness to all these colours
coming through, this new bloom coming
through; leaves are turning green, the flowers are blooming, all
of these colours are coming through.”12
Embracing the theme of Africanness, Morule expressed her
identity as an African woman by dressing in
traditional African clothes with vibrant Ankara13 patterns, both
during road shows, and in the corporate
boardrooms. She believed the only way to change culture was to
demonstrate the new behaviours. The
change would be measured by the extent to which people
outside of the organization could see it and how
53. much people within the organization could feel it⎯ this would
only be possible if people were reminded of
the new values on a daily basis.
11 Latin for “seize the day”, carpe diem urged one to make the
most of the present time.
12 Vikash Maharaj, in an interview with the author, September
23, 2019, in Sandton, South Africa.
13 Ankara was a 100 per cent cotton fabric with colourful
tribal-like patterns and motifs popular in West African
countries.
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59. In further embracing the theme of Africanness, the Anchoring in
Africa road show had been conceptualized
as a symbolic journey from London to Africa, tracing the path
Old Mutual had embarked upon from its
headquarters in London and moving through 13 African
countries on its way to Johannesburg. The aim of
the road show was to share the excitement and significance of
Old Mutual listing on African soil and to
discuss with employees and stakeholders the latest
developments in the business. The leadership team had
commissioned a statue depicting the three anchors powerfully
connected to the African continent; it was
used as a torch to spread the “Anchored in Africa” message,
with the anchors relayed from country to
country where Old Mutual would be listed across Africa.
60. MOVING FORWARD
As Morule made her way from the sixth floor to the lobby of the
Old Mutual building, she considered
whether she had found the right balance between speed in
integrating the cultural and organizational change
and progress in merging minds with the change. Morule had
challenged herself to achieve the best outcome.
She had resisted the temptation to focus only on making
Personal Finance a “great place to work” or on
financial performance. As the business scaled into Africa,
maintaining Old Mutual’s unique culture was
essential to the brand’s identity and work life. Morule
considered how, beyond great products, great
technology, and great credentials, to grow the strong corporate
culture necessary to inspire motivated,
passionate, loyal, and dedicated employees across Africa.
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EXHIBIT 1: CULTURE SHIFTS
From To
Following competitors Winning in the market
Product-focused Customer-led
Compliant Risk-based decision-making
Reactive talent management Acquiring and retaining top talent
67. Internal-segment focused Externally competitive, and Old
Mutual Limited focused
Planning and designing Executing and delivering
Activity-based Value- and impact-driven
Complicated processes Speed, simplicity, and cost effectiveness
Source: Celiwe Ross, “Radical Values,” Now (Old Mutual
Employees magazine), March/April 2019. 12–13.
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73. EXHIBIT 2: KARABO MORULE’S EXECUTIVE COMMITTEE
Note: MD = managing director.
Source: Created by the case authors based on company
documents.
Karabo Morule
MD Personal
Finance (South
Africa)
Khanyisa
Ncemane
Customer