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Information Technology Strategic Plan for GG Freightways
GG Freightways (GGFRT) IT Strategic Plan, Part 1 Before you begin this assignment, be sure you have read the “GG Freigh ...
Information Technology Strategic Plan for GG Freightways
GG Freightways (GGFRT) IT Strategic Plan, Part 1 Before you begin this assignment, be sure you have read the “GG Freightways Case Study” and all the course content from Weeks 1 and 2. Purpose of this Assignment This assignment gives you the opportunity to apply the course concepts to begin development of an Information Technology Strategic Plan (ITSP) to support the strategic direction of GG Freightways (GGFRT). This assignment specifically addresses the following course outcomes to enable you to: identify, define, and explain the concepts of information technology governance and management IT Strategic Plan for GG Freightways Lance, the new CIO at GGFRT, has asked you to write an IT Strategic Plan that she can use to guide the direction for her organization. The ITSP will be developed in two parts. This assignment covers Part 1; Part 2 will be covered in the next class assignment. Together, they will form an ITSP that has been tailored to the course material covered in this class. You may work for an organization that has an ITSP, and it would be a good idea for you to look at it, but it will likely be structured a little differently from this one. Each organization develops an ITSP that will work for them. Assignment You will develop Part 1 of the ITSP for GG Freightways (GGFRT), using the outline below. Each of the topics to be included in your outline is covered in the course content readings assigned thus far. In addition to the course materials, at least two external resources (resource other than those provided in the class) must be used. Two or more cited references will earn top credit. Use a separate References page to list just the references you have cited.Remember to use the APA formatting rules and correctly cite and reference your sources with APA format. Use the Grading Rubric to be sure you have covered everything. Please use this outline to build your IT Strategic Plan. Use the numbering and headings shown below. Part One Business Statement – Summarize in one paragraph, in your own words, the business of GGFRT. Include the location of the company/terminals, fleet information/details, and current/future financial climate/goals (with cost savings). Refer to Case Study.Business Strategic Objectives - In the Case Study, the management team has identified three (3) new strategic objectives. Using the following table (copy/paste it into your assignment), List/number the three (3) objectives, then, in your own words, add a brief explanation to each one. Next add a new strategic objective of your own - one that you consider important to the current and future health of GGFRT’s business. In the explanation, it should be a statement of how the management team would improve the business of GGFRT. It can be one of the three federal/state regulations that the company wants to remain in compliance with, or a new one that you choose. Write a brief introductory paragraph prior to the table. The paragraph must come first before your table, to explain what the table is providing.IT Vision and IT Mission Statements – Write two short paragraphs with separate IT vision and IT mission statements for the Information Technology Department at GGFRT. Label one “IT Mission Statement:” and one “IT Vision Statement:”. The format should be:IT Mission Statement: (explanation)IT Vision Statement: (explanation)Governance – Using the course content materials and the case study, describe, following the format below for each section, how the IT governance process should work for GGFRT. Lance wants to engage the other senior leaders, so include: Inventory of Current IT Systems – Using the information in the Case Study, you will use the table provided to describe the current systems in use (not the systems being planned or in process of being completed) and the IT resources allocated to their support. Copy and complete the table below, creating additional rows as needed to cover all current systems at GGFRT (if needed), then write a brief introductory paragraph prior to the table. The paragraph must come first before your table, to explain what the table is providing. The format below should be used for the presentation of this section: Business Strategic Objective State the Objective (from the case study) Explanation (in your own words; for the new objective, incorporate how the management team would use it to improve the business of GGFRT: 1 2 3 4 (new objective) Use what you learn from the case study to create your own idea for the IT vision statement (future IT goals); and use the case study situation at GGFRT to write the IT mission statement for the IT department (current IT goals). Refer to the course materials on mission and vision, particularly the reading on "Creating a Future Vision for the Chief Information Officer". If you need help on a mission statement, do a little research on the web; you will find many examples of IT mission statements. who the participants are,what each of their roles are on the governance board (why each is a member of the governance body, not their general roles in the company), what specific governance methodology should be established/justification (i.e. COBIT, ITIL, etc.; documents in various weeks’ content), what responsibilities the governance body would have, and how they would prioritize IT projects (prioritization tool, criteria that is being considered for determining project importance) Refer to the course materials on governance and you should supplement those documents with external research. IT Governance methodologies are covered in Week 5’s course content. Current System Spring 2019 Function/ Description Strategic Goal aligned to Business Unit/ Department Business Benefits IT spring ‘19 Resources (people, equipment) The "right" and "wrong" answers should do with if you correctly incorporated the course concepts from the course content materials and addressed all parts of the assignment. The content of the mission and vision statements you create is not as important as that it makes sense considering the course content and the Case Study.
Financial Planning, accounting homework help
I need 1 Excel Sheet and 1 Memo, assignment should be completely Original Writing:So your new accountant could practice th ...
Financial Planning, accounting homework help
I need 1 Excel Sheet and 1 Memo, assignment should be completely Original Writing:So your new accountant could practice the budgeting process in your for-profit company, you want her to compare budgeting methods for two different kinds of entities. You give her information for a for-profit and for a nonprofit entity and ask her to complete the following:Given the assumptions and data in this Excel file: complete next year's budgeted figures for each entity within the same Excel worksheet (yellow cells) include your reasoning for most of the budgeted figures (green cells) Because of a bad recession, government grants were not cut by 50% but are eliminated completely for next year's budget and fundraising efforts—despite an increase in expenses—did not improve at all. Write a memo of 300–400 words explaining what you would recommend that the museum manager do.
DOC 650 TUI Generic Types of Business Processes and IT Systems Case Paper
Module 2 - CaseGeneric Types of Business Processes and IT SystemsAssignment OverviewThis Case Assignment focuses on unders ...
DOC 650 TUI Generic Types of Business Processes and IT Systems Case Paper
Module 2 - CaseGeneric Types of Business Processes and IT SystemsAssignment OverviewThis Case Assignment focuses on understanding different levels of an organization and different classes of process. The discussion is one from a scholarly perspective, not from any given organization.Case AssignmentPaste these instructions on the cover page of your case paper, using a small font.After reviewing the required reading for this module (and if you have time, the optional reading) write a 5-page paper addressing the following questions/topics:
What are at least three levels of an organization, regardless of structure?
Compare and contrast, according to Davenport (1993) and Dickenson (2003), the generic levels or types of processes (tasks or routines) within an organization.
According to Davenport and Short (1990), what types of organizational processes work within and across organizational boundaries?
According to Van de Ven and Delbecq (1974), what are the two dimensions that a process (task) may demonstrate?
According to Wijnberg, N.M., Van Den Ende, J., De Wit, O. (2002), what types of decisions are made at the three different levels of the organizations and how does IT enable these decisions (please use figure 1 in this document as a reference for discussion)?
Articulate the importance of the five basic components of a business process (IDEF0) according to business process engineers (why are these needed?); present and defend your opinion on what would happen if anyone is removed.
Assignment ExpectationsSubmit a 5-page paper (excluding cover sheet and references, figures, sections with bullets, and tables) double spaced, no extra spaces, and 1-inch margins, that answers the questions using all of the required reading, and if possible the optional reading, and 1 to 3 outside references.The paper will have a proper main heading stating the name of the class, module number, and title of the paper. The paper will also have an introduction that states the purpose of the paper and what will be answered, as well as section headings that guide the reader throughout the evolution of the discussion.Quotations should only be used for definitions so that the student can demonstrate the ability to synthesize and articulate knowledge from the required readings.All assertions and key discussion points are properly cited using APA format. In other words, any sentence or paragraph that contains material derived or synthesized from the background reading or other sources will be cited. References are in APA format. All references are cited at least once.Module 2 - BackgroundGeneric Types of Business Processes and IT SystemsA few of the required readings for the Module 2 Case should have been read for the Module 1 Case; these are highlighted with an “*”. Please skim through those again.Required Reading
Figures for Organizational Levels. Analyze the figures found at the following link. Use the information garnered in your write-up.https://www.google.de/search?tbm=isch&q=organizati...
*Davenport, T. H. (1993). Process Innovation, Harvard Business School Press, Boston. Specifically, review the process type figure 1-1 on page 8. Retrieved July 15, 2017 from: https://books.google.de/books?id=kLlIOMGaKnsC&prin...
*Dickson, P. (2003). The pigeon breeders' cup: a selection on selection theory of economic evolution. Journal of Evolutionary Economics, 13(3), 259-280. Specifically, read the section titled “Vertical and horizontal organization of systems of processes," pages 264 through 268, and figures 3a-e. You are NOT required to read the rest of the paper. You may want to keep this file for future reference.
Wijnberg, N.M., Van Den Ende, J., De Wit, O. (2002). Decision making at different levels of the organization and the impact of new information technology. Group and organization management, 27(3). Pages 408-429. Read from the section labeled “Origins” on page 409 through page 415. Pay attention to the figures in between.
Davenport and Short. (1990). The New Industrial Engineering. Specifically, read the section starting on page 18 titled “Defining Process Entities.” You do not need to read other sections.You may want to keep this file for future reference.
Van de Ven, A. H., & Delbecq, A. L. (1974). A Task Contingent Model of Work-Unit Structure. Administrative Science Quarterly, 19(2), 183-197. Specifically, read all the material starting on page 183 and ending on the middle of 185. You do not need to read other sections.
Kim, S. & Jang, K. (2002). Designing performance analysis and IDEF0 for enterprise modelling in BPR. International Journal of Production Economics, 2002, Volume 76, Issue 2. Specifically, read section 2.2. You do not need to read other sections.
Mackenzie, K. D. (2000). Processes and Their Frameworks. Management Science, 46(1), 110–125. Specifically, read section starting with the label “Processes," starting on page 112 and ending on page 113.
1 page
Break Even Analysis
The fixed cost for producing the company products is $160,650 per year and the variable cost is $ 8, 0000, let the selling ...
Break Even Analysis
The fixed cost for producing the company products is $160,650 per year and the variable cost is $ 8, 0000, let the selling price of the tea products ...
Capella University Supply Chain Management Lesson Plan Presentation
Assessment 3 Instructions: Creating Supply Chain Management Instructional Plans and AssessmentsCreate a 10-15 slide PowerP ...
Capella University Supply Chain Management Lesson Plan Presentation
Assessment 3 Instructions: Creating Supply Chain Management Instructional Plans and AssessmentsCreate a 10-15 slide PowerPoint deck that presents your lesson plan to teach supply chain management to your MBA students. Also, prepare instructions and a rubric for an assessment to evaluate your MBA students on how well they learned the content of your lesson.Having completed the resource list for your MBA students, you can now shift your attention to developing instructional plans and lessons. As is often the case, your department head has asked to see your lesson plans for your supply chain management course. You will also be creating an assessment that your students will complete to demonstrate their mastery of what your lesson plan taught them, as well as a rubric to help objectively grade the assessment. Your head of department has been encouraging in their feedback on your work thus far and is looking forward to reviewing your lesson plan and assessment.For this assessment you will develop a lesson plan for teaching supply chain management to MBA learners at the University of Sparkwimwille. Utilize the course resources to get yourself started, but expect to spend time in the university library finding credible resources to support the understanding of the content. Remember to structure your assessment so that it is accessible to students of all levels: produce a quality assessment that is aligned to adult learn frameworks, as well as the course content and create rubrics with explicit criteria so your students know what is expected of them and how they will be evaluated.Reminder: Assessments in this course are designed to be completed in the order they are presented in the courseroom. Please make sure you are completing them in order.OverviewCreate an instructional plan (lesson plan) aligned with your teaching philosophy and adult learning framework to address the supply chain course learning outcomes based on the selected resources you analyzed.An effective lesson plan includes:Targeted learning objectives.Key learning takeaways that are clearly relevant to students.A coherent narrative for the lesson.A presentation method for the lesson.A student learning assessment.Alignment of assessment and targeted learning objectives.InstructionsThere are two parts to this assessment:A 10–15 slide PowerPoint deck that presents your lesson plan to teach supply chain management to your MBA students.An assessment for the MBA students to demonstrate the learning objectives presented in the PowerPoint lesson.Remember, the learning objectives for the course you have been given to teach at the University of Sparkwimville are:Identify the elements of a supply chain.Describe the challenges of coordinating a supply chain.Explain the role of the supply chain in enabling business competitiveness.Recommend a framework for supply chain management.Analyze contemporary trends and issues in effective supply chain management.PART 1Create your PowerPoint lesson plan, taking care to utilize the resource list you developed to ground your lesson in the substance presented in the resources and align the lesson content with your learning objectives for the MBA supply chain management course. Be sure to address the following in your lesson plan:The history of supply chain management.The current state of fundamentals and frameworks of supply chain management.The history, current state, projected future state, and the potential outcomes of the three current trends or issues in supply chain management that you identified for your MBA course.An introduction to the assessment that your MBA students will complete after the lesson.An APA-formatted reference slide of the resources used for your lesson plan.Organize your PowerPoint lesson plan as you see fit to teach your students. If you need help getting started, one way to organize your PowerPoint lesson is the following:1.1 Introduction to supply chain management history and current state of fundamentals and frameworks.1.2 History, current state, projection, and potential outcomes of your first chosen current trend or issue.1.3 History, current state, projection, and potential outcomes of your second chosen current trend or issue.1.4 History, current state, projection, and potential outcomes of your third chosen current trend or issue.1.5 Preview of assessment students will complete and the learning objectives that students will demonstrate.1.6 Summary of resources followed by a reference slide.Your lesson plan should utilize the five resources you analyzed. Use your slides to communicate lesson overviews and key learning points for your students. Include the teachable lecture notes in the notes section of the PowerPoint and use the slides to highlight key points so the MBA students can follow along and take notes. The lecture notes must provide details of the material you are teaching your students—concepts, frameworks, skills, key takeaways, and so on—and the value of this material to the students and the learning objectives. Your lecture notes may also include related educational activities such as small group discussions, live or asynchronous practice activities, self-directed research, or exercises for students to apply concepts in their own workplaces or careers.Note: For an appropriate level of detail, each slide should contain lecture notes at least two paragraphs long. Remember to cite in text any scholarly or practitioner resources used to support or create your lecture notes in APA style.Your PowerPoint lesson plan will be evaluated on the extent to which you:Create instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.Integrate supply management considerations in diverse cultures, legal systems, and business contexts.Integrate appropriate adult learning frameworks to engage students in the presented materials and achieving stated learning objectives.PART 2After you have taught your MBA students, you must determine if they have absorbed the material sufficiently to demonstrate your stated learning objectives. Create a written assessment that is not an instrument such as a quiz or test, such as an essay, case-study analysis, small focused research project, or a combination of strategies. The assessment submission should be required to be 3–6 double-spaced content pages in length, plus title and reference pages. You should also set a minimum number of sources for your students to support their work. For a 3–6 page submission, 6–12 is often appropriate, depending on the type of assessment you are designing. You will also need to complete a rubric to measure the extent to which students demonstrated mastery of the material.The department chair has specified that your assessment must evaluate student achievement on at least one of two course learning objectives:Recommend a framework for supply chain management.Analyze contemporary trends and issues in effective supply chain management.Keep these learning objectives in mind as you are creating your assessment. Additional important considerations are:Does your assessment help your students demonstrate your stated learning objectives?Can your assessment be completed with what you have taught your MBA students and additional research they can reasonably complete using the university library or credible Internet resources?Can your assessment be accurately measured with the rubric you created?Is your rubric constructed in such a way that you can easily provide clear, useful feedback to your students?For this portion of the assessment, submit:Complete instructions for an assessment for students to prepare, including required content and expectations of formatting and rigor.A completed grading rubric, including three performance levels describing what is considered excellent, proficient, and basic quality work for each criterion.Your submission will be considered successful to the extent that it:Includes a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan.Provides an appropriate and aligned rubric that facilitates the evaluation and communication of achievement of adult learners regarding specific learning objectives related to supply chain management.Additional RequirementsAs you complete your assessment, be sure your submission meets the following guidelines:Written communication: Use error-free, doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices.APA formatting: Format all references and citations according to current APA style and formatting guidelines. Refer to the Academic Writer as needed.Font and font size: Use appropriate professional typography for Part 1: headings set at 24–36 points and bulleted list items at 16–18 points as a guideline. Use a consistent, APA-compliant font, 12 points for Part 2.Length: Part 1, PowerPoint deck, 10–15 slides with detailed notes sections. Part 2, as needed to accommodate the assessment, roughly 3–6 double-spaced pages.Scholarship: Utilize the five resources you analyzed for your resource list assessment plus three scholarly or practitioner sources to support your points.Recite: For Part 2 only, use Recite to confirm that your in-text citations match the reference list at the end of your assessment and make any needed corrections before submitting your assessment.File naming protocol: Follow the standard naming conventions for any files you upload. Refer to the DBA Submissions Requirements Campus page for details.Track changes requirement: When your assessment is returned from your faculty member, address any feedback and make appropriate revisions, making sure to use the Track Changes feature of Word to document your changes per the requirements in the DBA Submissions Requirements page on Campus.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:Competency 1: Develop written, electronic, visual, and oral communication to educate, guide, and advise diverse academic and professional audiences.Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.Address the appropriate audience, using familiar, discipline-specific language and terminology.Competency 2: Educate others to seek, access, evaluate, and validate the credibility and utility of business sources for global supply chains.Integrate supply management considerations in diverse cultures, legal systems, and business contexts.Competency 3: Integrate adult learning frameworks to solve a problem faced by business learners in higher education.Integrate appropriate adult learning frameworks to engage students in the presented materials and achieving stated learning objectives.Competency 4: Create instructional plans to present a business course in managing supply chains across diverse cultures and legal systems.Create instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.Competency 5: Create measurable assessments of learner skill and knowledge attainment for optimum supply chain performance.Create a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan.Create an appropriate, aligned rubric that facilitates the evaluation and communication of achievement of adult learners with regard to specific learning objectives related to supply chain management.Resources: Course Design and Instructional PlanningThese resources provide a variety of models and strategies for developing instructional plans within the context of adult education. By engaging the resources, you may find a model or strategy that appeals to you, which you can apply when completing this assessment. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.DeRosa, R. (2020, May 13). Values-centered instructional planning. Inside Higher Ed. https://www.insidehighered.com/digital-learning/vi...This article describes how to maintain a consistent, institutional mission-aligned framework when engaging in instructional planning.Landin, J. M. (2019). Excellence in lesson planning: The purpose and use of a micro-uniting template. Journal of Higher Education Theory and Practice, 19(5), 91–97.For college professors, student engagement is the pinnacle of the teaching experience. The use of micro-uniting for classroom preparation is a key to improve student engagement and maintain student focus, academic rigor, and flexibility.Power, T. M. (2017). Case study 10: John Falkin: Designing an online graduate seminar. In P. A. Ertmer, J. A. Quinn, & K. D. Glazewski (Eds.), The ID casebook: Case studies in instructional design (4th ed.), (pp. 105–112). Routledge.This case study provides useful lessons that can be applied to creating instructional plans for online courses.Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: Balancing self-regulation with instructional planning. Teaching in Higher Education, 23(6), 685–700.This resource looks at how balancing teacher- and student-led learning impacts the ways in which higher education teachers approach instructional planning.Resources: Assessment and Rubric Creation StrategiesThe following resources are offered to help you complete this assessment, providing guidance and strategies for creating assessments for adult learners, as well as rubrics to effectively measure student learning.Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037.This article examines frameworks for leveraging co-creation in higher education to drive inclusion in course and assessment design.Gordon, E. W. (2020). Toward assessment in the service of learning. Educational Measurement, Issues and Practice, 39(3), 72–78.Gordon reflects on the productive use of educational assessments and data collected from assessments to educate. Examples are provided to advocate for the position that educational assessments can and should be used to inform and improve teaching and learning processes and outcomes.Gosselin, K. R., & Okamoto, N. (2018). Improving instruction and assessment via Bloom’s taxonomy and descriptive rubrics [PDF][Paper presentation]. 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. https://peer.asee.org/improving-instruction-and-as...One institution's attempt to drive improvement through use of Bloom’s taxonomy to create rubrics is the subject of this conference presentation.Stanley, T. (2019). Chapter 5, How to write a rubric. In K. McDowall (Ed.), Using rubrics for performance-based assessment: A practical guide to evaluating student work (pp. 15–27). Sourcebooks.Stanley presents a step-by-step guide for creating an analytical, task-specific rubric.Wiewiora, A., & Kowalkiewicz, A. (2019). The role of authentic assessment in developing authentic leadership identity and competencies. Assessment & Evaluation in Higher Education, 44(3), 415–430.This article discusses the need to create assessments that are meaningful to students and linked to real-world challenges.
Business Ethics
Each Response should be researched using the course materials and/or outside sources, including in-text citations and refe ...
Business Ethics
Each Response should be researched using the course materials and/or outside sources, including in-text citations and references following APA formatting. Each response should be 250 words or more. Question 1 Developing an Organizational and Global Ethical Culture and the Benefits of Business Ethics Define what is meant by an organizational ethical culture. Then, identify and describe the four primary benefits of business ethics. Question 2 Resolving Ethical Business Challenges – Acme Corporation Read the Acme Corporation scenario on pp. 26-27, paying particular attention to the trips to Cancun and Las Vegas. Answer the following: 1) How do those trips fit with the organizational culture at Acme? 2) Amber clearly thinks that there is nothing wrong. Describe where you think the line should be drawn between developing better customer relationships and your own personal values. Question 3 Avid Life Media Read the Chapter Two debate issue on page 37. Using a stakeholder perspective, clearly state whether you think the services offered by Avid Life Media (ALM) are socially responsible or not. Defend your recommendations using a stakeholder perspective to show how the positive and negative impacts balance out for various stakeholder groups. Question 4 Resolving Ethical Business Challenges – Bounce Corporation Read the Bounce Corporation scenario on pp. 54-55, paying particular attention to the ethical issues related to the Breakaway project. Answer the following: 1) What are the three primary ethical issues? 2) Describe the socially responsible action that the Breakaway project should follow for each of those issues. Defend your recommendations using a stakeholder perspective to show how the positive and negative impacts balance out for various stakeholder groups.
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Information Technology Strategic Plan for GG Freightways
GG Freightways (GGFRT) IT Strategic Plan, Part 1 Before you begin this assignment, be sure you have read the “GG Freigh ...
Information Technology Strategic Plan for GG Freightways
GG Freightways (GGFRT) IT Strategic Plan, Part 1 Before you begin this assignment, be sure you have read the “GG Freightways Case Study” and all the course content from Weeks 1 and 2. Purpose of this Assignment This assignment gives you the opportunity to apply the course concepts to begin development of an Information Technology Strategic Plan (ITSP) to support the strategic direction of GG Freightways (GGFRT). This assignment specifically addresses the following course outcomes to enable you to: identify, define, and explain the concepts of information technology governance and management IT Strategic Plan for GG Freightways Lance, the new CIO at GGFRT, has asked you to write an IT Strategic Plan that she can use to guide the direction for her organization. The ITSP will be developed in two parts. This assignment covers Part 1; Part 2 will be covered in the next class assignment. Together, they will form an ITSP that has been tailored to the course material covered in this class. You may work for an organization that has an ITSP, and it would be a good idea for you to look at it, but it will likely be structured a little differently from this one. Each organization develops an ITSP that will work for them. Assignment You will develop Part 1 of the ITSP for GG Freightways (GGFRT), using the outline below. Each of the topics to be included in your outline is covered in the course content readings assigned thus far. In addition to the course materials, at least two external resources (resource other than those provided in the class) must be used. Two or more cited references will earn top credit. Use a separate References page to list just the references you have cited.Remember to use the APA formatting rules and correctly cite and reference your sources with APA format. Use the Grading Rubric to be sure you have covered everything. Please use this outline to build your IT Strategic Plan. Use the numbering and headings shown below. Part One Business Statement – Summarize in one paragraph, in your own words, the business of GGFRT. Include the location of the company/terminals, fleet information/details, and current/future financial climate/goals (with cost savings). Refer to Case Study.Business Strategic Objectives - In the Case Study, the management team has identified three (3) new strategic objectives. Using the following table (copy/paste it into your assignment), List/number the three (3) objectives, then, in your own words, add a brief explanation to each one. Next add a new strategic objective of your own - one that you consider important to the current and future health of GGFRT’s business. In the explanation, it should be a statement of how the management team would improve the business of GGFRT. It can be one of the three federal/state regulations that the company wants to remain in compliance with, or a new one that you choose. Write a brief introductory paragraph prior to the table. The paragraph must come first before your table, to explain what the table is providing.IT Vision and IT Mission Statements – Write two short paragraphs with separate IT vision and IT mission statements for the Information Technology Department at GGFRT. Label one “IT Mission Statement:” and one “IT Vision Statement:”. The format should be:IT Mission Statement: (explanation)IT Vision Statement: (explanation)Governance – Using the course content materials and the case study, describe, following the format below for each section, how the IT governance process should work for GGFRT. Lance wants to engage the other senior leaders, so include: Inventory of Current IT Systems – Using the information in the Case Study, you will use the table provided to describe the current systems in use (not the systems being planned or in process of being completed) and the IT resources allocated to their support. Copy and complete the table below, creating additional rows as needed to cover all current systems at GGFRT (if needed), then write a brief introductory paragraph prior to the table. The paragraph must come first before your table, to explain what the table is providing. The format below should be used for the presentation of this section: Business Strategic Objective State the Objective (from the case study) Explanation (in your own words; for the new objective, incorporate how the management team would use it to improve the business of GGFRT: 1 2 3 4 (new objective) Use what you learn from the case study to create your own idea for the IT vision statement (future IT goals); and use the case study situation at GGFRT to write the IT mission statement for the IT department (current IT goals). Refer to the course materials on mission and vision, particularly the reading on "Creating a Future Vision for the Chief Information Officer". If you need help on a mission statement, do a little research on the web; you will find many examples of IT mission statements. who the participants are,what each of their roles are on the governance board (why each is a member of the governance body, not their general roles in the company), what specific governance methodology should be established/justification (i.e. COBIT, ITIL, etc.; documents in various weeks’ content), what responsibilities the governance body would have, and how they would prioritize IT projects (prioritization tool, criteria that is being considered for determining project importance) Refer to the course materials on governance and you should supplement those documents with external research. IT Governance methodologies are covered in Week 5’s course content. Current System Spring 2019 Function/ Description Strategic Goal aligned to Business Unit/ Department Business Benefits IT spring ‘19 Resources (people, equipment) The "right" and "wrong" answers should do with if you correctly incorporated the course concepts from the course content materials and addressed all parts of the assignment. The content of the mission and vision statements you create is not as important as that it makes sense considering the course content and the Case Study.
Financial Planning, accounting homework help
I need 1 Excel Sheet and 1 Memo, assignment should be completely Original Writing:So your new accountant could practice th ...
Financial Planning, accounting homework help
I need 1 Excel Sheet and 1 Memo, assignment should be completely Original Writing:So your new accountant could practice the budgeting process in your for-profit company, you want her to compare budgeting methods for two different kinds of entities. You give her information for a for-profit and for a nonprofit entity and ask her to complete the following:Given the assumptions and data in this Excel file: complete next year's budgeted figures for each entity within the same Excel worksheet (yellow cells) include your reasoning for most of the budgeted figures (green cells) Because of a bad recession, government grants were not cut by 50% but are eliminated completely for next year's budget and fundraising efforts—despite an increase in expenses—did not improve at all. Write a memo of 300–400 words explaining what you would recommend that the museum manager do.
DOC 650 TUI Generic Types of Business Processes and IT Systems Case Paper
Module 2 - CaseGeneric Types of Business Processes and IT SystemsAssignment OverviewThis Case Assignment focuses on unders ...
DOC 650 TUI Generic Types of Business Processes and IT Systems Case Paper
Module 2 - CaseGeneric Types of Business Processes and IT SystemsAssignment OverviewThis Case Assignment focuses on understanding different levels of an organization and different classes of process. The discussion is one from a scholarly perspective, not from any given organization.Case AssignmentPaste these instructions on the cover page of your case paper, using a small font.After reviewing the required reading for this module (and if you have time, the optional reading) write a 5-page paper addressing the following questions/topics:
What are at least three levels of an organization, regardless of structure?
Compare and contrast, according to Davenport (1993) and Dickenson (2003), the generic levels or types of processes (tasks or routines) within an organization.
According to Davenport and Short (1990), what types of organizational processes work within and across organizational boundaries?
According to Van de Ven and Delbecq (1974), what are the two dimensions that a process (task) may demonstrate?
According to Wijnberg, N.M., Van Den Ende, J., De Wit, O. (2002), what types of decisions are made at the three different levels of the organizations and how does IT enable these decisions (please use figure 1 in this document as a reference for discussion)?
Articulate the importance of the five basic components of a business process (IDEF0) according to business process engineers (why are these needed?); present and defend your opinion on what would happen if anyone is removed.
Assignment ExpectationsSubmit a 5-page paper (excluding cover sheet and references, figures, sections with bullets, and tables) double spaced, no extra spaces, and 1-inch margins, that answers the questions using all of the required reading, and if possible the optional reading, and 1 to 3 outside references.The paper will have a proper main heading stating the name of the class, module number, and title of the paper. The paper will also have an introduction that states the purpose of the paper and what will be answered, as well as section headings that guide the reader throughout the evolution of the discussion.Quotations should only be used for definitions so that the student can demonstrate the ability to synthesize and articulate knowledge from the required readings.All assertions and key discussion points are properly cited using APA format. In other words, any sentence or paragraph that contains material derived or synthesized from the background reading or other sources will be cited. References are in APA format. All references are cited at least once.Module 2 - BackgroundGeneric Types of Business Processes and IT SystemsA few of the required readings for the Module 2 Case should have been read for the Module 1 Case; these are highlighted with an “*”. Please skim through those again.Required Reading
Figures for Organizational Levels. Analyze the figures found at the following link. Use the information garnered in your write-up.https://www.google.de/search?tbm=isch&q=organizati...
*Davenport, T. H. (1993). Process Innovation, Harvard Business School Press, Boston. Specifically, review the process type figure 1-1 on page 8. Retrieved July 15, 2017 from: https://books.google.de/books?id=kLlIOMGaKnsC&prin...
*Dickson, P. (2003). The pigeon breeders' cup: a selection on selection theory of economic evolution. Journal of Evolutionary Economics, 13(3), 259-280. Specifically, read the section titled “Vertical and horizontal organization of systems of processes," pages 264 through 268, and figures 3a-e. You are NOT required to read the rest of the paper. You may want to keep this file for future reference.
Wijnberg, N.M., Van Den Ende, J., De Wit, O. (2002). Decision making at different levels of the organization and the impact of new information technology. Group and organization management, 27(3). Pages 408-429. Read from the section labeled “Origins” on page 409 through page 415. Pay attention to the figures in between.
Davenport and Short. (1990). The New Industrial Engineering. Specifically, read the section starting on page 18 titled “Defining Process Entities.” You do not need to read other sections.You may want to keep this file for future reference.
Van de Ven, A. H., & Delbecq, A. L. (1974). A Task Contingent Model of Work-Unit Structure. Administrative Science Quarterly, 19(2), 183-197. Specifically, read all the material starting on page 183 and ending on the middle of 185. You do not need to read other sections.
Kim, S. & Jang, K. (2002). Designing performance analysis and IDEF0 for enterprise modelling in BPR. International Journal of Production Economics, 2002, Volume 76, Issue 2. Specifically, read section 2.2. You do not need to read other sections.
Mackenzie, K. D. (2000). Processes and Their Frameworks. Management Science, 46(1), 110–125. Specifically, read section starting with the label “Processes," starting on page 112 and ending on page 113.
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Break Even Analysis
The fixed cost for producing the company products is $160,650 per year and the variable cost is $ 8, 0000, let the selling ...
Break Even Analysis
The fixed cost for producing the company products is $160,650 per year and the variable cost is $ 8, 0000, let the selling price of the tea products ...
Capella University Supply Chain Management Lesson Plan Presentation
Assessment 3 Instructions: Creating Supply Chain Management Instructional Plans and AssessmentsCreate a 10-15 slide PowerP ...
Capella University Supply Chain Management Lesson Plan Presentation
Assessment 3 Instructions: Creating Supply Chain Management Instructional Plans and AssessmentsCreate a 10-15 slide PowerPoint deck that presents your lesson plan to teach supply chain management to your MBA students. Also, prepare instructions and a rubric for an assessment to evaluate your MBA students on how well they learned the content of your lesson.Having completed the resource list for your MBA students, you can now shift your attention to developing instructional plans and lessons. As is often the case, your department head has asked to see your lesson plans for your supply chain management course. You will also be creating an assessment that your students will complete to demonstrate their mastery of what your lesson plan taught them, as well as a rubric to help objectively grade the assessment. Your head of department has been encouraging in their feedback on your work thus far and is looking forward to reviewing your lesson plan and assessment.For this assessment you will develop a lesson plan for teaching supply chain management to MBA learners at the University of Sparkwimwille. Utilize the course resources to get yourself started, but expect to spend time in the university library finding credible resources to support the understanding of the content. Remember to structure your assessment so that it is accessible to students of all levels: produce a quality assessment that is aligned to adult learn frameworks, as well as the course content and create rubrics with explicit criteria so your students know what is expected of them and how they will be evaluated.Reminder: Assessments in this course are designed to be completed in the order they are presented in the courseroom. Please make sure you are completing them in order.OverviewCreate an instructional plan (lesson plan) aligned with your teaching philosophy and adult learning framework to address the supply chain course learning outcomes based on the selected resources you analyzed.An effective lesson plan includes:Targeted learning objectives.Key learning takeaways that are clearly relevant to students.A coherent narrative for the lesson.A presentation method for the lesson.A student learning assessment.Alignment of assessment and targeted learning objectives.InstructionsThere are two parts to this assessment:A 10–15 slide PowerPoint deck that presents your lesson plan to teach supply chain management to your MBA students.An assessment for the MBA students to demonstrate the learning objectives presented in the PowerPoint lesson.Remember, the learning objectives for the course you have been given to teach at the University of Sparkwimville are:Identify the elements of a supply chain.Describe the challenges of coordinating a supply chain.Explain the role of the supply chain in enabling business competitiveness.Recommend a framework for supply chain management.Analyze contemporary trends and issues in effective supply chain management.PART 1Create your PowerPoint lesson plan, taking care to utilize the resource list you developed to ground your lesson in the substance presented in the resources and align the lesson content with your learning objectives for the MBA supply chain management course. Be sure to address the following in your lesson plan:The history of supply chain management.The current state of fundamentals and frameworks of supply chain management.The history, current state, projected future state, and the potential outcomes of the three current trends or issues in supply chain management that you identified for your MBA course.An introduction to the assessment that your MBA students will complete after the lesson.An APA-formatted reference slide of the resources used for your lesson plan.Organize your PowerPoint lesson plan as you see fit to teach your students. If you need help getting started, one way to organize your PowerPoint lesson is the following:1.1 Introduction to supply chain management history and current state of fundamentals and frameworks.1.2 History, current state, projection, and potential outcomes of your first chosen current trend or issue.1.3 History, current state, projection, and potential outcomes of your second chosen current trend or issue.1.4 History, current state, projection, and potential outcomes of your third chosen current trend or issue.1.5 Preview of assessment students will complete and the learning objectives that students will demonstrate.1.6 Summary of resources followed by a reference slide.Your lesson plan should utilize the five resources you analyzed. Use your slides to communicate lesson overviews and key learning points for your students. Include the teachable lecture notes in the notes section of the PowerPoint and use the slides to highlight key points so the MBA students can follow along and take notes. The lecture notes must provide details of the material you are teaching your students—concepts, frameworks, skills, key takeaways, and so on—and the value of this material to the students and the learning objectives. Your lecture notes may also include related educational activities such as small group discussions, live or asynchronous practice activities, self-directed research, or exercises for students to apply concepts in their own workplaces or careers.Note: For an appropriate level of detail, each slide should contain lecture notes at least two paragraphs long. Remember to cite in text any scholarly or practitioner resources used to support or create your lecture notes in APA style.Your PowerPoint lesson plan will be evaluated on the extent to which you:Create instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.Integrate supply management considerations in diverse cultures, legal systems, and business contexts.Integrate appropriate adult learning frameworks to engage students in the presented materials and achieving stated learning objectives.PART 2After you have taught your MBA students, you must determine if they have absorbed the material sufficiently to demonstrate your stated learning objectives. Create a written assessment that is not an instrument such as a quiz or test, such as an essay, case-study analysis, small focused research project, or a combination of strategies. The assessment submission should be required to be 3–6 double-spaced content pages in length, plus title and reference pages. You should also set a minimum number of sources for your students to support their work. For a 3–6 page submission, 6–12 is often appropriate, depending on the type of assessment you are designing. You will also need to complete a rubric to measure the extent to which students demonstrated mastery of the material.The department chair has specified that your assessment must evaluate student achievement on at least one of two course learning objectives:Recommend a framework for supply chain management.Analyze contemporary trends and issues in effective supply chain management.Keep these learning objectives in mind as you are creating your assessment. Additional important considerations are:Does your assessment help your students demonstrate your stated learning objectives?Can your assessment be completed with what you have taught your MBA students and additional research they can reasonably complete using the university library or credible Internet resources?Can your assessment be accurately measured with the rubric you created?Is your rubric constructed in such a way that you can easily provide clear, useful feedback to your students?For this portion of the assessment, submit:Complete instructions for an assessment for students to prepare, including required content and expectations of formatting and rigor.A completed grading rubric, including three performance levels describing what is considered excellent, proficient, and basic quality work for each criterion.Your submission will be considered successful to the extent that it:Includes a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan.Provides an appropriate and aligned rubric that facilitates the evaluation and communication of achievement of adult learners regarding specific learning objectives related to supply chain management.Additional RequirementsAs you complete your assessment, be sure your submission meets the following guidelines:Written communication: Use error-free, doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices.APA formatting: Format all references and citations according to current APA style and formatting guidelines. Refer to the Academic Writer as needed.Font and font size: Use appropriate professional typography for Part 1: headings set at 24–36 points and bulleted list items at 16–18 points as a guideline. Use a consistent, APA-compliant font, 12 points for Part 2.Length: Part 1, PowerPoint deck, 10–15 slides with detailed notes sections. Part 2, as needed to accommodate the assessment, roughly 3–6 double-spaced pages.Scholarship: Utilize the five resources you analyzed for your resource list assessment plus three scholarly or practitioner sources to support your points.Recite: For Part 2 only, use Recite to confirm that your in-text citations match the reference list at the end of your assessment and make any needed corrections before submitting your assessment.File naming protocol: Follow the standard naming conventions for any files you upload. Refer to the DBA Submissions Requirements Campus page for details.Track changes requirement: When your assessment is returned from your faculty member, address any feedback and make appropriate revisions, making sure to use the Track Changes feature of Word to document your changes per the requirements in the DBA Submissions Requirements page on Campus.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:Competency 1: Develop written, electronic, visual, and oral communication to educate, guide, and advise diverse academic and professional audiences.Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.Address the appropriate audience, using familiar, discipline-specific language and terminology.Competency 2: Educate others to seek, access, evaluate, and validate the credibility and utility of business sources for global supply chains.Integrate supply management considerations in diverse cultures, legal systems, and business contexts.Competency 3: Integrate adult learning frameworks to solve a problem faced by business learners in higher education.Integrate appropriate adult learning frameworks to engage students in the presented materials and achieving stated learning objectives.Competency 4: Create instructional plans to present a business course in managing supply chains across diverse cultures and legal systems.Create instructional materials to teach adult learners supply chain management concepts, frameworks, trends, and issues.Competency 5: Create measurable assessments of learner skill and knowledge attainment for optimum supply chain performance.Create a measurable assessment that aligns with the content, learning objectives, and expectations for adult students in a supply chain management lesson plan.Create an appropriate, aligned rubric that facilitates the evaluation and communication of achievement of adult learners with regard to specific learning objectives related to supply chain management.Resources: Course Design and Instructional PlanningThese resources provide a variety of models and strategies for developing instructional plans within the context of adult education. By engaging the resources, you may find a model or strategy that appeals to you, which you can apply when completing this assessment. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.DeRosa, R. (2020, May 13). Values-centered instructional planning. Inside Higher Ed. https://www.insidehighered.com/digital-learning/vi...This article describes how to maintain a consistent, institutional mission-aligned framework when engaging in instructional planning.Landin, J. M. (2019). Excellence in lesson planning: The purpose and use of a micro-uniting template. Journal of Higher Education Theory and Practice, 19(5), 91–97.For college professors, student engagement is the pinnacle of the teaching experience. The use of micro-uniting for classroom preparation is a key to improve student engagement and maintain student focus, academic rigor, and flexibility.Power, T. M. (2017). Case study 10: John Falkin: Designing an online graduate seminar. In P. A. Ertmer, J. A. Quinn, & K. D. Glazewski (Eds.), The ID casebook: Case studies in instructional design (4th ed.), (pp. 105–112). Routledge.This case study provides useful lessons that can be applied to creating instructional plans for online courses.Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: Balancing self-regulation with instructional planning. Teaching in Higher Education, 23(6), 685–700.This resource looks at how balancing teacher- and student-led learning impacts the ways in which higher education teachers approach instructional planning.Resources: Assessment and Rubric Creation StrategiesThe following resources are offered to help you complete this assessment, providing guidance and strategies for creating assessments for adult learners, as well as rubrics to effectively measure student learning.Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037.This article examines frameworks for leveraging co-creation in higher education to drive inclusion in course and assessment design.Gordon, E. W. (2020). Toward assessment in the service of learning. Educational Measurement, Issues and Practice, 39(3), 72–78.Gordon reflects on the productive use of educational assessments and data collected from assessments to educate. Examples are provided to advocate for the position that educational assessments can and should be used to inform and improve teaching and learning processes and outcomes.Gosselin, K. R., & Okamoto, N. (2018). Improving instruction and assessment via Bloom’s taxonomy and descriptive rubrics [PDF][Paper presentation]. 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. https://peer.asee.org/improving-instruction-and-as...One institution's attempt to drive improvement through use of Bloom’s taxonomy to create rubrics is the subject of this conference presentation.Stanley, T. (2019). Chapter 5, How to write a rubric. In K. McDowall (Ed.), Using rubrics for performance-based assessment: A practical guide to evaluating student work (pp. 15–27). Sourcebooks.Stanley presents a step-by-step guide for creating an analytical, task-specific rubric.Wiewiora, A., & Kowalkiewicz, A. (2019). The role of authentic assessment in developing authentic leadership identity and competencies. Assessment & Evaluation in Higher Education, 44(3), 415–430.This article discusses the need to create assessments that are meaningful to students and linked to real-world challenges.
Business Ethics
Each Response should be researched using the course materials and/or outside sources, including in-text citations and refe ...
Business Ethics
Each Response should be researched using the course materials and/or outside sources, including in-text citations and references following APA formatting. Each response should be 250 words or more. Question 1 Developing an Organizational and Global Ethical Culture and the Benefits of Business Ethics Define what is meant by an organizational ethical culture. Then, identify and describe the four primary benefits of business ethics. Question 2 Resolving Ethical Business Challenges – Acme Corporation Read the Acme Corporation scenario on pp. 26-27, paying particular attention to the trips to Cancun and Las Vegas. Answer the following: 1) How do those trips fit with the organizational culture at Acme? 2) Amber clearly thinks that there is nothing wrong. Describe where you think the line should be drawn between developing better customer relationships and your own personal values. Question 3 Avid Life Media Read the Chapter Two debate issue on page 37. Using a stakeholder perspective, clearly state whether you think the services offered by Avid Life Media (ALM) are socially responsible or not. Defend your recommendations using a stakeholder perspective to show how the positive and negative impacts balance out for various stakeholder groups. Question 4 Resolving Ethical Business Challenges – Bounce Corporation Read the Bounce Corporation scenario on pp. 54-55, paying particular attention to the ethical issues related to the Breakaway project. Answer the following: 1) What are the three primary ethical issues? 2) Describe the socially responsible action that the Breakaway project should follow for each of those issues. Defend your recommendations using a stakeholder perspective to show how the positive and negative impacts balance out for various stakeholder groups.
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