Planning the Future at a Business:

QeFvnzrgb
timer Asked: Apr 20th, 2017

Question Description

Follow the instructions given on the attachments to answer this question.

Unformatted Attachment Preview

APPENDIX 1 Hands-On Guide: How to Analyze a Case Study Management Information Systems, Ninth Edition provides a number of case studies for you to analyze. Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-On Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem. A case study helps students learn by immersing them in a real-world business scenario where they can act as problem solvers and decision makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify. A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps: 1. 2. 3. 4. 5. Identify the most important facts surrounding the case. Identify the key issue or issues. Specify alternative courses of action. Evaluate each course of action. Recommend the best course of action. Let’s look at what each step involves. 1. Identify the most important facts surrounding the case. Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant that others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The “correctness” of your conclusions may depend on the assumptions you make. 630 2. Identify the key issue or issues. Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization. You will need to explain why the problem occurred. Does the problem or challenge facing the company come from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the case of information systems-related problems, you need to pay special attention to the role of technology as well as the behavior of the organization and its management. Information system problems in the business world typically present a combination of management, technology, and organizational issues. When identifying the key issue or problem, ask what kind of problem it is: Is it a management problem, a technology problem, an organizational problem, or a combination of these? What management, organizational, and technology factors contributed to the problem? ❏ To determine if a problem stems from management factors, consider whether managers are exerting appropriate leadership over the organization and monitoring organizational performance. Consider also the nature of management decision making: Do managers have sufficient information for performing this role, or do they fail to take advantage of the information that is available? ❏ To determine if a problem stems from technology factors, examine any issues arising from the organization’s information technology infrastructure: its hardware, software, networks and telecommunications infrastructure, and the management of data in databases or traditional files. Consider also whether the appropriate management and organizational assets are in place to use this technology effectively. ❏ To determine the role of organizational factors, examine any issues arising from the organization’s structure, culture, business processes, work groups, Appendix 1 Hands-On Guide: How to Analyze a Case Study 631 divisions among interest groups, and relationships with other organizations, as well as the impact of changes in the organization’s external environment—changes in government regulations, economic conditions, or the actions of competitors, customers, and suppliers. You will have to decide which of these factors—or a combination of factors—is most important in explaining why the problem occurred. 3. Specify alternative courses of action. List the courses of action the company can take to solve its problem or meet the challenge it faces. For information systemrelated problems, do these alternatives require a new information system or the modification of an existing system? Are new technologies, business processes, organizational structures, or management behavior required? What changes to organizational processes would be required by each alternative? What management policy would be required to implement each alternative? Remember, there is a difference between what an organization “should do” and what that organization actually “can do.” Some solutions are too expensive or operationally difficult to implement, and you should avoid solutions that are beyond the organization’s resources. Identify the constraints that will limit the solutions available. Is each alternative executable given these constraints? 4. Evaluate each course of action. Evaluate each alternative using the facts and issues you identified earlier, given the conditions and information available. Identify the costs and benefits of each alternative. Ask yourself, “What would be the likely outcome of this course of action?* State the risks as well as the rewards associated with each course of action. Is your recommendation feasible from a technical, operational, and financial standpoint? Be sure to state any assumptions on which you have based your decision. 5. Recommend the best course of action. State your choice for the best course of action and provide a detailed explanation of why you made this selection. You may also want to provide an explanation of why other alternatives were not selected. Your final recommendation should flow logically from the rest of your case analysis and should clearly specify what assumptions were used to shape your conclusion. There is often no single “right” answer, and each option is likely to have risks as well as rewards. Instructions Planning the Future at Galaxy Purpose: In the second assignment, within a report, you will create a SWOT analysis, discuss a SWOT analysis and provide a detailed explanation of what considerations led to the determination of the SWOT components. You will then make recommendations and explain what factors were considered in making the recommendations. Note: Not all critical company information is provided, so it is impossible to complete a financial analysis but instead students will focus on the first elements of the P­O­L­C, planning. Outcome Met by Completing This Assignment: integrate management theories and principles into management practices employ effective planning processes to develop strategies, goals, and objectives in order to enhance performance and sustainability identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes Instructions: Step 1: Preparation for the Assignment Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade: Review “How to Analyze a Case Study”. You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems. Read the grading rubric for the assignment. Use the grading rubric while writing the report to ensure all requirements are met that will lead to the highest possible grade. In writing this assignment, you will read and following these tasks: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first­second­and­third­person. Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment. You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html. You are responsible for APA only for in­text citations and a reference list. If there is a page number, then the page number must be used, otherwise use the paragraph number. You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than two (2) external resources can be used in completing the assignment. No book references are allowed. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in­ text citation and vice versa. View the sample APA paper and the How to Cite and Reference file located under Week 4 content. In completing the assignment, students are expected to use the facts from the case scenario and company profile paired with the weekly courses readings to develop the analysis. View the company profile here: Galaxy Toys, Inc. Company Profile. Step 2: How to Set Up the Paper Create a Word or Rich Text Format (RTF) document that is double­spaced, 12­point font. The final product will be between 6­ 8 pages in length excluding the title page and reference page and appendix. You may not exceed eight (8) pages so it is important to write clearly and concisely. Use the following format: Create a title page with title, your name, the course, the instructor’s name and date; Introduction SWOT Analysis Strengths & Weaknesses Recommendation Short­term Production Goals and Objectives Step 3: Part One: Read critically and analyze the following scenario: The toy industry is very fickle and innovation is critical. Sales for January 2017 showed only a 3% rise over January 2016 leaving the company managers concerned about meeting projected sales targets for 2017. In a 30­month plan, George Jepson, Jr., as CEO, together with Edward Mercury, CFO, set long­term goals for the company to include the following: increase sales unrelated to NASA toys by 22 percent; reduce company­wide costs by 5 percent within 15 months and 11.2 percent by the end of the plan; create new technology based action toys; use innovative technology in production to increase efficiency; reduce carbon footprint by 5 percent. In November 2016, the long term planning team began to select the newest Galaxy product line. The choice of the right product design will hopefully stop the slump in sales and jump start growth. Tomorrow, February 4, 2017 is the final meeting of the planning team. The team will choose between three options: produce 2 million Payload Nine toys or MMTJE1 for Christmas 2018; produce 1 million Payload Nine toys for Christmas 2017 and 1 million MMTJE1 for Christmas 2018; produce 1.5 million MMTJE1 toys for Christmas 2018. The products have different production requirements. Payload Nine is designed to complement the International NASA Space Station series. Payload Nine is geared to the 7­10 age groups and contains building blocks to make the space shuttle with emphasis on the cargo hold and its loading arm. Focus group results suggest that Payload Nine will sell well but it is not a “wow” product in the eyes of the group. It is not a trendsetting toy. The introduction of Payload Nine is estimated to jump NASA sales by 6.8%. Payload Nine requires little change on the production floor and supplies are easily obtainable. Production could begin May 1, 2017 and completed in time for the Christmas toy market. No additional personnel would be needed and existing production would not be delayed. Production costs would fit within the current year’s budget. The other project “Moon Mission to Jupiter’s Europa” (MMTJE1) is a 3D engineered of the Curiosity vehicle used to. explore Mars. The toy is operated remotely allowing a child and parent to launch the capsule “Juno 1” craft, 500 ft. in the air, unload the rover called Galileo and move it along all terrain surfaces. Galileo takes pictures remotely and sends them to a cell phone. The toy is geared for the age 11­15 market but can be used with younger children as long as there is adult supervision. The toy is made from a 3D printer and consists of a plastic capsule and rover base with electronics added separately in production. [Not sure what 3D printing is, view http://3dprinting.com/what­is­3d­printing/] Focus group results suggest that it is a “wow” product and would also encourage sales of related toys and books as Jupiter’s Moon Europa has been deemed by scientists as the most accessible and likely place to support habitable life as we know it to be. Children can view pictures and imagine a Moon currently covered in ice as a new space frontier adventure. An interactive video game is also envisioned. It will be the first intergalactic action toy that Galaxy Toys has ever produced. MMTJE1 is estimated to bring a 15% increase in unrelated NASA sales if rolled out in 2017 and 21.6% increase if rolled out in 2018. However, MMTJE1 is not production­friendly at this point. The new production equipment, electronics, computer programming and trained personnel would not see production beginning before November of 2017. Anticipated budget costs of $450,000 necessitating a budget increase of $300,000 over all five plants would be needed. In order to meet the October deadline for Christmas 2017 sales additional labor would be needed with a cost increase of 20% over the projected $450,000 budget costs. In addition, the push would necessitate significant rescheduling of current production and likely require factory workers to put in overtime. Finally, the rush would be predicated on the assumption that production problems would not occur. Keith Wisternick, VP of Production, has the job of aligning all the production teams for Galaxy Toys, and more specifically, he is the person that ensures that each of the plants are capable of producing toys that meet the quality standards of Galaxy Toys in an efficient and cost­effective manner. Also, part of Keith’s job is to provide valuable input into the long­term planning process of the company. Every two years, Keith and his counterparts in the other departments meet to determine the new product line for the upcoming two years. They are presented with new ideas that have been developed by the Design and Engineering Department. After soliciting input for recommendations on the toys that would most likely meet the company’s future objectives, the Board of Directors narrowed the choices to Payload Nine and Moon Mission to Jupiter’s Europa 1 (MMTJE1). As VP of Production, Keith is very aware that his recommendation and vote lends great influence to the outcome. Lucky for Keith, he is not expected to provide his recommendation without first delegating some researching responsibilities to others. One person that he relies upon for research and analysis is Itza Yu who is a Production Manager. Yu has been tasked with creating a SWOT analysis for Keith’s review. However, Yu has not had any prior experience with creating this type of information. Keith has provided the following source to help him: https://www.mindtools.com/pages/article/newTMC_05.htm Step 4: Create the introductory paragraph. Within this paragraph, provide a brief overview of the scenario. Then, provide a thesis statement and tell the reader the main topics covered in the paper. The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website to learn how to write an introductory paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.html Step 5: SWOT Analysis Assume the role of Itza Yu. Using the facts that have been provided in the case scenario and the Company Profile as well as your own research on the toy industry, create a SWOT analysis table for Keith. If you need to know how to create a table, view: How to Insert a Table in a Microsoft Word Document. Important note: To be clear, the SWOT analysis must be focused on the company as a whole and must not be transformed into a method of evaluating the pros and cons of the Payload Nine or the MMTJE1. This analysis (the pros and cons) will be included later in your analysis. Step 6: Strengths & Weaknesses Task 1: To assist further Keith, Itza Yu must also provide a detailed explanation as to what considerations led to the determination that certain facts should be classified as “strengths” while others were classified as “weaknesses.” In other words, it’s not enough to list various strengths and weaknesses, but instead, Itza Yu must explain “why” these facts were included in the analysis. Step 7: Recommendation Lastly, Itza Yu must recommend the best long­term planning decision for Keith's approval. In this report, Yu must explain the analysis and factors used in evaluating the vision, mission, long­term goals and SWOT analysis of the company that led to the conclusions that formed the basis of the decision. Here is where you will make the decision as to which toy(s) will be manufactured and when they will be produced/sold. Remember that you will use the information contained in your SWOT analysis to identify and evaluate the pros and cons of the alternatives before selecting the best choice. Remember, what Yu present has to be accurate and well supported since Keith will make this recommendation to the Long­term Planning Committee. . Step 8: Part Two: Short Term Production Goals and Objectives Read critically and analyze the following scenario: The Board of Directors has decided to accept the recommendation to roll out the “Moon Mission to Jupiter’s Europa 1” for the holiday season of 2018. In a virtual meeting, led by Itza Yu, the production managers have had a “brainstorming” session and have created a list of short­term goals and objectives. In reviewing the list, Itza Yu noted that some of the items on the list are sound short­term goals and objectives while others are not and therefore, should be removed. He also noted that some of the items do not fit well with the company’s vision and mission and will need to be eliminated. Assuming the role of Itza Yu, students must determine whether the items on the list are “goals” or “objectives” and whether they should be adopted or abandoned. The list is as follows: Short Term Goals and Objectives List Production of quality MMTJE1 toys must start February 20th, 2018. Production of quality MMTJE1 toys must start by July 1, 2018. Establish timelines for starting production. Establish timelines for hiring new personnel. MMTJE1 quality toys production. Additional personnel must be hired by February 20th 2018. Materials must be state of the art. Establish timelines for purchasing (and receiving) materials 3D printers must be purchased by February 20th, 2018. 3D printers must be purchased and installed by November 1, 2018. The first MMTJE1 toys should be produced by December 1, 2017. QC should evaluate first toys by December 31, 2017. Completion dates for QC standards will be determined by QC. Safety standards should be determined by QC by May 1, 2017. Materials must be purchased by and delivered by July 1, 2017. New packages should be palletized by May 1, 2018. Personnel for all production functions must be organized by March 31, 2017. Shipping should begin immediately upon final inspection from Quality Control. Shipping should begin July 1, 2018. Shipping start dates should be determined. IT must confirm programming for 3D printers is complete by June 1, 2017. 3D machine operators must be trained by October 31, 2017. Establish timelines for completion of 3D programming, training and installation. Maintenance for 3D printers must be done daily. Personnel must be cross trained on the 3D printers. Training on new equipment must be done by October 31, 2017. Marketing will determine shipping start date. Task 1: Answer the following required elements for Part Two making sure that the facts of the scenario and the course readings support the reasoning of the answers provided. From the list above, students should generate a table with three sections. Label the first section, "Appropriate Short­term Goals." Label the second section "appropriate objectives". The third section should be those other goals and objectives that have to be abandoned. Task 2: Take each item from the list above and place the item into the appropriate column. In completing this task, Yu is expected to demonstrate an understanding of the difference between “goals” and “objectives” and their choices should reflect this understanding. (G) A goal is defined as being a broad aim and spells out what needs to be done generally. (O) An objective is defined as a specific and measurable action needed to meet the goal. An abandoned item is one that does not fit with the timeline of the project. Hint look at the pattern of the tasks and dates to achieve them. For the goals and objectives that are abandoned, Yu must explain why they were abandoned and how they might be revised to be more appropriate. Task 3: Yu will clearly explain the reasoning for the categorization of the goals and objectives as this analysis will be very helpful to Keith Wisternick and the Board of Directors of Galaxy Toys, Inc. Step 9: Write the summary paragraph Write the summary paragraph. A summary paragraph restates the main topics of the paper. Make sure to leave a reader with a sense that the paper is complete. The summary paragraph is the last paragraph of a paper and does not need a heading. Step 10: Proofread the report for spelling and grammatical issues, and third person writing. Use the spell and grammar check in Word as a first measure; Have someone who has excellent English skills to proof the paper; Consider submitting the paper to the Effective Writing Center (EWC). The EWC will provide 4­6 areas that may need improvement. Rubric Name: Assignment #2 Criteria Content: Create SWOT Analysis Content: Detailed Explanation of SWOT Outstanding Superior Good Substandard Failure 1.68 points 1.428 points 1.26 points 1.092 points 0 points Demonstrates an Demonstrates Demonstrates Demonstrates limited Failed to exceptional, thorough excellent understanding satisfactory understanding understanding of the demonstrate and insightful of the key concepts, of the key concepts, key concepts, principles understanding of understanding of the key principles and theories principles and theories of and theories of SWOT the key concepts, concepts, principles and of SWOT analysis. SWOT analysis. analysis. principles and theories of SWOT analysis. theories of SWOT (1.344 - 1.511) (1.176 - 1.343) (0.01 - 1.175) analysis. (1.512 - 1.68) (0) 1.89 points Demonstrates an exceptional ability to use specific case study information and provide detailed explanations as to what considerations led to the determination that certain facts should be classified as strengths, weaknesses, opportunities and threats. (1.701 - 1.89) 1.6065 points 1.4175 points Demonstrates Demonstrates excellent ability to use satisfactory ability to use specific case study specific case study information and provide information and provide many explanations as to some explanations as to what considerations led what considerations led to to the determination the determination that that certain facts should certain facts should be be classified classified as strengths, as strengths, weaknesses, opportunities weaknesses, and threats. opportunities and (1.323 - 1.511) threats. (1.512 - 1.70) 1.2285 points 0 points Demonstrates Fails to identify, limited ability to use isolate and specific case study classify any information and provide salient facts detailed explanations from the case as to what considerations led to study that would, the determination that with an certain facts should be explanation of its classified as strengths, relevance, weaknesses, determine the opportunities and strengths, threats. weaknesses, (0.01 - 1.322) opportunities and threats of the business used in the case study. (0) Use of Resources: Application to Explain 1.68 points 1.428 points 1.26 points 1.092 points 0 points Concepts and Skills in Creating SWOT Content: Make Decision for Keith's Recommendation and Explain Content: Goals and Objectives Content: Explain Reasoning for the Categorization of Individual Goals and Objectives/Abandonment of Others Demonstrates an Demonstrates Demonstrates exceptional ability to excellent ability to satisfactory ability to make make appropriate and make appropriate appropriate connections powerful connections connections between between identified between identified identified issues/problems and the issues/problems and the issues/problems and the concepts studied in the concepts studied in the concepts studied in the course readings and case course readings and case course readings and study fact pattern. study fact pattern. case study fact pattern. (1.176 - 1.343) (1.344 - 1.511) (1.512 - 1.68) 1.68 points 1.26 points Makes a decision based Makes a decision based Makes a decision based on on conclusions drawn conclusions drawn with a on conclusions drawn with an excellent satisfactory analysis and with an exceptional analysis and evaluation evaluation of the SWOT, analysis and evaluation of the SWOT, vision, vision, mission and longof the SWOT, vision, mission and long-term term goals for the mission and long-term goals for the business. business. goals for the business. (1.176 - 1.343) (1.344 - 1.511) (1.512 - 1.68) 1.89 points 1.6065 points 1.4175 points Demonstrates exceptional Demonstrates excellent Demonstrates comprehension of the comprehension of the satisfactory comprehension difference between goals difference between of the difference between and objectives by creating goals and objectives by goals and objectives by three separate lists creating three separate creating three separate and selected choices have lists and selected lists and selected choices no incorrect choices. choices have no more have no more than 4than 1-3 incorrect 5 incorrect choices. (1.701 - 1.89) choices. (1.323 - 1.511) (1.512 - 1.7) 1.68 points 1.428 points Demonstrates an exceptional ability to clearly explain reasoning for the categorization of individual goals and objectives and the abandonment of others by making appropriate and powerful connections between identified goals and objectives and the concepts studied in the course readings and the case study fact pattern. Demonstrates an excellent ability to clearly explain reasoning for the categorization of individual goals and objectives and the abandonment of others by making appropriate connections between identified goals and objectives and the concepts studied in the course readings and the case study fact pattern. (1.512 - 1.68) Critical Thinking/Reasoning 1.428 points 4.2 points (1.344 - 1.511) 3.57 points 1.26 points Demonstrates Fails to limited ability to make demonstrate ability appropriate connections to use facts and between identified course material to issues/problems and structure ideas. the concepts studied in (0) the course readings and case study fact pattern. (0.01 - 1.175) 1.092 points 0 points Makes a decision based on unclear conclusions and/or minimal analysis or evaluation of SWOT, vision, mission, and long-term goals for the business. Fails to make a decision based on conclusions drawn with the analysis and evaluation of SWOT, vision, mission and longterm goals of the business. (0.01 - 1.175) (0) 1.2285 points 0 points Demonstrates minimal comprehension of the difference between goals and objectives by either creating two rather than three separate lists and/or selected choices that reflect 6 or more incorrect choices. Lists are not created or discussed. (0) (0.01 - 1.322) 1.092 points 0 points Demonstrates satisfactory Demonstrates Fails to explain ability to explain reasoning limited ability to reasoning for the for the categorization of explain reasoning for categorization of individual goals and the categorization of individual goals objectives and the individual goals and and objectives and abandonment of others by objectives and the the abandonment making somewhat vague abandonment of others of others. connections between making inappropriate, (0) identified goals and incomplete or little objectives and limited use connection between of the concepts studied in issues identified and the course readings and the concepts studied in the case study fact pattern. the readings and the case study fact pattern. (1.176 - 1.343) (0.01 - 1.175) 3.15 points 2.73 points 0 points Comments reflect a highly Comments reflect an Comments reflect an Comments reflect Comments reflect accomplished level of excellent level of unsatisfactory level of an a satisfactory level of analysis, synthesis, analysis, synthesis, analysis, synthesis, unsatisfactory level analysis, synthesis, evaluation and reasoning evaluation and evaluation of analysis, evaluation and reasoning of the case material and reasoning of the case and reasoning of the synthesis, case study facts resulting material and case study of the case material and case material and case evaluation case study facts in accurate, thorough, and facts resulting in study facts, resulting and reasoning of soundly reasoned accurately resulting in partially in conclusions that the case material conclusions. reasoned conclusions. correct conclusions that are underdeveloped or and case study lack soundly reasoned facts, resulting in lack development or (3.78 - 4.2) (3.36 – 3.77 ) conclusions. failure to draw (2.52 – 2.93) detail that demonstrates insight into reasoning. (2.52 – 2.93) (0 – 2.51) (2.94 – 3.35) Attention to Instructions 3.15 points 2.677 points Demonstrates Demonstrates exceptional understanding excellent of requirements understanding of responding completely to requirements; missed each aspect of assignment including minor aspects of one minor aspect of assignment. the assignment such as using third person writing, (2.52 - 2.834) required use of course readings, and assignment format. 2.362 points Demonstrates satisfactory understanding of requirements; missed a key element or two minor aspects of assignment. little to no conclusions. 2.047 points 0 points Fails to show a firm Fails understanding of to demonstrate requirements; missed understanding of two key elements or assignment several minor aspects requirements. of assignment. (0 – 1.88) (1.89 - 2.204) (2.205 - 2.51) (2.835 - 3.15) Writing Mechanics 2.1 points 1.785 points 1.575 points Strictly adheres to Excellently adheres Satisfactorily adheres standard usage rules of to standard usage of to standard usage rules written English, mechanics: of mechanics: including but not limited conventions of conventions of English, to capitalization, written English, including capitalization, punctuation, run-on including punctuation, and sentences, missing or capitalization, spelling. Four to 10 extra words, stylistic punctuation, and errors found. errors, spelling and spelling. One to three (1.47 – 1.67) grammatical errors. No errors found. errors found. No (1.68 – 1.88) contractions or jargon used. 1.365 points 0 points Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found. Does not adhere to standard usage rules of mechanics: conventions of written English largely incomprehensible; or errors are too plentiful to count. (1.26 – 1.46) (0 – 1.25) 0.6825 points 0 points (1.89 – 2.1) APA Style (6th ed.) 1.05 points No APA style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow APA with only the first word, the first word after a colon and proper nouns capitalized. 0.8925 points 0.7875 points Attempts in-text Attempts in-text citations and citations and reference reference list but one lists; APA style errors or two APA style are noted throughout errors noted or fails document; Fails to use to use APA citations APA citations when when appropriate 1-2 appropriate 3 times in times. document. (0.84 – 0.944) (0.735 – 0.839) (0.945 - 1.05) Overall Score Outstanding 18.9 or more Attempts in-text No attempt at citations and APA style; or reference lists; Fails attempts either into use APA citation when appropriate 4-5 text citations or reference list but times; or presents omits the other. only 1-2 in-text citations and (0 - 0.62) reference list in a paper that requires APA citations throughout the document. (0.63 – 0.734) Superior 16.8 or more Good 14.7 or more Substandard 12.6 or more Failure 0 or more 4/17/2017 Week 6: April 17­23 ­ BMGT 364 4060 Management and Organization Theory (2172) WEEK SIX: Leading Function Without the ability to influence employees toward goal achievement, a manager cannot be effective. No matter how well­crafted the objectives or how well­organized the resources, nothing can be achieved if employees are unwilling or unable to work toward the objectives. Managers who lack the ability to influence employees are often ineffective and find it difficult to motivate workers to increase productivity. Read: Leading – (Scroll down to read about leading as part of the functions of management) Theme One: What is Leading? Read/View: Leader or Manager? These 10 Important Distinctions Can Help You Out Leading and Motivating as a Manager The Root Causes of Low Employee Morale Theme Two: The manager must be able to make decisions, solve problems, communicate, motivate employees, and lead teams toward the completion of a task. This is often done as part of the leading function. Read/View: What Leaders Really Do! Insert the following into Google: What leaders really do.pdf ­ Classes Making Decisions (Video 3:49 minutes) A New Role for Management in Today’s Post­Industrial Organization Communication Skills for Managers Engage Staff and Reduce Turnover Theories of Motivation The Puzzlement of Motivation ­ Dan Pink (Ted Talk video ­ 18:32 minutes) This video is a must see and explains why some of the motivational tactics that worked in the 20th century do not work in the 21st century. Daniel Pink has a great sense of humor and explains why what many managers do to motivate does not work. The Core Skills to Leading Your Team https://learn.umuc.edu/d2l/le/content/207445/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO­8466888 1/1 BMGT 364 Galaxy Toys, Inc. Company Profile Welcome to Galaxy Toys, Inc.! The assessment projects for this course will examine different facets of the management of Galaxy Toys and students will be exploring various scenarios and providing analysis and recommendations from the perspective of a management consultant. Each project has been carefully designed to provide students with opportunities to demonstrate mastery of various management concepts that students have been developing through various learning activities presented in the classroom (both in the face-to-face discussions and online discussions). ● In Project 1, students will demonstrate their understanding of the broad role of managers within an organization and how various organizational theories (historical and current) affect these roles. ● In Project 2, students are expected to apply course concepts and materials to provide real-world recommendations for managers that relate to the planning process ● In Project 3, students will present their analysis and recommendations that demonstrate their ability to organize, lead, and control employees in ways that ultimately support the organization’s vision and strategy for business success. COMPANY PROFILE History Galaxy was founded in 1956 by George Jepson and his wife, Nan after their son Rusty became consumed with the idea of traveling to the moon. Jepson who had worked previously in manufacturing, selling, and advertising of games for a company in Toledo, Ohio, crafted a new spacecraft that delighted his son and his friends. Nan, who had worked in retail toy sales in the local Toledo department store, suggested the idea of producing and selling the toys as a side business. At that time, Nan persuaded her boss, Jack Mercury, to allow her to produce and sell the toys. After approval was given it did not take long before the orders exceeded the Jepson’s ability to produce the product. Seeing the success of the product, Mercury approached the Jepson’s and proposed a partnership to manufacture the spacecraft and other related toy ideas. Galaxy’s fundamental toy-making principles were centered on strong construction, ingenuity, intrinsic playability and action. Early adopted toys were made of heavy steel parts and ponderosa pine, which resisted splintering and held up well to heavy use. The details and charm were added with colorful lithograph labels. Nan Jepson, who had attended art school, was the Art Director and designed push-pull space toys for the opening line of toys for very young children. In 1956, the founders took 8 of their toys to the American International Toy Fair in New York City, and they quickly became a success. The first Galaxy toy ever sold nationally was "Space-IX." in 1957 (The same toy, in excellent condition, would be worth a considerable amount of money in today's collectibles market.) In the early 1960s, Galaxy identified plastic as a material that could help the company incorporate longerlasting decorations and brighter colors into its toys. By the end of the 1960s, Galaxy manufactured 39 toys incorporating plastics. During the 1960s, with America’s entering the Space Race the “Space Rocket” product line was introduced and soon overtook popularity of the earlier toys. The Jepson and Mercury children took over the running of the company in 1970, when George, Nan and Jack retired. The children hold the company shares equally and now occupy both Board and functional positions, making Galaxy Toys the largest privately owned toy company in the USA. The headquarters for the company is still located in Toledo, Ohio with factories in Daytona, Florida, Huntsville, Alabama and White Plains, and Juarez, Mexico. Company vision: To create toys that inspire children all over the globe to dream of space exploration and provide a yearning to achieve that dream Mission: We create both classic and contemporary space-related toys for all ages. All products will be safe. We are committed to using sustainable processes and materials in making our products. Galaxy’s fundamental toy-making principles center on strong and durable construction, ingenuity, intrinsic playability, and action while providing toys that are affordable for all. Products: Galaxy Toys has created approximately 2500 different toys since the early 1950s. One of the best-known product lines is the Apollo Space Rocket line that includes launchable rockets of various sizes and NASA vehicles that are replicas of the earlier ones used at Cape Canaveral. In addition to the Apollo product line, some of the toys and toy brands that have remained popular for many years include the Canaveral building set, Create a Moon Surface Kit, Astronaut Training Center, and the Curious George in Space book and character set. In 2000 Galaxy Toys joined forces with NASA to sponsor the First Annual International Rocket Launch Meet to encourage children’s interests in space exploration. In 2009, Galaxy landed the exclusive right to manufacture and sell all NASA toys sold in the United States and in 2012, this exclusive right extended to all NASA toys manufactured and sold overseas. Current Business Status Current Business Philosophy: In desiring to remain on the cutting edge of space exploration and toy design, the owners of Galaxy Toys have decided that “long term” planning is limited to the span of a two-year timeframe, which will allow for them to remain agile in the current business environment. The needs for innovation and implementation of cutting-edge ideas are the main focus for the next two years. The owners acknowledge that incorporating state-of-the-art technology in both toy design and production is crucial in meeting its two-year goals. The use of 3D printing as a means of production, reducing material and labor costs while shortening production time is the innovative competitive-edge technique. Sustainability is also a concern because current sales are slowing. Technology “action” in the toys must augment the current proprietary toy designs to increase sales and surpass the NASA sales making the company less dependent on that sector for sales. Growth is achieved through innovation. The use of “greenfriendly” shipping materials and toy recycling programs are under consideration. Integration of these two ideas, sustainability and innovation, in new product line development is the current business driver. Since the change, Galaxy Toys treats its employees like family. Employees are valued for their input in the business and measures are taken to assure their success. The result is the current small business clan culture atmosphere. The expansion of the business to Mexico and the possibility for more global expansion has caused the company to adapt a new hybrid flat functional structure. This change has pushed the clan culture to a mixture with a collaborative culture. This new structure and culture is bringing the company’s decision making closer to those who have to implement the decisions, thus empowering more workers and motivating others. Galaxy Toys, Inc. 2015 Sales Figures: Sales 100 90 80 70 60 50 40 30 20 10 0 Nasa Rocket Percentage of Sales Classic ● Gross Toy Sales Per Branch: ➢ Toledo- $400 million ➢ Daytona- $225 million ➢ Huntsville- $200 million ➢ White Plains- $175 million ➢ Juarez- $125 million ● Anticipated Sales for 2017 are estimated at 15% over 2016 sales due to a new product line roll out. Organizational Structure Board of Directors CEO and President George Jepson, Jr. CFO Edward Mercury Chris Leibowitz Manager Finance Vice President Shared Services Rusty Jepson Marilyn Moos Manager Human Resources Vice President Sales Jose Fuentes Martin Martinelli Manager Huntsville Vice President Marketing Nan Jepson Samuel Studebaker Manager Huntsville Sheldon Cooper Manager IT Henrick Huber Manager White Plains Maris Baker Manager White Plains Leroy Jethro Disney Manager Design & Engineering Jessica Hare Manager Toledo Alex Beaumont Manager Toledo Carol Gallay Manager Administration Kelly McConnell Manager Dayton Atsushi Hashmi Manager Dayton Juan Valdez Manager Juarez Mark Willis Manager Juarez Vice President Production and Shipping Keith Wisternick Jordan Miles Production Manager Huntsville Jordan Yaffe Production Manager White Plains Itza Yu Production Manager Toledo Justin Winter Production Manager Dayton Julio Rodriquez, Production Manager Juarez Bart Aldrin Shipping Manager Daytona Millicent Marsden Shipping Manager White Plains Ann Southern Shipping Manager Huntsville Ursula Andress Shipping Manager Toledo Hernando Gonzalez Shipping Manager Juarez Vice President Quality Control Terry Mercury Randy Eberhart Manager Huntsville George Washington, Jr. Manager White Plains Jillian Michaels Manager Toledo Allison McKinsey Manager Dayton Alonso Quijano Manager Juarez
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

This question has not been answered.

Create a free account to get help with this and any other question!

Similar Content

Related Tags

Brown University





1271 Tutors

California Institute of Technology




2131 Tutors

Carnegie Mellon University




982 Tutors

Columbia University





1256 Tutors

Dartmouth University





2113 Tutors

Emory University





2279 Tutors

Harvard University





599 Tutors

Massachusetts Institute of Technology



2319 Tutors

New York University





1645 Tutors

Notre Dam University





1911 Tutors

Oklahoma University





2122 Tutors

Pennsylvania State University





932 Tutors

Princeton University





1211 Tutors

Stanford University





983 Tutors

University of California





1282 Tutors

Oxford University





123 Tutors

Yale University





2325 Tutors