Rx’s R Us is a mail order dealer of homeopathic medications. It has 6 phone lines for receiving orders. Order takers answer the phones, check that inventory is available, and then prepare “picking tickets” for the warehouse stock pickers. One order may consist of several lines, with a different medication or multiples of medications ordered on each line. Each order taker can prepare picking tickets at a rate of one line every three minutes. The telephones are normally answered from 6 am to 4 pm Pacific Time. Stock pickers can fill and package the meds at a rate of one line every five minutes. RX employs 8 stock pickers who normally work weekdays from 8 am to 5 pm (except for one lunch hour).
a. What is the effective capacity of order taking (in lines per week) vs. stock pickers?
b. The eight warehouse employees work 10 hours per day between 7 am and 6 pm, 6 days a week for 3 weeks after the fall catalog is mailed in October. What is the peak capacity of the system, in lines per week? [State whatever assumptions you make in order to generate your response.]
c. During the second week of October, Parts R Us filled 5,000 order lines. What is the utilization as a percent of effective capacity vs. peak capacity?

1. Motivators
Motivators can either be positive (as in using a rewards system) or it can be negative (as in the fear of disciplinary action or being fired).

Think back on your experience and write about an example of each you were subjected to. (We’re not talking about things you might have observed; what we want to hear about are occasions when others have tried to
motivate you using positive and negative means). Which had the greater impact on you? Which produced the better results?
Do you consider motivation in the workplace an important factor in accomplishing a task or project? Explain.

2. Power and Influence

You must have read about five types of power. Again based on your experience, which has had the greatest motivational influence on you? Why? Think of a situation which you did use power or one where you could have used power, briefly describe the situation and say which one you used? or in the case of could have which one do you think would have been most helpful in this situation? Was the result what you wanted? If not then which one might have been better?

A second thought, is using power and influence a way in your mind to get ahead? Why should you engage in this behavior or why not? Is this ethical in your mind? Why or Why not? Now that you know more about it has the reading influenced you one way or the other?

3. Groups and Teams

It is more challenging to motivate a group of people than it is to motivate a single individual. Why do you think that is so? If you were placed in charge of a group or are currently in charge of one, which type of power would you think works best in motivating a group? Why?

4. Learning

Learning is about change, and applying newly learned concepts to existing problems or to overcoming barriers. Write about an event in your experience where organizational learning produced change. How do you think this relates to the different theories of learning?

5. Organizational Decision Making
What are some of the most effective approaches to organizational decision making that you have seen, used, or experienced? What distinguished these approaches from each other, yet still made them effective?

When advertising expenditure is increased, which of the aggregate and average (cost and revenue) curves shift their positions? Explain the direction of the shift. As an industry moves from being a monopoly to a monopolistically competitive one (due to the entry of new competitors as the monopoly’s patents expire, for example), what happens to the elasticity of the demand curve facing the firm? Why?

2. What is the service or product supplied by your firm? If there are more than one, pick one. What is the market structure for the market in which your firm supplies this product? Why? What does economic theory tell you about the short-run and long-run economic profits for a firm operating in this market structure?Do you observe that for your firm? Why or why not?

3. In the presence of excess capacity, firms sometimes launch new brands in an effort to increase their profits. Why would a monopolist not launch a new brand? Why do you think that launching a new brand is often done in monopolistic competition? Has your firm launched a new brand (provided a slightly differentiated service) in an effort to increase profits? Should it do/have done so? Why or why not?

4. Why is it that firms can earn profits in the long run in monopoly and oligopoly but not in monopolistic competition and perfect competition? What can firms do in monopolistic competition or perfect competition to make the short run last as long as possible since they can only make profits in the short run? Have you observed any firms employ such tactics? Can

Select a country that starts with the same letter as the first letter of your last name. As manager of your organization’s global operations, you are responsible to research the challenges and opportunities of staffing and managing a diverse workforce in your new location (i.e., a country of your choice other than the U.S.). Please note that diversity includes more than race and gender; it also includes other differences such as age, lifestyle, skills, ethnicity, work ethics, and so forth (Thomas, 2002).

Select a country for your company’s business. Your assignment is to conduct research about the country you selected for your company’s business and prepare a slide presentation for the CEO addressing the following:

Provide a brief overview of the country you selected for the company’s new business venture, such as the following: location; population; workforce; official language; discrimination laws; type of government (e.g., democratic, totalitarian, communist, etc.); and any other information you feel is important to understand to run a successful business.
What are some of the communications and cultural differences between the two countries, and how would those impact your business? Please explain and provide examples.
Are there differences in discrimination laws between the two countries? How would you address these differences? For example, if race, age, and/or gender were not protected by law in the country you selected, would you be able to follow the same hiring practices as in the United States? Why or why not?
Conclude your research report for your CEO by explaining some and the advantages and disadvantages of a diverse workforce.

Thomas, R. R. (1992). Beyond race and gender: Unleashing the power of your total work force by managing diversity. New York: AMACOM Division, American Management Association

Welcome to the world of New York. all the toy companies display their products. It is also where the major trade shows and competitions are held. Buyers frequently come to the showroom to preview new and exciting products.

For Briggs (fictitious company for school assignment), maintaining the right image is critical. Most of their marketing people are in New York for that reason. However, the marketers are also on the road a lot. Therefore, the receptionist at the showroom may need to show clients around when the marketers are not present. She is not alone in stepping in to cover for people in higher positions. As a non-exempt worker, you would not compensate her for sales commissions. So, what else can you do for her and the other employees who step in like this for higher-level positions.

Create a list of suggestions for the manager that do not include any changes to the base pay or benefits programs in place at Briggs Toys. You may not suggest changes in bonus plans, or long-term incentive plans. Once you have completed your list, prepare a presentation that highlights your suggestions and presents them as options to management for consideration. You may submit a PowerPoint file or a Word document.

Select a country that starts with the same letter as the first letter of your last name. As manager of your organization’s global operations, you are responsible to research the challenges and opportunities of staffing and managing a diverse workforce in your new location (i.e., a country of your choice other than the U.S.). Please note that diversity includes more than race and gender; it also includes other differences such as age, lifestyle, skills, ethnicity, work ethics, and so forth (Thomas, 2002).

Select a country for your company’s business. Your assignment is to conduct research about the country you selected for your company’s business and prepare a slide presentation for the CEO addressing the following:

Provide a brief overview of the country you selected for the company’s new business venture, such as the following: location; population; workforce; official language; discrimination laws; type of government (e.g., democratic, totalitarian, communist, etc.); and any other information you feel is important to understand to run a successful business.
What are some of the communications and cultural differences between the two countries, and how would those impact your business? Please explain and provide examples.
Are there differences in discrimination laws between the two countries? How would you address these differences? For example, if race, age, and/or gender were not protected by law in the country you selected, would you be able to follow the same hiring practices as in the United States? Why or why not?
Conclude your research report for your CEO by explaining some and the advantages and disadvantages of a diverse workforce.

Thomas, R. R. (1992). Beyond race and gender: Unleashing the power of your total work force by managing diversity. New York: AMACOM Division, American Management Association

Review the e-text and other readings, and pick out five terms or concepts. At least one term must be included from each week’s learning (You will need to look ahead for your term from Week 5). “Terms” can be either general or specific.

Write an essay where you define and explain these five terms and apply them to a critique of management in either a past or present workplace or life experience. Focus should be placed on how to improve the management in your company or life, using what you’ve learned. For example, you might choose “employee buy-in to the BCP” as a concept. Then, you could write about how your organization’s decision-making methods could be improved based on research, text, lecture, etc. material on this topic.

The Final Exam is to be
· in APA format (If you were weak in this, by now you should be much better because you’ve taken advantage of your teammates’ knowledge),
· in MS Word with a title page,
· an Executive Summary,
· an introductory paragraph,
· a discussion portion with graphics and/or charts (If you didn’t know how to do this, by now you should have learned from a team member),
· a conclusion paragraph,
· and a reference page with at least four references (minimum of three references must come from the articles in the UOP Library).

A few terms talked about in Business Continuity Management
Week 1 – Ethical and cultural considerations
Week 2 – Communication and teamwork
Week 3 – Business continuity or crisis management
Week 4 – Risk Analysis or Training employees for Disasters
Week 5 – Disaster preparedness or exposure to disasters:

3. It is discovered that, at a health club, the owner has been putting a notation on the application of black membership applicants that reads “DNWAM”, which means “do not want as member. In addition, the black membership applicants are charges higher fees and are much less likely to be financed as other non black applicants. Can the black applicants bring a successful action under Title VII?

4. A black female employee is told that she cannot come to work with her hair in decorative braids traditionally worn in Africa, and if she continues to do so, she will be terminated. Does the employee have a claim under Title VII?

5. Bennie’s Restaurant chain routinely hires blacks, but it only assigns them to the lower-paying jobs as kitchen help, rather than as higher-paid servers, salad bar helpers, or managers. Bennie’s says it does not discriminate because it has many black employees. If suit is brought by the black employees, who will likely win? [based on Denny’s Rest]

. (TCO A) Suppose you are hired to manage a small manufacturing facility that produces Widgets.

(a.) (15 points) You know from data collected on the Widget Market that market demand has recently increased and market supply has recently decreased. As manager of the facility, what decisions should you make regarding production levels and pricing for your Widget facility?

Remember that supply and demand are about the market supply and market demand, which is bigger than your own company. You are being given data on supply and demand for the whole market and are being asked what effect that has on you as a small part of that market.

(b.) (15 points) Now, suppose that following the supply and demand changes in (a), a substitute good goes up in price, and your costs of production decrease. What new decisions will you make regarding production levels and pricing for your Widget facility? (Points : 30)

Question 2. 2. (TCO B) The supply and demand schedules for tickets to basketball games in town of Oakwood are given in the table below.

Price Quantity Demanded

Quantity Supplied

$6

5,000

2,000

7

4,000

2,000

8

3,000

2,000

9

2,000

2,000

10

1,000

2,000

The stadium owners need to find the optimum price for the games.

What are the coefficients of elasticity of supply and demand if the price is raised from $6 to $8? (8 points) Characterize the demand and supply for tickets based on the calculated elasticies. (4 points) What is the optimum price that the stadium owners can set for the tickets? (4 points) Why is the selected price for the tickets better than other prices given in the table above? (4 points) (Points : 30)

Question 3. 3. (TCO C) You have been hired to manage a small manufacturing facility whose cost and production data are given in the table below.

Total Total Workers Labor Cost Output Revenue 1 $300 50 $350 2 600 140 675 3 900 220 1120 4 1200 270 1570 5 1500 300 1865 6 1800 315 2070 7 2100 320 2170

(a.) (6 points) What is the marginal product of the second worker?

(b.) (6 points) What is the marginal revenue product of the fourth worker?

(c.) (6 points) What is the marginal cost of the first worker?

(d.) (12 points) Based on your knowledge of marginal analysis, how many workers should you hire? Explain you answer. (Points : 30)

Question 4. 4. (TCO C) John operates a small business out of his home and has very little in terms of fixed costs. Answer the next questions (Parts A and B) on the basis of the following cost data for John’s firm operating in pure competition:

OUTPUT —— TFC ———- TVC 0 $30.00 0.00 1 30.00 70.00 2 30.00 120.00 3 30.00 150.00 4 30.00 200.00 5 30.00 270.00 6 30.00 360.00

(a.) (15 points) Refer to the above data. If the product price is $60, at its optimal output, will the firm realize an economic profit, break even, or incur an economic loss? How much will the profit or loss be? Show all calculations.

(b.) (15 points) Refer to the above data. If the product price is $55 at its optimal output, will the firm realize an economic profit, break even, or incur an economic loss? How much will the profit or loss be? Show all calculations. (Points : 30)

Question 5. 5. (TCO D) A software producer has fixed costs of $30,000 per month and her Total Variable Costs (TVC) as a function of output Q are given below:

Q TVC Price 3,000 $ 5,000 $5 13,000 25,000 4 23,000 50,000 3 33,000 80,000 2 43,000 120,000 1 (a.) (15 points) If software can only be produced in the quantities above, what should be the production level if the producer operates in a monopolistic competitive market where the price of software at each possible quantity is also listed above? Why? (Show all work.)

(b.) (15 points) What should be the production level if fixed costs rose to $50,000 per month? Explain.

(Points : 30)

Question 6. 6. (TCO F)

(a.) (20 points) Suppose nominal GDP in 1999 was $200 billion, and in 2001, it was $270 billion. The general price index in 1999 was 100 and in 2001 it was 150. Between 1999 and 2001, the real GDP rose by what percent?

(b.) Use the following scenario to answer questions (b1) and (b2). In a given year in the United States, the total number of residents is 270 million, the number of residents under the age of 16 is 38 million, the number of institutionalized adults is 15 million, the number of adults who are not looking for work is 17 million, and the number of unemployed is 10 million.

(b1.) (5 points) Refer to the data in the above scenario. What is the size of the labor force in the United States for the given year?

(b2.) (5 points) Refer to the data in the above scenario. What is the unemployment rate in the United States for the given year? (Points : 30)

Question 7. 7. (TCO G and H)

(a.) (15 points) What are the arguments for and against the use of fiscal policy to fight inflation, lower unemployment, and raise GDP (Keynesian and Monetarist)?

(b.) (10 points) Any change in the economy’s total expenditures would be expected to translate into a change in GDP that was larger than the initial change in spending. This phenomenon is known as the multiplier effect. Explain how the multiplier effect works.

(c.) (15 points) You are told that 80 cents out of every extra dollar pumped into the economy goes toward consumption (as opposed to saving). Estimate the GDP impact of a positive change in government spending that equals $10 billion. (Points : 40)

Question 8. 8. (TCO G)

(a.) Reserve requirement for banks is set at 5%. Your firm deposits its profits of $28,000 into the Third National Bank.

(10 points) How much excess reserve does your deposit generate for the bank?

(10 points) What is the maximum amount of new money that can be created in the banking system as a result of this deposit? Show all work.

(b.) (10 points) What is the Federal Funds Rate in the banking system?

(10 points) Explain how the Fed manipulates this rate in order to achieve macroeconomic objectives. (Points : 40)

Question 9. 9. (TCO E and I) Let the exchange rate be defined as the number of dollars per Japanese yen. Assume that there is a decrease in U.S. interest rates relative to that of Japan.

(a.) (10 points) Would this event cause the demand for the dollar to increase or decrease relative to the demand for the yen? Why?

(b.) (10 points) Has the dollar appreciated or depreciated in value relative to the yen?

(c.) (10 points) Does this change in the value of the dollar make imports cheaper or more expensive for Americans? Are American exports cheaper or more expensive for importers of U.S. goods in Japan? Illustrate by showing the price of a U.S. e-reader in Japan before and after the change in the exchange rate.

(d.) (10 points) If you had a business exporting goods to Japan, and U.S. interest rates fell as they have in this example, would you plan to expand production or cut back? Why? (Points : 40)

The Road to a Healthier Life

What is one thing you [Word choice. You and your mean general humanity. In academic writing, second person (you and your) should be replaced with a third person pronoun (he, she, it, one, and they). ] can control in your [Do not use second person in academic writing.] life? I will give you [Do not use second person in academic writing.] a minute to think about it….Healthful Eating. Healthful eating is important to reach your [Do not use second person in academic writing.] optimum health. And if you [Do not use second person in academic writing.] care about your [Do not use second person in academic writing.] health, it is the first to step to a healthier life.

Eating healthy makes you [Do not use second person in academic writing.] feel so much better about yourself. Fatty filled foods leave you [Do not use second person in academic writing.] feeling overly full and groggy all the time. Do you [Do not use second person in academic writing.] ever have that feeling after eating? I’m [Contractions should not be used in academic writing. Contractions are shortened versions of two words that are created with the use of an apostrophe where some letters are left out. Example – don’t = do not, can’t = cannot, isn’t = is not.] sure you [Do not use second person in academic writing.] do, we have all been there one time or another. Your [Do not use second person in academic writing.] self-esteem will be higher if you [Do not use second person in academic writing.] chose the healthy route. Your [Do not use second person in academic writing.] friends will notice the weight you [Do not use second person in academic writing.] lost and they [This is a run-on sentence because there is not a comma before the conjunction. Run-on sentences occur when conjunctions (and/or) and punctuation marks (commas and semicolons) are not used properly. ] will compliment [Use complement and compliment correctly. As a noun, complement means something that completes, and compliment means recognition or praise. As a verb, complement means to complete, and compliment means to praise. ] you [Do not use second person in academic writing.] . Maybe even that special someone might give you [Do not use second person in academic writing.] the look, you [Do not use second person in academic writing.] have been waiting for. Doesn’t [Contractions should not be used in academic writing.] that sound good? Everybody wants to hear great [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Rather, use exceptional or another similar word instead of great.] things about themselves. And not even that, [Remove comma] you [Do not use second person in academic writing.] will have the good feeling of knowing that you [Do not use second person in academic writing.] did something great [Colloquial – use exceptional] for yourself [Run-on sentence. Place a comma before the conjunction.] . Your [Do not use second person in academic writing.] clothes will fit better and hey, you [Do not use second person in academic writing.] will even look better in that new bikini or outfit you [Do not use second person in academic writing.] just bought. I am [Use a.m. for this abbreviation.] not trying to make someone you [Do not use second person in academic writing.] are not; I am [Use a.m. for this abbreviation.] just trying to open your [Do not use second person in academic writing.] mind to something that is good for you [Do not use second person in academic writing.] [Run-on sentence. Place a comma before the conjunction.] . We all can stand to try something new and healthy and why not start today?

Now, I know you [Do not use second person in academic writing.] are like well, okay, [Word choice. Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Use all right instead of okay or ok.] that sounds good and all but I [Run-on sentence. Place a comma before the conjunction.] like what I eat and healthy food is so expensive. I shake my head at that statement because although some healthy food is expensive there are so many ways around that whole ordeal. You [Do not use second person in academic writing.] do not have to buy name brand food because it is popular. For example, healthy choice, slim fast, Atkins diet. News flash: Most of those foods are expensive because they are popular. And boxed foods are not always as healthy as home made foods. So how about making your [Do not use second person in academic writing.] own food? There are so many foods and choices to choose from. Instead of using ground hamburger meat for many of your [Do not use second person in academic writing.] dishes, you [Do not use second person in academic writing.] can use turkey meat. I use it myself and it [Run-on sentence. Place a comma before the conjunction.] is very healthy and has almost no oil or fat at all. In fact, you [Do not use second person in academic writing.] do not even have to drain the meat. There is also the choice of using creative meal ideas with chicken breast, an array of vegetables and salads, etc. You [Do not use second person in academic writing.] can also use a George Forman Grill to cut down on the fats in your [Do not use second person in academic writing.] meat. Grilling and baking are so much healthier that fried foods. Fish is also good source of nutrition and it [Run-on sentence. Place a comma before the conjunction.] offers a low fat choice. You [Do not use second person in academic writing.] can also bake or grill the fish. Frying fish is just too fattening. I have just offered you [Do not use second person in academic writing.] some delicious choices for transitioning yourself into a healthy lifestyle, so what is your [Do not use second person in academic writing.] excuse now?

If a way around the price does not get you [Do not use second person in academic writing.] to change, think about our children. There are so many obese children in the world, it is ridiculous. Instead of sitting in the house watching sponge bob, they should be outside running and playing. Also, [Word choice. Eliminate also at the beginning of a sentence.] involving them an after school or extracurricular activity might help too. Instead giving in to child’s wants of junk, you [Do not use second person in academic writing.] can give them alternative healthy snacks. Those snacks can range from carrots to apples. Healthy snacks are an easy way to transition your [Do not use second person in academic writing.] child to healthy meals. A good way to transition your [Do not use second person in academic writing.] child to healthy meals is to let them help you [Do not use second person in academic writing.] prepare the meals. That way they feel proud that they got to [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Instead, use received.] help mommy or daddy and of course [Comma before “of course”] [Insert comma] they will want to eat them. The prevention of obesity starts with the parents, we must make the change. Do it as a family, it is wonderful idea. There are too many children on various talk shows with an obesity problem. Their mom’s are always saying they give their kids [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Rather, use children instead of kids.] what they want because they love them. But if they really [Word choice. Really is a weak word whose literal meaning is “not imaginary.” Use truly or another specific adjective for more effective writing. ] loved their kids [Colloquial – use children instead of kids] wouldn’t [Contractions should not be used in academic writing.] they want them to be healthy. I believe that shows more love than getting into things they obviously do not need. Obesity leads to various health problems such as asthma, heart problems and adult obesity and sometimes death. The latter probably caught you [Do not use second person in academic writing.] attention. So how about making that change, let’s help our kids [Colloquial – use children instead of kids] .

Last but certainly not least, once you [Do not use second person in academic writing.] have began healthy eating, you [Do not use second person in academic writing.] must exercise. I know you [Do not use second person in academic writing.] are thinking, no not this one. But in order to lose weight and maintain a healthy diet you [Do not use second person in academic writing.] must exercise. I learned this interesting fact while working at 24 Hour Fitness. Diet and exercise go hand in hand [A hyphen is required between these two words. Place a hyphen between two words that act as an adjective. No space appears before or after the hyphen. Example – a well-known play.] . These two thing can not be fads either or just until you [Do not use second person in academic writing.] lose weight. Diet and exercise are lifestyle choices. Have you [Do not use second person in academic writing.] noticed that most people who exercise and diet and lose weight might gain it back a short time later? That is because they did their plan until they thought it was good enough and stopped. That just can not happen. You [Do not use second person in academic writing.] have stick with it and everything will be better in the long run [Eliminate all clichés for more effective academic writing. A cliché is a phrase that has been used so much that it has no specific meaning. ] . Now some of you [Do not use second person in academic writing.] might want to take the easy way out. I am [Use a.m. for this abbreviation.] talking about [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Rather, use discussing, speaking of, or stating instead of talking about.] plastic surgery, pills and many weight loss shots. Those are also short-term fixes. If you [Do not use second person in academic writing.] take pill or shots, you [Do not use second person in academic writing.] have to think about the future. Eventually, you [Do not use second person in academic writing.] will stop using the pill or stop getting the shots and chances are you [Do not use second person in academic writing.] may or may not gain the weight back. It’s [Contractions should not be used in academic writing.] a 50/50 [A word-slash-word combination is inappropriate in an academic paper. Write it out word-slash-word.] toss up. And to all you [Do not use second person in academic writing.] guys who love the idea of plastic surgery as your [Do not use second person in academic writing.] fix, did you [Do not use second person in academic writing.] know you [Do not use second person in academic writing.] must also diet to keep the weight they took away off. You [Do not use second person in academic writing.] learn new things everyday.

So with all the things I have taught you [Do not use second person in academic writing.] , what are you [Do not use second person in academic writing.] thinking now? Hopefully [Insert comma] the answer is I am [Use a.m. for this abbreviation.] going start the transition to healthy eating. As I have said in paragraphs before you [Do not use second person in academic writing.] will feel about yourself, you [Do not use second person in academic writing.] can create a great [Colloquial – use exceptional] budget and it [Run-on sentence. Place a comma before the conjunction.] is an awesome way to keep your [Do not use second person in academic writing.] kids [Colloquial – use children instead of kids] healthy. Make the great [Colloquial – use exceptional] choice, make the right choice, and make the healthy choice!!! You [Do not use second person in academic writing.] ‘ll [Contractions should not be used in academic writing.] be glad you [Do not use second person in academic writing.] did.