Search Results for: feed

Topic: Student feedback-The emergence of China

April 25, 2018 3 Comments Uncategorized

Order Description Hello Writer, this assignment is associated with order number 81586828. This assignment entails to respond to 3 students regarding their response based on the video from order number 81586828(the emergence of China video- https://video.mit.edu/watch/the-emergence-of-china-in-the-global-economy-9103/ The details of the assignment is to respond to 3 students and provide feedback on their post. how does […]

Differences Between Positive and Negative Feedback in a System

April 25, 2018 1 Comment Uncategorized

Differences Between Positive and Negative Feedback in a System Description: Total Possible Score: 7.00 CH 4: Question 1:Explain the Differences Between Positive and Negative Feedback in a System and Provides an Example Total: 1.00 Distinguished – Comprehensively explains the differences between positive and negative feedback in a system, providing detailed and specific examples. Proficient – […]

feeding our world with genetically modified foo

April 25, 2018 4 Comments Uncategorized

Feeding our World with Genetically Modified Foods This week we will look at bioengineering of food products. This topic has been debated for years with little clarity resulting. Producing more or better food products is a valuable endeavor but at the same time, many people urge caution with respect to the use of bioengineered food […]

feeding our world with genetically modified foods

April 25, 2018 4 Comments Uncategorized

Feeding our World with Genetically Modified Foods This week we will look at bioengineering of food products. This topic has been debated for years with little clarity resulting. Producing more or better food products is a valuable endeavor but at the same time, many people urge caution with respect to the use of bioengineered food […]

Topic: Behavior change challenge report Feedback

April 25, 2018 2 Comments Uncategorized

Order Description constructive feedback (for each of 3 essays). on 3 key ideas (not just agree and like their progress). comment on 3 other Reports with constructive observations. 1. Identify the parts of Trans-theoretical Model of someone else’s report. 2. Identify the strategies and concepts someone used to complete their behavior. 3. Describe a way […]

case study final assesment Order Description 360 Degree Appraisals In Durham, North Carolina, 170 GE employees work in nine teams to produce the GE90 jet engines that Boeing installs in its long – range 777aircraft. Each TEAM OWNS the engines they build From the beginning of the assembly process to getting them loaded onto a truck for delivery. As they begin each engine, these teams generally receive no instructions except for the date on which the engine is to be shipped from the plant. Getting the engine produces is the tea m goal, but the goal can be reached only if the teams effectively manage themselves. Besides producing and 8.5 – ton jet engine out of 10,000 individual parts, team members order tools and parts; schedule their vacations, training, and overtime; make adjustments to the production process to improve their efficiency ; monitor their product quality; and take responsibility for diagnosing and resolving problems that arise among members of a team. Decisions about these and all other issues that the teams face are made by consensus , which was a founding principle for the plant. Each employee understands that living with ideas that they don’t necessarily agree with is part of the job. They don’t blame others when things go wrong, because they make the decisions. The process of reaching agreement on decisions is so much a way of life here that people routinely talk about “ consensusing ” on this or that. The one boss in this plant – plant manager Paula sims keeps everyone’s attention focused on the common goal: making perfect jet engines quickly, cheaply, and safely. Her job is to make sure that the efforts of all teams are coordinated so that together their decisions optimize the plants performance and then to free up resources for growth and improvement. In her four years as the plant manager responsible for GE’s jet engine production teams, Sims has learned that communicating your intentions properly isn’t always easy. She describes her plant manager’s job as the most rewarding. To do it well requires a different level of listening skills – significantly different. More and more of what I do involve listening to people, to teams, to councils, to ideas, trying to find common them es. ” In this culture of continuous feedback, one reason Sims has listened so carefully is to monitor her own effectiveness. She learned early that her actions can be easily misinterpreted. Recalling an accident from her early days, she explained. “ An employee came to me and said, ‘ Paula, you realize that you don’t need to follow up with us to make sure ’ were doing what we agreed to do. If we say we will do something, we we will do it for you. – you don’t need to micro manage us. ’ ” At most plants’, following up is just part of a manager ’ s job, but here it was sending the wrong message because she always followed up, people concluded that she didn’t trust them. The real problem was the she had not yet learned the plants norms about decision making. Sims also listens when the plant is trying to solve a problem. At other companies the title of managers almost means “ decision maker ” , At GE/Durham, however, the manager actually makes only about a dozen major decisions each year. All other decisions either rely heavily on input from, or actually made by, the other plant employees. The plant manager is responsible for making sure plant employees know about problems , and for informing the GE 360 – Degree Appraisals 2 managers that she reports to about the solutions.But to get the solutions, the plant manager is expected to listen, not decide. For major issues, such as reducing cost of important moving safety, a task force is formed to decide how to address the problem. The plant manager educates the task force and everyone else about the problem and e explains why is important . then the task force takes responsibility for finding solutions. when they have a plan for the future, the plant manager informs those above her about how the plant will proceed and makes sure the higher ups are on board with the plan. As the HR manager for the plant, Sims has approached you with a request: she wants you to help her install 360 degree appraisals for everyone in the plant, including her. The 360 degree appraisals will not replace the other performance measures that already are being used. They will be simply be added on as a new element in the performance management system. You have expressed some concerns about the idea, but she is determine to move ahead with the plan. Describe how you will proceed Case Questions Begin by analyzing the possible advantages and disadvantages of using 360 – degree appraisals in this plant. Then indicate the decisions you would make regarding each of the following questions: 1.Will you use one set of performance dimensions for everyone, or will people in different jobs be evaluated on different dimensions? Explain YOUR LOGIC 2.How will you determine the specific content of the 360 degree appraisal form? 3. What type of rating format will be used to make the appraisal rating? 4. For the members of the nine production teams, who will provide performance assessment: All members of the team? Members of other team? will Sims evaluations for all employees . 5. How will the feed back be answered? 6. What plant is operation well right now. What steps will you take to ensure that this new activity doesn’t reduce the plants productivity

April 25, 2018 No Comments Uncategorized

case study final assesment Order Description 360 Degree Appraisals In Durham, North Carolina, 170 GE employees work in nine teams to produce the GE90 jet engines that Boeing installs in its long – range 777aircraft. Each TEAM OWNS the engines they build From the beginning of the assembly process to getting them loaded onto a […]

BUS-Case 4 Order Description FEEDBACK LOOP AND ORGANIZATIONAL LEARNING Assignment Overview XCG THE EXCELLENT CONSULTING GROUP COMMUNICATION FROM ART: Let’s wrap up this project. So far, ABC Company and Whole Foods Market like what we’ve been doing. I have this last project, which involves analyzing Whole Foods Market’s feedback loops and organizational learning opportunities. I want you to take a look at the feedback loops in Whole Foods Market. REQUIRED READING: Refer to the background reading on System Feedback Loops. Case Assignment Identify one Balancing Loop and one Reinforcing Loop. These feedback loops should be critical to Whole Foods Market’s performance and success. You should have a good idea of what these are from your previous analysis. Explain each one of these loops – what are the causal factors and how do they affect each other. For the Reinforcing Loop, look for an area where there is growth. For the Balancing Loop, look for goal behavior. Once you have identified and explained these critical feedback loops, identify how Whole Foods Market has generated organizational learning, and how they can go further and generate additional organizational learning. What do they need to do to improve their performance further? Be sure to include references. Turn in the 5- to 6-page paper by the end of the module. KEYS TO THE ASSIGNMENT: This is what you need to do: 1. Determine the two critical feedback loops. Describe each Feedback Loop that you identify in your organization and explain why you selected them. Make sure you explain the Loop, the cause and effect process within the Loop. You could also include a Causal Loop Diagram. If you do, show the arrows and direction of effect (+ or -). Also, determine what the warrant is for your case. 2. Briefly discuss the theory of organizational learning so that you provide a summary of this information to the executives – establish this as common ground. 3. Identify the learning activities in each feedback loop that Whole Foods Market has already undertaken. 4. Identify the opportunities for organizational learning in each Feedback Loop. Make a Case that these are learning opportunities. Logically show how the feedback process provides an opportunity for the organization to learn and improve its performance. Be precise. Depth and breadth in your discussion is always a good thing.

April 25, 2018 3 Comments Uncategorized

BUS-Case 4 Order Description FEEDBACK LOOP AND ORGANIZATIONAL LEARNING Assignment Overview XCG THE EXCELLENT CONSULTING GROUP COMMUNICATION FROM ART: Let’s wrap up this project. So far, ABC Company and Whole Foods Market like what we’ve been doing. I have this last project, which involves analyzing Whole Foods Market’s feedback loops and organizational learning opportunities. I […]

Sheep managment This assignment is about gross margin analysis and whole-farm budgeting for “Cressbrook”, a fine wool property, and cash flow budgeting for an investment in pasture improvement on the property. Part 1 a) Present your gross margin for the current “Cressbrook” wool activity developed in Assignment 1 (updated with any comments given). Using this gross margin, undertake sensitivity analysis. You should discuss why you have chosen to vary particular items in the gross margin budget, and justify the levels of variation you have chosen. b) Next, prepare a whole farm budget for Cressbrook. You should use your GM for the wool activity along with the following information: Other gross margins: ? Cattle GM $72,000 ? Stud sheep GM $214,000 Costs: ? Accounting $7,400 ? Bank charges $800 ? Insurance & workers compensation $10,700 ? Telephone $4,600 ? Stationery, etc. $600 ? Permanent labour $120,000 ? Fuel and oil $10,000 ? Electricity $2,000 ? Repairs & maintenance o Machinery $14,800 o Structures $8,000 ? Depreciation o Machinery $20,000 o Structures $11,000 ? Rates & land taxes $21,700 c) 5 marks – Provide a comment on the whole farm budget. Part 2 a)Using your feed demand and supply results from Assignment 1, discuss options for investing in pasture establishment on Cressbrook. b) Next, prepare (and provide) cash flow budgets for the following three investment options for pasture improvement on 50 hectares of the property: 1. All pasture is sown in first year 2. All pasture is sown by Year 3 3. All pasture is sown by Year 5 Each cash flow budget should extend 12 years into the future. To construct the cash flow budgets, you will need to prepare and provide a farm plan that indicates the timing of activities. You will need to predict the consequential outputs and inputs and their timing, and predict prices and costs to get cash flows. Make sure you detail your assumptions and provide justification. Additional assumptions are that: ? The new pasture will be grazed by sheep. ? The current stocking rate for unimproved pasture is 8 DSE/ha. ? Sowing of pasture will be carried out by contractors at a cost of $500/ha, this includes the variable costs of machinery and labour, plus the cost of chemicals, seed, fertiliser and lime. ? Initial capital costs of pasture improvement are assumed to be borrowed at an interest rate of 7% per annum. ? All native and improved pasture is fertilised each year – you need to detail the type and rate of fertiliser applied, and calculate the cost of purchase and application. ? All pastures are assumed to last for 12 years, with the highest stocking rates for the pasture occurring in years 3-8 from sowing. c) 15 marks – Discuss your results. Note that the reading by Trapnell et al. (2006) listed under the readings for Module 10 will be a useful reference for this assignment.

April 25, 2018 3 Comments Uncategorized

Sheep managment This assignment is about gross margin analysis and whole-farm budgeting for “Cressbrook”, a fine wool property, and cash flow budgeting for an investment in pasture improvement on the property. Part 1 a)  Present your gross margin for the current “Cressbrook” wool activity developed in Assignment 1 (updated with any comments given). Using this […]

This assignment explores the relationship between marine Cetaceans and the trophic level at which they feed within the marine food web.

April 25, 2018 2 Comments Uncategorized

Marine Life Students are asked to select three marine cetaceans, and compare the seasonal migration pattern of your three species with the Oregon State University seasonal global primary productions maps. You will be asked to draw some conclusion, based on what you have learned while reading the text and Instructor’s notes, as to how global […]