Explain Organizational behavior in a corporate world under the topics balanced scorecard, variance theory, in short, using a few real-life examples and draw a handwritten flowchart depicting organizational behavior.

Explain Organizational behavior in a corporate world under the topics balanced scorecard, variance theory, in short, using a few real-life examples and draw a handwritten flowchart depicting organizational behavior.

Purchasing and Supply Chain Management

6th Edition

ISBN:9781285869681

Author:Robert M. Monczka, Robert B. Handfield, Larry C. Giunipero, James L. Patterson

Publisher:Robert M. Monczka, Robert B. Handfield, Larry C. Giunipero, James L. Patterson

Chapter12: Purchasing And Supply Chain Analysis: Tools And Techniques

Section: Chapter Questions

Problem 7DQ

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Create a Group Control System Step 1 Form into groups of three to five students. Each group will assume that another student group has been given an assignment of writing a major paper that will involve research by individual group members that will be integrated into the final paper. Each group member has to do his or her part. Step 2 Your assignment is to develop a list of rules and identify some statistics by which to control the behavior of members in that group. Brainstorm and discuss potential rules to govern member behavior and consequences for breaking those rules. Step 3. first, select the five rules that you think are most important for governing group member behavior. Consider the following situations that rules might cover: arriving late for a meeting; missing a meeting; failing to complete a work assignment; disagreements about desired quality of work; how to resolve conflicts about paper content; differences in participation, such as one person doing all the talking and someone else talking hardly at all; how to handle meetings that Start late; the use of an agenda and handling deviations from the agenda; and any other situation that your group thinks a rule should cover that your group thinks a rule should cover.
Cousins Jeri Lynn De Bose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. "It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?' Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that is accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant-thus a 5." Tish and Jeri Lynn looked at each other and laughed. "Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there`s no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. How might the state control the accuracy of principals who are conducting teacher evaluations? Explain.
why intensive and sometimes intrusive approaches to performance data collection might be detrimental to organizational functioning. Identify moderator(s) that illustrate when these effects will be stronger or weaker.
How does goal tracking contribute to fostering a culture of accountability and continuous improvement within organizations?
enumerate, the importance of planning for work activities in achieving organizational goals?
In a SWOT assessment, which two categories involve an internal assessment of the organization? (Multiple choice) Threats Strengths Weaknesses Opportunities
What are the five guiding questions about effectiveness criteria? Explain.
Please read the case "Internal Consistency at "Customers First" on page 143-144. Do you think that job analysis and job evaluation will benefit " Customer First"? If you think so, how will the job analysis and job evaluation benefit the company? 2) what is your opinion on Joan's view on job analysis and job evaluation? What do you recommend " customers first do? Why?
Rich picture Assignement: What does an average day at working at the bank look and describe the groups involved with an average day at work? Identify the following groups and their behaviors: customers, different departments/types of workers, management/owners, and external agents. Make a list of approximately three to six groups involved with the average day at work. make notes on their duties, behaviors, and responsibilities.
di scuss. what is the importance of planning for work activities in achieving organizational goals?
Hello can you help me with one of my work. Can you help me write the Methods section of my research proposal. My research question is " The impact of remote work on employee productivity and Well- being. The question isthe following: In this section explain what you are going to do to answer your research question and achieve your objectives. Write about your approach to theory. Discuss the type of research strategy that you might use. Discuss possible data sources and describe the data that you intend to collect. Set out how a suitable sample might be obtained and discuss possible ways to analyse data. Provide reasons for your methods choices. If you are proposing the collection of data from human participants, you must include a section on research ethics. Reflect on limitations of the proposed methods. Do not collect data. Write 900 words Thanks in advance! i dont need a conclusion or an Introduction.
In this case study, we explore the meticulous planning and execution of a charity fundraising gala to support a local nonprofit organization. The gala aimed to raise funds for underprivileged children's education and healthcare. The organizing team faced the task of coordinating a luxurious evening event, complete with entertainment, fine dining, and silent auctions, all while staying within a limited budget. They also had to secure sponsorships, promote the event effectively, and ensure that all proceeds went directly to the cause. The study examines how the team managed to achieve their goals by leveraging volunteer support, creative cost-saving measures, and building partnerships with local businesses. Question: How did the organizing team balance the desire for an upscale gala with the need to maximize funds for the charity, and what strategies can be adapted for similar fundraising events with limited resources?