Strategic Management MGT 401

Assignment Questions                                               (5 Marks)

Consider the same company ‘X’ that you have already used in assignments 1& 2 and answer the following questions.

1. Evaluate the performance of the main activities of your selected company. What type(s) of criteria do you use to evaluate this performance? (5 marks)

2. What type(s) of control of employees and production processes is/are used by your selected company? Justify(1 mark)

3. How does the corporation manage the environmental risks? (1 mark)

4. Evaluate the competitive advantage of the corporation. Suggest some recommendations in order to to improve it. (5 marks)

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Strategic Management MGT 401

Assignment Questions                                                           (5 Marks)                                         

Consider the same company ‘X’ that you have already used in assignment 1 and answer the following questions

1. Describe the roles of directional, marketing, operations and human resource strategies in the overall well-being of your selected company. (2 marks)

2. Classify the products of your selected company based on the BCG matrix. (1 mark)

3. Describe at least one partnership that your selected corporation has with other company (es). Is it successful? Justify. (1mark)

4. Describe the structure of your selected company. (1 mark)

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Organization Design & Development: MGT404

Assignment Question(s):

Part 1:

Please read the case study entitled as “Top Management Team at Ortiv Glass Corporation.” available in your textbook “Organization Development & Change” 10th edition by Cummings, T and Worley, C and answer the following questions:

• 1 Why it is important for a group design to be congruent with the larger organization design. Support your answer using two examples from this case study (1.5 marks) (Words 200-300)

• 2 How the group design of Ortiv’s Glass Corporation could positively or negatively impact on the diagnosis of design components at the individual level. (1.5 Marks) (Words 200-300)

Part 2:

Discussion questions: please refer to chapter five in your textbook and answer the following questions on the basis of your understanding:

• 3 Discuss why ‘alignment’ is fundamental to diagnosis in OD. (1 mark) (Words 150-200)

• 4 Discuss how the rate of change and complexity of environments could influence organizations. (1 mark) (Words 150-200)

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(1)  Compliance with Statutory Remittances

Read the background information and question carefully. Enter your best response for the memo question

Your Manager, Jessica Boyer, has asked you to prepare a memo detailing the remittance responsibilities and legal consequences of non-compliance with statutory remittance requirements.

(1)  Self-administered Benefit Billing Processes

Read the background information and question carefully. Enter your best response for the memo question

The organization you work for is changing their benefit plan system from billed to self-administered effective December 1 of this year. As the Payroll Manager, prepare a memo for your department outlining the new processes required to administer the plan.

(1)  Calculating Workers’ Compensation Assessments

Read the background information and question carefully. Enter your best response for the memo question

You are the Payroll Administrator in a multi-jurisdictional organization that has employees across Canada. In addition to the regular financial aspects of the audit this year, the auditors for your organization are looking at the processes in place in certain areas of the Payroll Department. To speed up the process, the Payroll Manager is preparing documentation for the auditors to follow that outline various processes. Please prepare a memo for her outlining the general procedures for calculating the Workers’ Compensation assessment in all jurisdictions to be included in the documentation for the auditors.

Outline – Workers’ Compensation Assessment Essay

General procedures for calculating the Workers’ Compensation Assessment in all jurisdictions

Discuss/explain the formula to calculate the Workers’ Compensation Assessment by:

• State the formula to calculate the Workers’ Compensation Assessment

• Explain how to calculate the Assessable Payroll or the Total Assessable Earnings

• Determination of Premium Rate

• Provide an example as conclusion. See page 7 Workers’ Compensation handout PRL1 (Veterinary Hospital).

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Complete the attached spreadsheet with the appropriate information related to the top 5 Risks to NOT getting a good grade in this class.

Create a Probability/Impact (Consequence/Likelihood)Matrix for your ten risks

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Suppose that we are in the table salt (salt for food) market and the U.S. Federal Government wants to raise tax revenue by implementing an excise tax on packets of table salt. Use the graph to answer the following questions:

1) How much is the excise tax per packet of salt? Who actually remits the tax and how do we know which entity actually remits or physically pays the tax (Clearly articulate your answer in a sentence or two.)

2) Suppose that the U.S. Federal Government assumes that the exact same number of packets of table salt will be sold after the tax than as before the tax was implemented. How much revenue is the U.S. Federal Government projected to collect?

3) What is the actual excise tax revenue? Why is the actual excise tax revenue less than the projected tax revenue? What was the U.S. Federal Government assuming about consumers? (Clearly articulate your answer in a few sentences for full points.)

4) What is the fraction of the tax borne by demanders? What is the fraction of the tax borne by suppliers? (Provide and submit the the elasticity calculations into the textbox below as a PDF file. Please ignore the endpoint problem)

5) How realistic are the tax burden calculations in part 4, given the market we are in and the good we are analyzing? (Fully articulate your answers in at least a paragraph using economic concepts and logic.)

6) What is the deadweight loss from the implementation of the tax? (Fully articulate and explain why deadweight loss occurs from the implementation of a tax in at least a couple sentences)

module will introduce you to at least seven current commercial database

systems. These include both relational and “NoSQL” databases.

In this assignment you will develop a short presentation of the NoSQL database that has interested you the most.

Choose any currently available NoSQL DBMS and develop a short

presentation about it.This might include a demonstration, but it should focus

on a discussion of the DBMS’s capabilities.It should also consider

professional issues surrounding the use of data and databases (see Learning

Objective 3, above).

You may use any DBMS that is available to you (if in doubt, consult the

undefined module tutor).

NOTE

In brief: ensure that you;

Any examples provided by the module tutor should be appropriately

referenced, as should examples from external sources

Write it to look like a script so that I can develop a video with it(the assignment is actually a video presentation) .and also put some points on power point that can be used for a presentation.

(Format and Paraphrase the paper attached)

(Paper needs to score at least 90 points out of 100 on Grammarly)

(The final number of words needs to stay close to the original file)

Request:. Your purpose is to rephrase each sentence in order to reduce the plagiarism to under 10%. The universities uses a specific plagiarism system where it compares directly the original file which I provided to paraphrase with the work you provide. Due to that, if you only change one or two words in a sentence it will still show as 100% plagiarized.

Also the paper needs to score at least 90 points out of 100 on Grammarly (which means it should not have grammar errors or incoherent sentences). Providing a work which is not coherent will result in a refund. Avoid paraphrasing software as neither of them are able to provide clear papers which meets these demands.

Make sure that the final file with the paraphrased work is in APA Format and is correctly adjusted. Also remove ALL in text citations when paraphrasing the work.

in this exercise, you will obtain a list of threatened species for the U.S., a developing (tropical) country of your choice, and then contrast the causes of species imperilment in the U.S. and your other selected country with those in the world at large.

From this assessment, you will develop an understanding of the primary threats to biodiversity and their magnitude both locally and globally.

This activity aligns with Module Outcome 3.

For this assignment, you will return to the IUCN database using different search criteria for each country and individual threat to biodiversity. Thus, each search will enable you to determine the number of species in a particular region that are facing a particular threat.

You will use a statistical test to determine if there are genuine differences in the importance of each threat in the two countries versus globally.

Lastly, you will interpret these tallies and make inferences about the relative importance of each threat at the scale of the two countries versus globally and make suggestions for conservation priorities.

You will use the following document, “Data Organizing Table

Step A. Searching the IUCN database

• Go to the IUCN Redlist website (Links to an external site.) and choose “Other Search Options.”

  The new screen will display a series of options for searching the database. You can search species by a number of criteria, including ‘Location’ and ‘Threats’ which lists 12 categories of threats, each including several subcategories. Some of these threats are natural causes (e.g., ‘Geological events’ such as volcanoes and earthquakes), but most of the threat categories are due to human activities, directly or indirectly. This is an extraordinary database for analyzing patterns of threats to biological diversity around the world.

  Click on “Location” in the red box on the left-hand side of the screen. Expand “Land Regions” by clicking on the “+” (plus sign). Continue to use the “+” (plus signs) until you can see countries or states listed in a region of interest. Expand North America. Put a check in the box next to the United States (this will select all states and territories within the U.S.).

  Also, make sure that only the box for “Natives” is checked. To the left under “Taxa” make sure only the box for “Species” is checked. Click the red arrow to move your selection into the box on the right-hand side of the screen.

• Under “Threats” you can limit your search to particular threats to species, or select one or more threats. The major threat types are numbered according to a four-level hierarchical system. Selecting threat types from the second level and below, switches off the levels above and vice versa. For example, selecting “9. Pollution” and “9.1.1. Sewage” will only produce results for “9. Pollution.”

  Note that the threats may have been in the past, they may be creating an impact at present, they may only be future threats, or they may be ongoing (past, present and future). Because we are interested in general classes of threats, you should search the major categories one at a time.

  Start with: 1. Residential and Commercial Development. This will select all those species at risk from any type of residential and commercial development. Click the red arrow to add your selection of threats to the search box on the right-hand side of the screen. Click on “Run Search” below the Search Criteria box.

Step B. Interpreting the results of the search

• You will now see a list of species that meet the search criteria you have selected, that is, that occur in the U.S. and are threatened by residential and commercial development, one form of habitat loss and degradation. Look at the list of species. Do you recognize any of them? Do you have any personal knowledge of the specific habitat loss issues confronting any of them?

  Because we want to contrast threats by region, you are primarily interested in tallying the total number of species that were located by the search (see top of results screen, e.g., “Displaying species assessments 1 – 50 of 921 in total”). Record the total in your saved Data Organizing Table.
  

Step C. Performing the remaining searches for the U.S.

• You want to obtain and record the total number of species in the U.S. facing different threats. So, repeat the search process, but only change the threat category. Repeat this for the following 12 categories and record the total number of species for each threat category. Use your Data Organizing Table to organize the data.

  • Threat Categories

    1. Residential & commercial development

    2. Agriculture & aquaculture

    3. Energy production & mining

    4. Transportation & service corridors

    5. Biological resource use

    6. Human intrusions and disturbance

    7. Natural system modifications

    8. Invasive and other problematic species, genes & diseases

    9. Pollution

    10. Geological events

    11. Climate change and severe weather

    12. Other options

Step D. Getting a global perspective

• Repeat Steps A to C but now for “Location” choose a developing, tropical country such as Brazil, Peru, Vietnam, Philippines, Bangladesh, etc.

• Finally, repeat Steps A to C but for “Location” click on the box to the left of “Land Regions.” This will extract the total species recognized anywhere on the globe on land by the IUCN in relation to the type of threat. Record these totals, as you did for U.S. and the other country, but this time for the entire globe. Recording the correct totals for the U.S., the other country and at the global level in the table is worth 20 points.

• Convert the numbers in each threat class to a percent of the total species across all threat classes in the U.S. for the “% Total” columns in the table (number of species in a given threat category*100/total number of species). For example, if there are 921 species in your first category (Residential & commercial development) for the U.S. and the total number of species threatened in the U.S. by all 12 categories of threats is 3,500, then the percentage for the first class is 26.3%. Do this percent conversion for all 12 categories for the U.S.

• Then do the same calculations for the other country and then for the global species tallies and fill in the table under “% Total.” Recording the correct percentages for each threat for the U.S., the other country and at the global level in the table is worth 15 points.

Step E. Comparing differences between the local and global threats

• Using the table you prepared in the previous step, you are now able to examine if the species are distributed equally across the various threat categories in the two countries and across the globe. You will perform three tests comparing 1) the U.S. versus Global; 2) the other country versus Global; and 3) the U.S. versus the other country. For the first analysis, the null hypothesis you are testing is that the species are distributed equally across the various threat categories in the U.S. versus across the globe.

• Perform first a chi-square test on the data for the U.S. versus Global. This is a very basic statistical analysis that is described in any introductory statistics text. You will use a chi-square calculator (Links to an external site.). Under “1. Choose data entry format” check the second option, “Enter or paste up to 2000 categories (rows).” Under “2. How will you enter the expected values?” check the second option, “Percent Expected.”

• The first column will include the name of the 12 categories, so just copy and paste them from your table The second column will include the actual number of species (not percentages) in each of the twelve categories for the U.S. The third column (“Observed #”) will actually include the percent expected (%Total from your table) for each Global threat category. The chi-square table is set up like this from left to right: Category, Observed #, Expected. I think some clarification, rewording would help to prevent confusion. This has generally not been an issue, but I did have a student have an issue with this last week.

• The test will return a chi-square value (χ2), degrees of freedom (df = 11 for all tests here), and a p=value. Very small p-values (p-value<0.05) are interpreted to mean that the difference is significant meaning that there is a statistically significant difference between the number of species in the different threat categories in the U.S. compared to the Global values. Write the results of this first test and your interpretations in the worksheet file. This test is worth 15 points.

• Then run the test comparing the other country you selected versus Global (worth 15 points) and finally compare the U.S. versus the other country (worth 15 points).

Step F. Interpretation and conclusions

• • In this section, discuss which threats are most significant to species in the U.S. vs. the developing, tropical country you have chosen vs. globally. (worth 20 points)

    • Were there significant discrepancies between each country and the global level as indicated by the chi-square analysis? If so, which threat categories were most different? What accounts for these differences? This last question is fairly complex and requires you to think of the different social, economic, legal, and biological dimensions of the two countries versus that of the world in general.

    • Finally, for each country, what does your assessment of threats suggest are the most important areas on which to focus conservation actions. This, too, is a very complex question but it is the heart of why we perform threats analysis in the first place.

Be sure to include this part in your analysis.

respond to the topic and mini-lectures provided in a concise paragraph or two focusing on the main points discussed in your assigned readings. These are essentially summaries that should also capture the central argument being made

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