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Harley Davidson

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BUSN 420 Business Driven Technology
Final Project
Submit a 2,000-word written case analysis of one of the three cases from the textbook listed below. Each case covers different areas of this course so that you can spend your time on this assignment further researching the set of topics that most interest you and/or will be most beneficial in your future career.
Be sure to address all the questions for your chosen case and demonstrate five or more theories or principles learned in this course as a part of your case analysis. Your paper must be written in APA format with a proper title page and reference list that cites at least 5 scholarly sources. Please do not simply record answers to the questions, rather synthesize your responses into a cohesive case study analysis.
Please upload your final project paper to Blackboard through the Assignment Manager tool. The 2,000-word count does not include charts, graphs, title page or supporting appendices. I will be using the Final Project Rubric (see end of this assignment) to grade your case analysis.
Please Note: There are few right or wrong answers in the business world. There are really only efficient and inefficient, and effective and ineffective business decisions. If there were always right answers businesses would never fail. These questions were created to challenge you to apply the materials you have learned to real business situations. For this reason, when grading your answers, I will be focusing on your justification or support for your specific answers.
Use the Assignment Manager link to submit your project.

Unit #1 Closing Case #1 - "Best of the Best of the Best – Under 25" - Assignment Questions 1. If you had $1 million to invest in one of the five mentioned start-ups, which one would you choose and why? Be sure to justify your answer using Porter’s Five Forces model and three generic strategies analysis. 2. Choose one of the businesses mentioned and explain why data, information, business intelligence, and knowledge are important to successfully running the business over the next few years. Be sure to list examples of the different types of data, information, business intelligence, and knowledge you might find in this company. 3. Review Bloomberg Businessweek’s most current top five under 25. Choose of the companies and perform a detailed analysis of the company using the strategies discussed in Chapter 5. Determine a few ways the company can improve its business by creating competitive advantages using the ideas and methods discussed throughout the chapter. 4. Explain the difference between efficiency and effectiveness metrics and why both are important in business. 5. Clearly identify the benefits and challenges of CRM and detail the five CRM success factors. 6. As a young Christian business person consulting to one of these start-ups, what ethical concerns does this case study raise for you when assessing it from a Christian worldview?

Unit #3 Closing Case #2 - "Harley Davidson" - Assignment Questions 1. Define the systems organizations use to make decisions and gain competitive advantages. 2. Explain how Talon helps Harley-Davidson employees improve their decision-making capabilities. 3. Identify a few key metrics a Harley-Davidson marketing executive might want to monitor on a digital dashboard. 4. Determine how Harley-Davidson can benefit from using decision support systems and executive information systems in its business. 5. How would Harley-Davidson’s business be affected if it decided to sell accessories directly to its online customers? Include a brief discussion of the ethics involved with this decision and how a Christian worldview would impact this decision. 6. Evaluate the HOG CRM strategy and recommend an additional benefit Harley-Davidson could provide to its HOG members to increase customer satisfaction. 7. Summarize the best practices for implementing a successful supply chain management system. 8. How could Harley-Davidson’s SCM system, Manugistics, improve its business operations? 9. Provide a potential illustration of Harley-Davidson’s SCM system including all upstream and downstream participants and give a brief explanation of the system. 10. Describe the role information plays in enterprise resource planning systems. 11. Explain how an ERP system could help Harley-Davidson gain business intelligence in its operations.

Unit #5 Closing Case #2 - "Women in Technology" - Assignment Questions
(Note: You may choose a different company from those listed for each of the questions below.) 1. Which of the above companies has the most disruptive technology that is capable of making the greatest impact on business, why? 2. Choose one of the companies and create a Porter’s Five Forces analysis to highlight potential issues the company might face in the 21st century 3. Choose one of the companies and list and describe the seven phases in the systems development life cycle and determine which phase is most important to the company. 4. Choose one of the companies and review the primary principles of successful software development and prioritize them in order of importance for the company. 5. Choose one of the companies and explain how the company can use project management to ensure success. 6. Choose one of the companies and explain the pros and cons of outsourcing. 7. Why is building agile software important to all companies? 8. What types of information security issues should the companies be aware of as they enter the 21st century? 9. What types of ethical dilemmas should the companies be aware of as they enter the 21st century? How does a Christian worldview impact this decision?

The following rubric will be used to grade your submissions:

BUSN 420 Final Project Grading Rubric w/Biblical Integration (100 points) | Excellent
(20 – 18 pts) | Good
(17 - 16 pts) | Fair
(15 - 14 pts) | Poor
(0-13 pts) | Possible Pts. | Actual Pts. | Content Knowledge | 0 | 0 | * Demonstrates exceptional knowledge, insight and understanding of the subject matter, including the ability to select and apply the most appropriate, well-researched content to develop an effective approach. | * Demonstrates good knowledge, insight, and understanding of the content, including the ability to select and apply an appropriate, well-researched content to develop an effective approach. | * Demonstrates basic knowledge, insight, and understanding of the content; content is not consistently appropriate or well-researched. | * Demonstrates limited understanding of assignment issues; content is not appropriate or well-researched. | 0 | 0 | * Demonstrates content mastery by applying the most suitable theoretical framework, models, and/or techniques. | * Applies a suitable theoretical framework, models, and/or techniques. | * Application of content is adequate, but limited. | * Little or no application of content; with limited and mostly inappropriate use of theoretical frameworks, models, and/or techniques. | | | * Includes the application of relevant concepts from previous courses, when appropriate. | * Draws from and generally applies content from previous courses, when appropriate. | * Limited use of content from other courses. | * Connections to concepts from previous courses are absent. | | | * Examples link directly and appropriately to the subject matter. | * Provides some relevant examples. | * Limited examples are provided and not consistently appropriate. | * Examples are absent and/or not related to the subject matter. | | | * Uses course materials as a springboard for developing original, insightful ideas. | * Content is used to generate some original ideas. | * Minimal number of original ideas. | * No original ideas developed from the content are apparent. | | | Comments: | 20 | 20 | Communication and Research | | 0 | * There is an exceptionally clear, arguable, well-developed, and definitive position stated. | * There is an arguable, well-developed, and definitive position stated. | * A position is stated and adequately developed. | * The position is vague and not well-developed. | | 0 | * Information is presented in a logical, interesting sequence organized with smooth transitions and appropriate headings. | * Information is presented in a logical sequence organized with generally smooth transitions and appropriate headings. | * Presentation of information is not consistently logical and transitions between points are not smooth and inconsistent headings. | * Lacks clear and logical development of ideas with weak transitions between ideas and paragraphs, with no headings to separate and transition ideas. | | | * Uses an appropriate level of highest quality research, and theories and concepts are presented accurately and sufficiently. | * Uses an appropriate level of research, and theories and concepts are generally presented accurately and sufficiently. | * Uses an adequate level of research, but theories and concepts are not consistently presented accurately and sufficiently. | * Research is superficial and insufficient to support the topic. | | | * All supportive materials are properly and flawlessly cited, and formatting is consistent with the designated APA style. | * Supportive materials are properly cited with minimal (2-3) errors, and formatting is consistent with the APA style. | * Supportive materials are presented, but with errors (4+), and formatting is not consistent with the APA style. | * Supportive materials lack proper formatting with limited details and many sources missing or incomplete. | | | * Project is exceptionally concise, clear, with consistently proper grammar, spelling, and paragraphing. | * Project is concise, clear, with proper grammar, spelling, and paragraphing with minimal (2-3) errors. | * Project contains errors (4-6) in grammar, spelling, and paragraphing. | * Numerous (7+) and obvious grammatical, spelling, and stylistic errors undermine reader comprehension. | | | * Clearly addresses the target audience. | * Demonstrates an awareness of the target audience. | * Demonstrates little understanding of the target audience. | * Does not acknowledge or identify the target audience. | | | * The project strictly adheres to the guidelines and format required by the assignment. | * The project generally adheres to the format required by the assignment. | * The project does not fully adhere to the format required by the assignment. | * The project does not adhere to the format required by the assignment | | | * The conclusion unites the important points of the presentation and encourages future discussion. | * The conclusion unites the important points of the presentation. | * The conclusion summarizes the important points. | * The conclusion is vague and incomplete. | | | Additional considerations for PowerPoint/visual presentations: * The presentation layout is interesting and visually pleasing and contributes to the overall message. * Professional-level use of headings, sub-headings and white space, along with appropriate fonts and size. * All graphics are attractive (size and color) and help to explain, reinforce, and support the theme/content of the presentation. | Additional considerations for PowerPoint/visual presentations: * The presentation layout is visually pleasing and contributes to the overall message. * Appropriate use of headings, sub-headings and white space, along with appropriate fonts and size. * Most of the graphics are attractive (size and color) and support the theme/ content of the presentation. | Additional considerations for PowerPoint/visual presentations: * The presentation layout is visually inconsistent and sporadically contributes to the overall message. * Headings, sub-headings, and white space do not consistently support message. * Fonts and text size are inconsistent and distracting. * Graphics are occasionally used, but rarely support the presentation. | Additional considerations for PowerPoint/visual presentations: * The presentation layout is haphazard and visually contributes little to the overall message. * Headings and subheading are missing or irrelevant to the supporting text. * Font and size are inappropriate resulting in text that is difficult to read. * Graphics are superfluous or absent. | | | Comments: | 20 | 20 | Critical Thinking | | 0 | * Demonstrates exceptional work through the consistent use of a clear and logical progression of points and conclusions. | * Demonstrates proficiency through the use of a clear and logical progression of points and conclusions. | * Inconsistent application of logic in presenting a progression of points and conclusions. | * Logical reasoning and progression of points are virtually absent. | | 0 | * Carefully analyzes the information collected and draws appropriate, inventive, warranted, judicious, and non-fallacious conclusions supported by evidence through accurate interpretation of statements, graphics (e.g., charts, tables), etc. | * Analyzes the information collected and draws appropriate, warranted, and non-fallacious conclusions; conclusions are generally supported through interpretation of statements, graphics (e.g., charts, tables), etc. | * Analyzes the Information collected, but conclusions do not consistently and logically derive from that information; Interpretation of statements, graphics (e.g., charts, tables), etc. is occasionally invalid. | * Fails to identify conclusions, implications, and consequences of the issue. Misinterprets evidence, statements, graphics, questions, etc. and draws unsupported and fallacious conclusions; arguments are not persuasive. | | | * Identifies not only the basics issues and implications surrounding the topic, but recognizes subtle nuances. | * Identifies all the basic issues and implications surrounding the topic. | * Identifies some of the basic issues and implications surrounding the topic. | * Identifies few if any of the basic issues and implications surrounding the topic. | | | * Identifies and questions the validity of key assumptions. | * Identifies and questions the validity of assumptions. | * Some underlying assumptions are identified, but are not adequately explored. | * Does not surface and interact with underlying assumptions. | | | * Thoughtfully analyzes and evaluates major alternative points of view, addresses contradictory evidence, and constructs persuasive and compelling arguments. | * Offers analysis and evaluations of obvious alternative points of view; fair-mindedly follows where evidence and reasons lead. | * Offers limited analysis and evaluations of some alternative points of view, but quickly dismisses these points. | * Fails to identify or hastily dismisses strong, relevant counter-arguments. | | | * Makes clear connections to previous or current content and to real-life situations. | * Makes connections to previous or current content and to real-life situations. | * Makes occasional connections to previous or current content or to real-life situations. | * Makes no connections to previous or current content or to real-life situations. | | | Comments: | 20 | 20 | Business Application | | 0 | * The project proposes feasible, practical, interesting, and actionable recommendations and solutions that consider cost, culture, timeframe, and other critical factors. | * The project proposes feasible, practical, and actionable recommendations and solutions that consider most critical factors, such as cost, culture, and timeframe. | * Proposes recommendations that are not consistently feasible, practical, and actionable; limited consideration of critical business factors. | * Recommendations are impractical, uninspiring, and not feasible. Solutions do not take into account environmental or organizational factors. | | 0 | * Clearly identifies and describes action issues associated with specific decision-makers. | * Action items for specific decision-makers are identified. | * Action items are presented, but are not linked to specific decision-makers. | * Specific action items are not delineated for particular decision-makers. | | | * Presents information, concepts, conclusions, etc., so that others can use the information to improve/transform their lives and the organization they serve. | * Presents information, concepts, conclusions, etc., so that others can use the information to improve/ transform their lives and the organization they serve. | * Information, concepts, conclusions, etc. as presented have a limited, transformative impact on individuals or the organization. | * Information, concepts, conclusions, etc. are not presented in ways that will transform and serve organizations and people. | | | * A plan for measuring outcomes for the proposal is detailed, well-thought out, and realistic. | * A plan for measuring outcomes is presented. | * General consideration for measuring outcomes is apparent, but no specific plan or approach is presented. | * Little or no consideration is given to measuring or quantifying outcomes or assessing the value added to the organization. | | | * Clearly describes the value added to the organization and how goals balance and satisfy different stakeholders’ interests. | * Attention is given to the value added to the organization and the impact on key stakeholders. | * The value added to the organization and the impact on stakeholders is mentioned, but not adequately explained and developed. | * The impact on various stakeholders is not discussed. | | | * Selects and applies the appropriate analytical tools (quantitative and qualitative) to address the business issues for the particular discipline (e.g., accounting, economics). | * Selects and applies the appropriate analytical tools (quantitative and qualitative) to address the business issues for the particular discipline (e.g., accounting, economics). | * Utilizes some, but does not consistently select/apply the appropriate analytical tools (quantitative and qualitative) to address the business issues for the particular discipline. | * Does not effectively select and apply the appropriate analytical tools of the appropriate discipline (e.g., accounting, economics). | | | Comments: | 20 | 20 | Biblical Integration | | 0 | * Demonstrates clear knowledge of the basic themes and truths of the Old and New Testaments and the basic beliefs of Christianity. | * Demonstrates knowledge of the basic themes and truths of the Old and New Testaments and the basic beliefs of Christianity. | * Demonstrates limited knowledge of some of the fundamental themes and truths of Scripture and the basic beliefs of Christianity. | * Demonstrates little or no knowledge of the basic themes and truths of Scripture and Christianity. | | 0 | * Clear application of Bible-based morality and social responsibility. | * Some application of Bible-based morality and/or social responsibility is evident. | * Application of Bible-based morality and/or social responsibility is minimal. | * Application of Bible-based morality and/or social responsibility is absent. | | | * Clear statement and application of a Christian worldview | * A Christian worldview is stated and generally applied. | * Some aspects of a Christian worldview are stated, but inadequately and/or erroneously applied. | * Application of Christian worldview is absent. | | | * Demonstrates the ability to think critically and to integrate and apply knowledge through the lens of Scripture. Relies on a number of commentaries and basic exegesis to support position. | * Relies on a commentary and basic exegesis to support position. | * Only biblical “proof-texting” is utilized to support position. | * The Bible or is rarely used to support a position. | | | Comments: | 20 | 20 | Late deductions (e.g., -10): | | 0 | Score: | 100 | 100 | Overall Comments: | | |

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