...Unit 1 & 38 – Task 4 To: Neeta Mistry From: Zarafsha Hussain Re: The Global Environment Date: 11/01/16 Political Factors: Enhancing skills of the working population This political factor is used to increase the skills of the working population and also for young adults whom are preparing and adapting for the world of work. The government create the education plan. This includes vocational qualifications, a levels, apprenticeships, NVQ’s and training courses. ASDA and the NHS The government’s choices on education and training has a very big impact on the ways that ASDA and the NHS operate and the level of skills in their businesses. This is to ensure that employees are being trained for new employment in areas that will help the economy. This political factor dictates the type of qualifications that are studied and which qualifications money is invested in. It also supports different types of training such as literacy and numeracy skills that can help train employees that are already working within ASDA and NHS. An important training course that the government regularly provide for free is first aid and health and safety. This impacts ASDA and NHS as this is a key skill for many employees to be educated on when working in modern careers and roles. This will impact on both government and employees within ASDA’s and NHS’s stakeholders. The government will need to fund for any new and updated training within the employees of these two organisations. This means a leakage...
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...For my group interaction we visited a lunch club at our local community centre, ‘Commonside New Horizon Centre. This lunch club was specifically for the elderly as a way for them to stay involved with the community and meet new people, avoiding the isolation and rejection that usually comes with ageing. The whole experience was very enlightening as I was able to speak to people who have been through all of the milestones in life and hearing their stories was very inspiring. Moreover, I was able to put my communication skills and my understanding of previous topics such as effective communication and overcoming barriers to communication to the test within this environment. Verbal communication skills One’s use of verbal communication plays an important part in how successful messages are sent and decoded between individuals. My “excellent use of questioning and following on conversation”, said by Mrs Simpson, made it easy for me, a fellow student and Pam (the member of the Commonside Lunch Club) to communicate very effectively thus we were able to speak about multiple topics and current issues. Sharing a common interest in reading, I and Pam as well as Adina were able to express our love for certain books. Tone of Voice: When reaching complex and sensitive issues such as that of the war (Pam was evacuated as a child during the Second World War to the countryside) my tone of voice was very effective and appropriate for such a sensitive topic. I used a soft, low-level tone...
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...* Change the task type settings to control how resources affect task assignments * Apply a preset resource contour to change work value distribution * Working with task information forms When planning a project schedule, adjustments are often needed to reflect necessary changes in project scope, assignments, etc. In MS Project, when an assignment is changed, the schedule is recalculated to display the changes. You can work with the scheduling method and the task type settings when making changes to the initial resource assignment. In the previous lesson, the initial resource assignments were made for our project. But we need to learn how to make adjustments to how those resources are used. It is important that you read every part of this lab carefully, if not twice. Working with Effort-Driven Scheduling How a task reacts to the addition and removal of resources is defined by the scheduling method and the task type settings. In MS Project, the default scheduling method is effort-driven scheduling. Effort-driven scheduling extends or shortens the duration of a task to accommodate changes to resources but doesn't change the total work for the task. Work is the amount of effort, or number of hours, resources put into a task. The total work for a task is determined by the duration estimate for the task and the initial resource assignment using the following formula: Work = Duration * Units For example, say you give a task the duration of...
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...Decision Analysis 3/1/2014 Unknown A. Workflow In order to improve the workflow in the plant, Shuzworld will have to improve the layout of their facility in order to create their product in a cost efficient and productive manner. This will enable Shuzworld to increase productivity, while ensuring the quality that consumers have grown to be accustomed to. Shuzworld will be able to accomplish this by equalizing the task times at the company’s work stations in order to ensure that employee time is maximized to its full potential. This can be accomplished by organizing employees into work cells that focus primarily on the product they are working on. By focusing on the product within the work cell, the company will be able to make better use of the production floor, as well as reduce the amount of direct labor required while increasing the sense of participation by employees. This will translate into higher rates of productivity on the assembly lines. One way to improve the work area for the employees is to create work cells that enable employees to communicate with each other in a simpler fashion, as well as have employees cross trained so that they can intervene and assist when necessary. Instead of having a traditional assembly line, the assembly line should be made into a U shape. The U shaped assembly line will reduce the amount of employee movement, and make it easier for employees to communicate amongst themselves during the construction process (MyOMLabs, 2012)...
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...line with 17 tasks is to be balanced. The longest task is 2.4 minutes, and the total time for all tasks is 18 minutes. The line will operate for 450 minutes per day. 1. What are the minimum and maximum cycle times? Minimum is 2.4 minutes, maximum is 18 minutes. 2. What range of output is theoretically possible for the line? 25 units to 187.5 units. 3. What is the minimum number of workstations needed if the maximum output rate is to be sought? Eight. 4. What cycle time will provide an output rate of 125 units per day? 3.6 minutes. 5. What output potential will result if the cycle time is (1) 9 minutes? (2) 15 minutes? (1) 50 units. (2) 30 units. * A manager wants to assign tasks to workstations as efficiently as possible, and achieve an hourly output of 33⅓ units. Assume the shop works a 60-minute hour. Assign the tasks shown in the accompanying precedence diagram (times are in minutes) to workstations using the following rules: 1. In order of most following tasks. Tiebreaker: greatest positional weight. 2. In order of greatest positional weight. 3. What is the efficiency? * A manager wants to assign tasks to workstations as efficiently as possible, and achieve an hourly output of 4 units. The department uses a working time of 56 minutes per hour. Assign the tasks shown in the accompanying precedence diagram (times are in minutes) to workstations using the following rules: 1. In order of most following tasks. Tiebreaker:...
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...decision Analysis - Jgt Task 1 Decision Analysis Decision Analysis Task 1 A Answer to Question A and A1. The answer relates to Shuzworld’s Rugged Wear Work Boot Assembly Line issue. The Shanghai facility of the company produces steel tipped work boot. The scope of this task is to analyze if the company has properly organized workflow associated with the production of this item. Presented below, Table 1 and Figure 1 demonstrate arrangement of tasks of the production line. Table 1 Task Description of Work boot |Tasks |Completion (Minutes) |Predecessors | |A |10 |N/A | |B |6 |A | |C |3 |A | |D |8 |B, C | |E |3 |D | |F |4 |D | |G |3 |E, F | |H |9 |G | Note: Consumed time for time is 46 minutes. (Courtesy: Shuzworld) Figure 1. Workflow Diagram Both Table 1 and Figure 1 provide information of tasks associated with the production of the work boot. The workflow diagram in Figure 1 shows that some tasks are parallel, and others are sequential. In other words, some tasks can start together, and others cannot start unless the previous task is completed. Table 1 shows that the task A takes 10 minutes to complete; it is the longest task in this schedule. The production line consumes 46 minutes to complete all tasks. It produces 6 boots in an hour and maintains 40-hour per week work schedule. The plant’s operation director, Alistair Wu wants to find out how to optimize tasks from A to H, described in the Table 1 and Figure 1. The concept implies that the tasks within the assembly...
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...OPRE 6302: Process Analysis Session 4 Previous Class Performance measures focusing on labor (labor utilization, cost of direct labor) Push P h vs pull processes ll 2 1 Today’s lecture: goals Theory: What is the impact of setups and batching on process capacity? How can we determine what the best batch size is? Analysis of a real life process: Benihana Case study: 3 Quiz question 1 A. B. B C. D. Turn your clicker to channel 25 Switching from a push to a pull system will generally Increase the process capacity Increase the flow rate of the process Decrease the average flow time of the flow units Increase the utilization of some of the resources 4 2 Batch process A batch process is a process which produces multiple types of flow units in successive groups, or batches This applies mostly to manufacturing make to stock processes manufacturing, make-to-stock The equipment is usually highly flexible but often requires setups when switching production from type of flow unit to another E.g. Shirts of different sizes and/or colors A (production) batch is a set of production units that are (p ) p processed before the resource needs to go through another setup 5 Definitions Definition 1: Setups are down times, i.e. times during which no flow units can be worked on by the resource because the machine is being set up Definition 2 (more general) : Setups are activities...
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...Network Technology and Service Integration Unit 1 Homework The following homework is designed to cover the course objectives for this unit. Assignment 1.1: Textbook/Workbook Assignments • Complete the following exercises and questions from Routers and Routing Basics: CCNA 3 Labs and Study Guide: Vocabulary Exercise: Matching on page 3 VLSM Subnetting a Subnet Exercises on pages 9-11 VLSM Addressing Design Scenarios 1-6 on pages 15-20 Summary Route Exercises on pages 21-24 Concept Questions on pages 25-27 VLSM Case Study on page 27 Internet Research on page 29 (Use the ITT Tech Virtual Library.) • Complete Chapter 9 Review Questions 2-7, 10, 14, 20-22 on pages 258-259 of Introduction to Telecommunications. Submit your written answers to your instructor at the beginning of Unit 2. . Assignment 1.2: Virtual Labs • Complete Virtual Labs 6, 7, and 8 from the CCNA 640-802 CCNA Simulator, which you can find by clicking through these paths: ICND1 Troubleshooting Scenarios Lab 6: IP Addressing and Routing. ICND1 Troubleshooting Scenarios ICND1 Part 4: Troubleshooting Labs Lab 7: IP Routing I ICND 2 Troubleshooting Scenarios Lab 13: IP Routing II Submit your written answers to your instructor at the beginning of Unit 2. ©ITT Educational Services, Inc: Date: 03/13/09 Network Technology and Service Integration Unit 2 Homework The following homework is designed to cover the course objectives for this unit. Assignment 2.1: Textbook/Workbook Assignments • Complete the following exercises...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...“JET2 Task 1-4 Workbook” and tabs ‘Task 4 Cost-Volume-Profit’, and “Task 4 Activity Based Costing” is where the information is derived from and recommendations will be made based off of the information in these tabs. The excel document title, “JET2 Task 1-4 Workbook” and tab ‘Task 4 Cost-Volume-Profit’ highlights two unit costs methods: traditional and activity based. Each unit cost method will be analyzed and a recommendation will be made regarding which costing method should be used by Competition Bikes. Traditional method to figure out costs- this method computes the overhead cost of titanium bikes at $239,020 and the overhead costs of carbonlite bikes at $232,380 for a total overhead cost of $471,400 ($239,020 + $232,380= $471,400). Again this information was derived from the excel document titled, “JET2 Task 1-4 Workbook” and by clicking on tab ‘Task 4 Cost-Volume-Profit’ and by viewing the second half of the page, looking at the summary of traditional and carbonlite overhead costs. Once the overhead costs are known the direct costs for each bike will be added to that number. So for titanium bikes the direct cost is $402,300 plus the overhead cost $239,020= $ 641,320 for titanium bikes. For carbonlite bikes the direct cost is $447,000 + $232,380= $679,380. The $641,320 for the titanium bikes is considered the total cost and the $679,380 is considered the total cost for the carbonlite bikes. Take the total cost for each bike and divide it by the number of units sold for...
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...BUSINESS SCHOOL Unit of Study Outline Unit Code QBUS5001 Unit Title Quantitative Methods for Business Semester 2, 2013 Pre-requisite Units: None Co-requisite Units: None Prohibited Units: ECMT5001, QBUS5002 Assumed Knowledge and/or Skills: Basic calculus, basic concept of probability and statistics Unit Coordinator: Dr Boris Choy Address: Room 482, Merewether Building(H04), The University of Sydney NSW 2006 Email: boris.choy@sydney.edu.au Phone: 0293512787 Consultation Hours: Mondays 2pm-3pm at Room 482, H04 Class Day(s): Thursdays 6pm-9pm at Merewether Lecture Room 5, H04 Required Text / Resources: 1. Textbook: Selvanathan E.A., Selvanathan, S & Keller, G. (2011) Business Statistics, Australia & New Zealand 5th Edition. CENGAGE Learning. www.cengage.com.au/selvanathan5e 2. Online resources: Blackboard and Aplia 3. Software: MS Excel with Data Analysis Plus add-in This Guide to Unit Learning Content and Assessment MUST be read in conjunction with the Business School Student Administration Manual for information about all processes (sydney.edu.au/business/currentstudents/student_information/student_administration_manual) and the Business School unit of study common policy and implementation information that apply to every unit of study offered by the Business School (http://sydney.edu.au/business/currentstudents/policy). In determining applications and appeals relating to these matters it will be assumed that every student has taken the time to familiarise themselves...
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...improve material flows and its utilization of its people, space and equipment. This describes what Production Oriented Layout could do for Shuzworld, and why it Production Oriented layout best suit Shuzworld’s operations. Shuzworld currently operates on a 40 hour work week and has budgeted production of 6 6 work boots in one hour. The current layout accommodates a good working relationship between personnel and machine utilization. Based on my findings, I recommend that production be organized into five (5) workstations that produce the Rugged Wear work boot product. Station Task Time (minutes) Time left (minutes) Ready tasks Assgnd stat work time A 1 A 10 0 B,C 10 2 B 6 4 C C 3 1 D 9 3 D 8 2 E,F 8 4 F 4 6 E E 3 3 G G 3 0 H 10 5 H 9 1 9 Total 4 Maximum 10 Summary Statistics Maximum cycle time 10 minutes Time needed (sum of task times) 46 minutes/unit Min (theoretical) # of stations 5 Actual # of stations 5...
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...BTEC Level 2 Extended Certificate in Business |Unit: 4 Customer Service |Subject Tutor: | | |Sura Altikriti, James Hulme | |Assignment Title: |Ref: 1 of 2 | |We can improve! | | |Student Name: |Personal Tutor: | | |Helen Cheshire | |Overall Target Grade: |Unit Target Grade: | |Issue date: |Submission date: | |Extension Granted: |Submission Date: | Final Assignment Grade |Unclassified |Level 1 |Level 2 P |Level 2 M |Level 2 D | | | ...
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...fluctuates. * First presented by R. E. Flanders in 1925. Advantages of Work Cells (1) Reduced work-in-process inventory (2) Less floor space (3) Reduced raw material and finished goods inventories (4) Reduced direct labor costs (5) Heightened sense of employee participation (6) Increased equipment and machinery utilization (7) Reduced investment in machinery and equipment Requirements of Work Cells * Identification of families of products, often through the use of group technology codes or equivalents. * A high level of training, flexibility and empowerment of employees. * Being self-contained, with its own equipment and resources. * Test (poka-yoke) at each station in the cell. Advantages of Work Cells over Assembly Lines and Process Facilities (1) Because tasks are grouped, inspection is often immediate (2) Fewer workers are needed (3) Workers can reach more of the work area (4) The work area can be more efficiently balanced (5) Communication is enhanced Figure 9.10 Improving layouts by moving to the work cell concept. (a) Current layout – workers in small closed areas. Improved layout – cross-trained workers can assist each other. May be able to add a third worker as added output is needed. (b) Current layout – Straight lines make it hard to balance tasks because work may not be divided evenly. Improved layout – in U shape, workers have better access...
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...1. NATIONAL COURSE AND UNIT DETAILS | Course Code | BSB50615 | Course Title | Diploma of Human Resources Management | Unit Code | BSBHRM501 | Unit Title | Manage Human Resources Services | 2. GROUP DETAILS | Group Name | | Group Title | | Day | Wednesday | Room | TD122 | Unit Start Date | 2/3/16 | Start Time | 11.30am | Unit End Date | 24/6/16 | Finish Time | 1.30pm | 3. CONTACT DETAILS | | Name | Room | Phone | Email | Teacher | Mike Hannaford | TD232 | 0430551171 | mhannaford@swin.edu.au | Course Leader | Mike Hannaford | TD232 | 0430551171 | mhannaford@swin.edu.au | Administration | Student HQ | SPW | 1300368777 | www.swinburne.edu.au/askgeorge | 4. DELIVERY OVERVIEW | Class Time | External Activities | Student Project | | | Nominal Hours | 51 | | 9 | | | 60 | 5. UNIT DETAILS | Unit Type | Core | | Elective | | Result | Graded | | Ungraded | | Pre/Co Requisites | N/A | Description | This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human resource services, integrating business ethics.It applies to individuals with responsibility for coordinating a range of human resource services across an organisation. They may have staff reporting to them.No licensing, legislative or certification requirements apply to this unit at the time of publication. | Elements | 1 | Determine strategies for delivery of human resource services | | 2 | Manage the delivery of human...
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