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  Applying Level and Style to Products

  $25.00

  Applying Level and Style to Products

  General Instructions:

  Remember: in composing your responses to this task, please write in essay form and pay careful attention to spelling, grammar, punctuation, and clarity of expression. Both the content of your work and its presentation are important and will be evaluated as follows: 80% on quality of content (e.g., completeness, correctness, degree of advanced thinking, etc.); 20% on quality of communication and presentation.

  Task:

  In this task, I would like you to explore the “creative style” and “creative level” of a contemporary product of your own choosing that has an impact on society today. In doing so, you will be extending the concepts of creative style and creative level from “people” to the “products” they create in order to gain further insight into the type of change a product represents in relation to the prevailing paradigm in which it is found.

  For this assessment, I would like you to apply the criteria detailed in the article, “Sorting Out Creativity in Design Assessment” by Jablokow and DeCristoforo (2008). The article is located in the Library Reserves for this course. Your task is as follows:

  1. First, select a contemporary product that has had a notable impact on society (e.g., iPod; tablet PCs; smartphones; digital cameras; batteries; etc.). You will also need to identify some of this product’s predecessor(s), which you will use as benchmarks to evaluate the type of change your product represents. Provide an overview of the prevailing paradigm in which the predecessor and current product(s) are found.
  2. Next, assess the creative level of your chosen product using the criteria shown in Table 1 of Jablokow and Decristoforo’s (2008) article. Please explain your reasoning in depth and justify your evaluation of the product’s level.
  3. Next, assess the creative style of your chosen product using the six factors proposed by Jablokow and DeCristoforo, namely: the type of technological change, acceptability, feasibility, efficiency, method, and knowledge content. Please include an explanation to justify your rating of creative style for each of the six factors, and also provide and discuss a summary rating as shown in the article.
  4. Based on your assessment of this product, discuss whether the style of change represented by your product might be characterized as an evolutionary/incremental (and therefore, more adaptive) change to the current technical/scientific/business paradigm, or is it more of a revolutionary/tangential (and therefore, more innovative) change? Provide a persuasive argument that justifies your view.
  5. Finally, describe how the Paradox of Structure applies to your product. Whatever style of change it represents, how is the product both enabling and limiting in terms of itsdesign and its use?
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  Assignment 1: Teamwork and Motivation

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  Assignment 1: Teamwork and Motivation

  Imagine that you are the owner of a small manufacturing company. Your company manufactures a commodity, widgets. Your widget is a clone of a nationally known widget. Your company’s widget, WooWoo, is less expensive and more readily available than the nationally known brand. Presently, the sales are high; however, there are many defects, which increase your costs and delays delivery. Your company has fifty (50) employees in the following departments: sales, assembly, technology, and administration.

  Write a three (3) page paper in which you:

  1. Identify significant elements of an organization motivation plan that encourage high job satisfaction, high productivity, high quality work, and low turnover (i.e., job flexibility, training, recognition).
  2. Determine which motivational theory you would use to support your motivational plan.
  3. Propose three (3) ways to motivate the minimum wage service worker. Support your suggestions with a motivation theory.
  4. Consider how communication, attitudes, behaviors, and culture affect team performance. Outline a guide that you would use to lead a work team (e.g., cross-functional, virtual, problem-solving, etc.).
  5. Reflect on your individual experience working with your team. Ensure that you include the following:
     • Challenges that you experienced during this process
     • How you would approach team projects / assignments differently in the future
     • The most important lesson learned from this experience

  Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.

  Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.
  • The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are:
  • Explain the variety of motivational theories and job design considerations.
  • Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
  • Use technology and information resources to research issues in organizational behavior.
  • Write clearly and concisely about organizational behavior using proper writing mechanics.
  • Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.
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  COM10003 Learning and Communicating Online – Assessment 2B: Analysis of collaborative work

  $20.00

  Assessment overview
  Assessment 2B asks you to reflect on your experience of working in a collaborative group for
  Assessment 2A to research a topic, develop ideas and publish a presentation.
  Working in groups is common in both academic and professional environments and the capacity to collaborate is becoming increasingly important. Reflecting on the level of success in your group and the role(s) you took within the group assists in enhancing your knowledge and skills for effective collaboration.

  Assessment details
  Think about how your group worked together in preparing the presentation and consider what rating you would give the group out of 10 (10 being the highest level of success) considering both group process and your presentation.
  Specifically, write short answers to each of the following questions:

  1. What factors do you think contributed to the level of success your group achieved? Provide specific examples from your experience to illustrate these factors (approx. 250-300 words, 20 marks).
  2. What role(s) did you take within the group and how did you personally contribute to the level of success your group achieved? Provide some specific examples (approx. 250-300 words, 20 marks).
  3. Use the literature (external readings) to discuss and explain your experiences, your own role and the success of your group (approx. 250-300 words, 20 marks)
  4. Based on your responses to questions 1, 2 and 3, discuss your strategies for enhancing the effectiveness of groups you work in with in the future (approx. 250-300 words, 25 marks)?

  Be sure to pay attention to the structure of the response to each question, as correct spelling, grammar and referencing contribute to your marks.
  Assessment submission details
  While Assessment 2A and Assessment 2B are due on the same day, they should be submitted
  separately. Remember to also upload a copy of your assignment 2A. Each student must upload
  their own copy.

  Assessment criteria
  1. Analysis of collaborative work (Individual task: 20%)
  a. Capacity to reflect on what contributed to the group’s level of success and support with relevant examples
  b. Capacity to reflect on your performance as a group member and use of examples
  c. Demonstrated use of the literature to further explain your experience, your role and the success of your group
  d. Demonstrated capacity to discuss strategies for assisting the effectiveness of groups you work with in the future
  e. Structure -Your ideas are presented in a well-structured and logical order
  f. Appropriate language and expression with attention to correct spelling and grammar.
  g. Referencing in Harvard or APA style
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  Restructuring of Toyota Organization

  $32.50

  Introduction

  This homework has one question with three parts. You should answer them all. The questions in this assignment are all about different aspects of the process of exploring a complex situation: drawing different kinds of maps of it, recognizing how complex it is, identifying the different perspectives it can be viewed from, and stepping back to reflect on this whole process of exploration to see the strengths and weaknesses of the approach you have adopted, and how you might do it better.

  Question 01 (100 % marks)

  (a) Read through the attached article “Organizational Structure: The Case of Toyota”. As you read through the article create one spray diagram to summarize the case content respecting the conventions, and techniques. It is advised that students submit hand drawn diagrams as opposed to computer generated ones. Photocopies of diagrams should not be accepted. Reflect on your diagram in no more than 200 words. (15% marks).

  (b) Based on what you learned in “Control”, and based on the content of the article, and taking “Fixing a failing structure” as your goal draw one closed loop control model diagram to show the various inputs, and the transformation process, that can lead to reaching this goal. You need to show all the components of the control model diagram, the inputs’, processes, control (actuator, comparator, sensor), that can lead to goal achievement . Reflect on your diagram (15% marks)

  (c) Using an essay format of no more than 2500 words, and based on what you learned in I “Organizations are They Rational”, “Structure”, development, culture and climate, and “Decision Making” and based on the ideas put forth by Taggart in the attached article:

  1- Discuss the concept of organizational structure and assess which type of task related structure is required to meet Toyota’s communication needs. (Word Count 500; 15 Marks)

  2- Discuss the concepts of organizational culture and climate and assess Toyota’s culture and climate. (Word count 400; 15 Marks)

  3- Assess the extent to which Toyotas structure, culture and climate played a role in its failure to react to the defect problem, (Word count 400; 15 Marks).

  4- Discuss the different perspectives on decision making and assess how the decision making process at Toyota has affected its ability to respond to the defect problem (Word count 400; 15 Marks).

  5- Discuss the concept of organizational learning and assess whether Toyota is a learning organization; justify your answers with evidence from the case (300 words; 10 Marks).

  Additional Files:

  Organizational-Structure-The-Case-of-Toyota.docx
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  Shoe Market: Marketing Strategies and Suggestions

  $25.00

  Our goal is to create soccer shoes for children with the highest international standards of safety, style, and quality, for both sport and leisure time, and develop a strategy for the new products global distribution. We are especially interested in entering Germany, North Europe, and USA.

  More specifically, we seek help in:

  1. Provide suggestions for the new soccer shoes for children. We are especially interested in Near Field Communication (NFC) technology incorporated in the product and linked to smart phone, against counterfeit.
  2. Identifying new promising markets for the proposed product, and Pantofola d’Oro products in general.
  3. Devise a new market entry strategy.
  4. Developing a promotion and marketing strategy. We are particularly interested in solutions that involve e-marketing and Web 2.0 for footwear.
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  How has Information Technology influenced “business analytics” changes over years in order to get the most value out of information

  $39.00

  The title for paper and two subtopics are:How has Information Technology influenced “business analytics” changes over years in order to get the most value out of information. What is the IT aspect of Business Intelligence?

  Requirements This paper must be 15 pages in length (type written and double-spaced, 12 point font with 1 inch margins) excluding bibliography, table of contents, graphics, tabular or illustrative material.

  References should include current sources and must conform to APA or Chicago style. The paper is expected to meet graduate-level standards and be suitable for publication in a professional journal. References must be from peer reviewed journals / conferences only.

  Use of Wikipedia or the class text as a reference will cause a serious loss of points. References must include the published journal / conference name information, NOT a URL where paper was found.
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  FACTORS LEADING TO CONFLICT

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  A new director decides to reorganize the department you work in. This reorganization comes about without input from the employees and many of the nurses that you oversee are feeling resentful of the change. As a nurse leader, identify factors that may lead to conflict and ways you can manage them.
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  Assessing Leadership Styles and Characteristics

  $7.00

  Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace (Goleman, 2004). Assessments are a valuable tool that can enable leaders to learn more about themselves and to begin to think about how their particular temperaments and unique preferences influence their interactions with others.
  There are a variety of assessments available to promote self-reflection. In this course, you are required to complete the DiSC Classic 2.0,but you are also encouraged to take or review additional assessments (e.g., Myers-Briggs, Keirsey Temperament Sorter, a 360-degree evaluation) on your own.
  As you engage in this process, it is important to remember that everyone—regardless of temperament type—experiences challenges and opportunities with regard to leadership.
  To prepare for this Application Assignment:

  • · Bring to mind specific instances in which a leader has had a powerful impact on you. These leadership examples may be ones that you consider to be unsuccessful as well as those that you consider to be successful; they may be from within the health care industry or from other fields (e.g., politics). Consider the behaviors that you observed and the way in which they relate to leadership characteristics and styles as well as to values.
  • · Complete the DiSC Classic 2.0 self-assessment and review your results. Be sure to save a copy of your results for future reference. In addition, you may wish to complete additional assessments.
  • · Consider how the leadership examples that you have identified and the statements in your DiSC Classic 2.0 profile (as well as any other assessments and the information presented in the Week 4 Learning Resources) relate to each other. What insights does this give you with regard to:
    • How you, personally, evaluate leadership effectiveness
    • Your own leadership strengths and preferences
    • Potential challenges or areas in which you need to strengthen your leadership skills and competencies

  To complete this Application Assignment, write a 1- to 2-page paper that synthesizes your analysis, including the following:

  •  Two or more leadership examples that are personally meaningful
  • Your leadership strengths and preferences, as well as potential challenges and areas for development. Be sure to refer to specifics of your DiSC Classic 2.0 profile as well as to insights from the Learning Resources.

  Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.
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  Case Study 3. Buying house for the first time

  $12.50

  Part 1: Introduction and Developmental Context

  Word length: 800-1000 words

  1. a) Background

  Begin with a researched background to the topic of about 300 words (5 marks), providing some generic information and (where appropriate) relevant New Zealand statistics about the chosen topic. By generic, we mean information about the topic in general; see the research questions specific to each topic and don’t discuss the case study story itself in this section. We expect some good research from sources such as newspaper or magazine articles, academic sources, reputable sources of statistics, which should set the scene for the case study analysis that will follow.

  1. b) Developmental context

  Then in another 500-750 words (8 marks), consider Bronfenbrenner’s ecological systems model as it applies to your chosen story. For this section, write a sentence or two introducing Bronfenbrenner’s model to the reader. Next, give a definition in your own words (and reference) for each of the various levels of influence in Bronfenbrenner’s ecological model (the microsystem, mesosystem, exosystem, and macrosystem). After each definition, give at least one example from your case story that illustrates that particular concept.   (Give at least two or three examples of microsystem settings so you can write about the connections between these to illustrate the mesosystem).

  Baltes’ lifespan concepts: Give a definition in your own words (and reference) and an example from the case story of each of the following lifespan concepts: age- graded, history-graded and non-normative influences (see Chapter 1, p.11 of the text for Baltes’ definitions of these terms).

  1. c) Include a Reference List in APA referencing style of any sources cited in the assignment.

  2 marks will be available for referencing, including the Reference List and matching

  citations in the body of the assignment, as well as for aspects of formal academic writing, including grammar and spelling.

  Topic 3. Buying a home for the first time:

  Buying a home for the first time: This case study story will focus on a young man who, with his partner, is negotiating the difficulties of buying their first home.

  • In the Background section of Part 1 of the assignment, present information about first home ownership in New Zealand and why owning a home is a significant aspiration for young adults. Identify barriers to home ownership, and assistance available for first home buyers.

  Tom set up the ladder he’d borrowed from his Mum and climbed up to start cleaning out the gutters. When he’d asked Mum for the ladder, she had laughed and he knew exactly what she was on about. It gave him a laugh too to think what a hard time he had given her about her passion for their home and the way he had been so reluctant as a teenager to help with what he then saw as boring, time wasting home maintenance stuff, and how he had vowed over and again that he would never own a home because it was a drag to be doing stuff like painting. This summer that was exactly what he would be doing and he was actually looking forward to it!

   He and Mel had moved into their own home exactly a week ago and he still couldn’t believe it. He felt a massive sense of achievement and relief because it was just in time – Mel would be going on to maternity leave in just two months’ time! It mattered so much to both of them that they would be bringing their baby son home to their own home. It had been a major motivating factor for them and he remembered again the despair they had felt when Mel had become pregnant before they actually got there. But in the end, like all the other things that had happened in their journey to this point, it was for the best and had helped them to achieve it at last.

   They had really expected to have longer to get their deposit up to the level they needed under the LVR (Loan to Value Ratio) restrictions, which had so depressed them when they were introduced. But once Mel’s pregnancy had been confirmed, their families had really come to the party and helped them to get them up to the 20% deposit required by the bank. They had been reluctant to take the extra money Mum had offered because she didn’t have much except her own house and because she had helped them to put the deposit together in other ways too. But she really understood their drive to be settled and wanted to see them have their home before the baby came. It had pushed his Dad to help out a bit too, and Mel’s parents had also helped out as much as they could. Those extra contributions, plus the fact that they had finally reached the three year point of their membership of KiwiSaver meant that they could do it.

   Tom began pulling out the leaves and grasses from the gutter that had helped to put other prospective buyers off. It had taken them a long time too to find a house that had lots of potential but room for improvement. When they had first started looking, he remembered, before they even had the deposit together, he and Mel had been impressed by the houses that were all nicely presented and tidy and they tended to be swayed by those things. But they had always taken Mum to have a look at any they thought were a possibility and she had bluntly pointed out that it would be much better to look for something that had a bit of size and a decent section and to avoid paying for the work others had put into renovating. After all, she said, weren’t they just dying to do things their own way anyway? Gradually, they had come round to seeing the things they wanted in a house and looking for potential and not the finished article.

   He thought again of the journey to this point and how they were sharing that journey with many of their friends. He and his mates had never wanted to be tied down to owning houses and here they all were, trying to provide for their families and striving for home ownership, some more successfully than others. He was 28 years old and Mel was a year younger. He had left school as soon as he could – couldn’t stand it and wanted only to do physical work that helped to build up his strength for rugby. He and his friend Mack had been lucky enough to get jobs, with the help of Mack’s dad, as warehousemen for a supermarket chain up in the big city. He’d loved it – the work, learning to operate the forklift with skill and precision, the heavy lifting, the team of them all, many of them also playing rugby. Then not long before his 21^st,  he’d had an accident at work – some poorly stacked cartons had fallen, catching him on his back and damaging his shoulder quite badly. He had been off work on ACC for nearly three months and though it had been repaired as well as possible, it was obvious he was never going to be able to return to his old job. With ACC’s help and with the support of his employer, he taken up a job as a deli assistant in a supermarket close to the flat he shared with Mack and two others. He hadn’t been happy about it at all, and it took him a long time to adjust, but working in that supermarket had been where he met Mel and in no time they were a couple. Their relationship had filled a big hole left by the loss of his rugby passion, and they had soon moved into a flat together.

   For the first year, they were pretty carefree – lots of social stuff and some travel. Rents were really high in the city and once they paid that and the power, and had a good time out a few times a week, they were really living payday to payday. Ted, the deli manager, had encouraged him to think about his job as a step along the pathway towards a career in the grocery industry and he and Mel had begun to take advantage of staff development and to work other shifts, sometimes in other departments to get wider experience. Mel was in the bakery, so they were not in the same group, and they often had shifts at different times, but work gave them a shared interest and they could both see the advantages in getting up the career ladder offered in the company. Three years ago, they had married, and though their families had helped with the wedding, it had taken them a year of saving. It was only after the wedding that they had joined the KiwiSaver scheme.

   It was Mel who began to talk about ways they might get into their own home. Mel grew up in a small state house, one of five kids. Her parents had finally managed to buy the house after it was offered for sale. Mel knew how much it meant to her parents to finally feel secure in their home and she wanted that from the start for their kids. Though Tom had never wanted to be tied down to the home maintenance thing, he could see where she was coming from. His own parents had split when he was 12, and his Mum had fought hard to keep the house and it had always been a comfort to her too. They had started really being careful about money, but it was slow going and when the LVR restrictions were introduced by the Government, they gave up hope of buying in the city. They had made the decision to return to the regional city Tom had grown up in, where house prices were much more manageable. They had told the company what they wanted to do and had waited for something to come up, putting the emphasis on Tom’s job, because at this point, they saw his career advancement and pay as most important, and Mel knew that she could take on a number of roles in the supermarket. Eventually, the company had offered Tom not just a transfer, but a promotion to assistant deli manager, in recognition of the self development he had done so far. Soon after, a role had been found for Mel in the bakery at another supermarket in town.

   Then Mum suggested that they could save even faster if they moved in with her until they had the deposit and could get their money out of Kiwi Saver to add to the deposit. At first they had been reluctant – they had been on their own for a while and liked their independence. But Mel had done the sums and realised that they could not only save much faster, but the money they would have needed for a bond and advance rent could also go straight into the saving account. Mum had been pretty keen – she had wanted to help earlier by offering to go guarantor for their mortgage, so that they could start with a much lower deposit, but that suggestion had led to a family meeting and caused a bit of a rift for a while, because his older brother Ben and his wife, who already had their own home, had argued that that put Mum’s own security at risk and was unfair to him and Jess, his younger sister. Of course, that got to Mum straight away and rightly so – he and Mel didn’t want to do anything that threatened Mum’s security, but still, it had rankled at the time. They were over it now, and Ben had been right behind their new plan, so long as they paid Mum some board, which of course they were always going to do. It got a bit irritating being treated as the useless younger brother sometimes! Not long after they moved in with Mum, Mel had found she was pregnant, so they were even more glad of being able to save money. Thankfully, though they had risen a bit,  low interest rates were still holding, and so finally, it had all become a reality.

   It was great to be on their own again and even in a week they felt they had made a difference to the house. Next week, they were going to start on the baby’s room!

  Additional Materials:

  Human-Development.doc