Neutron, a retail electronic store recently invested a huge amount of money to train its sales staff to improve customer service. The skills emphasized in the program include how to greet customers, determine needs of customers, and demonstrate product convenience. The company wants to develop an effective training program with this information GIVE ME THE 1. PROBLEM OF THIS CASE 2. CASE FACTS OF THIS CASE
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Summative Concept-based
Assessment: Mini-Case Study
Neutron, a retail electronic store recently invested a
huge amount of money to train its sales staff to improve customer service. The
skills emphasized in the program include how to greet customers, determine
needs of customers, and demonstrate product convenience. The company wants to
develop an effective training program with this information
GIVE ME THE
1. PROBLEM OF THIS CASE
2. CASE FACTS OF THIS CASE
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- Cousins Jeri Lynn DeBose, 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 I —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." "l 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. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?Cousins Jeri Lynn DeBose, 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. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?Case Discussion Questions -What features matter to customers, and which do not? -What would the optimal wearable look like? -Are you worried at all about the sample—are customers who visit the retailer representative of those who might purchase online? -If you were to cluster the customers first, and then run a separate conjoint on each cluster, do you think the results would vary? Could the company create different wearables to satisfy multiple segments? -What features do you wish the company had included that might appeal to customers more?
- Develop the first three steps of the management–research question hierarchy namely i) management dilemma ii) management question iii) research question(s), for the following scenario A- The owner of city resturant in fairfax.When one of the worldâs largest lenders discovered that revenues for its Latin American auto financing operations were flat, it embarked on a mission to collect feedback from first-tier customers, in this case, auto dealers. Overwhelmingly, the dealers reported that credit decision response time was the number one issue that the lender needed to improve. A quick initial credit decision keeps the customer from shopping elsewhere, both for a car and for the financing.A team of Six Sigma Black Belts from the lender then began to quantify the effects of slow response time and learned that 40% of credit applications werenât moving past the initial application stage, either because the application was rejected or the customer went elsewhere for financing. This 40% figure translated into $110 million in lost revenue annually for the lender.Given the voice of the customer (VOC) data, which highlighted the importance of credit decision response times and the…Briefly describe what is meant by gaining an understanding of a business problem within the framework of data analytics.
- Please critically evaluate the following research methodologies. Identify some of the problems with both methodologies. How could these methodologies be improved? 1. To access the extent of its trade area, a shopping mall stations interviewers in the parking lot every Monday and Friday evening. After people park their cars, interviewers walk up to them and ask them for their ZIP codes. 2. To access the potential for new horror movies starring alien robots, a major studio invites people to call a 900 number and vote yes if they would like to see such movies or no if they would not. Each caller is billed a $2 charge.Develop the first three steps of the management–research question hierarchy namely i) management dilemma ii) management question iii) research question(s), for the following senario A- The Country Sales Director of Blue sky Ice Creamwrite a well developed approximately one page response for each of the topics.: The Centers for Disease Control (CDC-non-regulatory) has played a major role in developing infection control guidelines/recommendations, as well as assisted in implementing interventions for multiple aspects of the COVID-19 pandemic. Please do some exploring and report on at least one aspect of the agency's role. You were just hired as a Director of Quality for a regional group of 15 private medical offices throughout New York City. They are still using a paper medical record, as they didn't want to be bothered with the transition and the staff prefer manual records, as they are still computer illiterate. You have the responsibility of collaborating with an external consultant to implement a new electronic medical record. Please develop a plan for implementation of the new EMR, including staff education, as well as any requirements from a QI perspective.
- Assume that a research study included the following question: "Why do you prefer a gasoline powered car over an electric powered car?" Explain how you would code possible responses to this question. (Note: explore all that you think might be possible answers, not just how you would answer the question). Develop possible responses and the category groupings you would use.Consider the illustration below. a/Briefly design a short section of a survey questionnaire , with only three questions, to identify the most important attributes when customers are choosing a coffee shop and how they would rank the importance of the attributes. b/ explain how you would analyse and interpret the data for the three questions designed.Data Validation Individual Learning Exercise Arrange the list of employees in their respective departments and construct colums for users to choose from both department and employees using data validaton. Use the template provided. TEBR- Departments John Morales - Marketing Andy de Jesus - Marketing Sheila Corpuz - R&D Department Employees HR Marketing R&D Operations Supply Chain Finance Accounting Kerby Tiu - Finance Helen Kerry - Accounting Rommel Eusebio - R & D Cyrus Clemente - Marketing Manuel del Rosario - Operations Marketing Jerome Harabas - Finance Cheska Torres - R & D Jennifer Celis - HR Cherry Mae Santiago - Operations Christine Romero - Accounting R&D Joel Morales - HR Natalie Marquez - Accounting Zandro Cabanda - Marketing Operations Supply Chain Jessie Robles - Supply Chain Dennis Crobalde - HR Finance Larry Gomez - Supply Chain Mike Chua - Marketing Ernie Cruz - Supply Chain Imelda Enrique - HR Jan Eric Santos - Finance Elizabeth Cuason - Operations Accounting Rey Ayala…