Case study following Essay Example for Free

Case study following Essay Each student needs to complete a case study write-up and submit by the due date following the submission requirements outlined in the course profile (and provided below). Students need to address the following questions in their case study write-up for the Kanthal A case: 1. Describe the competitive environment in which Kanthal operates. 2. Describe in detail how the old cost system operates. Your answer should include a detailed description of how selling, general and administrative (S,G A) costs are treated. 3. What is the opportunity faced by Kanthal in relation to reducing batch costs? 4. Describe in detail how the new cost system works. Your answer should include a detailed analysis of the calculations in Exhibit 5 and a description of the each of the steps and their importance in in the new cost system. Within each of the steps, the derivation of the separate line should be shown. 5. Calculate the profit on the following orders using information from Exhibit 5. The characteristics of the orders are: †¢ Order 1: Sales SEK2000, 1 order, In stock †¢ Order 2: Sales SEK2000, 1 order, Non Stock †¢ Order 3: Sales SEK160000, 3 orders, Non Stock. †¢ Order 4: Sales SEK160000, 28 orders, 22 Non Stock All of your calculations are to be derived from Exhibit 5. This includes Volume Costs, Order costs for Non-Stocked Products and Selling and Administrative Order Costs. What does a comparison of the orders show? From Exhibit 6 and Exhibit 7 provide an example which matches closely to the four orders above. 6. What are some action plans that Kanthal might pursue in response to information provided from the new cost system? Case Write-up Requirements: Your case write-up should consist of your individual response to each of the questions provided. These questions are aimed at directing your attention to the major problem and issues faced by the company and allow you to apply the concepts and principles covered in ACCT7107 to date to a real business. There is no requirement to answer more than what has been asked in these questions nor to prepare the write-up as a report, however, headings and sub-headings should be used within the answers to each questions to facilitate a good flow. You are limited to 800 words (12 point font and minimum 1. 5 line spacing). The case study will be graded according to your individual write-up. Students are encouraged to follow the ‘How to Prepare a Case Study’ approach prepared by Sid Huff and Ron Weber provided as a handout in Week 1(also provided in the Lecture 1 Learning Materials on the course blackboard website). Submission Requirements: The submission requirements outlined in the course profile are provided below: Submission: Students must submit their case write-up with completed BEL Faculty Assignment cover sheet by 4pm on Friday 2 September, 2011 to the BEL Faculty Collaborative Learning Centre (Level 1 Bldg 39). Students should also note the new requirements for assignment submission also taken from your course profile (section 5. 4 Other Assessment Information): All assignments are now to be electronically submitted via Blackboard. The instructions for submission are in the Online Submission Folder in your course Blackboard site. The online submission is in addition to any other submission requirements that appear in this ECP. Students should also refresh themselves with the University’s policy on academic integrity and plagiarism. The relevant information taken from your course profile is presented below: Academic Integrity It is the Universitys task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise. Plagiarism The University has adopted the following definition of plagiarism: Plagiarism is the act of misrepresenting as ones own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media. Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www. uq. edu. au/hupp/index. html?page=25128) which makes a comprehensive statement about the Universitys approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism. If students cannot meet the due date for the case study write-up, the following university policies and guidelines apply: Applications for Extensions †¢ Medical grounds: Applications for extension on medical grounds shall be made by lodging the Application for Extension of Progressive Assessment form and supporting documentation at the location outlined in Section 5. 3 of the Electronic Course Profile for the course concerned. †¢ Exceptional circumstances: Applications for extension on the grounds of exceptional circumstances shall be made to the relevant Course Coordinator/Program Director by lodging the Application for Extension of Progressive Assessment form and a personal statement outlining the grounds for the application at the location and by the due date outlined in Section 5. 3 of the Electronic Course Profile for the course in which this application is made. If the exceptional circumstances are such that the student cannot reasonably be expected to have complied with these conditions, a case should be made as to why these conditions could not be met. †¢ Outcome of application: Students will be advised of the outcome of their application via their student email. Note: A Case Study submitted after the due date and time (for which no extension has been granted prior to the due date), will incur a late submission penalty. The penalty is at the rate of 5% of the total available marks for the assessment item, for each calendar day or part thereof that it remains overdue.

Animal Testing Should be Reduced :: Animal Testing

  Ã‚  Ã‚  Ã‚  Ã‚  The common belief is that animal testing has accelerated science and medicine a great deal, but the truth is simple: animal experimentation has not cured a single disease. People have been misled into believing that animal experimentation is responsible for many â€Å"miracle cures† and â€Å"medical breakthroughs† for decades. The reason is very straightforward: animals differ from humans greatly—too much to be able to have accurate results from experiments. The only progress with infectious disease made in the 20th century was made through improved nutrition, hygiene, and public sanitation. This is not a result of animal research. In response, many ask this question: what about the polio vaccine? Was it not developed through animal testing? This is one of the biggest lies ever spread throughout the public. The polio vaccine had many problems and did nothing to stop the disease. It was released in the 50’s, a time when polio was alrea dy declining because natural infectious microorganisms have a specific life cycle; they grow and reach a peak—at that point, they start to die off. What proves this is the fact that in areas in the U.S. and in other countries where neither the vaccine nor any other medical help was given, polio died off at the same rate as the places without medical help.   Ã‚  Ã‚  Ã‚  Ã‚  Here is my question to all those pro animal testers out there: if animal testing is so safe, why is it that the FDA is forced to take thousands of pharmaceutical drugs off the shelves after they have been proven â€Å"safe† after animal experimentation? In response, someone may say something such as this: animal testing is better than nothing; besides, they are just beings that do not think or reason. It is true that the main difference between humans and other animals is our ability to think and reason. However, what about those who are mentally challenged? Surely, some animals are smarter than some humans are. Surely there are some humans who cannot think or reason; yet, these people are treated in a special way.   Ã‚  Ã‚  Ã‚  Ã‚  Animals are constantly being tortured while scientists and test conductors claim that the animals are not in pain and given painkillers. However, this is not true. Most tests do cause pain. If you think about it, how can tests trying to see if make-up irritates the eye, not be painful? In addition, these animals are not given anesthetics prior to tests nor any painkillers administered to ease the pain afterward in fear that these drugs may cause inaccurate results in tests.

Situational Leadership

Leadership is as much a function of the situation in which the participants find themselves as it is of the characteristic of a leader. (Discuss) The characteristics of a leader are most important; however, one needs to take into consideration that different situations call for different types of leadership. Previous research by Luccier & Achua (2010) states that different situations need different types of leadership. Therefore, leadership, organisational culture, situational leadership, personality and other traits need to be defined. Furthermore, an exploration of the impact of situations in relation to the characteristics of a leader and/or their leadership style shall be discussed, as will argue how this impacts upon the organisation and its leadership. A discussion of what abilities should be displayed by a leader in different situations, especially in education will ensue. Evidence suggests (Palmer 2011) that leadership changes its meaning, revealing different thoughts as well as different viewpoints. It â€Å"is the influencing process of leaders and followers to achieve organisational objectives through change† (Luccier & Achua 2010, p6. Daft (2005) highlights that there is a connection between leaders and followers, and the goals they wish to attain. In other words, leadership affects power or control, and it takes place amongst people, and those people wanting critical change (Richard & Andrew, (2009). Above all, leadership is about motivating â€Å"confidence and support† who are required t o realise the objectives of the organisation (Palmer 2011; Dubrin, 2004, p. 3) A number of writers have defined traits as â€Å"distinguishing personal characteristics† of a leader for example honesty, appearance, intelligence and self-confidence. Luccier & Achua 2010 p 33; Palmer 2011; Samson &Draft 2003) Personality is the mixture (combination) of traits in regards to specific behaviour. In other words, personality is character, and it affects our decisions. (Palmer 2011; Luccier & Achua, 2004, p. 29) Organisation culture relates to a collection of, standards, and understandings shared by members of an organisation, including new members. (Richard & Andrew 2009) In addition, it is viewed as a â€Å"shared mental model† or â€Å"social glue† that brings an organisation together. (Luccier &Achua 2010; p. 70) The staff at a school, led by a Principal should possess such a model. Situational leadership is a theory identified by Harsey & Blanchard (1969) that purports that â€Å"effective leaders are those that reflect greater change in their leadership style in respect to task orientation and directive orientation in support of individual follower’s abilities and requirements†. Fuchs (2007; p. 15) It is also based on the thought that leadership moves between business followers according to the needs of an individual group at a specific time. Sousa 2003) Ministers of Education, Principals and Education Department heads should all embrace this theory, so that they can instigate positive development and/or change in their respective organisations. Leadership style is the mixture or combination of personalities, abilities and behaviours leaders use as they relate with followers. (Luccier & Achua 2010) Observations of followers can suggest the favoured approach or forms of behaviour used by different leaders. (Fuchs (2007) Thus, a school leader would need to know their staff reasonably well to be able to do so. Organisational success is not only influenced by leadership, but, also by the organisation’s vision, cultural mission and support from the public. However, many specialists argue that strong leadership is very important to organisational needs (Richard & Andrew 2009). Above all, effective leaders are ethos or beliefs makers (Luccier & Achua 2010). According to Palmer (2011) leadership is the skill to encourage, impact and inspire staff to achieve excellent work, and states that motivation is measured as a dominant instrument for employers’ improvement. It also helps leaders to realise the types of people in their organisation and inspire them to get involved in developing and improving the organisation. A practical example of this is illustrated in the USA study which indicated that about 77 percent of workers or employees were not satisfied at work, mainly because they felt they were not motivated by their leader (Luccier & Achua, 2010. ). New employees need to be motivated by their leader, which in turn leads to greater job satisfaction and a greater likelihood of organisational involvement. A Principal should make professional development school wide and appropriate to the school, it students and educational context. Effective leaders are responsible for direction and support of every worker, and also assist with conflict resolution. They also have to be outstanding speakers to be able to communicate well so that they can pass on information to staff and also to people outside the organisation (Palmer 2011; Richard & Andrew 2009). In a school, the Principal/Deputy Principal would need to deal with such conflicts, making sure that they are imparcial and fair, free from bias. Leaders serve as role models for employees and are key motivators. Staff members can model honesty, integrity, commitment and other values demonstrated by their leader. (Luccier & Achua, 2010; Palmer 2011) In addition, they are strategic developers which form the organisation’s vision in collaboration with staff and other stake holders. Above all, they are policy producers and decision makers for both staff and organisations (Cited in Palmer 2011 Dubrin, 2004). Decisions can either be right or wrong, and can lead to the success or failure of an organisation, unless guided by a learned, insightful leader. An effective leader should demonstrate values like accountability, transparency, professionalism, commitment, innovation and motivation. Above all, an effective leader should be versatile to be able to cope with global change and new trends in management and leadership. Principals and others in educational leadership roles need to have up-to-date knowledge and be able to utilise it appropriately. Previous research (Luccier & Achua 2010; Palmer 2011) states that leadership efficiency is learnable. Not all leaders represent leadership hat has been learned. Different leadership styles are used under certain conditions according to Dubrin & Dalglish (2001) they draw attention to Malcolm Fraser's experience. He changed his leadership style due to influences on his situation. For instance, Fraser as Prime Minister of Australia, he was exercising authority, whilst also acting as chairman of CARE Australia, his profile was low. For this reason, one can highlight that the situation has an imp act on which leadership style is most effective. The impact can be influenced by both internal and external situations. Also, it may be negative or positive depending on how favourable or unfavourable the employee’s or leader’s perceptions are (Richard & Andrew 2009). Fiedler’s (1967 as cited in Richard & Andrew 2009) point out that leaders’ have essential features. In the same way he establishes the contingency theory as a session of behavioural concepts based on the principle that there is no one preferred way of leading, and that a similar leadership style does not work in all circumstances. This theory is classifying a manager’s leadership style as task motivated and relationship motivated. Fiedler (1967) used the least preferred co-worker (LPC) scale to measure the degree of leadership style. Fiedler’s theory highlights that situations can be placed into three categories, namely high, low and moderate. Fiedler also used the leader match concept to match leaders to situations. For instance, Fiedler points out that task motivated leaders do better in situations that are high, enabling them to concentrate on building and maintaining relationships. In contrast, for moderate situations the relationship motivated is better, so is not as much of a focal point, as in low situations. Task motivated leaders may do well, but they may create a sense of misunderstanding, while relationship motivated leaders will seek consultations and support staff emotionally. The contingency theory is the most researched and advantageous, however, it had been established that it is very difficult to make sure that it has a good influence on most leaders. Furthermore, the total amount of control a eader exerts differs depending on the time and situation. It has been argued that from the situational characteristics, there is a negative connection between LPC score and group performance. Also, it is hard to make a summary about a leader's performance, when leaders are always adapting their leadership style according to changing situations they find themselves in. More research needs to be carried out on the contingency leadership so that it can be flexib le and meet the desired outcomes of modern globalization tests and organisational requirements. The Situational Leadership model (SLM) was developed by Hersey and Blanchard (1996) as cited in Richard & Andrew (2009). It focuses on followers as being the significant component of the situation, and therefore, defines an actual leader's behaviour. Hersey & Blanchard (1996) highlighted the importance of appropriate leadership training, and stress the importance of leaders being adaptive in exact situations. In the case of school Principals, many have not received adequate training to be able to do a productive and credible job. However, experience, maturity and impartiality may be evident and are the reasons for a person being chosen for such a position. Hersey and Blanchard (1996) support the earlier theoretical assumptions from the Ohio State study which reveal that behaviour of a leader can be a combination of two points of view, such as having aspects of being democratic and autocratic. (Luccier & Achua 2010) The SLM is based on four groups which are a mixture of the two dimensions â€Å"delegating, participating, selling and telling† (Dubrin & Dalglish 2001, p157. This model focuses on the readiness of group members and states that â€Å"there is no one best way to influence group members and the most effective leadership style depends on the level of the group members† (Dubrin & Dalglish 2001 p. 156) In addition, employees differ in readiness levels. For instance, there are those that lack enthusiasm for a task due to a lack of appropriate training. These employees lack confidence in the ir abilities. To improve on this, a change of leadership style may be required. Such employees are in contrast to those with high levels of task readiness. These employees, thanks to better training, are secure and confident employees who are able to make decisions and contributions to their organisations. Luccier & Achua, (2010) argued that leaders should develop skills and task should be clearly stated as evident in MacDonald’s Corporation. The leaders in this organisation provide employees with ongoing training, thus constantly upgrading and improving their skills, so that they can be confident when performing tasks. If a teacher/staff member is not well trained in some aspect of their job, i. e. omputer based programs; Principals ought to provide access to such training, without critical outcomes. The leader has the ability to guide the business to greater success and employee participation by developing better relationships within their organisation (Dubrin & Dalglish. 2001) Such a model would be a good one to be adopted by organisations, especially in Swaziland, where employees are low in their task readiness, due to numero us constraints. This is a situation beyond control and cannot be changed overnight, but, it is a possibility in the future. Therefore, the leadership style can be changed to suit or meet different groups. For example, in a classroom situation, a student with impairment cannot change that situation, but a teacher can change teaching methods by differentiating their teaching in order to meet the individual's needs. This model has been demonstrated as being valuable as a foundation for leadership training. (Dubrin & Dalglish 2001) It has been established that before one decides on a leadership style, one has to assess the readiness level of the group members. It also provides leaders with precise guidelines, and not complicated rhetoric unlike the contingency theory. However, Vecchio's (1987) research on 300 teachers and their principals, showed mixed results, advising that this model is only good for staff that are confident. More research should be carried out in different cultures and differing contexts so as to provide appropriate examples for differing settings, so as to get results that will be relevant to contemporary issues and global challenges. (Dubrin & Dalglish 2001) In conclusion, the contingency and path goal theory focus on â€Å"task, authority and nature of the subordinates†; while the cognitive resource theory illustrates that stress is vital to â€Å"how leader’s intelligence is related to group performances† (Fieldler & Garcia1987; Vecchio 1990; Chemers1997 cited in Dubrin & Dalglish p. 163) Principals have a stressful role, therefore, many draw on such resources to be effective leaders. The SLM focuses on the everyday tasks and the effective applications of behaviours the leader employs. Dubrin & Dalglish 2001). The SLM is a more appropriate model, and has demonstrated its impact by addressing culturally diverse organisations, leadership effectiveness in the global context and by its correlating leadership styles and follower relationships. (Luccier & Achua, 2010). The writer believes that SLM is still the appropriate and relevant style for a leader, as it can bring change to a leader’s behaviour as it is conn ected with relationships, which is more important to subordinates for mutual understanding. On another note, culture is very important when leading people, all the situational models originated and were tested in the United States, which may not be appropriate or have the same impact compared to other cultures in Africa, Asia and Europe. Henson and Werner felt (1989) suggest that the culture of an organisation influences how subconscious and conscious decisions are made in it. (Lok & Crawford 2003) Finally, more research needs to be carried out, that will establish an effective leadership style chosen to be appropriate for diverse cultural organisations.

Ouachita Baptist University Admissions ACT, Admit Rate