1.A standard 1 kilogram weight is a cylinder 41.5 mm in height and 51.0 mm in diameter. What is the density of the material? (answer unit: kg/m^3) *
2.A crystalline solid consists of atoms stacked up in a repeating lattice structure. Consider a crystal as shown in Figure a. The atoms reside at the corners of cubes of side L = 0.160 nm. One piece of evidence for the regular arrangement of atoms comes from the flat surfaces along which a crystal separates, or cleaves, when it is broken. Suppose this crystal cleaves along a face diagonal, as shown in Figure b. Calculate the spacing d between two adjacent atomic planes that separate when the crystal cleaves. (answer unit: nm) *
3.Assume the equation x = At3 + Bt describes the motion of a particular object, with x having the dimension of length and t having the dimension of time. Determine the dimensions of the constants A and B. (Use the following as necessary: L and T, where L is the unit of length and T is the unit of time.) [A] = *
4.Assume the equation x = At3 + Bt describes the motion of a particular object, with x having the dimension of length and t having the dimension of time. Determine the dimensions of the constants A and B. (Use the following as necessary: L and T, where L is the unit of length and T is the unit of time.) [B] = *
5.Determine the dimensions of the derivative dx/dt = 3At2 + B. (Use the following as necessary: L and T, where L is the unit of length and T is the unit of time.) [dx/dt] = *
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The management team is comfortable that the service level agreements can be met with respect to things they can control, namely employee performance and knowledge base quality. They are, however, concerned that because the majority of the help desk support infrastructure is based on Web-based self-service, an outage on the Web site could lead to missed service levels.
Describe what can be done to ensure the security and availability of the Web-based infrastructure and what the company can do to keep the help desk running in the event of a Web site outage (business continuity). The discussion about security should focus on 2 levels:
Network infrastructure/security
Application infrastructure/security
Finally, discuss cultural implications for IT support to encourage effective interactions with those customers who differ in beliefs, behaviors, values, or views. Make sure to cover personal cultural rules/biases and their impact to societies.
Add the discussion about security and business continuity to the section titled Performance Management.
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(The 520m maximum length has been set so that the longsection will fit onto 1 A4 sheet of squared paper. If you cannot reach the Parking Area within 520m, design your road as far as 520.00m and make it finish there at the RL set for you. At the end of your submission, you must report to the client how far short of the Parking Area your road finishes.)
Assume that the contours are correct with 90% confidence.
Horizontal Alignment The first straight is shown in red and the first Intersection Point (IP) must be at the end of the red line. You must draw ONLY TWO (2) more straights to complete the road alignment. These straights must allow the road to be designed to meet the requirements of the vertical design as listed below.
Use a protractor to find the bearing of the first straight and then measure the deflection angle for each curve to the nearest degree. Use Tucker’s Rd with its bearing of 0o, as your azimuth. Using your measured angles, calculate the bearings of each straight.
Scale the distances from Tucker’s Rd to IP1, IP1 to IP2 and IP2 to the End, in mm and using your scale factor found above, calculate the distance in metres. ROUND THIS DISTANCE OFF TO THE NEAREST METRE. As this is a preliminary design, and also to simplify the calculations, the bearings and distances of each straight are to be adopted as, and quoted to, the nearest degree and nearest metre in your answer sheet. (You are the design engineer and so can make life easy for yourself by making this decision about the straights. While you can make this decision arbitrarily, after that everything must be calculated mathematically and accurately – no more ‘rounding off’ must be done.)
Each horizontal curve is to have radius of 70m.Calculate the tangent distance and arc length for each curve and show them in the table of answers.Calculate the chainages of each of the four horizontal curve T.P.s and the end of the road, and any other points listed, and show them all in the table of answers.
On your plan, plot each curve. (Calculating the external distance will give you a third point to help you draw the curve freehand.) Also clearly show the lengths of each straight (IP – IP) and the bearing of that straight.
Vertical Alignment Using the contours on the map provided, draw a longsection of the Centre Line of your road at scales; horizontal 1:2,000 and vertical 1:200. (Please read the submission section for detailed guidance about drawing the longsection.)
Design a vertical alignment of the centre line of the road showing grades and vertical curves. The vertical alignment must meet the following criteria:
The road must start at RL 15.90 and must finish at exactly RL 32.10 at the chainage you have calculated as being the end of the road. The final grade of your road into the parking site must be between +2.0% and +0.5%. The maximum grade allowed at any point along the road is 10%.Vertical curves must have lengths of 60m or 80m only.In exceptional circumstances, a V.C. of 40m length may be permitted but you will need to explain why it must be used. The I.P. of each vertical curve must be located at an even 10m chainage (i.e. 120, 350 etc. and must not be placed at odd locations such as 376.5). All grades used must be to no greater precision than 0.1%, except for the final grade to the end of the line. (i.e. grades such as 3.1% must be used for every grade, except the final one where additional decimal places may be shown, if necessary, to ensure that the Design RL meets the set RL of the parking area at the chainage for the end of the road. Every change of grade requires a vertical curve. (Assume that your road will meet Tucker’s Road at the nominated RL and can start at any grade you wish to use. No vertical curve will be needed at this road junction.) Tucker’s Road may not be at ground level, which is shown by the contours.
Cut and Fill Except for the two locations specified, the vertical design should keep cut and fill to less than 1m in depth. Working by eye, and not mathematically, try to balance cut and fill along the road.
Between the two banks of the river, your road must be between 0.5m and 1.5m above the bank R.L.,so that precast box culverts can be installed. For no more than 15m either side of the 30m contour line, a cut of up to 2m is permitted.
Complete the table with your vertical curve calculations for the design levels.
Calculate the Design Levels for the locations as specified: every 30m of running chainage along the road, where there is NO vertical curve; (i.e. 0, 30, 60, 90 …300, 330, 360 etc. … and the end of the road). For every vertical curve, please calculate the Design Levels at every 10m from V.C. T.P.1 to V.C. T.P.2.Also calculate the chainage (to 2 d.p.) and RL of the low point of the road at the river crossing.
Watercourse Information and Area Restrictions The banks of the creek where the road crosses it are at R.L.10.20
The area of land adjacent to the creek, which runs to the river, that is bounded by the 15m contour line, the river and the two dashed lines is prime agricultural land and the road is not permitted to go through this area.
Survey Party Instructions A survey party has run an EDM traverse from point A, whose coordinates are 300.000m E, 600.000m N, on the centre line of Tucker’s Road via point Y, to a point X which is close to the parking area P. Calculate the coordinates of point Xusing the survey data as shown. Also, using your bearings and distances of each straight of your road, calculate the coordinates of the end of the road. Then calculate the bearing and distance for the survey party to set out the end of your road from point X. The curve set out data has already been requested.
Finally provide instructions to the survey party for any extra information needed or areas to checked for you to be able to finalise your road design.
Precision of Calculations Needed All Chainages for horizontal T.P.s etc should be quoted to two decimal places.
For the horizontal curve setting out data, please show the arc lengths and long chord distances to two decimal places of a metre and the setting out deflection angles to the nearest 1”. All levels on the longsection table must be correct to two decimal places. The grades you nominate for the road design must be to no greater precision than one decimal place, except for the final grade, and all R.L.s must agree perfectly with the grade shown. Your road must end exactly at R.L. given for the parking area at your calculated chainage for the end of the road.
Submission 1) The plan showing your straights with the bearings and the scaled distances (0 to IP1), (IP1 to IP2) and (IP2 to the END) clearly marked. Each horizontal curve must be plotted.
2) Horizontal and Vertical Curve Tables completed on the answer sheet.
3) A Longsection, showing: a) in the drawing section, the natural surface, grade lines and the road design. You must also note the extent of each grade and the regions where the vertical curves are located. Also show each IPRL and Mid Ordinate value, as per the example provided. b) in the data rows, the distances and natural surface RLs used to plot the natural surface; the distances and Design RLs at the chainage of each IP of the vertical alignment only.
(Longsection guidance – it is strongly recommended that you use an A4 sheet of 2mm graph paper to draw your longsection. The bottom three rows should show Distance, Design RL and Natural Surface RL. To ensure your longsection fits on the page, the RL of the base line of the plot should be 5m, making the very top of the page RL 33m.) See a detailed example online.
4) Instructions for the survey party:
a) data to mark location of the end of your design from point X, (as per the tables provided) b) data to set out each horizontal curve from its first T.P. by deflection angles and long chords for points at running chainages as requested within each horizontal curve, and the crown of each curve, (as per the tables provided).c) instructions to the survey party for any extra information you wish them to gather, or further setting out, for you to finish your design.
Submission Component and Marks Awarded Marks Plan 1) including finding plan scale and chainages 11 Horizontal Curve calcs (leading to chainages) 2) 20 Longsection 3) 3 VC Calc table: Grades, ordinates, Design RLs 2) 15 Low Point Ch and RL 2) 5 Design meeting specifications and design concepts 3) 13 Traverse and missing line calculations 4)a 8 Curve set out data 4)b 8 Instructions to Survey Party 4)c 7
NOTE This exercise is an assessment of the work done in the Surveying subject this semester. Do not research road design information and go beyond the calculations shown to you in the Surveying classes. You will be marked on the accuracy of your calculations and meeting the specifications. You should therefore treat the calculations of the horizontal and vertical alignments as being totally separate components.
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1 Source: http://www.kenexa.com/abou_hist.html; http://www.kenexa.com/abou_over.html, accessed December 1, 2006. 2 All funds are in U.S. dollars unless noted otherwise.
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In the last 19 years, Kenexa had garnered extensive experience and expertise in providing clients tools for human capital management. The team-oriented workforce at Kenexa played a vital role in this regard. The personnel comprising these teams had strong analytical, cross-functional and multi-industry expertise. Numerous Kenexa employees had PhDs in Industrial/Organizational Psychology and were well-recognized experts in both the practitioner and academic communities. JACK W. WILEY Jack Wiley, executive director of the Research Institute at Kenexa, had 30 years of experience with research on linking employee opinion survey results to organizational performance measures of customer satisfaction and business performance. Based on his research, Wiley had developed WorkTrendsTM, a unique database of employee opinions. Previously, Wiley had been president and CEO of Gantz Wiley Research — a consulting firm he co-founded in 1986 — that was acquired by Kenexa in August 2006. Prior to that, he was director of organizational research at Control Data Corporation (now Ceridian) and held personnel research positions at National Bank of Detroit and Ford Motor Company. With a PhD in Organizational Psychology from the University of Tennessee, Wiley was also a licensed psychologist and an accredited senior professional in human resources. He had written numerous articles and book chapters on conducting organizational surveys and had made many presentations to professional associations around the globe. His professional affiliations included memberships in the Society for Industrial and Organizational Psychology (SIOP), the Human Resources Planning Society (HRPS), and the Academy of Management (AoM). SCOTT M. BROOKS Brooks, who had a B.A. from Cornell University and a PhD in Industrial and Organizational Psychology from the Ohio State University, shouldered responsibility for managing WorkTrendsTM and developed customized employee and survey research products for Kenexa’s projects. Additionally, he worked closely with Wiley to prepare feedback for Kenexa’s clients based on the analysis of employee/customer survey data. Previously, Brooks worked for the retailer Mervyn’s, a division of Dayton Hudson Corporation. He had 15 years of survey research experience and had authored many presentations and publications on employee measurement topics. He was a member of SIOP, AoM, the Society for Human Resource Management and the American Psychological Association. RATIONALE UNDERLYING WILEY’S AND BROOKS’ APPROACH TO PROJECTS Wiley firmly believed in the notion that effective workforce management was the key to better performance. This belief was grounded in research by others, but also in his own research and work with many clients. Stanford Professor Jeffrey Pfeffer had summarized relevant research:
Achieving competitive success through people involves fundamentally altering how we think about the workforce and the employment relationship. It means achieving success by working with people, not by replacing them or limiting the scope of their activities. It entails seeing the workforce as a source of competitive advantage, not just as a cost to be
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minimized or avoided. Firms that take this perspective are often able to successfully outmaneuver and outperform their rivals.3
Wiley’s own research aimed at diagnosing the organizational practices that were indicative of better workforce management and, at the same time, were predictors of organizational success. For that purpose, he used data from employee surveys, customer surveys and business performance measures. The findings from his consulting projects consistently showed: • Customer loyalty was a potent predictor of business performance. Moreover, customer loyalty could
be forecasted from employee perceptions of an organization’s customer orientation and the extent of emphasis on service quality.
• Specific leadership practices — customer orientation, quality emphasis, employee training and employee involvement — created an environment of service excellence and separated leading organizations from lagging ones. Organizations focusing on these four practices had employees who knew their tasks, worked well in teams, were more satisfied and were better able to deliver quality service to customers. That capability translated into the delivery of products and services of better value, thereby contributing to customer loyalty, higher market share and better bottom-line organizational performance.
According to Wiley, these findings suggested a chain of activities (see Exhibits 2a and 2b) that built a high-performance organization (see Exhibit 3):
The more visible and present certain organizational values and leadership practices (e.g. customer orientation, quality emphasis, employee training, and employee involvement) are in a given work environment, the more energized and productive the workforce. In turn, the more energized and productive the workforce, the greater the satisfaction and loyalty of customers, and with a time lag, the stronger the long-term business performance of the organization.4
The High Performance Model illuminated the interrelationships among organizational practices, employee perceptions of their work environment, customer satisfaction and business performance. It provided a well-grounded argument to clients. Organizational success was contingent on the ability to build “long- term and mutually beneficial relationships among the company, employees and customers.”5 For that reason, organizations needed to embrace the leadership practices outlined in the High Performance Model and create a work environment where employees felt capable of, and were able to deliver top-quality service to customers. The ability to deliver exceptional service translated into improved customer satisfaction and retention, ultimately improving the company’s growth and bottom-line. Employees, too, felt more satisfied with their jobs as a result of their ability to provide excellent service and their continued positive interactions with satisfied customers. Wiley noted that the interrelationships articulated in the High Performance Model were affected by elements of the work characteristics and contextual factors. In a retail bank setting, for example, certain bank-branch characteristics (e.g. frequency of customer contact at a branch) might differentially influence 3 J. Pfeffer, “Producing Sustainable Competitive Advantage Through the Effective Management of People,” Academy of Management Executive, 19(4), 2005, pp. 95-106. 4 J. W. Wiley and B. Campbell, “Using linkage research to drive high performance: A case study in Organizational Development,” Getting Action from Organizational Surveys: New Concepts, Techniques, and Applications, San Francisco: Jossey-Bass Inc. Publishers, 2006, pp. 150-180. 5 S. D. Pugh, et al., “Driving service effectiveness through employee-customer linkages,” Academy of Management Executive, 16(4), 2002, pp. 73-84.
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the relationship between employee opinions about elements of their work environment and customer satisfaction. Furthermore, he suggested that the interrelationships among employee perceptions of their work environment, customer satisfaction and business performance grew stronger with a time lag. For example, positive customer perceptions translated into potential repeat purchases and word-of-mouth recommendations of a bank’s products and services to friends and relatives, resulting in improved performance over the long term rather than over the short term. When applied for organizational diagnoses, the High Performance Model involved integration and correlation of data from employees, customers and business performance metrics. Both employees and customers were considered as subject matter experts of the service environment. Kenexa gathered customer and employee reports using surveys. A typical employee survey focused on employee descriptions of the aspects of their business-unit’s work environment (e.g. the extent to which top management emphasized the importance of top-quality service) that were relevant for building service capability. Similarly, the customer survey collected data on customer perceptions of service quality, customer satisfaction and customer loyalty. Finally, the data from employee and customer surveys was integrated with organizational performance data. The integrated data was analyzed for the interrelationships among employee perceptions, customer reports, and business-unit performance. These interrelationships pointed out the key drivers of customer satisfaction and performance that separated better-performing business units from the lower-performing ones. This was critical to understanding where an organization stood in terms of managing the core drivers and what managers could change in their organizations to better realize the full potential of these drivers. Kenexa’s consultants focused on providing tangible action-planning recommendations to clients so that the reformulated organizational practices reflected an increased emphasis on the crucial drivers. HOW KENEXA EXECUTED PROJECTS Kenexa followed a five-phase model to design and execute a research project for its clients. During the initial planning phase, members of the Kenexa research team developed a customized project plan for serving the needs of the client. This was followed by the survey development phase during which Kenexa’s consultants tailored their standard survey instruments and incorporated the key indicators that determined employee/customer opinions for the clients. Once adapted, the survey instrument was administered using a variety of formats, including interactive voice recognition (IVR) and the Internet, as well as with paper and pencil. Kenexa also provided help desk support for the survey respondents during the administration phase. Once the data had been collected, Kenexa’s consultants, using a Web-enabled technology platform, organized and analyzed the data and prepared it for reporting back to the client. Finally, Kenexa’s executives provided action-planning feedback to the client, translating the linkage research results into actions for improving workplace performance. THE NCB PROJECT On April 16, 2005, Wiley and Brooks gave a presentation on the High Performance Model at the annual conference of the Society for Industrial and Organizational Psychology in Los Angeles, California. Katharine Graham, senior vice-president of Organization and Leadership Development at NCB, was in the audience and was intrigued by the possibility of how insights from the High Performance Model approach could help make NCB more effective. Graham’s informal discussions with Wiley and Brooks at SIOP materialized into NCB’s decision, in June 2005, to conduct employee and customer opinion surveys that
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would: (1) provide an understanding of employee/customer opinions and their relation to performance of NCB’s branches in order to differentiate better-performing branches from the poorer ones; (2) identify priorities for organizational development activities; and (3) serve as a benchmark to track the progress of organizational development activities. NCB NCB, headquartered in Chicago, was a large retail branch banking organization that provided the full range of retail banking services (e.g. accepting deposits, consumer lending, wealth management services and safe deposit box operations) to its clients through 128 branches located in six mid-western states. It also had a network of 264 ATMs and an on-line full-service electronic banking center. Based on 2005 financial data, NCB had approximately $7.5 billion in assets, $5.1 billion in deposits and a net income of $104 million. As of year-end 2005, NCB served about 70,000 customers and employed a workforce of 2,884, including 84 at its Chicago headquarters. At NCB, headquarters was responsible for setting the overall strategic direction. The headquarters’ role included new product design, branch layout design, public and media relations, and marketing strategy conceptualization. Branches, on the other hand, were responsible for execution of the products. Branches acted independently, catered to their geographic region and reported to the headquarters. A typical branch was comprised of about 20 employees, including a branch manager, assistant branch managers, personal bankers, banking assistants and tellers. The branch manager was responsible for coordinating with the headquarters and managing the day-to-day functioning of the branch. With ultimate responsibility for branch performance, the branch manager needed to motivate the team, drive sales and lead the way in how the branch delivered excellent customer service. The manager also served as the bank’s liaison with local community groups and institutions. The assistant branch managers were responsible for working closely with the manager to create a high-energy, high- performance culture within the branch. As “champions” of customer service and sales practices, they were expected to focus on meeting and exceeding branch targets. They were specifically required to identify opportunities for training of the branch personnel if branch performance was falling behind. The personal banker(s) were responsible for the portfolio of personal services offered to existing and new consumers: personal loans, credit card applications, and day-to-day banking — savings and checking account plans, safety deposit offerings, travel and medical insurance products, and wealth management products. Banking assistants worked in the banking hall of the branch and were usually one of the first employees who came in contact with the customers. As such, they were responsible for talking to the customers about the bank’s products and services and guiding them to the appropriate banking personnel. The tellers were responsible for cashing checks, accepting deposits and loan payments, processing withdrawals, accepting payments for customers’ utility bills and charge cards, processing necessary paperwork for certificates of deposit and selling travelers’ checks and foreign currencies. As the quintessential face of NCB, tellers were expected to be courteous, attentive and patient in dealing with the customers. They needed to work as a team and, together with banking assistants, they were expected to be resourceful in spotting potential sales opportunities. The personnel at NCB were focused on providing value-enhancing and need-satisfying services to its clientele. In that vein, NCB was dedicated to meeting and exceeding the banking needs of current and new customers. That was an ongoing challenge given that the competition for banking customers continued to
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be intense. NCB management firmly believed in the bank’s ability to offer a broad array of services and products at competitive prices and counted on its committed and knowledgeable employee base to deliver its products and services. THE NCB PROJECT GETS UNDERWAY Wiley and Brooks led the team that designed and administered the surveys for the NCB project. Their project plan included: (1) the administration of two surveys for all the 128 branches of NCB — an employee opinion survey in the fourth quarter of 2005 and a branch-level customer satisfaction survey shortly thereafter; (2) organization of the data collected from the two surveys at the branch level; (3) collection of performance data available from NCB headquarters for the 128 branches; and (4) integration of the resulting data for the purposes of conducting the analyses. The Employee Opinion Survey Wiley and Brooks began the NCB project during July and August of 2005 with the design of the employee opinion survey. For that purpose, they adapted a standard employee survey instrument to NCB’s requirements. The resulting survey contained 54 questions and assessed employee opinions on specific elements of their work environment. These elements were organized along nine themes in the survey: customer orientation, quality emphasis, employee training, involvement/empowerment, communication, teamwork, engagement, intention to leave, and satisfaction with compensation and benefits (Exhibit 4 provides examples on questions6 intended to measure different themes). While answering the survey, employees indicated their agreement with the survey questions on five-point scales ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The survey package identified employees on the basis of their branch affiliation and not their names. This confidential survey was administered, during October to November 2005, on company time to the employees in 128 branches; 2,230 employees returned usable surveys. The Customer Satisfaction Survey In September 2005, the NCB project’s team developed a customized retail branch customer opinion survey for the NCB project. The resulting survey had 40 questions aimed at measuring customer opinions on specific service issues (these issues were organized along four themes: satisfaction with service quality, satisfaction with teller, satisfaction with branch in general and facilities at the branch, and satisfaction with personal banker) and opinions on customer loyalty. Exhibit 4 provides examples of questions7 intended to measure different themes. Similar to the employee opinion survey, customers indicated their extent of satisfaction with the survey questions on five-point scales ranging from 1 (Very Dissatisfied) to 5 (Very Satisfied). In addition, the survey assessed the frequency of contact these customers had with the branch’s service personnel. The questions, intended for this purpose, asked the customers to indicate the number of times they had used the services of bank tellers or personal bankers during the last six months. The
6 The employee opinion survey contained at least two questions intended to measure each theme of employee opinions. While each employee responded to individual questions, an average of the responses on the set of questions intended to measure each theme served as corresponding employee opinion score for that theme. 7 The customer satisfaction survey contained at least two questions intended to measure each theme of customer opinions. While each customer responded to individual questions, an average of the responses on the set of questions intended to measure each theme served as corresponding customer opinion score for that theme.
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response categories were: 1, “not at all;” 2, “1-3 times;” 3, “4-6 times;” 4, “7-10 times;” and 5, “11 or more times.” The survey was mailed to customers’ homes (with around 300 randomly selected customer households per branch) during December 2005. The survey did not ask for customer names but identified customers on the basis of branch affiliation; 14,114 customers returned usable surveys. BUSINESS PERFORMANCE AND BRANCH LOCATION DATA In May 2006, Graham sent data on two key indicators of bank-branch performance for all 128 branches: (1) teller productivity, computed as the volume of transactions handled by tellers in relation to the number of full-time equivalent teller staff; and (2) overall productivity ratio, a measure of the amount of revenue generated by the branch for every dollar of personnel expense. The business performance measures were based on 2005 year-end data. In her email, Graham mentioned that the NCB management speculated about the possibility of different business dynamics in branches located in metropolitan areas versus those in non-metropolitan areas. She provided data on branch location (i.e. whether a branch was located in a metropolitan or non-metropolitan area). DATA AGGREGATION TEAM FOR THE NCB PROJECT GETS TO WORK Once the data from the two surveys had been collected and business performance data from NCB was available, research assistants at Kenexa’s Minneapolis office entered the employee and customer survey data as two separate data files, with responses from 2,230 employees and 14,114 customers respectively, and cross-checked for data entry errors. Once the initial screening was complete, the research assistants calculated scores for the employee/customer opinion themes by computing the averages for the set of questions intended to measure a particular theme. The resulting files were sent to the project consultants who conducted initial statistical tests on each of the two surveys to assess whether or not respondents of the same branch responded similarly to the survey questions and if these responses differed across branches. These tests involved testing for within-bank branch versus between-bank branch variance. The project consultants found support for within-branch similarity in responses and between-branch variance in responses and therefore aggregated each of the data files such that they represented employee and customer8 data for the 128 branches. Finally, these two data files were merged and combined with the business performance and branch location data and sent to Wiley and Brooks for analysis (see Exhibit 5 for a list of variables included in the final data file; Exhibit 6 provides a sample from the NCB data file).
8 For the purposes of making the branch level customer data on the frequency of usage of the services of bank tellers or personal bankers amenable for analyses, project consultants for the NCB project team did a median split and transformed the frequency of contact variable into a categorical variable (see Exhibit 5 for the two categories represented by the transformed variable ‘ccon’).
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WHAT NEXT? Wiley and Brooks had three weeks to prepare a presentation for NCB’s senior leadership team at Katharine Graham’s Chicago office. Wiley had last met Graham at the 2006 SIOP conference in Dallas on May 5, 2006 where she had indicated the eagerness with which the top management team at NCB was looking forward to hearing the findings of this project. As Wiley and Brooks helped themselves to a cup of coffee, they considered how best to make sense of the data so as to draft an insightful presentation for the October 9th meeting.
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Exhibit 1
SOLUTIONS OFFERED BY KENEXA
Source: Company files.
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Exhibit 2a
THE HIGH PERFORMANCE MODEL: CONCEPTUAL MODEL
Exhibit 2b
THE HIGH PERFORMANCE MODEL: ANALYTICAL MODEL Source: Company files.
Data collected from employees
Data collected from customers
Business performance data
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Exhibit 3
Source: Company files.
CHARACTERISTICS OF HIGH PERFORMANCE ORGANIZATIONS
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Exhibit 4
ILLUSTRATIVE QUESTIONS FROM THE EMPLOYEE OPINION SURVEY
1. Where I work, customer problems are corrected quickly
2. Senior management shows by its actions that customer service is a top
priority
Emphasis on quality Involvement
1. Where I work, day-to-day decisions demonstrate that quality is a top priority
2. Where I work, we set clear performance standards for service quality
1. Sufficient effort is made to get the opinions and thinking of people who work here
2. Where I work, employees are encouraged to participate in making decisions which affect their work
Training Communication
1. I receive enough training to help me continually improve my job performance
2. I receive adequate training on National Choice Bank’s products and services
1. Senior management gives employees a clear picture of the direction
in which the company is headed
2. I get enough warning about changes that are going to take place at National Choice Bank
Teamwork
1. Where I work, management encourages a teamwork approach to getting things done
2. The people I work with cooperate to get the work done
Engagement 1. I like the kind of work I do
2. My work gives me a feeling of accomplishment
Compensation and Benefits
1. The amount of pay I get at National Choice Bank
2. The total benefits program at National Choice Bank Source: Company files.
This document is authorized for educator review use only by Área de Materiales PAD, Universidad De Piura (PAD) until Jul 2022. Copying or posting is an infringement of copyright. Permissions@hbsp.harvard.edu or 617.783.7860
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Exhibit 4 (continued)
ILLUSTRATIVE QUESTIONS FROM THE CUSTOMER SATISFACTION SURVEY
Theme Illustrative Questions/Items Satisfaction with Service Quality
1. National Choice Bank is innovative in finding new and better ways to
meet my needs
2. Compared to other banks I know of, National Choice Bank offers more convenient ways for me to do my banking
Satisfaction with Branch Teller Satisfaction with Bank Branch in General and Facilities
1. How satisfied are you with the service you receive from tellers at the National Choice Bank’s branch you use most often in terms of the tellers’ courtesy and friendliness?
2. How satisfied are you with the service you receive from tellers at the
National Choice Bank’s branch you use most often in terms of the tellers’ ability to resolve your problems quickly?
1. How satisfied are you with the convenience of lobby hours at the
National Choice Bank Branch you use most often?
2. Thinking about the National Choice Bank branch you use most often, how satisfied are you with the overall service you receive
Satisfaction with Personal Bankers Customer Loyalty
1. How satisfied are you with the service you receive from personal bankers at the National Choice Bank’s branch you use most often in terms of giving you individualized, personal attention?
2. How satisfied are you with the service you receive from personal bankers at the National Choice Bank’s branch you use most often in terms of following up on what they say they will do for you?
1. I would recommend National Choice Bank to friends and family
2. The next time I need additional financial services, National Choice
Bank would be my first choice Source: Company files.
Page 14 9B07C004
Exhibit 5
NAMES AND DEFINITIONS OF VARIABLES FOR THE NCB DATAFILE
Variable Name Definition
bnum Branch number; numerical variable ranging from 1 to 128
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Who do you think is the intended audience? Does the advertisement seem to adhere to basic ethical standards of persuasion in terms of forthrightness, completeness and honesty? Or does it use manipulation? In general, is the advertisement ethical or not. Explain with specific examples.
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You are a structural engineer working in a housing project that is building three storey bungalow units. A typical main frame ABCDEFGH that the architect is proposing is provided in FIGURE Q1. The architect would like to keep the structural elements to a minimum and hence has proposed that it must consist of six columns (AB, BC, CD, EF, FG and GH) of equal length and three beams (BG, CF and DE), also of equal length. The height of the columns, LCC = 3.05 m, the length of the beams, LBB = 5.4m, factored imposed load of FBG kN/m = 3.25 on beam BG, factored imposed load of FCF,DE kN/m = 4.3 on beams CF and DE and a point load of X kN = -55.0 due to wind at beam column junctions B, C and D. As it is easiest to transport to the site, the architect decided to construct the frame from steel and want to fabricate all connections as fixed connections.
1. Your technical director, who believes in optimisation of structures for weight (least material), has asked you to size all of the members of the frame such that no members exceed their yield stress while minimizing the weight of the whole structure. She asked you to use the simple finite element program that you use in the office. Use necessary simplifications backed by solid reasoning and choose only standard steel cross-sections.
2. While you are working on this project at home, your father, who is a retired earthquake specialist, is concerned that you are not considering any dynamic loading. To allay these fears, you have decided to perform a dynamic analysis, the first step of which you have decided will be the computation of mode shapes and their associated frequencies. Compute the frequencies of the first 5 mode shapes and their associated mode shapes by modifying the simple program from QUESTION 1.
3. Once you presented your initial design of the frame, a senior engineer has raised some concerns about the simple beam column finite element solution that you have used. With justification, evaluate the validity of the solution adopted with respect to the structural stability, material behaviour and magnitude of the final deflections
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Your school’s Culinary Club is raising money for the local food bank. You volunteer to create a slide show that will be shown at a potluck fundraiser put on by the club. In this activity, you will create a presentation that meets slide show design principles, and has shapes, animation, video, and audio.
#Start PowerPoint. Download and open the file named Exp19_PPT_Ch02_CapAssessment_Food.pptx. Grader has automatically added your last name to the beginning of the filename
#Replace Student Name in the subtitle placeholder on Slide 1 with Carl Patterson Change the title font size to 54.
#Click Slide 2. Change the title font size to 48. Change the subtitle font size to 32.
#Click Slide 3. Change the title to sentence case. Change the title font size to 54. Change the bulleted text to 32
#Click Slide 4. Change the title font size to 48. Change the bulleted text to 32.
#Click Slide 5. Change the title font size to 48. Change the subtitle font to 27.
#Click Slide 4 and insert a heart shape. Size it to a height of 2.5” and a width of 2.75” . Apply Colored Fill – Red, Accent 1, Darker 25%. Apply a shape outline in Black, Text 1. Apply Preset 2 as a shape effect. Position the shape horizontally at 10.35” from the Top Left Corner. Position the shape vertically at 4.9” from the Top Left Corner.
#Click Slide 2. Select the subtitle text and add the Zoom Entrance animation. Click After Previous in the Start box. Adjust the Duration to 01.75 and the Delay to 00.50.
#Click Slide 3. Select the first text bullet and apply the Fade Entrance effect. Set the animation to start After Previous with a Duration of 02.00 and a Delay of 01.75. Click the Animation Pane, and then click the arrow for the first bullet. Select Effect Options to access the Fade dialog box. Set the After Animation to Orange (sixth from the left) on the Effect tab.
#Select the second text bullet and apply the Fade Entrance effect. Set the animation to start After Previous with a Duration of 02.00 and a Delay of 01.75. Click the arrow for the second bullet in the Animation Pane. Select Effect Options to access the Fade dialog box. Set the After Animation to Orange (sixth from the left) on the Effect tab.
#Select the third text bullet and apply the Fade Entrance effect. Set the animation to start After Previous with a Duration of 02.00 and a Delay of 01.75. Click the arrow for the last bullet in the Animation Pane. Select Effect Options to access the Fade dialog box. Set the After Animation to Orange (sixth from the left) on the Effect tab.
#Click Slide 4 and select the heart shape. On the Animations tab, in the Animations group, click More and add the Pulse Emphasis effect. Set the animation to start After Previous with a Duration of 02.00 and a Delay of 0.25. Click the arrow for the shape in the Animation Pane. Select Timing and set Repeat to Until End of Slide and click OK.
#Click Slide 1 and add the Fade transition. Set the Duration at 01.00. Set the slides to advance automatically after 00:07.00. Set it to apply to all.
#Click Slide 5. Insert the downloaded video file Veggies.mp4.
#Apply the Rounded Diagonal Corner, White moderate video style.
#Set the video to start Automatically. Change the Video Options to Hide While Not Playing and to Rewind after Playing. Compress the media in the presentation using the Standard setting. Mac users, compress all pictures in the presentation using the On-screen setting.
#Save and close Exp19_PPT_Ch02_CapAssessment_Food.pptx. Exit PowerPoint. Submit the file as directed
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2. The purpose of this assignment is as a part of a consulting report to the mayor of Wilmington, North Carolina, Bill Saffo, who has a similar issue with Confederate Monuments as Mitch Landrieu
3. Please cover anything useful for your topic from the attached EEs to assist with the final report and provide good research into your conclusions.
4. 4 pages to discuss the topic, 1 page to discuss the advice and action steps in order to solve this issue for the mayor of Wilmington, North Carolina, Bill Saffo. FIVE page in total
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Assessment Details Qualification Code/Title BSB50120 – Diploma of Business Assessment Type Assessment -03 (Project) Time allowed 5 weeks
Unit of Competency National Code/Title BSBSUS511 Develop Workplace Policy and Procedures for Sustainability Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name Zafar Chowdhury RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Date Date Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable Adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No (Example AHI000014_Assessment 1) Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 3: Sustainability Initiatives Implementation Project Task summary In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and submitting a completed project portfolio (Part B). Required • the business or simulated business that you worked with in Assessment Task 2 • your learning resources and other information for reference • Project Portfolio template (Part B) • Simulation Pack (if you need the case study). Timing Your assessor will advise you of the due date of this assessment. Assessment criteria For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence. Re-submission opportunities You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Assessment Task 3 Instructions IMPORTANT INFORMATION FOR STUDENTS You have two options for this section of your assessment – Option 1 is for students who are working from the case study business. Option 2 is for students who are working from their own business. Important: You should only complete ONE of the following options. If you are unsure which option you should complete, speak to your assessor. Activities – Option 1 (Grow Consultants) Option 1 is for students who worked from the Grow Consultants case study in Assessment Task 2. If you completed Assessment Task 2 using your own business, skip straight to Option 2. If you are unsure, speak to your assessor. DO NOT COMPLETE BOTH OPTIONS. Complete the following activities:
Undertake an inspection of your RTO facility
Assume that, following acceptance of your sustainability policy and procedures, you have been asked to implement strategies identified in your action plan for the continuous improvement of resource efficiency. This is to include an inspection of the workplace to identify environmental sustainability and resource usage issues and to identify and report on possible solutions. You will therefore undertake an inspection of the RTO facility using the environmental sustainability and resource Usage Record Template provided in Section 5 of your Project Portfolio (Part B). Record at least three actual or potential environmental sustainability and resource usage issues that you find. Your assessor will advise you of the date and time of the inspection and will observe you conducting the inspection. Make sure you have answered all questions in Section 5 of your Portfolio (Part B). Submit to your assessor for review. You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 5 of the Project Portfolio (Part B) and make sure you attach these upon submission.
Develop a memo for staff about best practice sustainability procedures Assume that you wish to commence implementing a further initiative from the action plan, which is to provide regular communications to staff about sustainability practices. Based on one of the issues identified in your environmental sustainability and resource usage record, develop a short memo to send to staff about best practice sustainability procedures. For example, if you have identified that water usage is high, you could write about tips to reduce water usage. The memo you develop must be written in plain English and in user-friendly language and be designed to promote engagement in sustainability initiatives. The memo should be no more than one page and include images such as photos or graphs to assist with understanding and engagement. Work into Section 6 of your Portfolio (Part B). Make sure you have answered all questions in Section 6 of your Portfolio (Part B). Submit to your assessor for review. You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in each copy of Section 6 of the Project Portfolio and make sure you attach these upon submission.
Develop a sustainability register You are required to develop a register for recording and tracking all continuous improvements in resource efficiency. The register should be able to include, as a minimum, the ability to record the reported opportunity, action to be taken, responsibility, timelines and outcome. Work into Section 7 of your Portfolio (Part B). Make sure you have answered all questions in Section 7 of your Portfolio. Submit to your assessor for review. You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in each copy of Section 7 of the Project Portfolio and make sure you attach these upon submission.
Develop a sustainability implementation report Assume that the sustainability policy and procedure you developed has been implemented, as well as findings from regular sustainability inspections. Sustainability initiatives implemented include: • Energy audit and all recommendations implemented including signage about energy use (e.g. switch off lights at night, turn down brightness, turn off taps) • Recycling policy introduced, and three more recycling bins introduced. • Green purchasing policy developed (on staff intranet, email sent to staff to advise). • Green transport policy developed and implemented (on staff intranet, email sent to staff to advise). Assume also the following sustainability targets: • Reduce electricity consumption by 20% within six months. • Promote awareness of sustainability initiatives amongst all staff members A staff survey has been undertaken (see the Simulation Pack for results), as well as an energy audit. The results of the energy audit are as follows: Actions implemented: • replace halogen downlights with energy efficient downlights and transformers • connect to natural gas, converting to an energy source with one-third of the greenhouse gas emissions of electricity from coal • replace electric storage hot water heater with instant solar hot water • replace air conditioner with a more efficient inverter unit. Prior to energy audit: • Annual energy bill: $2,415 a year • Annual greenhouse emissions: 18 tonnes a year Six months later: • Annual energy bill: $1,800 a year • Annual greenhouse emissions: 10.2 tonnes a year One year later: • Annual energy bill: $2,215 a year • Annual greenhouse emissions: 14 tonnes a year Note: Four new staff members employed may account for increase. Energy targets were not adjusted to account for the new staff. You are required to review the results of the staff survey and the energy statistics provided. Based on your review, develop a short report that outlines: • Analysis of staff survey results and achievements against targets • Analysis of energy audit data and achievements against targets • Recommendations for additional actions that need to be taken based on the data above. • Summary of the success of the sustainability policy and procedures based on analysis. • Updates to sustainability policy and procedures to account for recommended improvements. Work into Section 8 of your Portfolio (Part B). Make sure you have answered all questions in Section 8 of your Portfolio. Submit to your assessor for review. Assessment Task 3: Checklist (Option 1) Did the student: Completed successfully? Comments Yes No Implement workplace policy for one area of sustainability within a business or organisation? Consult and communicate with relevant stakeholders regarding the implementation and improvement of sustainability policy? Provide support for the implementation of a sustainability policy or initiative? Utilise a recording system to track continuous improvement, identify trends and outcomes? Document implementation outcomes? Provide implementation support? Review implementation by: • responding to trends • applying continuous improvement principles • modifying policy and procedures as required • tracking results? Task outcome: • Satisfactory • Not satisfactory Assessor signature: Assessor name: Zafar Chowdhury Date: Activities – Option 2 (Your own business) Option 2 is for students who worked from their own business in Assessment Task 2. If you completed Assessment Task 2 using the case study business, DO NOT COMPLETE OPTION 2. You should only complete Option 1. If you are unsure, speak to your assessor. DO NOT COMPLETE BOTH OPTIONS. Complete the following activities:
Implement your action plan
Now that you have developed policies, procedures and an action plan, it is time to implement. Put the action plan that you developed in Assessment Task 2 in place and monitor the results for enough time to track results. Report on the following by completing Section 5 of your Project Portfolio: • Were the resources that you identified and sourced adequate to implement the sustainability initiative/policy? • What support did you provide to implement the policy? • How did you track and record sustainability improvements? • How did you provide feedback to stakeholders? • How did you document outcomes? • What trends did you identify? • What changes did you make to the policy as a result of the implementation? • What were the sustainability gains as a result of implementation? Make sure you have answered all questions in Section 5 of your Portfolio (Part B). Submit to your assessor for review. You are also required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 5 of the Project Portfolio (Part B) and make sure you attach these upon submission. Assessment Task 3: Checklist (Option 2) Did the student: Completed successfully? Comments Yes No Implement workplace policy for one area of sustainability within a business or organisation? Consult and communicate with relevant stakeholders regarding the implementation and improvement of sustainability policy? Provide support for the implementation of a sustainability policy or initiative? Utilise a recording system to track continuous improvement, identify trends and outcomes? Document implementation outcomes? Provide implementation support? Review implementation by: • responding to trends • applying continuous improvement principles • modifying policy and procedures as required • tracking results?
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