Case Study

The Department of Social Services represent a large portion of your country’s budget and total number of employees. The job of an eligible technician s to be responsible for all clients’ contact, policy interpretation and financial decisions related to several forms of public aid (e.g. food stamps, aid to families with dependent children). Eligibility technicians must read a large number of memos and announcements of new and revised policies and procedures. The company has decided to computerize the system and responses were no longer to be hand written but should be type written. Eligibility technicians were complaining they had difficulty in performing basic computer skills. The country decided to send employees to a week computer program costing $1000 per person. The country has 20 Eligibility technicians. Preliminary evaluation of the computer program was that trainees like it. Two months after training was conducted, managers found that almost half of the technicians still input data by hand while others seem to be comfortable in using their computers. When asked why they do not use their computers they claimed that they understood when in training but once they left the training and returned to their jobs they couldn’t perform skills learnt during training. Wilmer (2002).

Based on the above definition, what are the different levels at which training need analysis process should have been done at the Department of social Services?

Firm Values. Referring back to the General Motors example used at the beginning of the chapter, note that we suggested that General Motors’ stockholders probably didn’t suffer as a result of the reported loss. What do you think was the basis for our conclusion?

General Motors example:

A WRITE-OFF BY A COMPANY frequently means that the value of the company’s assets has declined. In November 2007, for example, General Motors (GM) announced that it would take a write-off of about $39 billion, meaning that it was reducing net income for the third quarter of the year by that amount. GM took the charge because of deferred tax credits that the company was not going to be able to use. What made GM’s write-off so unusual is that the total value of the company’s stock at the time was slightly less than $20 billion. In other words, the writeoff was about twice the value of the company’s stock! GM’s write-off was a big one, but not a record. Possibly the largest write-offs in history were done by the media company Time Warner, which took a charge of $45.5 billion in the fourth quarter of 2002. This enormous write-off followed an earlier, even larger, charge of $54 billion. So did stockholders in General Motors lose $39 billion because of the loss of the tax credits? The answer is probably not. Understanding why ultimately leads us to the main subject of this chapter: that all important substance known as cash flow.


  

1, When Bretton Woods ended, what happened to the price of gold?

Select one:

a. The price of gold decreased in dollars.

b. The price of gold increased in dollars.

2,

Following the demise of the Bretton Woods system, the IMF

a. The IMF became the central bank of the United Nations.

b. The IMF created a new role for itself, providing loans to countries facing balance-of-payments and exchange rate difficulties.

c. The IMF ceased to exist, since the era of fixed exchange rates had ended.

d. The IMF became the sole agent responsible for maintaining fixed exchange rates.

3,

Once the changeover to the euro was completed by July 1, 2002, the legal-tender status of national currencies in the euro zone

a. was tied to gold.

b. was affirmed at the fixed exchange rate at that time.

c. was canceled, leaving the euro as the sole legal tender in the euro zone countries.

4, In the United States, managers are legally bound by the "duty of loyalty" to

a. the employees.

b. the government.

c. A fiduciary loyalty is owed to all the stakeholders.

d. the shareholders.

e. the bondholders.

5,

The difference between a broker and a dealer is

a. Brokers bring together buyers and sellers, but carry no inventory; dealers stand ready to buy and sell from their inventory.

b. Brokers transact in stocks and bonds; currency is bought and sold through dealers.

c. Brokers have their firm's money at risk.

The table contains real data for the first two decades of AIDS reporting.

1.) Graph “year” versus “# AIDS cases diagnosed” (plot the scatter plot). Do not include pre-1981 data. In excel using formula's

2.) Find the regression equation, Interpret slope, Find r. and Describe linear correlation.

3.) When x = 1985, ŷ = _____

When x = 1990, ŷ =_____

When x = 1970, ŷ =______ Why doesn’t this answer make sense?

4.)  What does the correlation imply about the relationship between time (years) and the number of diagnosed AIDS cases reported in the U.S.?

write C++ program using functions

(separate function for each bottom)

Write a program to find if a number is large word for two given bottom base - bottom1 and bottom2. You can predict that a number, when converted to any given base shall not exceed 10 digits. .

the program should ask from user to enter a number that it should ask to enter the base ranging from 2 to 16 after that it should check if the number is palindrom or not
Sample Input:

A number is called a word if it's represented in its bottom. e.g. Let  bottom1 = 6 and bottom2 = 2 as it is not a word in base 5(1010)(as the reciprocal of the number isnt a palindrome).
bottom is base of a number
take bases as input from user
bases can go from decimal-hexadecimal.

for bottom1 = 3 & bottom2 = 4, then the number 130 (in base 10) will be called a large_word, as it is word in bottom 3 (11211) as well as in bottom 4 (2002). However, it is not a large_word for bottom1 = 3 and bottom2 = 5 as it is not a word in bottom 5(1010).

Number: 51

bottom(base) 1: 6

bottom(base) 2: 2

Sample Output:
51 is not large word

hint:
bottom is basically base of a number

A large _word is a word, phrase, number, or other sequence of characters which reads the same reverse or straightward.

word==palindrome

use function in the program at all time

A Tesco case study Introduction Tesco is a customer-orientated business. It aims to offer products that provide value for money for its customers and to deliver high-quality service. Tesco wants to attract new customers, but it also wants to keep its existing customers happy. Building customer loyalty is a cost-effective strategy to grow the business. This is because satisfied customers are a good advert for the business. Tesco has more than a 30% market share of the UK grocery market, nearly double that of its nearest rival. In its 2009/2010 financial year, Tesco earned revenues of £38.6 billion in the UK and employed more than 280,000 people. To keep at the top of its game and to maintain its number one spot in the market, the company needs skilled staff at all levels and in all roles. Roles in Tesco Roles in Tesco range from business development, supply chain management and marketing to finance, store operations and personnel management. Each area of expertise requires leadership and management skills. Tesco aims to develop the leadership qualities of its people throughout the organisation, from administrators and customer assistants to the board of directors. It adopts a similar approach to leadership development for staff at all levels. This is in line with Tesco’s employment philosophy: ‘We believe in treating each other with respect, with everyone having an equal opportunity to get on, ensuring Tesco is a great place to work.’ Berian is a bakery manager Berian manages a team of 17 in a Tesco in-store bakery. One of the key challenges of Berian’s job is to ensure his team produces the right products to meet demand at key times. His usual management approach is to allow the team to take responsibility for achieving the desired result. In this way, the team not only buys into the activity, but also develops new skills. For example, when the bakery expanded its product range and Berian needed to ensure that all the products would be on the shelves by 8.00 am, rather than enforce a solution, he turned to the team for ideas. The team solved the problem by agreeing to split break times so that productivity could be maintained. Berian’s approach produced a positive outcome and increased team motivation. Tesco’s leadership framework sets out not just the skills and competencies but also the personal characteristics and behaviours it expects of its leaders. Tesco looks for managers who are positive, confident and genuine, with the capacity to inspire and encourage their teams. A key part of Tesco’s programme for building leaders is encouraging self review and reflection. This allows staff to assess their strengths and find ways of demonstrating the characteristics that are vital to the long-term development of the business. Stephen is a Tesco store manager Stephen is the manager of a medium-sized Tesco store. He has been with the company for over 10 years and his first job was filling shelves in the dairy section. He is currently working towards the Tesco foundation degree. Stephen directly manages a team of around 20 departmental managers, who between them are responsible for almost 300 people. Stephen’s leadership style is usually to allow his managers to make most operational decisions. However, if, for example, an accident occurs in the store, Stephen may take control to ensure a prompt and co-ordinated response. The best managers adopt leadership styles appropriate to the situation. Stephen’s preferred leadership style is to take a democratic approach. He consults widely as he feels that staff respond better to this approach. For example, when planning a major stock reduction programme, he encourages his managers to put forward ideas and develop plans. This increases team motivation and encourages creativity. Some mistakes may be made, but they are used as a learning experience. However, as a store manager, Stephen deals with many different situations. Some may be business critical and it is important that he responds to these in the most appropriate way. In such situations, Stephen may need to adapt his leadership approach and exert more authority. Martin is Tesco's Programme Manager for Education and Skills Martin is Tesco’s Programme Manager for Education and Skills in the UK. He has a range of responsibilities associated with people, processes and standards. Martin may use a democratic approach when setting training budgets. Managers can suggest ideas to make cost savings and they can jointly discuss their proposals with Martin. By empowering his managers, he gets them to take ownership of the final agreed budget. Laissez-faire is at the other end of the spectrum from autocratic. A laissez-faire manager takes a ‘hands-off’ approach and trusts teams to take appropriate decisions or actions with broad agreed boundaries. For example, Martin might leave an experienced departmental manager to develop a budget. This could be because he trusts that the manager has a good knowledge of the needs of the department and of the business. Factors influencing leadership style People at each level of responsibility in Tesco, from administrators and customer assistants to directors, face different types of decisions. Each comes with its own responsibilities and timescales. These will influence the most appropriate leadership style for a particular piece of work or for a given project or audience. Tesco managers have responsibilities for ‘front of house’ (customer-facing) staff as well as ‘behind the scenes’ employees, such as office staff. Before making a decision, the manager will consider the task in hand, the people involved and those who will be affected (such as customers). Various internal and external factors may also affect the choice of leadership style used. Internal factors include the levels of skill that employees have. Large teams may have members with varying levels of skill. This may require the manager to adopt a more directive style, providing clear communication so that everyone knows what to do to achieve goals and tasks. On the other hand, team leaders may take a more consultative approach with other managers of equal standing in order to get their co-operation for a project. External factors may arise when dealing with customers. For example, Berian may need to use a persuasive style to convince a customer to accept a replacement product for an item that is temporarily out of stock. Critical success factors (CSFs) In order to build a sustainable and robust business, Tesco has set out critical success factors (CSFs). These are linked at all levels to its business goals. Some CSFs apply to all employees. These are: • customer focus – to ensure delivery of ‘every little helps’ • personal integrity – to build trust and respect • drive –to achieve results, even when the going gets tough • team working – to ensure positive relationships in and across teams • developing self/others – to motivate and inspire others. Others are specific to the level of responsibility the person or role has and covers: • analysing and decision making • managing performance • managing change • gaining commitment. • By meeting the requirements of these CSFs, Tesco managers can build their leadership skills & contribute to the growth of the business. • Tesco leaders need to be inspirational, creative and innovative, ready to embrace change and with a long-term vision for achievement. Effective leaders manage by example and in doing so, develop their teams. Tesco encourages all its managers to lead by example. It requires leaders who can motivate, problem solve and build great teams. • Tesco employs people in a wide range of roles and provides a career structure which allows employees to progress through the organisation. Tesco’s process of 360-degree feedback allows its employees to reflect on their own progress and improve. Even if someone starts as working in store filling shelves – as did Stephen – they can progress through the organisation into positions of authority and responsibility. Answer all the below questions: 1. With reference to the Tesco case study, compare the leadership style adopted by Berian, Stephen and Martin. 2. In Tesco, what are the qualities that are required for the individuals to assume leadership roles? 3. In reference to the case of Tesco, evaluate the kind of leadership roles displayed by Berian, Stephen and Martin and the changes they need to make in their respective leadership style as required for the situation. 4. In this Tesco case study, explain what is the leadership and managerial competences that Berian, Stephen and Martin need to develop respectively. 5. What should be the development plans that Managers and individuals in Tesco should take

to develop themselves as leaders for achieving the critical success factors set by Tesco. Given the nature of tasks, roles and responsibilities in Tesco for each individual, what are the leadership and managerial skills that should be exhibited by the concerned managers given the Internal and External environment changes.

Tesco is a customer-orientated business. It aims to offer products that provide value for money for its customers and to deliver high-quality service. Tesco wants to attract new customers, but it also wants to keep its existing customers happy. Building customer loyalty is a cost-effective strategy to grow the business. This is because satisfied customers are a good advert for the business. Tesco has more than a 30% market share of the UK grocery market, nearly double that of its nearest rival. In its 2009/2010 financial year, Tesco earned revenues of £38.6 billion in the UK and employed more than 280,000 people. To keep at the top of its game and to maintain its number one spot in the market, the company needs skilled staff at all levels and in all roles. Roles in Tesco Roles in Tesco range from business development, supply chain management and marketing to finance, store operations and personnel management. Each area of expertise requires leadership and management skills. Tesco aims to develop the leadership qualities of its people throughout the organisation, from administrators and customer assistants to the board of directors. It adopts a similar approach to leadership development for staff at all levels. This is in line with Tesco’s employment philosophy: ‘We believe in treating each other with respect, with everyone having an equal opportunity to get on, ensuring Tesco is a great place to work.’ Berian is a bakery manager Berian manages a team of 17 in a Tesco in-store bakery. One of the key challenges of Berian’s job is to ensure his team produces the right products to meet demand at key times. His usual management approach is to allow the team to take responsibility for achieving the desired result. In this way, the team not only buys into the activity, but also develops new skills. For example, when the bakery expanded its product range and Berian needed to ensure that all the products would be on the shelves by 8.00 am, rather than enforce a solution, he turned to the team for ideas. The team solved the problem by agreeing to split break times so that productivity could be maintained. Berian’s approach produced a positive outcome and increased team motivation. Tesco’s leadership framework sets out not just the skills and competencies but also the personal characteristics and behaviours it expects of its leaders. Tesco looks for managers who are positive, confident and genuine, with the capacity to inspire and encourage their teams. A key part of Tesco’s programme for building leaders is encouraging self review and reflection. This allows staff to assess their strengths and find ways of demonstrating the characteristics that are vital to the long-term development of the business. Stephen is a Tesco store manager Stephen is the manager of a medium-sized Tesco store. He has been with the company for over 10 years and his first job was filling shelves in the dairy section. He is currently working towards the Tesco foundation degree. Stephen directly manages a team of around 20 departmental managers, who between them are responsible for almost 300 people. Stephen’s leadership style is usually to allow his managers to make most operational decisions. However, if, for example, an accident occurs in the store, Stephen may take control to ensure a prompt and co-ordinated response. The best managers adopt leadership styles appropriate to the situation. Stephen’s preferred leadership style is to take a democratic approach. He consults widely as he feels that staff respond better to this approach. For example, when planning a major stock reduction programme, he encourages his managers to put forward ideas and develop plans. This increases team motivation and encourages creativity. Some mistakes may be made, but they are used as a learning experience. However, as a store manager, Stephen deals with many different situations. Some may be business critical and it is important that he responds to these in the most appropriate way. In such situations, Stephen may need to adapt his leadership approach and exert more authority. Martin is Tesco's Programme Manager for Education and Skills Martin is Tesco’s Programme Manager for Education and Skills in the UK. He has a range of responsibilities associated with people, processes and standards. Martin may use a democratic approach when setting training budgets. Managers can suggest ideas to make cost savings and they can jointly discuss their proposals with Martin. By empowering his managers, he gets them to take ownership of the final agreed budget. Laissez-faire is at the other end of the spectrum from autocratic. A laissez-faire manager takes a ‘hands-off’ approach and trusts teams to take appropriate decisions or actions with broad agreed boundaries. For example, Martin might leave an experienced departmental manager to develop a budget. This could be because he trusts that the manager has a good knowledge of the needs of the department and of the business. Factors influencing leadership style People at each level of responsibility in Tesco, from administrators and customer assistants to directors, face different types of decisions. Each comes with its own responsibilities and timescales. These will influence the most appropriate leadership style for a particular piece of work or for a given project or audience. Tesco managers have responsibilities for ‘front of house’ (customer-facing) staff as well as ‘behind the scenes’ employees, such as office staff. Before making a decision, the manager will consider the task in hand, the people involved and those who will be affected (such as customers). Various internal and external factors may also affect the choice of leadership style used. Internal factors include the levels of skill that employees have. Large teams may have members with varying levels of skill. This may require the manager to adopt a more directive style, providing clear communication so that everyone knows what to do to achieve goals and tasks. On the other hand, team leaders may take a more consultative approach with other managers of equal standing in order to get their co-operation for a project. External factors may arise when dealing with customers. For example, Berian may need to use a persuasive style to convince a customer to accept a replacement product for an item that is temporarily out of stock. Critical success factors (CSFs) In order to build a sustainable and robust business, Tesco has set out critical success factors (CSFs). These are linked at all levels to its business goals. Some CSFs apply to all employees. These are: • customer focus – to ensure delivery of ‘every little helps’ • personal integrity – to build trust and respect • drive –to achieve results, even when the going gets tough • team working – to ensure positive relationships in and across teams • developing self/others – to motivate and inspire others. Others are specific to the level of responsibility the person or role has and covers: • analysing and decision making • managing performance • managing change • gaining commitment. • By meeting the requirements of these CSFs, Tesco managers can build their leadership skills & contribute to the growth of the business. • Tesco leaders need to be inspirational, creative and innovative, ready to embrace change and with a long-term vision for achievement. Effective leaders manage by example and in doing so, develop their teams. Tesco encourages all its managers to lead by example. It requires leaders who can motivate, problem solve and build great teams. • Tesco employs people in a wide range of roles and provides a career structure which allows employees to progress through the organisation. Tesco’s process of 360-degree feedback allows its employees to reflect on their own progress and improve. Even if someone starts as working in store filling shelves – as did Stephen – they can progress through the organisation into positions of authority and responsibility.

Answer all the below questions:

1. With reference to the Tesco case study, compare the leadership style adopted by Berian, Stephen and Martin.

2. In Tesco, what are the qualities that are required for the individuals to assume leadership roles?

3. In reference to the case of Tesco, evaluate the kind of leadership roles displayed by Berian, Stephen and Martin and the changes they need to make in their respective leadership style as required for the situation.

4. In this Tesco case study, explain what is the leadership and managerial competences that Berian, Stephen and Martin need to develop respectively.

5. What should be the development plans that Managers and individuals in Tesco should take up to develop themselves as leaders for achieving the critical success factors set by Tesco.

6-Given the nature of tasks, roles and responsibilities in Tesco for each individual, what are the leadership and managerial skills that should be exhibited by the concerned managers given the Internal and External environment changes.

Suppose a​ ten-year, $1,000 bond with an 8.3% coupon rate and semiannual coupons is trading for $1,034.16.

a. What is the​ bond's yield to maturity​ (expressed as an APR with semiannual​ compounding)?

b. If the​ bond's yield to maturity changes to 9.8% ​APR, what will be the​ bond's price?

Suppose a​ ten-year,

$1,000

bond with an

8.5%

coupon rate and semiannual coupons is trading for

$1,034.79.

a. What is the​ bond's yield to maturity​ (expressed as an APR with semiannual​ compounding)?

b. If the​ bond's yield to maturity changes to

9.4%

​APR, what will be the​ bond's price?