Business Analytics on Decision-Making Processes Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Business Analytics on Decision-Making Processes Assignment
Many organizations today do not utilize business analytics to help them with their decision-making processes. For some organizations, it could be a lack of knowledge about how to apply it, and for other organizations, it could be a lack of technology. When managers do not feel applying business analytics is worth their time or they feel that it is too complicated, they will not utilize it. If you were to work for a company that did not utilize business analytics, how would you convince them that they should?
Respond to the following questions:
How do you think business analytics can help your current organization with their decision-making processes?
What challenges do you anticipate in getting your organization to implement and utilize business analytics?
How would you approach management in regards to getting them to implement business analytics?
Why should you have an understanding of statistics in order to utilize and implement business analytics?
What would be some challenges in using business analytics?
Write your initial response in 300–500 words. Apply APA standards to citation of sources.
S T r AT E G I C L E A d -T I M E M A N A G E M E N T 139
Bottleneck management All the logistics processes can be viewed as a network of interlinked activities that can only be optimised as a whole by focusing on total throughput time. Any attempt to manage by optimising individual elements or activities in the process will lead to a less-than-optimal result overall. A significant contribution to the way we view logistics processes has been made by Goldratt,2 who developed the theory of con- straints more usually known as optimised production technology (OPT). The essence of OPT is that all activities in a logistics chain can be categorised as either ‘bottlenecks’ or ‘non-bottlenecks’. A bottleneck is the slowest activity in a chain and whilst it may often be a machine, it could also be a part of the informa- tion flow such as order processing. The throughput time of the entire system is determined by bottleneck activities. It follows therefore that to speed up total system throughput time it is important to focus on the bottlenecks, to add capacity where possible and to reduce set-ups and set-up times if applicable. Equally important, however, is the realisation that non-bottlenecks should not be treated in the same way. It is unnecessary to improve throughput at non-bottle- necks as this will only lead to the build-up of unwanted inventory at the bottleneck.
However, Sugden recognised that this opportunity also brought with it a major challenge. As a result of the reduction in the total capacity of the industry and the disappearance of many of the specialist process providers (e.g. finishing) there was a lack of capability to cope with large increases in demand. The problem was particularly acute when dealing with large international brands such as Chanel – an order from such a company, whilst welcome, could place great strains on the capacity of a single business such as Johnstons. Whereas in the past the focus had been on reducing capacity to take costs out of the business now there was a need either to find better ways to use existing capacity or possibly to access capacity elsewhere. The problem with capacity was not so much the number of machine hours avail- able but rather the availability of skilled people. As the workforce was gradually ageing the pool of experienced workers was diminishing – this was particularly the case with those tasks involving hand-sewing. To overcome these problems Johnstons instituted a major review of all their critical supply chain processes. Using process mapping they were quickly able to identify the opportunities for reducing non-value-adding time and removing bottle- necks. They also recognised that in their new, more fashion-oriented marketplace they needed to introduce more cross-functional approaches to decision making. Significant improvements were made in reducing the time from receipt of order to final delivery – partly through the installation of an enterprise planning system but also through a continuing focus on process improvement. As a result the company has managed to improve profitability even against a backdrop of challenging market conditions.
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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