Checking the Purchase Specifications Paper
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
Checking the Purchase Specifications Paper
Checking, Purchase, Specifications, Paper
Sue, the kitchen manager at the Wagon Wheel Restaurant, glanced at the clock. Pierson’s Produce would be calling soon for the weekend order. She pulled out a notepad and began to make a quick list. It was going to be a busy weekend—the homecoming game at the college would be bringing in lots of business. She’d better order an extra case of lemons for iced tea and lettuce for salads.
Sue didn’t have time to take inventory, so she tried to picture the storeroom as it looked when she last peeked in. She was sure they had lettuce—or was that cabbage she saw? No, it had to be lettuce. Maybe she’d only order one case for the weekend. They were fine on parsley; no need to order that. But kiwis—that new fruit salad on the menu was popular, so she added kiwis to the list.
Sue was putting the final items on her list when George, the general manager, tapped at her office door. He carried a report in his hand and he didn’t look happy.
“Have you seen this report, Sue?” he asked. “Our food costs are on the high side, and it looks like produce is the culprit. It’s up to 9.5 percent, and it should be down around 7.5 percent. We really need to do something about that.”
“I’ll take care of it,” she said.
Just then the phone rang. It was Alan from Pierson’s Produce, calling for the order.
“Just the man I wanted to talk to,” said Sue. She explained George’s concern about the produce costs and wondered what Alan could do to help. She could hear him tapping away at his computer keyboard.
“Well, you know, it’s the end of the season and prices are higher now, Sue,” he said. “But, looking at your past orders, I see you’ve been paying $22 a case for fancy lemons. If you like, I can get you lemons for … how does $14 a case sound?”
Sue didn’t even stop to ask what she might be getting for that price. Saving $8 a case was just what she wanted to hear. She agreed and ordered three cases of lemons, a case of lettuce—yes, only one, she told him—and two cases of kiwis. She checked the items off her notepad as Alan read back her order. She thanked him and hung up the phone. Then she turned her attention to other matters.
Monday, 4 p.m.
Sue looked up in surprise as George came into her office. He looked even more unhappy than he had last week, if that was possible. He shook a report under her nose.
“I thought you were going to take care of these produce costs,” he said. “These figures are even higher—11 percent! How could that happen?”
Sue looked confused. “I don’t know,” she stammered.
At that moment, Adrian, the chef, who had happened to hear George’s question as he was walking by, stuck his head in the door.
“I know how it happened,” Adrian said. “We ran out of lemons, lettuce, and parsley this past weekend and I had to send my people down to the grocery store to pick up produce—at retail prices! That’s what drove our costs up.”
“But I ordered lemons and lettuce on Thursday afternoon,” Sue replied. She showed him the torn-off page from her notepad. “Didn’t they get delivered?”
Adrian thought back. Yes, three cases of lemons had been received, but they were small and unattractive, obviously not the fancy lemons that the restaurant used to garnish its drinks. “I told the receiving clerk that the produce company must have sent us the wrong lemons and told him to send them back,” Adrian said. “They definitely weren’t the lemons on our specifications.”
Sue groaned. So much for the $8 a case savings on lemons. She guessed she should have told the receiving clerk what to expect.
Adrian continued. “As for the rest of the order, the restaurant got only half the lettuce it needed, and no parsley at all. We had to garnish the Eggs Benedict with scallions until someone could get to the market and buy some parsley.” He laughed. “But boy, do we have kiwis to spare. We already had one case. I don’t know how we’re going to use up two more cases before they go bad.”
George looked at Sue for an explanation. “I’m sure this is an isolated incident,” he began.
Adrian laughed again and said, “It happens more often than you think. Why don’t you ask her about the time we ended up with Florida oranges for our garnishes instead of California oranges?”
Sue glared at Adrian, and George looked at both of them.
“I think it’s time we sat down and reviewed some purchasing procedures around here,” he said.
Issues discussed in the case study:
- What standard purchasing control practices could Sue have followed that would have prevented the high produce costs?2. What was right or wrong about the chef’s actions to remedy the situation?3. What steps can Sue take to reduce produce costs in the future?
Source: Case Number: 4656CA
The following industry experts helped generate and develop this case: Timothy J. Pugh, East Lansing, Michigan; and Lawrence E. Ross, Professor, Florida Southern College, Lakeland, Florida.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
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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