Discuss the anticipated impacts (both positive and negative) upon operating efficiencies, and recommend solutions to minimize the negative impacts. Discuss whether or not operating practices should be changed to accommodate the tune-ups. Be sure to explain your reasoning. Examine the reasons why input should be gathered from the shop owners. Discuss the type of input that should be gathered. Describe the processes and steps needed to launch this new program.
Submit a three page paper (not including the title and reference pages). Your paper must be formatted according to APA style and must cite at least three scholarly sources in addition to the textbook.
Real World Scenarios: Midas and Genoa Ford, Same Service but Not Competitors
A typical Midas shop and the service center at a dealership such as Genoa Ford provide the same service, but are they really competitors?Each has adopted different strategies and tailored their operations to fit those strategies.
Midas is in the automotive repair business. Its strategy is to provide a narrow range of services at low cost. National advertising is used todevelop wide geographical coverage. The company is not a full service repair shop, but concentrates on muffler repair, brakes, and shockabsorbers. It is successful because it quickly delivers quality services at low cost. How are operations important to Midas?
- Limited service requires a limited inventory that allows convenient storage close to where materials are needed to perform operations.
- Multiple shops and limited service permit careful engineering of the necessary hand tools and work procedures. These special tools andwork procedures make shop employees more efficient. Midas can apply the same tools and methods to a large number of shops, ensuringthat initial engineering costs are easily covered.
- Because employees have few variations in service, they learn how to perform these jobs more quickly.
- Workers’ skill levels and knowledge requirements focus on a limited area of service so they quickly become experts in a particular area.
As part of a Ford dealership, Genoa Ford’s Service Center provides a full line of automotive repairs. In contrast to Midas, this serviceoperation competes without advertising or national appeal. It also has a different operating strategy. In order to maintain the dealership,Genoa Ford must be able to satisfy a wide variety of customer needs. It offers transmission work, body work, engine repairs, and othertasks in addition to working on brakes, shocks, and mufflers as Midas does. Genoa Ford designs its operations to match its objectives.
- The facility is adaptable to changing needs. For example, on one day, a single repair stall may be used to wash a new car, repair a doorlock, fix an air conditioning leak, or tune an engine.
- Genoa Ford has more tools than a specialist like Midas does because Genoa Ford offers a greater variety of jobs.
- There is some job specialization among workers. All employees will not be able to do everything, but employees still need a wide range ofskills because Genoa Ford does not have enough of one particular job to allow personnel to specialize. Cross-training is necessary.
- The workers’ skill levels and pay rates are higher than workers at Midas.
- A significant inventory of many different parts is maintained. These parts are physically separated from the repair stalls and controlled byspecialists in parts.
As a result of its strategy, Genoa Ford has higher costs and charges higher prices than Midas does for comparable work. When a car needsroutine exhaust system work, it can be taken to a national chain such as Midas. Generalists, such as Genoa Ford, can complete moredifficult jobs and repair work that is paid for by Ford as part of its new car warrantee program.
Case Study
Midas
Assume that Midas is deciding whether it should add engine tuneups to its existing product line. Top management has called you in as aconsultant to help it to analyze this opportunity. The first thing the consultant asks you to do is read the Midas and Genoa Ford Feature in this chapter (read above)
Grading rubric
Discusses the Anticipated Impacts and Recommends Solutions to Minimize the Negative Impacts
Total: 1.65
Distinguished – Fully discusses the impacts on operating efficiencies (both positive and negative) and expertly recommends solutions to completely minimize negative impacts.
Proficient – Proficient – Discusses the impacts on operating efficiencies (both positive and negative) and recommends solutions to minimize negative impacts. The discussion or the recommendations are slightly underdeveloped.
Basic – Briefly discusses the impacts on operating efficiencies (both positive and negative) and recommends limited solutions to minimize negative impacts. The discussion and/or the recommendations are underdeveloped.
Below Expectations – Attempts to discuss the impacts on operating efficiencies (both positive and negative) and recommend solutions to minimize negative impacts; however, the discussion and the recommendations are significantly underdeveloped.
Non-Performance – The impacts and recommendations are either nonexistent or lack the components described in the assignment instructions.
Discusses Whether or Not Operating Practices Should Be Changed
Total: 1.25
Distinguished – Thoroughly discusses whether operating practices should be changed to accommodate the tune-ups and provides a detailed explanation of the reasoning.
Proficient – Discusses whether operating practices should be changed to accommodate the tune-ups and provides a sufficient explanation of the reasoning.
Basic – Partially discusses whether operating practices should be changed to accommodate the tune-ups and provides a rudimentary explanation of the reasoning.
Below Expectations – Minimally discusses whether some operating practices should be changed to accommodate the tune-ups and provides an underdeveloped explanation of the reasoning.
Non-Performance – The discussion of whether operating practices should be changed is either nonexistent or lacks the components described in the assignment instructions.
Examines the Reasons Why Input Should Be Gathered and Discusses the Type of Input That Should Be Gathered
Total: 1.25
Distinguished – Accurately examines the reasons why input that should be gathered and comprehensively discusses the type of input that should be gathered. Expertly applies strong relevant examples to support the examination and discussion.
Proficient – Examines the reasons why input should be gathered and discusses the type of input that should be gathered from shop owners. Applies examples to support the examination and discussion
Basic – Partially examines the reasons why input should be gathered and vaguely discusses the type of input that should be gathered from shop owners. Applies limited examples to support the examination and/or discussion.
Below Expectations – Attempts to examine the reasons why input should be gathered and discuss the type of input that should be gathered from shop owners; however, examples to support the examination and discussion may not apply.
Non-Performance – The examination of reasons and discussion of the type of input that should be gathered from the shop owners are either nonexistent or lack the components described in the assignment instructions.
Describes the Processes and Steps Needed to Launch the New Program
Total: 1.25
Distinguished – Comprehensively describes the processes and steps needed to launch the new program.
Proficient – Describes the processes and steps needed to launch the new program. Minor details are missing.
Basic – Partially describes the processes and steps needed to launch the new program. Relevant details are missing.
Below Expectations – Describes little to none of the processes and steps needed to launch the new program. Significant details are missing.
Non-Performance – The description of the processes of a new launch is either nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Explanation of Issues
Total: 0.25
Distinguished – Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.
Proficient – Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.
Basic – Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.
Below Expectations – Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Creative Thinking: Solving Problems
Total: 0.25
Distinguished – Develops a logical, consistent plan to solve a problem, identifies consequences of the solution, and can clearly communicate the reason for choosing the solution.
Proficient – Carefully chooses among alternatives, and develops a logical, consistent approach to problem solving.
Basic – Takes into account and eliminates less acceptable approaches to problem solving.
Below Expectations – Takes into account a single approach and uses the approach to problem solving.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Content Development
Total: 0.25
Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.
Basic – Uses appropriate and pertinent content, but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.
Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work, and may distract the reader from its purpose.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.15
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.15
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement
Total: 0.15
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Source Requirement
Total: 0.40
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.
Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
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