Organisational Behaviour Essay Example for Free

Organisational Behaviour Essay In any organisation, the employers exhibit varied behaviours. Behaviour is a social corporate responsibility (Antal Sobczak, 2004). An organisation should not just demand some kind of behavior but be incorporated in ensuring that this is achieved. The systematic study of how individuals act in an organisation, either individually or as a group is referred to as organisational behaviour (Michael, 2005). There exists many factors that would shape the way people interact in organisations. These seek to predict, control and explain some facts. Despite major criticisms concerning the ethics of controlling the behavior of workers, organisational behaviour has been very instrumental in the development and success of organisations. In the modern world, organisational behaviour is a rapidly growing field. People from different regional and cultural backgrounds have to work together thus making it necessary to moderate the way they interact. These studies have been integrated with other domains for effectiveness, these are: anthropology, ethics and leadership. The leadership domain seeks to give an insight into the role leadership plays in an organisation in the change management process. An individual learns some behaviour from an organisation either directly or indirectly (ICMR, 2007). Theories widely accepted in learning are cognitive, behaviouristic and social learning theories. Learning is attributed to the association between stimulus and response. In behaviouristic theory, the desired behaviour is achieved through the application of theories on behaviour. This theory tends to deal with those skills learnt to be used later excluding those capabilities that are inborn (Behavioural Theory, 2008). People are taught and learn rather than inherit traits. In the context of Waiting Tables for Godot passage, we can analyse some of the traits that are taught rather than the inherent ones. Jean-Pierre Godot, the owner of La Maison taught his staff some of the things he expected them to observe. He taught the workers to work as a team and work excellently for that matter. It is out of this that Diane knew that she had to give her best. How else could she be excellent? In essence, she was putting into practice what was taught to her by Godot; excellence in duty. It is also easy to see that Diane had acquired some other knowledge elsewhere. She had learnt to balance several plates on her arms. Diane could speak French despite living and studying in Australia. It is therefore only wise to conclude Diane should have been taught French. This enabled her to perform well since it is clear from the passage that she was an excellent worker. Customers complemented her for offering efficient service and even gave her tips. Cognitive theory involves learning through mistakes (Domjan, 2003). An individual avoids the path leading to pre-committed mistakes the next time similar activities are undertaken (Jaffee, 2000). In the case passage, when Diane dropped a bowl of bouillabaisse appetiser, her boss yelled at her and even went ahead to deduct $44. 95 form her pay. This taught Diane that carrying many order plates at once was not safe. It also made her realise that Godot was not concerned with the good deeds by the workers but rather by their shortcomings. Slowing down her pace was the immediate lesson that Diane learnt from this experience. From the same mistake, the University of Canberra student realised that with a slower pace, she would make little money to meet her needs. It was only advisable for her to carry on at the same pace but take more caution to avoid any outbursts from her boss. Lastly, the kind of behaviour that is passed on through observation is expounded in social theory. An individual watches some traits that others exhibit and adapts the same. It is very common with children. According to Miller and Dollard (1941), the observer imitates the observed action which is then adapted and rewarded with a positive reinforcement. Diane, a newly employed worker at La Maison observed the cook being scolded by Godot. She immediately learnt that she had no option but to give the best in her capacity if she was to avoid any trouble. By observing the nature of her customers, she learnt to be friendly and even employ some other skills like speaking French when need be. Diane observed that by warmly welcoming customers she had served before, she was able to retain them. She thus employed her courtesy skills to retain customers. Social behavior includes the inherent characteristics. Diane exhibited traits like the art of balancing several plates on her arms. She was also talented in the recommendation of wines that go well with specific meals. This Canberra student had persuasive skills to convince customers to buy lavish desserts by the way she described them. Her memory never failed. She correctly entered her orders and duly delivered them. Moreover, she remembered repeat customers and ushered them back warmly. These are some behavioural traits that are not necessarily taught. They could be inborn. Consequences have been used in many cases to determine the occurrence of behaviour. This is referred to as operant conditioning or instrumental conditioning. Learning occurs only at that point where the learner appreciates the connection that exists between behaviour and its consequences (Wagner, 2005). It is operated in by the environment but maintained by consequences. Reinforcement and punishment could either be positive or negative. The positive aspect is achieved when it is delivered due to some response whereas the negative is withdrawn due to a response. Extinction is another tool of operant conditioning where there exists no change in consequences following some response. In punishment, the behaviour of an individual is weakened following the experience of some negative condition (Operant Conditioning Basics, 1999). It is of significance to note that it is only response that is extinguished, punished or reinforced. Positive reinforcement exists where a pleasant stimulus that enhances a certain behaviour is a result of a response. In Waiting Tables for Godot, customers kept complementing Dianes service as a consequence of her excellent service. They would also give tips to this University student. Godot on the other hand always yelled at her workers. The La Maison owner would even use French to express his dissatisfaction. In a way, this made sure things get done the right way. It is seen that even Diane becomes more careful when handling his order plates to avert losses like the one experienced before. Godot explained to new workers what he expected from them; excellent job. This, if taken from Dianes reaction, shows that workers gave their best because of this initiative. On the other hand, negative reinforcement is a situation where a behaviour is a result of stopping a negative condition, usually considered unpleasant. For example, when Godot scolds his cook and chef, they get things moving. When he yells out his anger at Diane for dropping bouillabaisse appetiser on the carpet, Diane reconsiders how careful she is with her job. She therefore averts the negative consequences where she has to break her employers property and even have her pay deducted for compensation. It is also clear that Diane finds some work to do during her vacation than just stay at home to avoid rice and spaghetti meals when she resumes back to Canberra University the following semester. Positive punishment would refer to a situation where a response occurs as a result of an aversive stimulus. This includes the introduction of loud noise or shock. Jean-Pierre Godon knew how to employ this tool. He would yell at his workers if only to get things moving faster. Regularly, he would speak in French if only to drive the point home. At one particular time, when Diane dropped the bouillabaisse appetiser, she was scolded and part of her salary deducted to cater for the losses her employer had incurred. This produced positive change as she became more careful in whatever she handled in La Maison thereafter. When Dianes pay was slashed, she opted to observe extra caution. Not only was her pay deducted but she also lost a considerable amount of tips because of the slow down in her service. This served to improve the way she handled her order plates. This condition where a favorable outcome is withdrawn following an unpleasant behaviour is known as negative punishment (Wagner, 2005). Both the negative and the positive punishment result to decreased behaviour. There are conditions that result when a behaviour that had been reinforced previously ceases to be effective. This is extinction. In the case passage, Diane is portrayed as a very efficient worker who would go extra lengths to accomplish her duties. For instance, she would balance several plates on her arms which made her avoid many trips to the kitchen. She would also carry out her duties so well that Godot, her boss, never crossed paths with her. However, on the day she messed herself by dropping appetiser of bouillabaisse on the carpet, all these things ceased to be meaningful. Her expertise in balancing several plates in her arms was no longer a positive attribute. It had cost her $44. 95 of her pay. It was therefore not worth going on with this but rather resort to carrying just a few plates at a time. Although she did not break any item in La Maison henceforth, Godot was still irritated with this University student. Godot was not satisfied with her wait staff effort. No matter how hard they tried to fulfil their bosss demands, Godot would still hurry them up with insults in French. Their effort was therefore extinct. Dianes life was surely affected by these learning tools in one way or another. Positive reinforcements made her achieve her targets. When customers would complement her, she would feel that she was doing the right thing. This motivated her to offer the best that she could. Customers would tip her, t times to a high of $23 a day which implied to Diane that she would not take rice and spaghetti in the next semester at the University of Canberra. She would also get more customers into Godots business place because of her good communication and interpersonal skills. Nonetheless, some negative reinforcement aspects caused her humiliation. When Godot finds her on the wrong and scolds her, she is forced to do away with quite a portion of her pay as compensation for the losses the boss incurs. She is prompted to reduce her service speed to avert similar happenings. When Godot imposes a fine to Diane for her actions, he knows that this will assist this lady avoid carelessness in the future. She is forced to serve lesser customers which implies reduced tips for her. This is positive punishment since it is meant to give positive results. It is out of this that this student becomes cautious with her work. Though this impacted negatively on her goals, losses in the organization was prevented. From the unpleasant behaviour of Godot in the context of Diane, this worker changes and becomes even a better employee as she does not break items anymore but becomes more cautious. There are various ways that an employer would incorporate in their management to yield the desired results. Godots idea was to pay per hour and allow the workers have tips from customers. It would thus ensure that at no one particular hour would the workers desire to do nothing. They would always seek to be busy each unfolding hour. This simply meant that Godot would have an all time operational business. This translates to more work and more profits for him. He would also not have to pay for any wasted hours during the day than if he was to pay, say per month. It will also mean that he could employ new employees every hour and avert the problem of absenteeism. Tips on the hand encouraged the workers to serve more customers in anticipation for more tips. This similarly translates to more work and consequently profits for Godot.

Transcontinental Runs :: Running Athletics Papers

Transcontinental Runs One of the most distinct features of humans exists in the fact that we are innately motivated to achieve certain goals. We are in essence a species of curiosity, always testing how much stress we can take both mentally and physically. There have been many people over the years that tested their mental and physical states, but few can say they put their very existence to the limit like James Shapiro and Bhaktimarga Swami. Shapiro, an American runner and author, completed a virtually solo run across the United States in 1980, covering 3,026 miles in eighty days of trials and tribulations.(Shapiro preface) Swami, a Hare Krishna monk in Canada, is well on his way to completing his trek across his native land.(Internet 96) It was the age of 33 in 1980 when Shapiro started to run from the Pacific Ocean to the Atlantic Ocean.(Shapiro preface) While the distance of over three thousand miles seems near impossible, Shapiro had plenty of experience in ultra-running prior to his trip. He began running in his early youth, participating on his schools’ track teams. He enjoyed little success in these early races but was confident that one day he would find a long distance where he could excel. In 1975, after witnessing the Boston Marathon, Shapiro decided that he would run a marathon himself. Five years and thousands of miles later Shapiro had run several marathons and even ultramarathons up to fifty miles long. But the thought of the solo venture across America was not a glimmer in Shapiro's eye until he met two runners who had run the length of England across America. He then made it a point to train twenty miles a day for eight weeks up until his departure in July of 1980.(Shapiro preface) If he finish ed he would join a select group of twelve living runners that have mastered comparable runs.(Shapiro preface) After catching a one way flight to California from his native state of New York, Shapiro settled on Dillon Beach as his starting point for its beauty and openness.(Shapiro preface) Shapiro was going to have to get used to this sense of openness, for except for parts of Utah, Nevada, and Wyoming where a car accompanied him for hydration purposes, he would be traveling the open lands of America alone. "It was scary to sense how alone I was going to be and how much I would have to live with myself, and be comfortable doing so.

Organizations Become More Global

To some the word â€Å"Globalization† may seem a clichà ©. To others, it may appear an end in itself. Competitive pressures are creating the need for most companies to become Global.Globalization is one means for  becoming and remaining a world-class competitor — a goal encased in the mission statements of most corporations.When developing a globalization strategy, it is clear that the emerging markets present the greatest opportunity. The growth projections for Europe, Japan and the United States pale in comparison to some of the emerging markets.Emerging MarketsThroughout the emerging markets an unprecedented consumer market boom is driving up demand for western-style goods and services. The largest segment of consumers in these markets is a decade short of its peak spending years. In India alone, sales of consumer goods are rising at 14% per year, while China is growing at almost 20% per year. Couple the consumer-spending boom with the still burgeoning need for in frastructure improvements and you’ll have a range of opportunities that extends into the trillions of dollars. Projects are planned or underway in many of these countries to upgrade transportation and  telecommunication systems, explore energy resources, build power generation facilities and provide health care facilities.In addition, the privatization efforts are presenting an incredible range of opportunities for investors, lending institutions, service providers and manufacturers.Four key trend influence emerging market potentialThere are four key trends that are influencing the emerging market potential:1. Demographics: Overall world population growth is now concentrated in the  developing world. Where industrial nations are facing an  increasingly older population, the emerging markets remain  young. The developed world comprises only 11% of the world’s population.2. Governments: Many countries that once relied on centrally planned economies are becoming m arket-driven. Industries that governments  previously restricted to foreign companies are now opening to foreign investment.3. Communications: Access to the emerging markets is increasing due to huge  developments in communications technology such as the Internet and electronic commerce. Cyberspace represents a profound shift in the nature of communications as well as our perception of distance.4. Urbanization: As infrastructure improvements are made, urban growth in the emerging markets will continue to explode.  Estimates indicate that the emerging markets' share of world imports will double by the year 2010, rising to over 38%. Companies dazzled by the magnitude of these numbers must be equipped with the appropriate knowledge, information, and strategy to make its market forays successful.MACRO LEVEL Industry Globalization is due to such factors as :†¢ Level of international trade †¢ Intensity of international competition †¢ Worldwide product standardization †¢ Presence of key competitors in all key international markets. †¢ Intra-firm trade †¢ Technological intensity †¢ International linkages of value-added activities among countries †¢International integration of value-added activities among countries †¢ WORLDWIDE FREETRADE AGREEMENTS †¢ WORLDWIDE ECONOMIC REFORMS †¢ WORLWIDE FINANCIAL REFORMS †¢ REMOVAL TARIFF BARRIERS BY COUNTRIES †¢ REMOVAL OF SUBSIDIES COUNTRIES †¢ ETC ETC ====================================================THE PUSH FACTORS OF GLOBALIZATIONMarket Drivers†¢ Per capita income converging among industrial nations †¢ Convergence of lifestyles and taste †¢ Growth of global and regional channels †¢ Establishment of world brands †¢ Spread of global and regional mediaCost Drivers†¢ Continuing push for economies of scale ( but offset by flexible manufacturing) †¢ Accelerating technological innovation †¢ Advances in transportation (e.g., use of FedEx to deliver urgent supplies from one continent to another) †¢ Emergence of newly industrializing countries with productive capability and low labor costs (e.g., China, India and Indonesia)

My Views On Art As A Child - 1539 Words

Admittedly, I never retained much of an interest in art as a child. Yes, I knew the basic mechanics behind mixing primary colors to make secondary ones, and had even experimented with tertiary colors on occasion. I even developed an innocent curiosity in the works of Leonardo da Vinci as I grew older, but still maintained a blasà © approach towards art in general. Since participating in Art Appreciation at DCCC, my views on that matter have changed. I have gained a new fondness for the seemingly trivial things in life and have since looked at them differently than I did before I signed up for the class. Upon visiting the Reynolda House this weekend with a fellow classmate to work on our first outside-of-class writing assignment, this adapted outlook was especially apparent. The two of us wandered about the museum at a leisurely pace, and while I was already vaguely familiar with the layout from a previous visit as a little girl, three oil paintings from the Victorian era caught my e ye. While they share an initial similarity with each other in their naturistic settings, they also differ in a myriad of ways. The first piece of art that I will be analyzing is The Old Hunting Grounds, an oil painting created by Worthington Whittredge in 1864. Whittredge largely limits his color pallete with mottled shades of green and brown typical of vegetation and forest life, though the canvas’ focal point is dominated by a grove of illuminated birch trees. In comparison to the overall darkShow MoreRelatedThe Importance Of Pornography1432 Words   |  6 PagesBeing raised in a Cristian Mexican culture home, I was taught early in life to view adult content material such as pornography as taboo. 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Katsa Bag Production - Free Essay Example

Sample details Pages: 14 Words: 4162 Downloads: 6 Date added: 2017/09/25 Category Business Essay Type Analytical essay Did you like this example? Work Measurement on Katsa Bag Production (Gifts and Graces: Cainta, Rizal) I. Rationale Environmental issues and problems started to arise last decade. Awareness and drive to solve these problems has grown to 89% (NIHERST, 2008) since  2008. This has resulted to different campaigns and movements such as the Earth Hour Campaign, where everyone is encouraged to switch off household lights for an hour and the birth of eco-friendly products into the market. One of the most in demand and popular eco-friendly products is the cloth or katsa bags. Several big companies such as Rustan’s and SM have invested and promoted the use of this product not only because of its earth friendly feature but also due to the convenience and cost-saving advantage it gives to them and to their customers. Katsa bags have widened its range of usability. Before it is only used when people go to wet markets. Now, it is seen and used not only in supermarkets but in high end malls and places as w ell. With the continuous expansion of its market and increasing demand,  production of katsa bags is now seen  as a critical process as its production cost and market value is now a concern of the public. II. Problem Statement Without an existing time standard for the production of katsa bags, the management allocates extensive time allowance for the completion of job orders. This results to excessive avoidable delays taken by the workers. III. Objectives This study is an application of the theories learned in the IE32: Methods Engineering Class. It aims to utilize the problem solving tools  and work measurement techniques  discussed in the course. Moreover, this study intends to help Tahanang Walang Hagdanan by accomplishing the following specific objectives: * To improve the productivity and efficiency of Tahanan Walang Hagdanans katsa bag production   * To determine the time standard for producing a katsa bag using time study * To improve systems and procedures fo r selected processes IV. Scope and Limitations PRODUCT SCOPE The study focuses on the processes involve in the manufacturing of Tahanang Walang Hagdanans katsa bags. Since there are different varieties of katsa bags, production of Antipolo katsa bags will be the premiere focus. TIME STANDARD SCOPE Even though Antipolo katsa bag production will be observed in this study, standard time for all the all other processes except silkscreening will be applicable for other katsa bag variety with the same dimensions. Silkscreening is the source of variation as different imprints are processed in different durations. SILKSCREEN PROCESS LIMITATION Different customers require different imprints on the katsa bags. The time it takes to produce patterns differ depending on the number of colors that will be seen on the imprint. A pattern can be reused once it has been created. Returning customers with the same imprint design do not need to be prepared a new silkscreen template. Since Antipolo katsa bag is a returning customer, creation of the silkscreen template will not be observed by this study. V. Methodology The group conducted visits to the actual site of katsa bag production in Cainta. Interviews with the operations director, Lita Evangelista, marketing officer, Lolit Tuazon and sewing department supervisor, Leizel Tabocolde, were done every visit to familiarize the process and to be aware of the problems that they encounter. The actual operators were also asked about their assigned tasks. Basic questions such as how the processes are done, how many operators are involved in the assembly and the like were asked to give the researchers a background on the nature of making katsa bags. Familiarization of the process was done before conducting an actual time study on the operators. The current system was documented by means of flowcharting. Moreover, problem solving tools were used to identify the sources of production inefficiencies and to recognize where to focus in solving the above mentioned problem. Time study was the work measurement tool used to determine the standard time for producing a bag. Through this, the time required for an operator to carry out a specific process was obtained at a defined rate of performance. the group also took into consideration the working conditions during the actual observation and see how these affects the workers performance. VI. Project Documentation COMPANY BACKGROUND Tahanang Walang Hagdanan Inc. is a center that equips the disabled with skills and knowledge for their integration into the mainstream of the society. People in this center are trained in different fields such as metalcraft, woodcraft, needlecraft, information technology, paper-making and packaging. The products produced by these trained workers are sold to local distributors and exported abroad. Tahanang Walang Hagdanan, providing different services and merchandise, is divided into different departments. One of these is the sewing department. Here, different kinds of bags, graduation caps, and doll caps are produced. One of the kinds of bags created in this section is called a katsa bag, also known as eco friendly bag. PROCESS FLOW The production of katsa bag begins by simultaneously preparing the strap and the body of the bag. The strap is prepared by one of the operators by cutting it to its proper length (123 inches) and burning the edges with the use of a candle. Three straps can be produced in one cycle while a strap’s edge is burned on at a time. The body of the bag is simultaneously done with the straps. Preparing the body of the bag can be broken down into 3 sub-processes. First, 3 people layout the fabric for both the main body and the bag’s sidings. For the main body, the katsa cloth is folded several times until it reaches a pile of 25  cloths (Figure 1). One fold measures 87 inches in length. The same process is done for the sidings of the bag but this time, the fabric is fol ded at 85 inches. After layout, the body and siding patterns are traced on the topmost fabric. Four bodies can be produced from an 87-inch fold while twenty sidings are created for the 85-inch fold. Lastly, the fabric is cut by one of the three workers using the cutting machine while the fabric is held in place by the other two (Figure 2). Figure 1. Workers Layout Katsa Cloth Figure 2. Cutting Katsa Cloth for Body The body of the bag is then  silkscreened (Figure 3). The main silkscreen process is done by only a disabled person who consequently has limited movements. For efficiency purposes, assistance is provided to the main operator in the arranging of the printed cloths. Since the bag has two different designs for each side, the printing of the first design on one side is finished first before moving on to the other design. After doing the first print, the fabric is placed on top of a board with an adhesive by a helper. The adhesion of the cloth to the board or wood plate is done in order to maintain alignment of the pattern and print when the second color of a design is imprinted. Given that the second design of this model of katsa bag requires two colors, the first color is applied first before proceeding to the next one. Meanwhile,  the ends of the 123-inch strap are sewn together (Figure 4). Markings are also placed on the middle of the strap for alignment purposes. Meanwhile,  the ends of the 123-inch strap are sewn together (Figure 4). Markings are also placed on the middle of the strap for alignment purposes. When the print on the cloth is dry, markings are drawn on it to identify the spot where the strap is going to be placed (Figure 5). After the strap and body preparations, a running stitch using a high speed machine is done to connect the strap to the body (Figure 6). Once it is done, the sidings are sewn together with the body creating the actual form of the bag. Following this step is the serging of the edges of the fabric using the edging machine (Figure 7). Since the stitches are performed on the wrong side of the fabric, the bags are then inverted and the sides are marked in preparation of making the hemline. The final stitches on the side are made. Figure 6. Sewing the Strap and Body Together Figure 5. Drawing Markings on the Body Figure 7. Serging of Edges For the finishing touches, the bag is trimmed and checked for defects. Once it has already passed quality control, it is now ready to be packed and be delivered to the customer. The complete process flow of katsa bag production is described in the flowchart below (Figure 8). Figure 8. Process Flowchart of Katsa Bag Production WORK DISTRIBUTION | LTC| Silkscreen| Prep| Sew| Finish| Layout| Trace| Cut| 1st Coat (1)| Install| 1st Coat (2)| 2ns Coat (2)| Remove| Cut| Burn| Connect| Mark| mark| Attach| RS| Werge| Invert| Mark| Fold/Hem| Trim| Pack| 1|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 2|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 3|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 4|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 5|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 6|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 7|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 8|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 9|   |   |   |   |   |   |   |   |   |   |   | à ‚  |   |   |   |   |   |   |   |   |   | 10|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 11|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 12|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 13|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 14|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 15|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 16|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | Table 1. Work Distribution The needlecraft department of Tahanang Walang Hagdanan is composed of 16 employees. The table above shows the specific work assigned to each worker. This was only based on how the supervisor, Ms. Leizel Tabocolde described her staff. The layout, trace and cut process are done by four people as a group. After these processes are complete, two of them proceed to sewing while the other two have nothing left to do. In the silkscreen process, one person does the main procedure of coating while two assists him with the other sub-steps. After printing, the preparation of the strap, siding and body is done before sewing them together. The majority of the processes in this stage is assigned to a single person. For the sewing part, a total of 11 out of the 16 employees work since 11 hi speed machines are available in the department. Furthermore, only one person does the edging despite the availability of two machines because she is the only one skilled to use it. To illustrate more clear ly the work distribution of the 16 workers, a pie chart was used (Figure 9). Each number described in the legend is a specific worker. It can be observed from this chart that half of the complete process is done by only five workers. Moreover, 8 workers are assigned to work on a quarter of the whole production. Table 2 shows the actual work percentage of each worker. Figure 9. Work Distribution Pie Chart worker| Work distribution percentage| 1| 0. 086207| 2| 0. 086207| | 0. 051724| 4| 0. 051724| 5| 0. 051724| 6| 0. 034483| 7| 0. 034483| 8| 0. 086207| 9| 0. 068966| 10| 0. 068966| 11| 0. 068966| 12| 0. 068966| 13| 0. 068966| 14| 0. 068966| 15| 0. 068966| 16| 0. 034483| Table 2. Work Distribution Percentage VII. Work Measurement Results and Analysis After familiarization of the katsa bag process, the group used the time study method to gather information for the evaluation of the katsa bag operation and to establish time standards. The snapback method was used in timing each of the pro cesses identified in the flowchart (Figure 8). The processes were identified with the help of THW’s sewing department supervisor. The time study observation form found in the appendix shows the data gathered from the examination. For the determination of sample size, the group used the recommended sample size from Niebel’s Methods, Standards, and Work Design book. The book states that for an operation with _____ cycle time ____ cycles are enough. For this reason, ___ cycles were used in the study. Five cycles were taken for each of the following processes: layout, trace, cut (LTC). On the other hand 10 cycles were taken for the remaining processes. Only five observations were taken for LCT because the workers can produce approximately 100 units of the bag during these processes. The allowances for personal needs, basic fatigue, variable fatigue, and special allowances were also taken from the recommended allowance from the Niebel’s book. These allowances w ere given to normal operations. *add duration of time study *add how we got performance rating EFFICIENT BUT NOT PRODUCTIVE Table X shows the summary of the results from the time study that was conducted. Based on the table, each process is performed efficiently by the worker. However during company visits wherein the researchers observed for almost the whole working day, the group observed that even at this efficiency the workers weren’t productive. When the operator starts working on her assigned tasks, she finishes it quickly. However, production time was lengthened/prolonged due to observed avoidable delays. During the period where the processes were timed, the workers performed the tasks continuously but after a while some of the workers didn’t have tasks to accomplish. Process| | | % efficiency| | Layout (body)| 256| 241. 304| 94. 259| 5. 741| Trace (Body)| 146| 141. 848| 97. 156| 2. 844| Cut (Body)| 2044| 2034. 312| 99. 526| . 474| Layout (Side)| 219| 218. 56 8| 99. 803| . 197| Trace (Side)| 132| 128. 688| 97. 491| 2. 509| Cut (Side)| 567| 564. 144| 99. 496| . 504| First Coating (side 1)| 99| 98. 952| 99. 952| . 048| Katsa Installation on Plate| 203| 203. 112| 100. 055| -. 055| First Coating (side 2)| 98| 97. 272| 99. 257| . 743| Second Coating (side 2)| 87| 88. 256| 101. 444| -1. 444| Katsa Removal from Plate| 69| 67. 816| 98. 284| 1. 716| Cut| 141| 140. 56| 99. 330| . 670| Burn Edges| 23| 22. 960| 99. 826| . 174| Connect Ends/Mark| 268| 266. 224| 99. 337| . 663| Marking Body| 1660| 1630. 944| 98. 250| 1. 750| Mark Sidings| 265| 256. 984| 96. 975| 3. 025| Attach Strap| 1686| 1684. 760| 99. 926| . 074| Running Stitch| 1291| 1280. 496| 99. 186| . 814| Serge Side| 459| 451. 696| 98. 409| 1. 591| Invert| 85| 89. 488| 105. 280| -5. 280| Mark Side| 262| 255. 640| 97. 573| 2. 427| Fold/Hem| 1105| 1104. 208| 99. 928| . 072| Top Stitch| 1422| 1415. 400| 99. 536| . 464| Trim| 2483| 2481. 976| 99. 959| . 041| Pack| 505| 497. 784| 98. 571| 1. 429| STREAM DIAGNOSTIC CHART| Man| Method| Management| Overtime Last minute production High idle time Undermanned Processes Low quality control Excessive avoidable delays Hiring of extra workers Extended production process | | | Following the flow of the cause and effect arrows in the stream diagnostic chart (Figure 10), it can be observed that the most number of outgoing arrows comes from excessive avoidable delays. This indicates that having too many avoidable interruptions in the method of making katsa bags causes majority of the problems. The presence of too much avoidable delays causes the high idle time of workers. This consequently leads to last minute production for meeting their customer’s deadlines. Moreover, cramming the production of the bags causes the employees to work overtime and this in turn will be the reason for low quality control; since while chasing their deadline, it is highly probable that their skill of making the bags will be of poorer quality. Beca use of the existence of these problems, one of the actions taken by the management is the hiring of extra workers which just adds to labor cost. Furthermore, extension of the production process is also a step done by the management as an effect of excessive avoidable delays. From the stream diagnostic chart, it was identified that the main problem in the production of the katsa bags is too much avoidable delays. The root causes of this problem were determined using the ishikawa diagram above. There are three main categories in which these factors fall under: management, human and methods. I. Management a. Extensive allowances for production process The management treats the normal? workers the same way they do with the disabled workers thus giving them extra allowances. b. Lack of supervision c. Improper work distribution The weights of work of workers are not evenly distributed. Some workers have too many tasks as compared to their co-workers. d. Lack of policies In the current system, there no? are strict policies regarding proper work execution and time management. e. Ineffective scheduling II. Human f. Lack of discipline During work hours, the workers are continuously communicating with each other. g. Lack of responsibility During the entire production process for a specific job order, there are workers who do not go to work for several days and just work during crunch time. (there are workers who do not go to work for several days and who just works when the deadline is near) III. Methods h. No standard time per process Workers are free to carry out their work on their own paces as they finish the required job orders. i. Undermanned stations With uneven work distributions, there are processes that lack manpower j. Processes not performed continuously Since the allowances given are too much, workers tend to stop every now and then to take a break even if a task in not yet done k. Dependent on the available number of workers Not all the workers go to work all the time thus the number of processes performed are limited to the ability and number of those who came. Insert Pareto chart Figure 13. Gantt Chart The gantt chart (Figure 13) is used to give an overview of the tasks that should be done simultaneously. Moreover, it shows which among these processes have relative short and long processing times. The time index used is neither the conventional hours of a day nor days of a week. Instead, the time index in Figure 13 is the fraction of minutes of a single cycle. This is because Tahanan Walang Hagdanan does not follow a standardized scheduling of work. Workers and operators start their workday based on the unfinished task the previous day. Based on the gantt chart, preliminary processes of the cloth and strap are independent of each other as they can be performed without the output of the other. Folding of the layout and tracing, cutting, silk-screening and marking of the cloth should be done at the same time with cutting, edge burning, stitching and marking of the strap. Ensuring that these processes are performed in order avoids delays and pile up of unwanted inventory. Delays are probable to happen if succeeding processes do not occur because of unfinished outputs from the succeeding processes. This will also cause idle time for the workers of the succeeding processes as they will have no material no work on. Moreover, pile up of unwanted inventory will happen if either of the two preparatory processes is not executed on time. This will cause an additional liability since there will be a need to temporary store these inventory. Furthermore, evident in the gantt chart as well is the short processing time involving the inverting of the bag. This process is done by another operator different from the operator from the preceding and succeeding processes. This is a potential area of improvement as this process can be merged to either the preceding or succeeding process. Difficulty of performing this task is at minimum as no specialization and training is needed to complete it. Implementation Plan Figure X shows the group’s suggested implementation plan if the recommendations were to be carried out by Tahanang Walang Hagdanan. APPENDIX LTC Time Study Observation Form| Study No: 1| Date: March 11, 2010| Page: 1 of 2| | Operation: LTC| Operator:| Observer:| Element No. and Description| Layout (Body)| Trace (Body)| Cut (Body)| Layout (Side)| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 80%|   | 53| 42. 4| 95%|   | 27| 25. 65| 90%|   | 400| 360| 75%|   | 52| 39|   | 2| 90%|   | 47| 42. 3| 75%|   | 34| 25. 5| 90%|   | 415| 373. 5| 90%|   | 43| 38. 7|   | 3| 100%|   | 44| 44| 105%|   | 24| 25. 2| 85%|   | 422| 358. 7| 90%|   | 44| 39. 6|   | 4| 75%|   | 57| 42. 75| 85%|   | 30| 25. 5| 95%|   | 382| 362. | 95%|   | 43| 40. 85|   | 5| 80%|   | 55| 44| 80%|   | 31| 24. 8| 85%|   | 425| 361 . 3| 100%|   | 37| 37|   | 6|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 7|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 8|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 9|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 10|   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   | Summary| Total OT| 256| 146| 2044| 219| Rating|   |   |   |   | Total NT| 215. 45| 126. 65| 1816. 35| 195. 15| No. Observations| 5| 5| 5| 5| Average NT| 43. 09| 25. 33| 363. 27| 39. 03| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 48. 2608| 28. 3696| 406. 8624| 43. 7136| No. f Occurences| 5| 5| 5| 5| Standard Time| 241. 304| 141. 848| 2034. 312| 218. 568| Total Standard Time (sum standard time for all elements):| 3329| Foreign El ements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 2:32:50 PM| Personal Needs| 3| A| 0| 5| 5| checked| Starting Time| 1:35:50 PM| Basic Fatigue| 2| B| 0| 3| 3| stopped| Elapsed Time| 57 mins| Variable Fatigue| 3| C| 0| 3| 3| stuck| TEBS| 0. 3|   | Special| 1| D| 0| 6| 6| checked| TEAF| 0. 3| | Total Allowance| 9| E| 0| 4| 4| stuck| Total Check Time| 0. 6| | Remarks:| F| 0| 3| 3| checked| Effective Time| 3364| | | G|   |   |   |   | Ineffective Time| 24| | | H|   |   |   |   | Total Recorded Time| 3388| | I|   |   |   |   | Unaccounted Time| 0| | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Time Study Observation Form| Study No: 1| Date:| Page: 2 of 2| | Operation: LTC| Operator:| Observer| Element No. and Description| Trace (Side)| Cut (Side)|   |   | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT |   | 1| 95%|   | 24| 22. 8| 90%|   | 114| 102. 6|   |   |   |   |   |   |   |   |   | 2| 100%|   | 23| 23| 95%|   | 104| 98. 8|   |   |   |   |   |   |   |   |   | 3| 80%|   | 29| 23. 2| 85%|   | 116| 98. 6|   |   |   |   |   |   |   |   |   | 4| 90%|   | 26| 23. | 85%|   | 120| 102|   |   |   |   |   |   |   |   |   | 5| 75%|   | 30| 22. 5| 90%|   | 113| 101. 7|   |   |   |   |   |   |   |   |   | 6|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 7|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 8|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 9|   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | 10|   |   |   |   |   |   |   |   |   |    |   |   |   |   |   |   | Summary| Total OT| 132| 567|   |   | Rating|   |   |   |   | Total NT| 114. 9| 503. 7|   |   | No. Observations| 5| 5|   |   | Average NT| 22. 98| 100. 74|   |   | % Allowance| 12%| 12%|   |   | Elemental Std. Time| 25. 7376| 112. 8288|   |   | No. of Occurences| 5| 5|   |   | Standard Time| 128. 688| 564. 144|   |   | Total Standard Time (sum standard time for all elements):|   |   | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time|   | Personal Needs|   | A|   |   |   |   | Starting Time|   | Basic Fatigue|   | B|   |   |   |   | Elapsed Time|   | Variable Fatigue|   | C|   |   |   |   | TEBS|   |   | Special|   | D|   |   |   |   | TEAF|   | | Total Allowance|   | E|   |   |   |   | Total Check Time|   | | Remarks:| F|   |   |   |   | Effective Time|   | | | G|   |   |   |   | Ineffective Time|   | | | H|   |   |   |   | Total Recorded Time|   | | I|   |   |   |   | Unaccounted Time|   | | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Silkscreen Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Silkscreening| Operator:| Observer| Element No. and Description| First Coating (side 1)| Katsa Installation on Plate| First Coating (side 2)| Second Coating (side 2)| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 105%|   | 8| 8. 4| 80%|   | 23| 18. 4| 95%|   | 9| 8. 55| 90%|   | 9| 8. 1|   | 2| 95%|   | 9| 8. 55| 80%|   | 23| 18. 4| 80%|   | 11| 8. 8| 80%|   | 10| 8|   | 3| 90%|   | 10| 9| 90%|   | 21| 18. 9| 85%|   | 10| 8. 5| 100%|   | 8| 8|   | 4| 90%|   | 10| 9| 120%|   | 15| 18| 90%|   | 10| 9| 105%|   | 7| 7. 35|   | 5| 80%|   | 11| 8. 8| 105%|   | 17| 17. 85| 80%|   | 11| 8. 8| 75%|   | 11| 8. 5|   | 6| 90%|   | 10| 9| 75%|   | 24| 18| 90%|   | 10| 9| 100%|   | 8| 8|   | 7| 80%|   | 11| 8. 8| 110%|   | 16| 17. 6| 90%|   | 10| 9| 115%|   | 6| 6. 9|   | 8| 80%|   | 11| 8. 8| 80%|   | 22| 17. 6| 95%|   | 9| 8. 55| 90%|   | 9| 8. 1|   | 9| 100%|   | 9| 9| 75%|   | 25| 18. 75| 95%|   | 9| 8. 55| 90%|   | 9| 8. 1|   | 10| 90%|   | 10| 9| 105%|   | 17| 17. 85| 90%|   | 9| 8. 1| 80%|   | 10| 8| Summary| Total OT| 99| 203| 98| 87| Rating|   |   |   |   | Total NT| 88. 35| 181. 35| 86. 85| 78. 8| No. Observations| 10| 10| 10| 10| Average NT| 8. 835| 18. 135| 8. 685| 7. 88| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 9. 8952| 20. 3112| 9. 7272| 8. 8256| No. of Occurences| 10| 10| 10| 10| Standard Time| 98. 952| 203. 112| 97. 272| 88. 256| Total Standard Time (sum standard time for all elements):| 555| Foreign Elements| Time Check | Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 10:12:00 AM| Personal Needs| 3| A| 0| 5| 5| check, compare| Starting Time| 8:42:30 AM| Basic Fatigue| 2| B| 0| 73| 73| stuck| Elapsed Time| 89. 5 mins| Variable Fatigue| 3| C| 0| 6| 6| check alignment| TEBS| 0. 7|   | Special| 1| D| 0| 6| 6| remove thread| TEAF| 0. 3| | Total Allowance| 9| E| 0| 8| 8| remove thread| Total Check Time| 1| | Remarks:| F| 0| 45| 45| remove thread| Effective Time| 556| | | G| 0| 3| 3| talk| Ineffective Time| 157| | | H| 0| 4| 4| talk| Total Recorded Time| 713| | I| 0| 3| 3| talk| Unaccounted Time| 0| | J| 0| 4| 4| talk| Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 2 of 2| | Operation: Silkscreening| Operator:| Observer| Element No. and Description| Katsa Removal from Plate|   |   |   | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 65%|   | 10| 6. 5|   |   |   |   |   |   |   |   |   |   |   |   |   | 2| 110%|   | 5| 5. 5|   |   |   |   |   |   |   |   |   |   |   |   |   | 3| 100%|   | 6| 6|   |   |   |   |   |   |   |   |   |   |   |   |   | 4| 85%|   | 7| 5. 95|   |   |   |   |   |   |   |   |   |   |   |   |   | 5| 90%|   | 7| 6. 3|   |   |   |   |   |   |   |   |   |   |   |   |   | 6| 90%|   | 7| 6. |   |   |   |   |   |   |   |   |   |   |   |   |   | 7| 100%|   | 6| 6|   |   |   |   |   |   |   |   |   |   |   |   |   | 8| 95%|   | 6| 5. 7|   |   |   |   |   |   |   |   |   |   |   |   |   | 9| 75%|   | 8| 6|   |   |   |   |   |   |   |   |   |   |   |   |   | 10| 90%|   | 7| 6. 3|   |   |   |   |   |   | |   | à ‚  |   | |   | Summary| Total OT| 69|   |   |   | Rating|   |   |   |   | Total NT| 60. 55|   |   |   | No. Observations| 12|   |   |   | Average NT| 6. 055|   |   |   | % Allowance| 12%|   |   |   | Elemental Std. Time| 6. 7816|   |   |   | No. of Occurences| 10|   |   |   | Standard Time| 67. 816|   |   |   | Total Standard Time (sum standard time for all elements):| |   | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time|   | Personal Needs|   | A|   |   |   |   | Starting Time|   | Basic Fatigue|   | B|   |   |   |   | Elapsed Time|   | Variable Fatigue|   | C|   |   |   |   | TEBS|   |   | Special|   | D|   |   |   |   | TEAF|   | | Total Allowance|   | E|   |   |   |   | Total Check Time|   | | Remarks:| F|   |   |   |   | Effective Time|   | | | G|   |   |   |   | Ineffective Time|   | | | H|   |   |   |   | Total Recorded Time|   | | I|   |   |   |   | Unaccounted Time|   | | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Bag preparation Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Preparation| Operator:| Observer| Element No. and Description| Cut| Burn Edges| Connect Ends/Mark| Marking Body| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 90%|   | 14| 12. 6| 90%|   | 2| 1. 8| 85%|   | 28| 23. 8| 85%|   | 171| 145. 4|   | 2| 95%|   | 13| 12. 35| 80%|   | 3| 2. 4| 100%|   | 22| 22| 90%|   | 164| 147. 6|   | 3| 80%|   | 16| 12. 8| 110%|   | 2| 2. 2| 95%|   | 26| 24. 7| 85%|   | 172| 146. 2|   | 4| 85%|   | 14| 11. 9| 100%|   | 2| 2| 85%|   | 29| 24. 65| 95%|   | 153| 145. 4|   | 5| 90%|   | 13| 11. 7| 105%|   | 2| 2. 1| 100%| à ‚  | 24| 24| 75%|   | 193| 144. 8|   | 6| 90%|   | 14| 12. 6| 70%|   | 3| 2. 1| 75%|   | 31| 23. 25| 100%|   | 145| 145|   | 7| 85%|   | 15| 12. 5| 100%|   | 2| 2| 85%|   | 28| 23. 8| 90%|   | 155| 139. 5|   | 8| 100%|   | 13| 13| 95%|   | 2| 1. 9| 80%|   | 29| 23. 2| 95%|   | 156| 148. 2|   | 9| 90%|   | 14| 12. 6| 95%|   | 2| 1. 9| 90%|   | 27| 24. 3| 75%|   | 196| 147|   | 10| 85%|   | 15| 12. 75| 70%|   | 3| 2. 1| 100%|   | 24| 24| 95%|   | 155| 147. 3| Summary| Total OT| 141| 23| 268| 1660| Rating|   |   |   |   | Total NT| 125. 05| 20. 5| 237. 7| 1456. 2| No. Observations| 10| 10| 10| 10| Average NT| 12. 505| 2. 05| 23. 77| 145. 62| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 14. 0056| 2. 296| 26. 6224| 163. 0944| No. of Occurences| 10| 10| 10| 10| Standard Time| 140. 056| 22. 960| 266. 224| 1630. 944| Total Standard Time (sum standard time for all elements):| 2317| Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 2:35:30 PM| Personal Needs| 3| A| 0| 14| 14| check alignment| Starting Time| 11:02:30 PM| Basic Fatigue| 2| B| 0| 53| 53| fixed katsa, stopped| Elapsed Time| 153 mins| Variable Fatigue| 3| C| 0| 62| 62| talked, stopped| TEBS| 0. 3|   | Special| 1| D| 0| 7| 7| blown small fire| TEAF| 0. 4| | Total Allowance| 9| E| 0| 45| 45| fixed katsa| Total Check Time| 0. 7| | Remarks:| F|   |   |   |   | Effective Time| 2357| | | G|   |   |   |   | Ineffective Time| 181| | | H|   |   |   |   | Total Recorded Time| 2538| | I|   |   |   |   | Unaccounted Time| 0| | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 2 of 2| | Operation: Preparation| Operator:| Observer| Element No. and Description| Mark Sidings|   |   |   | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 95%|   | 24| 22. 8|   |   |   |   |   |   |   |   |   |   |   |   |   | 2| 100%|   | 23| 23|   |   |   |   |   |   |   |   |   |   |   |   |   | 3| 80%|   | 29| 23. 2|   |   |   |   |   |   |   |   |   |   |   |   |   | 4| 90%|   | 26| 23. 4|   |   |   |   |   |   |   |   |   |   |   |   |   | 5| 75%|   | 31| 23. 25|   |   |   |   |   |   |   |   |   |   |   |   |   | 6| 90%|   | 25| 22. |   |   |   |   |   |   |   |   |   |   |   |   |   | 7| 85%|   | 26| 22. 1|   |   |   |   |   |   |   |   |   |   |   |   |   | 8| 75%|   | 31| 23. 25|   |   |   |   |   |   |   |   |   |   |   |   |   | 9| 100%|   | 23| 23| |   |   |   |   |   |   |   |   |   |   |   |   | 10| 85%|   | 27| 22. 95|   |   |   |   |   |   |   |   |   |   |   |   | Summary| Total OT| 265|   |   |   | Rating|   |   |   |   | Total NT| 229. 45|   |   |   | No. Observations| 10|   |   |   | Average NT| 22. 945|   |   |   | % Allowance| 12%|   |   |   | Elemental Std. Time| 25. 6984|   |   |   | No. of Occurences| 10|   |   |   | Standard Time| 256. 984|   |   |   | Total Standard Time (sum standard time for all elements):| |   | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time|   | Personal Needs|   | A|   |   |   |   | Starting Time|   | Basic Fatigue|   | B|   |   |   |   | Elapsed Time|   | Variable Fatigue|   | C|   |   |   |   | TEBS|   |   | Special|   | D|   |   |   |   | TEAF|   | | Total Allowance|   | E|   |   |   |   | Total Check Time|   | | Remarks:| F|   |   |   |   | Effective Time|   | | | G|   |   |   |   | Ineffective Time|   | | | H|   |   |   |   | Total Recorded Time|   | | I|   |   |   |   | Unaccounted Time|   | | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Sewing Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Sewing| Operator:| Observer| Element No. and Description| Attach Strap| Running Stitch| Serge Side| Invert| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 95%|   | 161| 153| 70%|   | 164| 114. 8| 100%|   | 40| 40| 90%|   | 9| 8. 1|   | 2| 95%|   | 156| 148. 2| 75%|   | 153| 114. 8| 90%|   | 44| 39. 6| 70%|   | 11| 7. 7|   | 3| 85%|   | 172| 146. 2| 85%|   | 135| 114. 8| 100%|   | 41| 41| 100%|   | 8| 8|   | 4| 100%|   | 153| 153| 75%|   | 153| 114. 8| 75%|   | 54| 40. 5| 115%|   | 7| 8. 05|   | 5| 80%|   | 193| 154. 4| 115%|   | 97| 111. 6| 90%|   | 43| 38. 7| 65%|   | 12| 7. 8|   | 6| 105%|   | 145| 152. 3| 85%|   | 141| 119. 9| 85%|   | 48| 40. 8| 135%|   | 6| 8. 1|   | 7| 70%|   | 200| 140| 110%|   | 103| 113. 3| 90%|   | 46| 41. 4| 90%|   | 9| 8. 1|   | 8| 100%|   | 156| 156| 75%|   | 154| 115. 5| 85%|   | 48| 40. | 100%|   | 8| 8|   | 9| 75%|   | 195| 146. 3| 115%|   | 103| 118. 5| 90%|   | 45| 40. 5| 100%|   | 8| 8|   | 10| 100%|   | 155| 155| 120%|   | 88| 105. 6| 80%|   | 50| 40| 115%|   | 7| 8. 05| Summary| Total OT| 1686| 1291| 459| 85| Rating|   |   |   |   | Total NT| 1504. 25| 1143. 3| 403. 3| 79. 9| No. Observations| 10| 10| 11| 12| Average NT| 150. 425| 114. 33| 40. 33| 7. 99| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 168. 476| 128. 0496| 45. 1696| 8. 9488| No. of Occurences| 10| 10| 10| 10| Standard Time| 1684. 760| 1280. 496| 451. 696| 89. 488| Total Standard Time (sum standard time for all elements):| 4866| Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 4:05:50 PM| Personal Needs| 3| A| 0| 4| 4| fixed strap| Starting Time| 2:40:20 AM| Basic Fatigue| 2| B| 0| 4| 4| aligned strap| Elapsed Time| 85. 3 mins| Variable Fatigue| 3| C| 0| 6| 6| fixed strap| TEBS| 1. 8|   | Special| 1| D| 0| 12| 12| changed thread| TEAF| 1. 2| | Total Allowance| 9| E| 0| 8| 8| measured fold| Total Check Time| 3| | Remarks:| F| 0| 7| 7| checked stitch| Effective Time| 4888| | | G| 0| 5| 5| fixed thread| Ineffective Time| 52| | | H| 0| 6| 6| stopped| Total Recorded Time| 4940| | I|   |   |   |   | Unaccounted Time|   | | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 2 of 2| | Operation: Sewing| Operator:| Observer| Element No. and Description| Mark Side| Fold/He m| Top Stitch|   | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT|   | 1| 95%|   | 24| 22. 8| 85%|   | 114| 96. 9| 80%|   | 156| 124. 8|   |   |   |   |   | 2| 100%|   | 23| 23| 95%|   | 104| 98. 8| 80%|   | 164| 131. 2|   |   |   |   |   | 3| 80%|   | 29| 23. 2| 85%|   | 116| 98. 6| 85%|   | 147| 125|   |   |   |   |   | 4| 85%|   | 26| 22. 1| 80%|   | 120| 96| 85%|   | 152| 129. 2|   |   |   |   |   | 5| 80%|   | 30| 24| 85%|   | 113| 96. 05| 85%|   | 152| 129. 2|   |   |   |   |   | 6| 90%|   | 25| 22. 5| 90%|   | 109| 98. 1| 90%|   | 134| 120. |   |   |   |   |   | 7| 85%|   | 26| 22. 1| 95%|   | 105| 99. 75| 100%|   | 127| 127|   |   |   |   |   | 8| 75%|   | 30| 22. 5| 100%|   | 101| 101| 100%|   | 126| 126|   |   |   |   |   | 9| 105%|   | 22| 23. 1| 90%|   | 110| 99| 95%|   | 134| 127. 3|   |   |   | à ‚  |   | 10| 85%|   | 27| 22. 95| 90%|   | 113| 101. 7| 95%|   | 130| 123. 5|   |   |   |   | Summary| Total OT| 262| 1105| 1422|   | Rating|   |   |   |   | Total NT| 228. 25| 985. 9| 1263. 75|   | No. Observations| 10| 10| 10|   | Average NT| 22. 825| 98. 59| 126. 375|   | % Allowance| 12%| 12%| 12%|   | Elemental Std. Time| 25. 564| 110. 4208| 141. 54|   | No. of Occurences| 10| 10| 10|   | Standard Time| 255. 640| 1104. 208| 1415. 400|   | Total Standard Time (sum standard time for all elements):| |   | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time|   | Personal Needs|   | A|   |   |   |   | Starting Time|   | Basic Fatigue|   | B|   |   |   |   | Elapsed Time|   | Variable Fatigue|   | C|   |   |   |   | TEBS|   |   | Special|   | D|   |   |   |   | TEAF|   | | Total Allowance|   | E|   |   |   |   | Total Check Time|   | | Remarks:| F|   |   |   |   | Effective Time|   | | | G|   |   |   |   | Ineffective Time|   | | | H|   |   |   |   | Total Recorded Time|   | | I|   |   |   |   | Unaccounted Time|   | | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Finishing Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Finishing| Operator:| Observer| Element No. and Description| Trim| Pack|   |   | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT|   |   |   |   |   |   |   |   |   | 1| 105%|   | 210| 220. 5| 105%|   | 42| 44. 1|   |   |   |   |   |   |   |   |   | 2| 85%|   | 254| 215. 9| 90%|   | 52| 46. 8|   |   |   |   |   |   |   |   |   | 3| 80%|   | 271| 216. 8| 75%|   | 56| 42|   |   |   |   |   |   |   |   |   | 4| 90%|   | 253| 227. 7| 75%|   | 59| 44. 25|   |   |   |   |   |   |   |   |   | 5| 85%|   | 260| 221| 95%|   | 46| 43. 7|   |   |   |   |   |   |   |   |   | 6| 85%|   | 266| 226. 1| 90%|   | 52| 46. 8|   |   |   |   |   |   |   | |   | 7| 90%|   | 243| 218. 7| 85%|   | 54| 45. |   |   |   |   |   |   |   |   |   | 8| 80%|   | 277| 221. 6| 80%|   | 54| 43. 2|   |   |   |   |   |   |   |   |   | 9| 105%|   | 212| 222. 6| 95%|   | 46| 43. 7|   |   |   |   |   |   |   |   |   | 10| 95%|   | 237| 225. 2| 100%|   | 44| 44|   |   | |   |   |   | |   | Summary| Total OT| 2483| 505|   |   | Rating|   |   |   |   | Total NT| 2216. 05| 444. 45|   |   | No. Observations| 10| 10|   |   | Average NT| 221. 605| 44. 445|   |   | % Allowance| 12%| 12%|   |   | Elemental Std. Time| 248. 1976| 49. 7784|   |   | No. of Occurences| 10| 10|   |   | Stan dard Time| 2481. 976| 497. 784|   |   | Total Standard Time (sum standard time for all elements):| 2980| Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 5:05:45 PM| Personal Needs| 3| A| 0| 11| 11| checked other bags| Starting Time| 4:14:30 PM| Basic Fatigue| 2| B| 0| 5| 5| ribboned twice| Elapsed Time| 51. 15| Variable Fatigue| 3| C| 0| 7| 7| stopped| TEBS| 0. 8|   | Special| 1| D|   |   |   |   | TEAF| 0. 7| | Total Allowance| 9| E|   |   |   |   | Total Check Time| 1. 5| | Remarks:| F|   |   |   |   | Effective Time| 2978| | | G|   |   |   |   | Ineffective Time| 23| | | H|   |   |   |   | Total Recorded Time| 3001| | I|   |   |   |   | Unaccounted Time| 0| | J|   |   |   |   | Recording Error %|   | | Rating Check|   | | Synthetic Time|   |   | | | Observed Time|   | | | | Don’t waste time! 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Essay on Freedom in The Adventures of Huckleberry Finn by...

Freedom in The Adventures of Huckleberry Finn In the novel The Adventures of Huckleberry Finn by Mark Twain, a theme of freedom is expressed. Freedom takes on a different view for each character in the novel. In Hucks journey, and in Jim, the runaway slave, they acquire freedom. Jims hunt for freedom is an escape from slavery, while Hucks is a method to get away from the civilized world. Their search for freedom is for one reason, their happiness. This is expressed throughout the novel in Jims wish of escaping slavery and Hucks desire for being uncivilized. Huck makes a good point when he is living with the widow Douglas. Huck didn’t like to be in a civilized home, he wanted to be out doing adventures with Tom Sawyer. Twain†¦show more content†¦Jim becomes frightened and runs away from Mrs. Watson. After Jim runs away from Mrs. Watson, Jim becomes a runaway slave. Jims journey with Huck to freedom commenced with only the fear of being caught as a runaway slave. Later in the journey, Jim starts to crave freedom from slavery. Twain states , Jim said it made him all over trebly and feverish to be so close to freedom (97). Jims happiness is also expressed as they’re getting closer and closer to Cairo, as Huck describes more, Jim was fidgeting up and down past me. We neither of us could keep still. Every time he danced around and says, Dahs Cairo! (97) Jims happiness for freedom is obvious. The only way Jim can attain his happiness is through freedom. Similarities appear in both Hucks and Jims view of freedom. First of all, One important similarity is both, Huck and Jim’s, visions of freedom are joined with their escaping from society. Mrs. Watsons attempts at civilizing Huck are expressed when she orders Huck, Dont put your feet up there, Huckleberry; and dont scrunch up like that, Huckleberry, set up straight (2). Becoming one with society makes bad experiences for Huck, causing his strong feeling for an unrestricted life. In additio n, Jims bad experiences from society also outcome to Jims portrayal of freedom. As a slave, Jim is not treated as equally as white people are. Jims unequal treatment from societyShow MoreRelatedThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesZambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of the charactersRead MoreThe Adventures Of Huckleberry Finn And Its Characterization951 Words   |  4 PagesBouchey Eng. 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Leading at a higher level is unusual Free Essays

Leading at a higher level is unusual as it is not simply based on the views of an individual, but on those of a whole team of highly experienced people.   For this reason alone, I would say that the book is probably worth reading.  Ken Blanchard attempted a paradigm shift as to the term â€Å"leadership†. We will write a custom essay sample on Leading at a higher level is unusual or any similar topic only for you Order Now Leadership has for too long been associated with the accomplishment of results, whereas â€Å"leading at a higher level† is focused on the achievement of worthwhile results while acting with respect, care and fairness for the well-being of all involved. The book is divided into four sections reflecting each of these attributes. They set their sights on the right target and vision They treat their customers well They treat their people well They have the right kind of leadership Leadership is the capacity to influence others by unleashing the power and potential of people and organizations for the greater good. Leadership should not be done purely for personal gain or goal accomplishment: It should have a much higher purpose than that. Leadership can be defined as the process of achieving worthwhile results while acting with respect, care and fairness for the well-being of all involved. When that occurs, self-serving leadership is not possible. It’s only when you realize that it’s not about you that you begin to lead at a higher level. Being a successful leader is not only about leading your organization, but your customers as well. According to the author, to keep your customers, you can’t be content just to satisfy them; you have to create raving fans. As stated on page 42:   Raving fans are customers who are so excited about the way you treat them that they want to tell everyone about you. A good example of how this works is Domo Gas, a full-service gasoline chain in Western Canada, confounded by Sheldon Bowles. Back in the 1970s, when everybody was going to self-service gasoline stations, Bowles knew that if people had a choice, they would never go to a gas station. But people have to get gas, and they want to get in and out as quickly as possible. The customer service vision that Bowles and his co-founders imagined was an Indianapolis 500 pit stop. They dressed all their attendants in red jumpsuits. When a customer drove into one of Bowles’ stations, two or three people ran out of the hut and raced toward the car. As quickly as possible, they looked under the hood, cleaned the windshield and pumped the gas. A successful leader must also have a workable vision, and be able to clearly communicate and share this vision with his organization. When Louis Gerstner Jr. took the helm of IBM in 1993– amid turmoil and instability as the company’s annual net losses reached a record $8 billion — he was quoted as saying, â€Å"The last thing IBM needs is a vision.† In an article in The New York Times two years later, Gerstner conceded that IBM had lost the war for the desktop operating system, acknowledging that the acquisition of Lotus signified that the company had failed to plan properly for its future. He admitted that he and his management team now â€Å"spent a lot of time thinking ahead.† Once Gerstner understood the importance of vision, an incredible turnaround occurred. In 1995, delivering the keynote address at the computer industry trade show, Gerstner articulated IBM’s new vision — that network computing would drive the next phase of industry growth and would be the company’s overarching strategy. That year, IBM began a series of acquisitions that positioned it to become the fastest-growing company in its segment, with growth at more than 20 percent per year. This extraordinary turnaround demonstrated that the most important thing IBM needed was a vision (p. 24-25). Leaders must also know how to lead their workforce. Giving people too much or too little direction has a negative impact on people’s development. Situational leadership is based on the belief that people can and want to develop, and there is no best leadership style to encourage that development. You should tailor leadership style to the situation. This is pretty much common sense. But leaders should also train their people in self leadership Leaders must also encourage team work, and be part of the team themselves. Teams provide a sense of worth, connection and meaning to the people involved in them. When people lead at a higher level, they make the world a better place because their goals are focused on the greater good. Making the world a better place requires a special kind of leader: a servant leader. Robert Greenleaf first coined the term â€Å"servant leadership† in 1970 and published widely on the concept. Mahatma Gandhi, Dr. Martin Luther King Jr. and Nelson Mandela are examples of servant leaders. Servant leaders feel their role is to help people achieve their goals. They try to find out what their people need to be successful. They want to make a difference in the lives of their people and, in the process, impact the organization as stated on page 249. Research shows that effective leaders have a clear, teachable leadership point of view and are willing to teach it to others, particularly the people they work with. If you can teach people your leadership point of view, they will not only have the benefit of understanding where you’re coming from, but they’ll also be clear on what you expect from them and what they can expect from you. They may also begin to solidify their own thinking about leadership so that they can teach others too. Some say that learning, teaching and leading should be inherent parts of everyone’s job description. Enablement is the key to beating your competition day-after day. Allowing your people to pit their brains and allowing them to use their knowledge, experience and motivation is critical. To guide this transition to an enablement culture, leaders must use three keys: 1. Share Information.                                                                                                                                                                                                                            2. Declare the Boundaries 3. Replace old Hierarchies with Self-Directed Individuals and Teams. This requires a special leader: the servant leader. Leadership has two parts: vision and implementation. They need to find out what their people need to be successful and they make a difference in the lives of their people and in the process, their organization.  The world needs more leaders who are leading at a higher level. Perhaps the day will come when self-serving leaders are history, and leaders serving others are the rule, not the exception. How to cite Leading at a higher level is unusual, Essay examples