Jb Hi-Fi Financial Analysis Essay - 3058 Words

Financial Analysis The question asks us to compare and evaluate JB Hi-Fi’s calculated ratio report, with that of the retail industry ratio report (Potter, Libby, Libby, Short p. 1133). The retail ratio report is comprised of a basket of listed companies which operate under the retail banner, which makes it relevant to use as a comparison to JB Hi-Fi. 1. Liquidity ratios are a class of financial metrics that is used to determine a companys ability to pay off its short-terms debts obligations. Generally, the higher the value of the ratio, the larger the margin of safety that the company possesses to cover short-term debts. Table 1: Current Ratio Current ratio: This ratio measures whether or not a firm has enough resources to†¦show more content†¦Table 5: Fixed Asset turnover Ratio The fixed-asset turnover: This ratio measures a companys ability to generate net sales from fixed-asset investments | 2010: 11.03 | 2011: 11.25 | Industry: 5.26 | Comparison: Here the industry average is 5.26 times, compared to JB Hi-Fi’s figures of 11.25 (2011) and 11.03 (2010) times. This indicates that JB Hi-Fi is able to generate greater sales from its fixed assets, when compared to the market average. Generally, firms with a higher fixed asset turnover are successful in getting the most out of their assets, and in turn are able to generate higher revenues. Here JB Hi-Fi outperforms its sector, and this indicates that it is in a strong position to generate sales from the assets it has available. Table 6: Total Asset Turnover Ratio Total asset turnover : This ratio measures the efficiency of a company’s use of its assets | 2010: 3.97 | 2011: 4 | Industry: 3.17 | Comparison: This ratio calculates the amount of sales generated for every dollar worth of assets. The retail average is 3.17 times whilst JB Hi-Fi is slightly higher at 4.00 (2011) and 3.97 (2010) times. This indicates that JB Hi-Fi may have lower profit margins, when compared to the rest of the industry. This may be explained by the fact that JB Hi-Fi is more cutthroat and competitive when it comes to pricing, trying to gain as many sales as possible. 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The House on Mango Street - Characterization Essay

Esperanza: the Person Behind the Print In The House on Mango Street, by Sandra Cisneros, a little girl from a Latino heritage is given birth to. Not literally, but in the sense of characterization. Esperanza is a fictional character made up by Cisneros to bring about sensitive, alert, and rich literature. She is the protagonist in the novel and is used to depict a female’s life growing up in the Latino section of Chicago. Cisneros creates the illusion that Esperanza is a real human being to communicate the struggles of growing up as a Latina immigrant in a modern world, by giving her a name, elaborating her thoughts and feelings, and illustrating her growth as a person through major events. To give a character life they first have to†¦show more content†¦It means sadness, it means waiting† (10). Not only is Esperanza’s name a way to trace her origin but it is also symbolic to the book as a whole. Her name illustrates how the Spanish inside her is sad and it is putting her in a position that is weighing her down and keeping her from becoming someone. The English counterpart is what is keeping her going and motivated to find a way to escape Mango Street and all it encompasses. Just like a genuine immigrants dream when they come to America, Esperanza’s name means â€Å"hope† and she uses this hope for a better life to â€Å"One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away† (110). Cisneros uses the name of her character to give her a place in a Latino setting and start expounding on her thoughts and feelings that come with that life. Thoughts and feelings are human characteristics which distinct us from one another and cannot be duplicated or falsified. Cisneros bestows the feature of an internal view on Esperanza by having her speak of her thoughts and feelings in first person narrative throughout the novel. Cisneros starts acquainting this feature early in the story for such topics as laughter: â€Å"Nenny and I don’t look like sisters†¦not right away. Not the way you can tell with Rachel and Lucy who have the same fat popsicle lips like everybody else in their family. But me and Nenny, we are more alike than you wouldShow MoreRelatedThe House On Mango Street Analysis1020 Words   |  5 PagesIn Cisneros’s The House on Mango Street, Cisneros uses her Hispanic heritage to characterize the protagonist, Esperanza. In the novella, the obstacles caused by Esperanza’s background, such as racism and cultural standards set towards women, causes some self-doubt as she struggles to discover who she is and who she has the potential to become. 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Group Case Study ADB Knowledge Audit

Question: Discuss about theGroup Case Study for ADB Knowledge Audit. Answer: Introduction In the present era, in which there are changes in organizational dynamics at a rapid rate the need for knowledge management becomes much important (Lauer and Tanniru, 2001). In order to manage the business organizations that are working in complex environmental settings the process of managing knowledge is essential (Schwikkard and du Toit, 2004).The case is related to knowledge management strategy adopted by Asian Development Bank. Evaluation Strategy In order to achieve this goal the company developed a strategic outline in order to make the system of management, culture, process of business, solutions for IT, community of practice and relations with outside organizations by development of networks in 2007. In this the process of carrying out knowledge audit was also outlined. As an initial point to start, the bank decided to carry out an online survey that will measure the perceptions of employees and in turn it will serve as the foundation to measuring the success of system. The major objective of adopting this knowledge strategy was to change the focus to sense and respond rather than make and sell so that shareholders can have maximum value. In order to have a holistic knowledge management the organization should have integration of external environment, context of organization, knowledge and relationships between the people of organization and the interaction of organization with other organizations. The departments for eval uation include ADB management,board of directors, operations department, DMC, internal evaluation committee and IED that are jointly responsible to evaluate the system (ADB, 2007). Approaches In order to properly implement knowledge management, organization, leadership, technology, and learning are integrated. The leadership plays an important role in driving value for managing knowledge; they work from identifying the need of managing knowledge, establishing goals, planning process and implementing it. Organization acts as a supporting mechanism in the knowledge management procedure by gap, opportunities and risk identification, developing the model and keeping the audience engaged. Technology facilitates the collection of knowledge as well as connecting the sources of knowledge, in this regard it helps using the resources in innovatve ways, it allows better access to knowledge and makes the organization able to report and monitor information in a better way. In learning process teams are developed virtually so that information sharing can be managed, communities of practice are made and incentives and rewards are given to people who play good role in sharing knowledge ( ADB, 2007). Technology and Techniques In ADB their objective is to use knowledge management in order to enhance performance in development of strategy, improving techniques of management, better collaboration, learning and sharing of knowledge along with capturing and sharing knowledge. In order to attain this goal, the tools such as knowledge audit, assistance from peers, exit interviews, knowledge mapping etc are employed in order to attain these objectives. In this process the technology was also kept in consideration, as modern technological advances such as use of data warehousing, various software to manage data, Email, multimedia, groupwares, intranet, systems to support decisions, search engines, systems of neural networks and lessons learned, communication and video conferencing were adopted. It has been found that the process of managing knowledge is facilitated by adopting modern tools and technologies (Miller, 2009). ADB employed the method of knowledge audit to be carried out in five months, the steps incorporated, included preparation of knowledge, analysis of audit, review and planning for business. In order to carry out the knowledge audit questionnaires were administrated that contained five aspects i.e. development strategy, management techniques, sharing of knowledge and learning, collaboration and storing and capturing of knowledge. In this process the perceptions of all departments were considered in order to evaluate the performance of knowledge management system in ADB. It was found that as per the perception of employees in IED, development of strategy, collaboration and capturing and sharing of knowledge is being done effectively, they thought sharing and storage of knowledge is not good. They also said that management should adopt better techniques. Apart from the evaluations of IED, it was found by other departments only strategy is being developed in good way while rest of things need improvement such as collaboration, learning and sharing of knowledge, capturing and storing of knowledge. The participants that belonged to the international committee for evaluation had a different view point. They were only asked about three aspects i.e. collaboration, storing and capturing, learning and sharing knowledge. They gave positive opinion reading all those aspects. It is stated that the process of managing knowledge is never effective if it is not linked to the external environment, relationships with agencies that act as evaluators and context of company. In case of ADB although they had developed a good knowledge management system but the audit results revealed that there are various issues in this process. Moreover, the opinion of IED, IEC and ADB departments were different that show that the system is not developed in a coherent manner. In addition to this the process of designing the audit included the need analysis of knowledge, analysis of inventory of knowledge, analysis of flow of knowledge and mapping. Most of the focus of the knowledge management process resides on explicit knowledge and they did not have much focus on the tacit knowledge that is more important aspect of any organization. In addition to this the relationship among departments, the context of company, linkage to the outside environment was taken into account. This is a good point because when the link with external environment is not established the proper need identification cannot be done. Theorganization needs to deploy thatknowledge that helps it to improve the business performance and make it aware of the trends(Bontis, Fearon and Hishon, 2003). When the company will have knowledge of trends then it will able respond to the needs of stakeholders accordingly.Furthermore, itis important that all departments must coordinate with each other so that they have a coherent process of knowledge management. But, in this case it is examined that IEC, IED and ADB had different perceptions regarding the knowledge management system. This shows the overall lacking in the understanding of goal of knowledge management system. It also shows that the system is not sufficient to address all the needs of knowledge management as the areas of improvement were identified by ADB and IEC. Although, IED stated that knowledge management process was working well on all dimensions but they were not asked about the development strategy and techniques of management. One of which was rated as inadequate by ADB. In addition to these the areas deemed to be working satisfactorily by IED were considered as areas of improvement like ADB reported issues in sharing and reporting of knowledge along with storing and capturing knowledge. Solution and Evaluation This made ADB realize that their system needs improvement, so they paid attention toward making knowledge audit process more efficient. They proposed that evaluations should be taken from perspective of more clients. Theysuggested that the success rates of projects should also be included. They developed new tools such as learning curves, system for evaluation of information that is an online system containing recommendations, lessons and responses of management. The company has also enhanced the focus on making group communication better and they renewed ECGnet. The method of evacuation was changed and made more frequent, they created online evaluation community for practice, incorporatedcharts forevaluation, harmonized the indicators of performance. The reporting was made more visual by using presentations and photographic formats. A deliberate effort is being made to enhance the value from evaluating operations. They are using matrices for managing knowledge in this case in additi on to incorporating feedback of clients. Overall, good approach is adopted by ADB in order to meet up the deficiencies in its knowledge management system. They have enhanced condition and communication, enhanced the frequency of evaluation and took feedbackfrom more people that will make their evaluation better and able them to adapt the knowledgemanagement system as per needs of internal and external environment, these practices are found to be useful in managing knowledge (McInerney and Koenig, 2011). But they could also adopt the method of carrying out interviews in the process of knowledge audit that is deemed to be one of effective method in identifying the needs of knowledge (Perez-Soltero at el. 2006). The main aim of carrying out audit of knowledge is to examine where the organization stands in terms of knowledge and where knowledge is located. So, in this case we suggest that they should involve the senior management and support of leadership as well as they are in a better situation to identify the needs of knowledge in collaboration with employees of organization(Kumar,2011). This will make sure that process is carried out under the guidance of senior management and no important knowledge source or skill is left out. As suggested by Miller (2009) they can also involve people from expert knowledge audit firm to carry out the process in better way. The audit team should have involved people from all departmentsspecially those who have goods knowledge about vision of company so that knowledge management can be matched with it. In addition to this, in order to better develop the tacit knowledge informal social networking should be encouraged(Debenham and Clark, 2003). Improvements It is suggested that the ADB should have developed knowledge team that includes the people form senior management, finance department, marketing and HR department. In addition to this, the people should be from information technology department and there should be a special head for knowledge management. Furthermore they can also hire an expert form professional knowledge audit firm(Harding, 2010). They had adopted a good process of aligning the knowledge management process with vision of bank but there were some deficiencies in the system that could be managed if an effective team is developed (Burnett, Williams and Illingworth, 2013). This kind of cross functional team will allow equal focus on tacit and explicit knowledge; it will eliminate bias and make ADB able to deal with the complexities of knowledge management process(Kidd, 2004). They should include 8Cs of knowledge audit including connectivity, culture, community, content, cooperation, capacity, capital and commerce (Berge ron, 2003). Analytical Model On the basis of above discussion and evaluation the new model to show the proposed knowledge system and audit is shown below Conclusion In this report the knowledge management process and knowledge audit of ADB is examined. It is found that the company is taking into account the environmental factors and needs of company while managing knowledge and they aim to maximize the value of services. The knowledge audit process revealed some of the weaknesses in the area of development of strategy, collaboration, learning, storing, capturing and sharing of knowledge. In response to this an improved system is devised that incorporated more frequent audit and involvement of more stake holders who collaborate more frequently. It is suggested that the ADB knowledge team should be cross functional in nature and equal importance should be given to tacit knowledge. They should include 8Cs of knowledge audit including connectivity, culture, community, content, cooperation, capacity, capital and commerce and contact external experts for further improvement. References ADB. (2007). Learning Lessons in ADB. Manila. [Online] Available at: www.adb.org/documents/reports/learning-lessonsadb/strategic-framework-2007-2009.asp [Accessed 23 September 2016] Bergeron, B. (2003). Essentials of Knowledge Management, New Jersey: John Wiley Sons Inc. Burnett, S., Williams, D. and Illingworth, L. (2013). Reconsidering the Knowledge Audit Process: Methodological Revisions in Practice. Know. Process Mgmt., 20(3), pp.141-153. Debenham, J. and Clark, J. (2003). The knowledge audit. North Ryde, N.S.W.: CSIRO Division of Information Technology. Harding, N. (2010). Understanding the structure of audit workpaper error knowledge and its relationship with workpaper review performance. Accounting Finance, 50(3), pp.663-683. Kidd, J. (2004). Leading with Knowledge: Knowledge Management Practices in Global Infotech Companies. Knowledge Management Research Practice, 2(2), pp.133-134. Kumar, A. (2011). Knowledge Audit: Its Learning Lessons. SSRN Electronic Journal. Lauer, T. and Tanniru, M. (2001). Knowledge Management Audit - a methodology and case study. AJIS, 9(1). McInerney, C. and Koenig, M. (2011). Knowledge Management (KM) Processes in Organizations: Theoretical Foundations and Practice. Synthesis Lectures on Information Concepts, Retrieval, and Services, 3(1), pp.1-96. Miller, A. (2009). A Review of Knowledge Management in Practice: Connections and Context. Journal of Web Librarianship, 3(3), pp.294-294. Perez-Soltero, B. Valenzuela, et al. 2006. Knowledge Audit Methodology With Emphasis on Core Processes. European and Mediterranean Conference on Information Systems (EMCIS), Costa Blanca, Alicante, Spain, July 6-7, 2006. Schwikkard, D. and du Toit, A. (2004). Analysing knowledge requirements: a case study. AP, 56(2), pp.104-111. Bontis, N., Fearon, M. and Hishon, M. (2003). The eà ¢Ã¢â€š ¬Ã‚ flow audit: an evaluation of knowledge flow within and outside a highà ¢Ã¢â€š ¬Ã‚ tech firm. J of Knowledge Management, 7(1), pp.6-19.

Peer Buddy Programs for Students with Disabilities

Introduction The author decided to focus on the peer buddy program as it relates to children with disabilities in schools. In the essay, the author will provide recommendations with regard to how the peer buddy program can be successfully implemented in schools in the future. The purpose is to see to it that children with disabilities enjoy inclusivity in the learning processes.Advertising We will write a custom essay sample on Peer Buddy Programs for Students with Disabilities – Essay specifically for you for only $16.05 $11/page Learn More As such, the recommendations are meant to ensure that children with disabilities are not discriminated against in the school system. In addition, the author will introduce social scripting as a support system for the peer buddy program. The aim is to enhance the success of the peer buddy program in the schools. To compile the current essay, the author relied on secondary sources of information. The information from these secondary sources is used to support the arguments made by the author. The author finds the topic quite relevant, especially in the future of inclusive education in both public and private schools. For this reason, the author will recommend ways through which the program can be improved. In addition, the author will analyze how social scripting will help in the implementation of the peer buddy program in the future. Recommendations Overview According to Charman (1997, p. 3), the peer buddy program is an approach adopted to educate students with disabilities. The approach allows such children to spend time with those students who are not disabled. The peer buddy program addresses the various impediments to inclusion. In most cases, such impediments are present in secondary schools (Delano Snell, 2006, p. 29). For instance, the program is important when it comes to class scheduling. In such cases, peers are introduced to help students with disabilities maneuver from one c lass to the other with ease. Accordingly, the author has proposed several recommendations towards an effective implementation of a peer buddy program in schools. The recommendations are important for the future of inclusive education. The recommendations made by the author rely on the arguments made by Bellini, Peters, Benner Hopf (2007). According to Bellini et al. (2007), inclusivity is important as it enhances the quality of future education for both disabled and non-disabled students. Social Script Training should be Part of the Peer Buddy Program To effectively implement a peer buddy program in any school, teachers should pay special attention to students with autism. To this end, teachers can make use of social script training. Social script training is one of the possible strategies of effectively implementing a peer buddy program in schools. Social script training is important as it ensures that students with autism, as well as students with other forms of disabilities, are effectively catered for.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Goldstein Cisar (1992, p. 270), script training involves a situation where a specific play sequence is constructed with the help of play theme-related materials for students. Goldstein Cisar (1992) concluded that script training increased the number of activities that the students were involved in. The results are a clear indication that, coupled with the overall special education program, script writing is the future of a better peer buddy program. Engage in Motivational Activities that Help Improve Comprehension Goldstein Cisar (1992, p. 273) are of the opinion that adults should be made part of the peer buddy program. The two scholars opine that, owing to the maturity of parents, such issues as encouragement and support will be effectively addressed in implementing the program. According to the author of the current paper, participation of parents will motivate the disabled students, as well as potential volunteers, involved in the implementation of this program. Such activities as arts and craft, which have a mentoring aspect to them, will motivate participants in the peer buddy program. In addition, such activities will improve the students’ comprehension abilities. Continuous Awareness on the Need for Interactions Nietzel (2008) describes a situation where few non-disabled students are willing to participate in the program. In most cases, such a trend is caused by stigma associated with the interaction between students with disabilities and those without. For an effective peer buddy program, Stahmer Schreibman (1992) propose creating awareness with regard to the essence of inclusivity in the education system. Such awareness will address the problem of dwindling numbers of volunteers. There is need for a continuous awareness program in schools. Select a Set Number of Non-Disab led Volunteers per Class The author of this paper recommends that in future, school authorities should introduce a policy that helps in the selection of a pre-determined number of volunteers. The selection will involve both teachers and students. Such a measure will go a long way in addressing the problem of inadequate participants (read volunteers) for the peer buddy program. Moreover, the author finds such a measure quite beneficial to the reduction of stigma associated with participating in the peer buddy program.Advertising We will write a custom essay sample on Peer Buddy Programs for Students with Disabilities – Essay specifically for you for only $16.05 $11/page Learn More Conclusion In the current paper, the author made an attempt to highlight the various attributes of peer buddy program as far as its place in the education system is concerned. The author highlighted what the entire concept is all about. In addition, the author introduced script training as a tool that will help boost the effectiveness of the peer buddy program. The author made further recommendations regarding the overall implementation of a peer buddy program. The recommendations took into consideration the future of the education system and the place for disabled students. The author advises school authorities to abandon the traditional programs that promote segregation of students with disabilities. Inclusivity, as recommended by the author of this paper, will ensure that the peer buddy program is the future of quality education for students with disabilities. References Bellini, S., Peters, J. K., Benner, L., Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153-162. Charman, T. (1997). The relationship between joint attention and pretend play in autism. Development and Psychopathology, 9, 1–16. Delano, M., Snell, M. E. (2006). T he effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42. Goldstein, H., Cisar, C. L. (1992). Promoting interaction during social play: Teaching scripts to typical pre-schoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nietzel, J. (2008). Steps for implementation: PMII for early childhood. Chapel Hill, NC: The National Professional Development Center on ASD, Frank Porter Graham Child Development Institute, The University of North Carolina. Stahmer, A. C., Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447–459. This essay on Peer Buddy Programs for Students with Disabilities was written and submitted by user Aiden Conner to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.