Supply Chain of Toyota Motors

Supply Chain of Toyota Motors In the automotive industry, supply chains are extensive and include elements of producing based on several forecasting techniques. The amount of money invested is large and fixed. Key trend in the automotive industry is the increase of the variant numbers on individual models and standardization of components in the supply chain. This means that models can be adjusted to the individual tastes of customers and new models are developed and produced continuously in order to meet the changing market demand. The uncertainty in the market place is translated into mix flexibility and volume flexibility in order to be competitive in the market place. The supply chain which was developed by Toyota was one of the premier in Low Cost supply chains. The entire chain was intended to reduce the costs and get the cost to minimal possible values. But there was no compromise on customer satisfaction, quality and delivery time. It maintained reasonable service levels. The objective of the SCM was to place the Right Product at the right store in right quantities catering to the right customer at right time and a right price. The supply chain created by Toyota (Exhibit 2) was highly integrated. It had a complete integration of right from the raw material providers to its Tier 1 and 2 vendors along with the manufacturing plants, warehouses , dealers and end customers. International collaborators were also a part of the supply chain which made it even more robust and inclusive. The analyses of some of elements of this highly integrated SCM are as below Suppliers Toyota organized its suppliers into functional tiers. The first tier suppliers worked together in a product development team and the second tier suppliers made individual parts. The first tier suppliers were highly co-operative. There is a high degree of co-operation and information exchange between them. This greatly reduces the lead time in new product development as it avoids Re-inventing the wheel. Toyota also believes in having an overall technological development throughout their suppliers as well. It sends personnel to suppliers to compensate for greater working load. Besides that it also transfers senior working managers for top positions at their suppliers. This not only gives the suppliers greater insights to Toyotas management practices but is also a move to make the suppliers master Lean production practices initiated by Toyota. Related to flexibility, the following can be said. Since Toyota strives for a long-term relationship with its suppliers and also pursues a single-sourcing strategy for their strategic components, it does leave the OEM vulnerable for disruptions. But, the single-sourcing strategy is also a means to establish a long-term and flexible relationship with a supplier. Since each supplier shares its destiny with other suppliers and Toyota, the level of collaboration horizontally and vertically is higher. Therefore, a singly sourcing strategy itself is considered to be as hazardous, the relationship itself is far more flexible then a more economic-oriented relationship between a buyer-and-supplier. The concept of minimal production cost is so well practice that the vendor pricing is also done on Market Price Minus concept rather than Supplier Cost Plus This is basically a value analysis to the end user. By this particular move they try to provide the necessary value to the end product at minimal manufacturing cost. Besides that the production smoothening concept enables the suppliers to maintain a constant business volumes. Overall the intention of the company is to maintain long term relationships with co-operation and team work. Procurement Toyota does not partner with its suppliers just functionally but in operation terms as well. Suppliers are integral elements of Toyota. They are geographically located within 56 miles radius. A security of guaranteed order is given which enables them to produce the best quality raw materials at cheapest cost achieving economies of scale. Toyota does not believe in choosing supplier as a lowest bidder. But it believes in gradual mutual improvement. It believes in vendor creation and development. As an initiative in this direction it trains its suppliers as per required. Packaging is also given a great importance with respect to transportation efficiency. Packaging is done in medium box size and small pallets. There is a dedicated transport service. Consistent daily route and periodic route revision is provided so as to cater to even smaller requirements. Supplier Relations Toyota has a supplier partnership hierarchy in which it develops or builds relations with its suppliers. This is called as supplier partnership hierarchy. This hierarchy is as described below. Kaizen and training 6. Interlocking Structure Joint Improvement 7. Mutual Understanding and Trust Information Sharing Compatible Capabilities Control System As per this particular hierarchy what Toyota tries to achieve is create levels of responsibilities in the tiers itself along with strict cost and timing awareness. It has integrated the JIT (Just In Time) approach also Toyota can be considered as the first automobile brand that introduced a clear need for flexibility in its entire business system. Toyotas lean philosophy is not only restricted to its manufacturing system: it describes a philosophy that incorporates a collection of tools and techniques into the business processes to optimize time, human resources, assets, and productivity while improving the quality level of products and services to their customers. Currently, several automobile brands clearly recognize the strength of lean thinking in relation to increase flexibility in their supply chain activities. In the dyadic relationship between a buyer and supplier, emphasis is put on how the work can be done smoothly in order to improve quality and reduce costs. Best value procurement becomes more important instead of merely a cost-oriented approach that ensures a close relationship with suppliers. First tier suppliers are incorporated into the production development program. This means that suppliers make their own engineering decisions instead of designing on the basis of blueprints solely. Next to this, these suppliers have their own 2ndtier suppliers under itself who supply parts for these components. This ensures that the exchange of information is possible horizontally which improves the collaboration between suppliers. This collaborative aspect is of major importance in a relationship when market demand (or other influences) requ ires changes of demand in the buyer-supplier relationship. This collaborative aspect among suppliers is rather uncommon in many industries since sharing information increases the risk of losing the next bidding process among suppliers to an assembler. As a preliminary conclusion, the Toyota cases sheds light on the mix, volume, new product and delivery time aspects of flexibility in SCM. MANUFACTURING Toyota believes in continuous development by adopting lean production process and is a pioneered in TPS known as (Toyota Production System). The system is designed on Pull strategy and customer is at the prime focus in the entire production facility. It implements lean production facility which has features like Cellular layouts and could be set up in small time. It has pull scheduling emphasizing decreased wastes. Loss aversion is one of the basic feature of lean. Besides that Toyota also assures six sigma qualities. The overall result of this policy being excellent quality at low costs combined with fast response abilities. Exhibit 3 shows some key principles of Lean manufacturing by Toyota DISTRIBUTION It applies Toyota way to manage dealers based on 3 key principles Complete freedom to dealers to make decisions. It helps them invest in right things to improve. Dealers become extremely proactive because of this move Toyota believes in joint development with dealers. It believes in organic growth with dealers Competition is key to improvement Exhibit 4 shows the geographical distribution of Toyota WHAT MAKES TOYOTA DIFFERENT FROM ITS COMPETITORS? Toyota has an earthquake resilient supply chain- An pioneering initiative Toyota and other Japanese automakers were forced to halt a large portion of their production both inside and outside Japan for months after the earthquake and tsunami cut off the supply of hundreds of parts from the countrys devastated northeast. Toyota was taking three steps to fight supply chain risks that he expected would be completed in roughly five years. The first is to further standardize parts across Japanese automakers so they could share common components that could be manufactured in several locations. The second step is to ask suppliers further down the chain to hold enough inventory perhaps a few months worth for specialized components that cannot be built in more than one location, or take anti-quake measures that guarantee safety against any tremor or tsunami. Part of the second step would involve developing technology that would provide more options for parts and materials, such as substituting rare earths found mostly in China. The third step to becoming more resilient was to make each region independent in its parts procurement so that a disaster in Japan would not affect production overseas.

Nature function of Academic English

IntroductionThere has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Above the question of the importance of the genre appro ach, there is also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman & Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman & Medway 193).Genre & Academic DiscourseLiterary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classif ied into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same aspect of a text but i n reality they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74).On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303).Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognit ive psychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter & Huckin 25)† Linguistic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).†There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegre ll 43). Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new registers (Schleppegrell 44-45).Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of rea ding and experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General Nature and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an economic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that a lready exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should have a greater level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers' Text: Linguistic and Rhetorical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge.Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205.

Capital Punishment is State Sanctioned Murder - 987 Words

Capital Punishment is State Sanctioned Murder nbsp; nbsp; Capital punishment is state sanctioned, premeditated murder.nbsp; It is morally, ethically, and socially wrong. nbsp; Murder is the intentional killing of one person by another.nbsp; Capital punishment does just that.nbsp; It takes the life of one person and uses another, the executioner, to do it.nbsp; In the state of Indiana, the warden of the state prison acts as the executioner.nbsp; The killing takes place before the hour of sunrise on a fixed day.nbsp; The warden, executioner, flips a switch that sends electrical current into the body of the convicted prisoner, thus ending the prisoners life.nbsp; What happens during the execution is one†¦show more content†¦nbsp; Capital punishment does not consider the offenders need for rehabilitation.nbsp; The death of the condemned person cannot and never will bring back the loss of the victim.nbsp; Instead it causes pain to a whole new set of victims.nbsp; These victims are somehow forgotten by society.nbsp; Every other Thursday I visit a man currently on death row.nbsp; He has a beautiful 2 1/2 year old little boy.nbsp; When I pick his little boy up to go see his daddy his blue eyes are sparkling with excitement and anticipation.nbsp; How do you tell this little boy that his father is about to be killed in an electric chair?nbsp; How do you comfort a mother as she sits weeping in the moments before her sons execution?nbsp; How, I wonder, do these people feel about the justice that is being served?nbsp; In my involvement with offenders on death row, I see the pain of their families as theyShow MoreRelated Death Penalty: Capital Punishment is State Sanctioned Murder1111 Words   |  5 PagesCa pital Punishment is State Sanctioned Murder      Ã‚   Old Sparky and Gruesome Gertie (affectionate names for the electric chair) have taken the lives of many, even the innocent (Finnerty 18). They are prejudiced and lack compassion. However, many Americans believe that they represent justice. Capital punishment does not represent justice, but vengeance and hate. Among the 7,000 people estimated to have been killed in the United States between 1900 and 1985, at least 23 were innocent (FinnertyRead More Capital Punishment Essay - Justice in Retribution1470 Words   |  6 PagesCapital Punishment: Justice in Retribution       The American government operates in the fashion of an indirect democracy. Citizens live under a social contract whereby individuals agree to forfeit certain rights for the good of the whole. Punishments for crimes against the state are carried out via due process, guaranteed by the Fourteenth Amendment. The use of capital punishment is decided by the state, which is legal in thirty-seven states. It is a moral imperative to protect the states rightsRead MorePersuasive Essay On Capital Punishment1621 Words   |  7 PagesThe use of capital punishment in the United States has been the center of a heated debate for nearly six decades. Prior to the 1960’s society accepted the idea that the interpretation of the fifth, eighth, and fourteenth amendment permitted the use of capital punishment; however, it was suggested in the 1960’s that capital punishment constituted â€Å"cruel and unusual punishment†. (www.deathpenaltyinfo.org) â€Å"In 1958, the Supreme Court had decided that the Eighth Amendment contained an evolving standardRead MoreThe Death Penalty Debate Essay1638 Words   |  7 Pages In the United States, the use of the death penalty continues to be a controversial issue. Every election year, politicians, wishing to appeal to the moral sentiments of voters, routinely compete with each other as to who will be toughest in extending the death penalty to those persons who have been convicted of first-degree murder. Both proponents and opponents of capital punishment present compelling arguments to support their claims. Often their arguments are made on different interpretationsRead MoreAnalysis Of The Movie Dead Man Walking 1564 Words   |  7 PagesThe 1995 film Dead Man Walking portrays the story of Sister Helen Prejean as she struggles to serve as a spiritual advisor to Louisiana death row inmate Matthew Poncelet. The film scrutinizes and criticizes the practice of capital punishment in the United States. The narrative is constr ucted in such a way that the audience is encouraged to draw their own conclusions, moving through an experience exposed and open to all its effects. It is a sensitive and complex look at Christian forgiveness in theRead MoreIs Capital Punishment Ever Morally or Ethically Permissible?1599 Words   |  6 Pagesï » ¿Capital punishment is never morally justified, and feminist, progressive and socialist ethics would always consider the social and family environment that produced the criminal in the first place, including poverty, racism, segregation or other types of oppression. It would also examine ways that society could be reformed on restricted in ways that would reduce oppression, such as ending the ghettoization of minorities or the extreme inequality between rich and poor in the United States. IndeedRead MoreThe Abolition Of The Death Penalty1552 Words   |  7 Pageswounded. The death penalty is used as a form of punishment in the eastern hemisphere for many crimes, such as espionage, terrorism, and first-degree murder. China holds the record for the largest amount of executions; the number remains largely disputed as death penalties are considered â€Å"state secret.† In some Middle Eastern countries crimes such as rape, adultery and theft also carry a death sentence. Canada is no stranger to capital punishments either. The first recorded death penalty in CanadaRead MoreThe Death Penalty Is It A Cruel Murderer Or Just A Punishment?707 Words   |  3 PagesWhat are two sides of the death penalty?Is it a cruel murderer or just a punishment? Can not be a deterrent to crime? Capital punishment and the death penalty is the legally commissioned killing of someone as punishment for a crime. Capital punishment is used today and was used for many years to punish a diversity of offenses. Even the bible advocates death for murder and other crimes like kidnapping and witchcraft. When the word death penalty is used, it makes yelling and screaming from both sidesRead MoreThe Death Penalty : Land Of The Brave, Free, And Murder1065 Words   |  5 PagesFree, and Murder Capital punishment has been in the United States long before the country was formed. Influenced by Great Britain in the 17th century, settlers brought over the idea of government sanctioned murder, and even now, over 400 years later, the majority of the United States is still in favour. With thirty one states currently practicing or allowing the law to remain on the books, the message of the States stance on capital punishment is clear; however, the current state of capital punishmentRead MoreCapital Punishment Should Be Abolished962 Words   |  4 PagesCapital Punishment In 1492, when the Europeans came to the new world, they brought the practice of capital punishment with them (Part 1:). The official definition of capital punishment is the legally authorized killing of someone as punishment for a crime(Oxford). Throughout the years, the death penalty has evolved and has been present in most legal systems around the world. Though, as capital punishment has evolved, so has humans sense of what s right and what s wrong. These days, many

Las Vegas Sands Company Profile - Free Essay Example

Sample details Pages: 2 Words: 697 Downloads: 4 Date added: 2019/06/24 Category Management Essay Level High school Tags: Profile Essay Did you like this example? 1. Name of Company: Las Vegas Sands Corporation 2. Actual Home Office Address: Don’t waste time! Our writers will create an original "Las Vegas Sands Company Profile" essay for you Create order 3355 Las Vegas Blvd D, Las Vegas, NV 89109 3. Company website URL: www.lasvegassands.com 4. Company Telephone Number: (702) 414-1000 5. Number of Offices 5 Major Locations (apprx.): 16 properties around the world. They are located in Las Vegas, NV; Macau, China; Bethlehem, PA; Marina Bay, Singapore; 6.The Year this Company was Founded: 1988 7. Total Number of Employees (January 2017 or current): est. 50,500 employees 8. What are the Top 3 Employee Benefits that are unique and explain each? The benefits offered by The Sands Corporation/The Venetian seem to be fairly typical of a lot of companies. One benefit that stood out to me as I have not seen it in companies I have worked for is company paid dependent life insurance. Ive seen companies offer dependent life insurance before; but not company paid. Other than that, they seem to offer the typical benefits to include Medical, Rx, Dental, Vision-the Plan options vary by location though, 401(k), EAP, Holidays, Sick Leave, Flex Time, Free Team Member Dining, Education Assistance and Team Member Discounts. I think the Education Assistance is a standout one as well. A lot of companies now offer education assistance; but theres still a lot of companies that do not. Discounted Legal Program Free on-site workout facilities Professional, Personal and Developmental training programs Company subsidized on-site and off-site daycare https://careers.sands.com/content/about/ https://www.sands.com/media-relations/sands-confidential/post/team-member-culture-at-las-vegas-sands 9. Identify 2 important features in culture and structure (ch. 15/16) (repeat criteria) you liked The culture here is what sets us apart, Fryman said. There is comradery, teamwork and a true sense of family. The company offers so much, and I have many Team Members in my division who have developed and taken on new roles after taking classes such as English as a second language, the Management development trainings provided through Sands Academy, and tuition reimbursement. Investing in Team Members personal and professional growth is the commitment the company has made in providing opportunities to advance in their hospitality careers. Through Sands Academy, Team Members are encouraged to take advantage of the classes, tools, coaching, and consulting to help their own development and their departments become more effective covering leadership, wellness, sustainability, language, and more. I truly believe that investing in those who show potential and a drive to be the best is the way to nurture a team that will makes us proud, Fryman said. https://www.sands.com/media-relations/sands-confidential/post/team-member-culture-at-las-vegas-sands LAS VEGAS, May 1, 2018 /PRNewswire/ Las Vegas Sands (NYSE: LVS) has been named one of Americas Best Employers in Forbes annual list of Americas most respected employers. https://www.prnewswire.com/news-releases/forbes-names-las-vegas-sands-one-of-americas-best-employers-300640266.html https://www.kununu.com/us/las-vegas-sands-corp-venetian-palazzo/reviews 10. What are the product or services this company provides to customers (Be specific) Las Vegas Sands features luxury hotels; best in-class gaming; retail; dining and entertainment; meetings, incentive, convention and exhibition facilities, and many other business and leisure amenities. 11.Based on your research of this company, which 2 biggie departments are currently hiring and for which positions? Hospitality: Manager-Restaurant Partnerships Floor Manager-Housekeeping Host- Casino Floor Grazie Ambassador Manager-Front Services VIP Services Coordinator Security: Dispatch -Fire Command Officer Security Logistics Security Officer On Call Google is always looking for the best people who can bring new innovations into the Google workplace. In the United States, Google is hiring for 14. Would you want to work at this company? Why or why notbe specific and explain 1 drawback to this company: Yes, I would be interested in working at this company. From many things Ive ready, it sounds like Las Vegas Sands provides great opportunities for its employees to grow with the company, giving them a chance to learn and advance. It also offers many appealing benefits to its employees. One drawback to working for this company is I found some very negative reviews from employees on one site. However, on another site I found several highly positive reviews from employees. The few negative reviews make me a little apprehensive; but the positive ones outweigh the negatives, including the positive ones were from employees that had been there for many years. Longevity on the job is usually a good sign.