STATISTICAL ANALYSIS Assignment Example | Topics and Well Written Essays - 750 words

STATISTICAL ANALYSIS - Assignment Example The perception that the good teacher turnover rate gives is that lessons are conducted accordingly. â€Å"Grade 3 performance in English language recorded a commendable positive growth in 2012 compared to the results in 2011. We are happy teachers have been responsible in their class attendance. We are also hopeful that the district will record improved performances in the next few years,† Albany City School District’s head of teachers union said while referring to the 3% performance growth in 2012 compared to 2011. â€Å"We rejoice that there is an upward trend tax cuts and funding for schools in this district. This is a realization of the fourth consecutive improvement in district education financing in the district budget,† Executive Director of the state’s School Board Association, Tom Kremer noted. School district budget proposals in the category of students with disabilities in Albany City School District helped in recording high numbers of the students registered in schools compared to the percentage (40%) that were not registered as of October 2011. â€Å"That said,† he adds, â€Å"registration of physically challenged students is very high.† Tom Kremer has joined the chorus of stakeholders who believe that districts are focused at catching up with the effects of cuts initiated by the recession of 2008. As is often the situation, several interest groups have also added education funds after negotiations. For example, the governor had proposed a total of $806 million increase that finally ended up in a hike of about $1.1 billion. The budget will to the school districts in Albany were valued at $89 million. The effects of these are enormous; the overall numbers of all students have increased looking at the ‘Student Group Results’ between 2011 and 2012. Helen Brook, a high school student, in one of the schools in Albany City wanted to move to a neighboring school within the region. She was after

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented studen t. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics o f today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to  the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exten sion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Ironic Cycles :: essays research papers

Ironic Cycles In The Sun Also Rises, Ernest Hemingway uses irony and symbolism to illustrate how a group of Americans and English expatriates lived life. They try to forget the war and restore a sense of meaning to their lives, which he would have liked to do. Hemingway’s attitudes are expressed in the book, including his idea of, â€Å"emphasize the optimistic idea of progress of life’s cycle.†   Ã‚  Ã‚  Ã‚  Ã‚  When Hemingway was growing up, he would perfect his fishing during his family’s summer vacations to Horton’s Bay. Right up until he decided to enlist in the army, his passion was fishing. The fishing trip in the book demonstrates that Jake can find happiness in the sun, without Brett. Spending time with two men that know the woman he loves makes him realize he is better off without Brett.   Ã‚  Ã‚  Ã‚  Ã‚  Jake seems to be the â€Å"mature, stabilizing friend to all,† but his own life is in a mess. Hemingway shared the same characteristics. When he was rejected from the army because of his bad eyesight, he still wanted some adventure in his life. So he decided to be an ambulance driver for the Red Cross. After he was wounded, he helped another injured man find his way to a trench and out of harm. He put other people’s problems ahead of his own, just as his character, Jake, does. Jake symbolizes the steers being put into the ring to calm the bulls. He is put into the rowdy group to help them maintain some order. His true emotions do not show through much. This is one of Jake’s flaws, along with his impotence. As Hemingway was wounded in war, he portrays this in Jake’s character.   Ã‚  Ã‚  Ã‚  Ã‚  Hemingway joined the â€Å"Lost Generation† crowd during his hardships. During these years people spent time aimlessly walking around. They didn’t think there was a purpose to their lives. In the book, the characters wandered together through an â€Å"endless, drunken procession of parties, cafes, and sexual affairs,† in a desperate search for meaning to their lives. Some of the story Jake tells the reader lies between the lines in the book, possibly symbolizing the absence of meaning in the characters’ lives.   Ã‚  Ã‚  Ã‚  Ã‚  The war constantly haunts the characters throughout the book. The effects of war are evident in their alcoholism and their unconscious cruelty to each other. It is the war and its effects they are running away from with their continuous drinking.

Coke

Distribution Gaps in Direct Routes By Anuroop Uppuluri June, 2010 Distribution Gaps in Direct Routes By Anuroop Uppuluri Under the guidance of Shri Himanshu Shekhar Dr. Bikramjit Rishi Capability Developmnet ManagerProfessor HCCB IMT, Ghaziabad June, 2010 Certificate of Approval The following Summer Project Report titled â€Å"Distribution Gaps in Direct Routes† is hereby approved as a certified study in management carried out and presented in a manner satisfactory to warrant its acceptance as a prerequisite for the award of Post-Graduate Diploma in Business Management for which it has been submitted.It is understood that by this approval the undersigned do not necessarily endorse or approve any statement made, opinion expressed or conclusion drawn therein but approve the Summer Project Report only for the purpose it is submitted. Summer Project Report Examination Committee for evaluation of Summer Project Report NameSignature 1. Faculty ExaminerDr. Bikramjit Rishi____________ _______ 2. PG Summer Project Co-coordinatorShri Himanshu Shekhar___________________ Certificate from Summer Project Guides This is to certify that Mr.Anuroop Uppuluri, a student of the Post-Graduate Diploma in Business Management, has worked under our guidance and supervision. This Summer Project Report has the requisite standard and to the best of our knowledge no part of it has been reproduced from any other summer project, monograph, report or book. Dr. Bikramjit RishiShri. Himanshu Shekhar ProfessorCapability Development Manager IMT, GhaziabadHCCBPL New Delhi DateDate Acknowledgement I would like to thank Ms. Saumya Khati (Manager-HR) for giving me an opportunity to work as a summer intern in Hindustan Coca-Cola Beverages Private Limited.I am grateful to Mr. Himanshu Shekhar under whose guidance I have successfully completed this project. I would like to thank Mr. Inderjeet Bindra who has been a constant source of encouragement and without whose guidance this project would not h ave been completed. I would also like to extend my sincere thanks to Mr. Sandeep Rawat for all the support during the course of the project work. I am extremely grateful to Dr. Bikramjit Rishi, whose guidance and valuable suggestions helped me move in the right direction through the course of my nternship. I would also like to thank all the workers in the Dilshad Garden depot and my friends who have directly or indirectly helped me complete this project. Abstract Distribution Gaps in Direct Routes For HCCB By Anuroop Uppuluri Distribution (Place) is one of the four elements of marketing mix, the other three being Product, Price and Promotion referred to as the 4Ps. The importance of a strong and reliable distribution network cannot be over emphasized in an FMCG company.In an FMCG company like Coca-Cola where there is rapid movement of products along the distribution channels (especially in summer when the demand is at peak), a proper distribution network would mean both increased sa les and customer satisfaction. Market Developers (MDs) and Area Market Controllers (AMCs) are the frontline workers who form the strong base of the distribution network in Coca-Cola Company. Any shortcoming on their part will result in loss of sales for the company and also affects the RED scores of the outlets where order does not get delivered.This research was focused on identifying the distribution gaps in direct routes and taking steps to bridge the gaps in order to make the distribution network more efficient. This study is confined to the direct routes of Dilshad Garden depot in East Delhi. The methodology includes the following steps: 1) Collecting the invoice data from invoice history report, and data regarding orders received from the delivery sheets. 2) Matching the invoice data with the delivery sheets to identify the outlets where order has not been delivered. 3) Determining the reason for non delivery from the AMC and cross checking it with the outlet when necessary.Id entifying outlets with persistent problems and solving issues accordingly. The major findings are: 1. The outlet owners are very particular about the SKU that they order. Changing the SKU if the one ordered was not available led to cancellation of order some times. Such cancellation of orders affects the fill rate. Hence, if any SKU is not available, the order should just be removed instead of being changed to some other SKU. 2. Even though the AMCs are required to call the concerned people when an order gets cancelled and inform about it, they are not taking it seriously.The AMCs need to understand that this is in the best interest of every one as the problem can be cured once and for all if they take suitable action. So, this process needs to be enforced strictly. 3. It has been observed that it is very difficult to track wrong deliveries where in the products are delivered to some individual/outlet while the invoice is printed against some other outlet where delivery did not happ en. This can be stopped by implementing a token system where the outlet owner acknowledges the AMC upon delivery using some token. Table of Contents PageAcknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦v Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. vi Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 List of Figures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 List of Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 List of Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 List of Abbreviations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 IINTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 1. 1 A BRIEF INTRODUCTION OF THE COCA-COL A COMPANY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 1. 2 INTRODUCTION OF HCCBPL†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 1. 3 SWOT ANALYSIS OF HCCBPL†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 1. 4 PROBLEM FORMULATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9IIRESEARCH PROBLEM†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 2. 1 PROBLEM STATEMENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 2. 2 OBJECTIVES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 2. 3 PROJECT DELIVERABLES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 2. 4 CHALLENGES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 IIIBACKGROUND OF THE STUDY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 3. 1 RSU METHOD†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 3. 2 DRAWBACKS OF RSU METHOD†¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 3. 3 PRE-SALE METHOD.. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 3. 4 RIGHT EXECUTION DAILY (RED)†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 3. 5 DISTRIBUTION SYSTEM IN COCA_COLA†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 3. 6 PROCESSES FOLLOWED†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 3. 6. 1 ORDER GENERATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 14 3. 6. 2 ORDER INTEGRATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 3. 6. 3 INVOICE AND SETTLEMENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 IV RESEARCH DESIGN†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 4. 1 RESEARCH METHODOLOGY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 4. 2 DATA COLLECTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 4. 3 FINDINGS: GAPS IN DISTRIBUTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 4. 3. 1 SKU AVAILABILITY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 4. 3. 2 STOCKOUT OF COCA-COLA†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 4. 3. 3 WRONG DELIVERY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 4. 3. 4 DAMAGE TO VEHICLE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 18 4. 3. 5 SHOP CLOSED†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦19 4. 3. 6 BIG VEHICLE UNABLE TO REACH OUTLETS IN LANES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 4. 3. AMC NEW TO THE ROUTE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 4. 3. 8 FAKE ORDERS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 4. 3. 9 MISCELLANEOUS REASON S†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20 VRESULTS AND CONCLUSIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 VIRECOMMENDATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 25 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 List of Figures Figure No. Description Page 1 Distributi on network depicting direct and indirect routes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 2 Distribution Channels depicting flow of Fulls and Empties†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 3 Graph depicting the variations in fill rate for direct routes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 4 Graph showing the overall increasing trend in Fill rate calculated as simple average week wise†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 List of Tables Table No. Description Page 1 Fill Rates in the direct routes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 2 Simple Average of the fill rates of the AMCs in the given duration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 List of Appendices Table No. Description Page 1Fill Rate26 List of Abbreviations HCCBPL – Hindustan Coca-Cola Beverages Private Limited CCI – Coca-Cola India MD – Market Developer AMC – Area Market Controller RSU – Ready Stock UnitRGB – Returnable Glass Bottle RED – Right Execution Daily PJP – Permanent Journey Plan CFA – Carry & Forward Agents GOD – Glass on Deposit ROD – Return on Deposit RTM – Route to Market STL – Sales Team Lead SKU – Stock Keeping Unit Chapter 1: INTRODUCTION 1. 1 A BRIEF INTRODUCTION OF ‘THE COCA-COLA COMPANY’ The Coca-Cola Company is the world’s largest beverage company operating in more than 200 countries. It has a portfolio of more than 300 beverage products including sparkling drinks and still beverages such as waters, juices and juice drinks, teas, coffees, sports drinks and energy drinks.The Coca-Cola Company was incorporated in 1892 and is headquartered in Atlanta, Georgia. C oca-Cola originated as a soda fountain beverage in 1886 selling for five cents a glass. Early growth was impressive, but it was only when a strong bottling system developed that Coca-Cola  became the world-famous brand it is today. The company’s beverages are served over 1. 6 billion times every day. The company operates a  franchised  distribution system. The Coca-Cola Company manufactures the concentrates, beverage bases and syrups which are then sold to various  bottlers  throughout the world who hold an exclusive territory.The bottling partners play a critical role in the Coca-Cola system as the producers and distributors of nearly 500 beverage brands and they range from international and publicly-traded businesses to small family-owned operations, the vast majority of which are not owned or controlled by The Coca-Cola Company. The bottling partners are responsible for producing, packaging, distributing and merchandising the beverage products worldwide. Coke has relationships with three types of bottlers: independently owned bottlers where the company has no ownership interest; bottlers where the ompany has invested but has a non-controlling ownership interest; and bottlers where the company has invested and has a controlling interest. Separate contracts, or bottler’s agreements, exist between Coke and each of its bottlers regarding the manufacture and sale of Coke products. The Bottler’s Agreements authorize the bottler to prepare designated Coke trademark beverages, package the drinks in authorized containers, and then sell the final product in an identified territory. Bottlers are obligate to purchase all of their concentrates and syrups for designated Coke trademark beverages from the company’s authorized suppliers 1. INTRODUCTION OF HCCBPL Hindustan Coca-Cola Beverages Private Limited  is 100% company owned Bottler in India and reports directly to The Coca-Cola Company. It has 3 business regions, north, south an d central, and operates out of 22 locations across India. The business model includes manufacturing the beverage, distribution and sales, trade marketing and market execution. Coca-Cola was the leading soft drink brand in India until 1977 when it left rather than reveal its formula to the government and reduce its equity stake as required under the Foreign Exchange Regulation Act (FERA) which governed the operations of foreign companies in India.After a 16-year absence, Coca-Cola returned to India in 1993, cementing its presence with a deal with Parle that gave Coca-Cola ownership of the nation's top soft-drink brands and bottling network. Coke’s acquisition of local popular Indian brands including Thums Up, Limca, Maaza, Citra and Gold Spot provided not only physical manufacturing, bottling, and distribution assets but also strong consumer preference. With access to 53 of Parle’s plants and a well set bottling network, an excellent base for the rapid introduction of t he company’s international brands was formed.This combination of local and global brands enabled Coca-Cola to exploit the benefits of global branding and global trends in tastes while also tapping into traditional domestic markets. Leading Indian brands joined the Company's international family of brands, including Coca-Cola, Diet Coke, Sprite and Fanta. Coca-Cola operates through Company Owned Bottling Operations (COBO) or Franchise Owned Bottling Operations (FOBO) which have demarcated territories. While HCCBPL is COBO, Moon and Enrich are FOBOs in the Delhi region.HCCBPL purchases the concentrates and beverage bases from Coca-Cola India (CCI) which is also responsible for local marketing and R&D apart from holding the concentrates. Every action undertaken in Coca-Cola is in some way related to ensuring â€Å"Activated Chilled Availability† of beverages to its consumers. Activation refers to the communication to end consumers regarding the availability of various SKU s of cold drinks and price communication. Chilling refers to the availability of cooler/ice box which ensures that the product is served in a chilled form.Availability refers to making sure that the brand requested by the consumer is available at the outlet. Despite registering world’s highest sales volume growth of 29 per cent in India, the per capita consumption of its beverages in India is currently at 11 servings a year (up from 7 servings a year in 2001) which is very less when compared to 600+ servings a year in Mexico. This when combined with India’s one billion plus population and an emerging middle class makes it one of the most coveted markets for soft drinks across the world. 1. SWOT ANALYSIS OF HCCBPL Strengths: * Distribution Network: With a number of efficient salesmen, over 700000 retail outlets and 8000 distributors, Coca-Cola has a reliable distribution network. * Focus on Quality: The Coca-Cola Company's internal global quality program called The Coca -Cola Quality System (TCCQS) not only covers environment management, but also takes into consideration other business aspects such as safety and loss Prevention (SLP), product quality, packaging quality, process capability improvement and customer satisfaction.Strict compliance with TCCQS, often rated as a program equivalent to the internationally reputed ISO 14001 System, has also enabled all the company-owned bottling plants in the country to successfully get the coveted ISO 14001 Certification from Det Norske Veritas (DNV). * Strong Brands: People across the world easily recognize Coca-Cola and Sprite, Fanta, Limca, thums Up and Maaza have a strong brand image across the country. Weaknesses: Small Scale Sector Reservations: The Company’s operations are carried out on a small scale and due to Government restrictions; the Company finds it very difficult to invest in technological advancements and achieve economies of scale. Opportunities: * Low Per capita Consumption: Despit e registering strong growth in India, the per capita consumption in India is very less at 11 servings per year when compared with other countries like Mexico where it is 600+ servings per year and USA where it is 400+ servings per year. Large Untapped Domestic Market: With one billion plus population and an emerging middle class, India is one of the most attractive soft drink markets in the world. Threats: * License: Whenever the production capacity needs to be increased, the company will have to renew or update the license which is a cumbersome process. This is because the production capacity is mentioned on the license. 1. 4 PROBLEM FORMULATION Distribution (place) is one of the four elements of the marketing mix and it plays a key role in passing the product along the distribution channels.The products produced at the manufacturing plant (Dasna) reach the depots and from there they reach the end consumer either through a direct route (directly to customers) or an indirect route ( passing through sub-distributors/wholesalers to customers). There is a huge demand for the soft drinks especially in summer and distribution system should be reliable to supply the soft drinks to customers as promised on a day-to-day basis. In the direct routes, MDs generate orders for various retail outlets and AMCs deliver the orders the next day.STL or Sales Executives overlook the MDs while RTM is responsible for the AMCs. There should be a strong co-ordination between these two departments if the distribution system was to be perfect as the MDs and AMCs are the frontline workers. However, not everything goes as planned and sometimes delivery does not happen to the retail outlets as promised. This is due to the presence of certain gaps in the distribution system. There is a need to identify these gaps and bridge them in order to improve the distribution system and hence the overall sales.The efficiency of the distribution is measured in terms of Fill Rate. RED scores of the outl ets is directly dependent on the ‘Availability’ of products which accounts for 60 of the 100 points. So, the objective of the project includes identifying the gaps in the distribution system in direct routes by finding out the reasons for non delivery of products as per order received the previous day and tracking the performance of the AMCs in direct routes. For this specific study, only Dilshad Garden which caters to East Delhi has been taken into consideration.The direct routes serviced by Dilshad Garden depot have been studied and the performance of the AMCs has been analyzed. CHAPTER 2: RESEARCH PROBLEM 2. 1 PROBLEM STATEMENT In a company like HCCBPL where the products have a huge demand and are sold so fast that the retailer’s stocks need to be replenished on a daily basis, the distribution network assumes a huge significance. MDs, AMCs and the availability of soft drinks ordered are the three crucial aspects of the distribution system as far as direct rout es are concerned and any shortcoming in any one of these leads to non delivery of products to the customers.These distribution gaps not only affect the Fill Rate but also affect the RED scores of the outlets. Hence identifying the distribution gaps and bridging these gaps is quite essential in improving the distribution network of the company. 2. 2 OBJECTIVES * To find out the reasons for non delivery of products to the outlets from the AMCs and cross check it with the outlets. * To identify the root cause of the persistent problems present in the distribution network and resolve them. * To monitor the performance of the AMCs in direct routes. 2. 3 PROJECT DELIVERABLES Root-cause analysis of the various issues identified in the distribution network. * Recommendations for bridging the distribution gaps in direct routes. * Fill Rates of the AMCs in direct routes 2. 4 CHALLENGES * The AMCs do not always cooperate when asked about the reasons for non delivery as they see it as being que stioned for non performance instead of looking at it as an action necessary for resolving the issues. * Some of the phone numbers of the outlets are switched off/ wrong numbers and this limited the ability to corroborate the reasons given by AMCs. 3. BACKGROUND OF THE STUDY . 1 READY STOCK UNIT (RSU) METHOD Earlier Coca Cola used to follow Ready Stock Unit (RSU) method. In this method each AMC (Salesman) carried a truck full of load to a predetermined area and went to each retail outlet and sold the load as per the requirement of the outlet and availability of different SKUs available on the vehicle. The drawback of such a method was that there was no accountability for the AMC and most of the outlets were left uncovered. In the RSU method, the salesman generated orders and delivered the products simultaneously. 3. 2 DRAWBACKS OF RSU METHODIn the RSU method the salesman had a virtual monopoly over the area that he visited. The salesman could sell all the beverages to just 3-4 outlet s in the area and leave the rest of the retail outlets dry. If the relation between a retail outlet owner and the salesman soured it would mean that the retail outlet would find it very difficult to get Coke products. The retail outlet owners were mostly unaware of the schemes and discounts offered by the company. There was no obligation on the part of salesman to distribute the products fairly among all the outlets in the area. . 3 PRE-SALE METHOD Pre-Sale method was introduced to bridge the gap between the company and its customers. A pre seller generates orders in advance after activating the outlet. He also communicates the schemes and promotional offers to the outlets. Delivery vehicles are loaded as per the orders leading to high vehicle capacity utilization and very less shortage of required SKUs to the retail outlets. The outlets in an area are divided among Tell Sell and MDs such that the orders are taken from the outlets depending on the volumes sold by them.Diamond Outlet s are serviced more frequently than the Gold outlets, Gold Outlets more than Silver and Bronze ones. A Permanent Journey Plan(PJP) determines which outlets will be covered by the MDs and which ones by Tell Sell and on which days. All the MDs carry an MC35 machine with them and all these MC35s are integrated to a common server where each order can be tracked along with the time at which the order has been taken. 3. 4 RIGHT EXECUTION DAILY (RED) One of the key strengths of the company is its ability to directly reach its customers regularly.The sales people are dedicated to building strong and constructive relationships with every one of the various customers, including kiosks, grocery stores, convenience stores, hotels, restaurants, cafes, and bars among others. With such a diverse customer base the sales force has to be highly specialized to understand how to best fulfill customers’ needs. In pursuit of excellence in marketplace execution, Coca-Cola has been implementing a pr ogram we call Right Execution Daily (RED).This program monitors, at the individual outlet level, how well the merchandising standards are implemented and maintained. Furthermore, it helps identify opportunities to make immediate improvements that support growth for both customers and the company. RED is just one part of the company’s efforts to enhance revenue growth opportunities by optimizing the combination of brand, package and price for each consumption occasion. A closer partnership with the customers of the company helps drive a sustainable growth of the business.One of the key strengths of Coca-Cola is its ability to achieve quality in-store execution by having over 17,000 highly trained sales representatives regularly serving approximately 1. 5 million outlets. This direct interaction with customers gives the company a competitive advantage in activating points of purchase and creating value for both customers and its own business. Working together with customers as one team translates into higher customer satisfaction and measurably improved performance. An analysis of the results helped identify key factors that affect shopping references and habits.Focusing on these factors, a set of solutions have been crafted such as repositioning the products on display or re-modeling the entire store, which resulted in better business and increased sales for the customers participating in the program. RED survey has been started in 2007. It adds value to customers and consumers through â€Å"Excellence in Execution† at the point of sale. For conducting RED survey, HCCBPL has hired ACNielsen Company, one of the best market research firms in the world. In the first week of every month, a monthly report on RED scores is sent to HCCBPL by ACNielsen.RED score is calculated for a total of 100 points out of which 60 points are for Availability, 25 for Cooling and 15 for Activation. 3. 5 DISTRIBUTION IN COCA-COLA The manufacturing of all the beverages cat ering to Delhi takes place in the Dasna manufacturing plant located in Ghaziabad, near Delhi. Dasna plant is completely owned by Hindustan Coca-Cola Beverages Private Limited. The beverages are then brought to the depots which are operated by Carry ; Forward Agents (CFA). There are three depots currently operating in Delhi located at Dilshad Garden (referred to as DG), Lawrence Road (referred to as LR) and Okhla.From the depot, the beverages reach the customers either through a direct route or an indirect route. If the trucks carry the beverages directly to the retail outlets as per the order given by these outlets the day before, it is referred to as Direct Route. If the beverages reach the retail outlets through a sub distributor or a wholesaler then it is referred to as an Indirect Route. A wholesaler operates from a single shop and has low margin and a high turnover. The wholesaler is not confined by a fixed territory. In contrast, distributor and sub distributor have defined te rritories.A distributor generally makes a huge investment and is committed to Coca-Cola where as a sub-distributor makes lesser investment and is not committed to Coca-Cola. He seeks out opportunities from other companies as well. Figure1: Distribution Network depicting direct and indirect routes Figure 2: Distribution Channels depicting flow of ‘Full’s and Empties 3. 6 PROCESSES FOLLOWED 3. 6. 1 ORDER GENERATION Every day each MD gets an SMS in the morning which mentions which all SKUs and in what quantities are not available in the depot. So, ideally, the MD is not supposed to take orders for those SKUs.Each MD visits the outlets one by one as per the PJP and punches the order given by retail outlets into the MC35 machine that he carries with him. All the MC35s are integrated to a central server and each order can be traced from the system. The MD also explains the various discount schemes provided by Coca-Cola for the direct route retail outlets and is responsible fo r activation of the outlets. The MD is responsible for registering new outlets, taking down complaints regarding fridge disorders, filling the RED tracker sheet and arranging the drinks in the visi-cooler as per the predefined arrangement. . 6. 2 ORDER INTEGRATION Every night the dump of all the orders is taken ColaNet which includes orders of MDs and orders taken through Tell Sell. This has details of Outlet DD Code, Outlet name, Outlet address, Order Code, Item Code, Quantity in cases and each, market area code, route id and sequence number among others. Using RoadNet these orders are separated according to the Route Ids and an AMC is assigned for each Route. RoadNet makes use of the information about vehicle capacities, sequence numbers and market area codes while allocating outlets to different routes. 3. 6. INVOICE AND SETTLEMENT When AMC comes for route ride next morning, his handle is loaded with the route details which will load details of outlets and orders into the handle. When the AMC delivers the drinks to any outlet, he prints an invoice and gives it to the outlet while retaining a copy of it with him. The AMC can only print invoices against the names of outlets in his particular route which are loaded in the handle and not against any other outlet. When a vehicle goes out of the depot in the morning with the load, a load sheet is printed against the AMC who is responsible for the vehicle.The load sheet includes the list of SKUs and quantities loaded into the vehicle. When the vehicle returns in the evening, a stock sheet is printed which includes a list of all the drinks (SKUs and quantities) left on the vehicle when it is checked in. Also the number of empty RGBs is matched with the number of ‘Full’ RGBs that were loaded on the vehicle in the morning. Each AMC is allowed to report a breakage of 2 Empties and 2 ‘Full’s every day. Finally, the account of each AMC is settled taking all these into account. Glass on Deposit (GOD): Lets say an AMC delivered 1 crate (24 bottles) of 300ml Coca-Cola to an outlet named Sai Agency.Sai Agency only had 19 Empty bottles (also referred to as ‘Empties’) and agreed to pay for the rest of the bottles in cash. Then the AMC prints a GOD bill for 5 bottles (5*5=25Rs) and collects the amount from Sai Agency. If the number of empty bottles fall short when the vehicle checks in, the AMC will have to pay for these missing bottles from his own pocket. Return on Deposit (ROD): The next day if Sai Agency returned the 5 empty bottles, then that will reflect on ROD bill printed for those 5 bottles and Sai Agency gets back its 25Rs. 4. RESEARCH DESIGN 4. 1 RESEARCH METHODOLOGYThe delivery list for each route gives the list of outlets that should be covered on that day for delivery. Whenever delivery happens in an outlet an invoice is printed against that outlet for the list of items delivered and it includes the discount provided. 1) The first step is to identify w hich all outlets have not been covered for delivery by the AMC on that day. 2) A list of outlets against which invoices were printed when matched against the list of outlets in the delivery list for that route gives us the outlets where delivery has not happened on any given day. ) Establish the reason for non delivery in a particular outlet by calling the concerned AMCs and by cross checking with the outlets if necessary. 4) Check if it is a one off incident or a repeat occurrence and take action accordingly. 5) Call random outlets and check that the delivery happened to the correct outlet and that it was not a wrong delivery. 6) The performance of AMCs is measured by calculating ‘Fill Rate’ for the corresponding routes. 7) The ‘Fill Rate’ for all the direct routes combined is calculated to estimate the performance for that day in direct routes.A macro has been written to calculate AMC route wise fill rates saving time and effort. 4. 2 DATA COLLECTION The invoice history report gives the details as well as the summary of the invoices printed the previous day. The dump taken from ColaNet gives the details of the orders taken for the day both by the MDs and through Tell-Sell. Route Wise delivery sheet with details of orders, outlet wise can also be obtained through ColaNet. 4. 3 FINDINGS:GAPS IN DISTRIBUTION 4. 3. 1 SKU availability: Every morning the Market Developer (MD) gets an SMS stating which SKUs are not available in the depot so that the orders for those SKUs are not taken.However, sometimes it so happens that the SKUs that were expected to arrive on a day had not arrived but there are orders taken for that SKU by the MDs. When the orders are integrated in the night, these orders for the unavailable SKUs are changed into some other SKU that is available. When the AMC goes to the outlet the next day, chances are that the outlet owner declines the delivery as it was not exactly what he ordered the previous day. Several orders get cancelled because of the same reason and the AMC brings back all this leftover beverages as there are no takers and this affects his ‘Fill Rate’.Root Cause: Although the MDs get an SMS stating the availability of SKUs, it might not always be accurate. Sometimes the SMS might come a bit too late in the day informing that there has been stock out in some SKU. It could also be sheer negligence on the part of MD while taking the order. The logic behind changing these orders for unavailable SKUs into some others those are available at the time of integration is that the outlet owners might just take any other SKU that is available given the high demand for cold drinks in general in summer.The outlet owners are expected to take any other SKU instead of getting nothing despite giving an order. However, what actually happened in the market was quite the contrary. The outlet owners are very particular about the SKUs of cold drinks that they want and are not ready to budge. As a result most of the orders where there had been a change of order got cancelled and were brought back to the depot by the AMCs. This had a very big impact on the ‘Fill Rates’ in the direct routes.Recommendation: When this issue had been brought to the notice of the depot manager, he had realized that this was indeed a major problem resulting in the cancellation of most of the orders and hence stopped changing the orders taken. So, if the orders requested for some SKU which was not available, it is just removed from the order instead of being changed to some other SKU. The implementation of this resulted in lesser cancellation of orders due to SKU availability problems and in better Fill Rates. 4. 3. 2 Stock out of Coca-ColaThe company offers several discount schemes in the direct routes and these schemes keep changing frequently. Generally, on every 1 crate of 300ml beverages of any SKU, two bottles are offered as free. By default, Coca-Cola bottles are offered as free for any SKU. This turns out to be a problem when there is a stock out of Coke bottles in the depot. When the AMC goes out for delivery and his handle is showing the scheme as giving out 2 free Coke bottles for 1 crate of Limca (300 ml), while actually Coke bottles are not available in the depot/on the vehicle, he cannot print the bill for that and hence the order gets cancelled.Root Cause: It is learned that the person integrating the orders in the night is informed to make Coke as the default SKU for the free bottles of any other SKU. However, the frequently changing schemes and the changing stock availability in the depot mean that the person integrating the orders is not well equipped with necessary information regarding stock outs which gives rise to the problem. Recommendation: A suggestion has been made to the depot manager to make a file containing details of stock availability and the details of schemes and share it in the common folder.The person who integrates the data nee ds to first check out this file to get a clear idea of the schemes and the availability of SKUs before proceeding to prepare the delivery lists. This way, if Coke were to be out of stock in the depot, say Limca or Thums Up whichever SKU is available could be given as free thereby eliminating the scheme problem. 4. 3. 3 Wrong Delivery Every morning before the AMC leaves the depot his handle is loaded for the particular route in which he goes.So AMC can only print invoices only against the names of the outlets appearing in the delivery list of his route and cannot print invoices against any other outlets. Sometimes it so happens that the AMC actually gives away some of the crates of drinks to some individual/outlet which is not in the delivery list and prints the invoice against one of the outlets in the delivery list even though he did not actually deliver the order of that outlet. This does not have any effect on the Fill Rate of the AMC as such but it affects the RED scores of thos e outlets where delivery did not happen as 60 points out of the total of 100 re for availability. Recommendation: In order to prevent the wrong deliveries, some kind of acknowledgement is needed from the outlet owners which indicate that the AMC has actually visited the outlet and not faked an invoice. It is not feasible to set aside one person just to call all the outlets and cross check the invoices at the end of each day in all the routes. It was suggested that the AMCs get the carbon copy of the invoices (that are brought back along with them) signed by the owners of the outlet.But, it was told that the outlet owners have a widespread perception that when they sign on the invoices, it would mean that they are taking the delivery on credit and hence that suggestion could not be implemented. Then it was suggested that the AMCs get the carbon copies of invoices stamped by the outlets to prevent fake invoices. However, even that suggestion could not be implemented as stamping the ca rbon copy of invoice is done only by the incentive parties and not by other outlets. As preventing wrong delivery is one crucial step in improving RED scores, another suggestion is to implement some kind of token system.When the MD visits each outlet for taking the orders, he can give a token which is collected by the AMCs the next day upon delivery to the outlets. This would also prevent wrong deliveries and fake invoices. 4. 3. 4 Damage to the vehicle There have been instances when the vehicle was damaged mid way through the route or sometimes just as it moved out of the Dilshad Garden depot. There has also been an instance when the vehicle met with an accident and the AMC had to sit in police station for the rest of the day.In such situations, the rest of the outlets in the route do not receive any delivery which drastically affects both the Fill Rates of the AMCs and the RED scores due to non availability of drinks. Recommendation: A back-up vehicle needs to be maintained in the depot which can cover for the damaged vehicle when need arises. If the costs do not allow a spare vehicle to be maintained in the depot, at least a mechanic should be dispatched immediately to the location to rectify the damage as quickly as possible. 4. 3. 5 Shop ClosedOne most common reason given by the AMCs when delivery does not happen in some outlets is that the shop is closed. Upon cross checking with the outlet it is found that the shop was indeed closed. There are some specific areas where shops are usually closed on a particular day in the week. For example, in ‘Murga Mandi’ area, most of the outlets remain closed on Tuesdays. Also most of the Dairies (like MAL Dairy in Madhu Nagar) remain closed through the afternoon and so any order for these dairies need to be delivered in the morning itself.Recommendation: If it is known that the outlet remains closed on a particular day, then the MD should be asked not to take the order for that outlet on the day before. For example, MD visiting ‘Murga Mandi’ area should be given his weekly off on Monday so that no orders will be due for delivery on Tuesday in the area when the outlets remain closed. Also when it comes to dairies, if it is feasible for the AMC to deliver the order of the dairy before afternoon without having to make a detour from his normal route, then it should be done so.If that were not feasible then the MD should be asked to stop taking orders from that particular dairy and it should be removed from the MDs PJP. Taking the order and not delivering it leads to both customer dissatisfaction and affects Fill Rate of the AMC as well. 4. 3. 6 Big Vehicle unable to reach outlets in small lanes There have been several instances of AMC complaining that the outlet could not be reached on the big vehicle as it is located in some small lane. There have been a few instances where the outlet belonged to some sub-distributors area and the MD still took the order.In one particular area (Krishna Nagar) there are several outlets on either side of the road where the vehicle could not be stopped for delivery and hence these outlets are supposedly being moved out of the direct route. Recommendation: MD should be asked not to take orders from outlets belonging to some sub-distributor just to increase the number of orders taken. Trolleys need to be provided for the AMCs where the outlets are inaccessible. 4. 3. 7 AMC new to the route Most of the AMCs are experienced and have been going in the same routes for quite some time now and are well aware of all the outlets featuring on the delivery list.However, there have been instances where an AMC is new to a particular direct route and is not well aware of the location of the outlets. The AMC could be a one off replacement for the AMC regularly going in that area or he could be new to direct routes. In such cases, it has been observed that the AMCs do not take pains of calling the MDs for finding out the location of th e outlets which they could not find. They just return all the orders for the outlets they do not find. Thus when a new AMC goes in a direct route an abysmal drop in the Fill Rate for that route has been observed.Narender Sharma is a case in point for the Dilshad Garden depot. Recommendation: The AMCs should be made to call the MDs in case they are not able to find the location of any outlet. The AMCs should have the numbers of the MDs of that particular routes and it should be made clear that not being able to locate any outlet is not a good enough reason to not deliver the order for that outlet. 4. 3. 8 Fake orders Most of the times the outlet owners just reject the delivery saying that they haven’t given any order in the first place the previous day or that they have ordered for a different SKU than what appears in the delivery list.When the outlet owner says that he has not given any order the previous day it could mean one of the two things. First, the outlet owner is lyi ng as he does not want to take the delivery due to some other reason like not having enough money or already having enough stock in his cooler. Second, the MD has punched in a fake order. A fake order means that the MD has not visited the outlet the previous day but has punched in some random order under the outlet just to meet his target for the day in terms of the number of crates.When an order gets cancelled due to any of these reasons, it is the responsibility of AMC to confront the MDs for taking fake orders and inform the STL concerned that the MD has taken a fake order. If this communication does not happen, then there is no other way for STLs to come to know of fake orders being taken by MDs. Recommendation: It is already suggested that the AMCs call MD/STL without fail when the outlet rejects the delivery. However, this has not been enforced properly and the AMCs are not following these instructions despite repeatedly asking them to do so.The AMCs should be strictly warned to comply with the procedure so that fake orders can be minimized and Fill Rate can be improved. 4. 3. 9 Miscellaneous reasons Upon close observation, some outlets have been identified where there have been persistent issues for quite a while and delivery in these outlets did not happen for months together. Some of the issues include problem with scheme, replacement and incentive party. For example, for the outlet named Shaheen Pan located in Mayur Vihar Phase1, there has been a problem with the discount scheme right from the beginning.Still, orders are taken for that outlet every other day even though delivery does not happen. This affects the fill rate of the AMC going in that route. Recommendation: These kinds of outlets need to be singled out and issues resolved one by one. The responsibility to identify the problems should rest with the AMC because he is the one who gets to know of the problem. Instead of just ignoring it, the AMC should be asked to report such issues to the ST Ls concerned so that the problem can be resolved once and for all. CHAPTER 5: RESULTS AND CONCLUSIONSThe following table gives the Fill Rates in the direct routes in Dilshad Garden depot for the given dates. Date| Direct Route Fill Rate| 4/29/2010| 65. 38208| 4/30/2010| 76. 58787| 5/1/2010| 78. 9128| 5/3/2010| 71. 20842| 5/4/2010| 71. 97019| 5/5/2010| 72. 72874| 5/6/2010| 75. 89733| 5/7/2010| 70. 40817| 5/9/2010| 75. 67431| 5/10/2010| 78. 7004| 5/11/2010| 72. 59727| 5/12/2010| 74. 52693| 5/13/2010| 68. 4801| 5/14/2010| 74. 24813| 5/15/2010| 80. 77308| 5/16/2010| 81. 0852| 5/17/2010| 74. 33275| 5/18/2010| 80. 26975| 5/19/2010| 82. 7375| 5/20/2010| 80. 17823| /21/2010| 75. 66602| 5/23/2010| 81. 29576| 5/24/2010| 80. 03314| Figure 3: Graph depicting the variations in fill rate for direct routes It can be observed that the fill rate for the direct routes has increased from mid 70s to 80s with one-off variations. A simple average of the fill rates for the four weeks shows a general incre asing trend. Figure 4: Graph showing the overall increasing trend in Fill rate calculated as simple average week wise The simple average is calculated by taking an average of the fill rates of direct routes for each week’s data.This shows a general increasing trend with the average fill rate increasing from around 72% in the first week of May to around 80% by the end of third week. A simple average of the fill rates of the AMCs within this duration is as follows AMC Name| Fill Rate*| Kalyan Singh| 88. 37654| Ashok Sharma| 87. 76629| DK Sharma| 85. 03183| Uday Singh| 84. 6047| Sajan padiyar| 82. 70731| Rakesh Kumar| 77. 69646| AK Shukla| 77. 00473| CP Shukla| 75. 74619| Suraj Sawaria| 74. 75485| Laxman Singh| 71. 65821| Kapil malhotra| 69. 60537| Rajesh Tiwari| 66. 83779| Narender Sharma| 61. 06509|This indicates that Kalyan Singh has been performing most consistently from among the AMCs going in the direct routes. It has been observed when on a route ride with Kalyan Singh th at he maintains a very good relationship both with the outlet owners in the area and with the MD responsible for the area. Narender Sharma has more often been a replacement for some other AMC and not regular for the direct route which shows in his Fill Rate. CHAPTER 6: RECOMMENDATIONS 1) If the orders request for some SKU which is not available, it should be just removed from the order instead of being changed to some other SKU. ) If Coke is out of stock in any of the quantities, the discount scheme should be suitably modified so that a problem does not arise while printing invoice with the handle at the time of delivery by AMC. 3) IN order to prevent wrong delivery, some kind of token system where the outlet owner acknowledges receipt of products from the AMC needs to be implemented.4) In order to prevent complete loss of sales in a route due to vehicle damage, a backup vehicle should to be maintained at the depot. ) If it is known that some outlets are closed on particular days of the week, MDs should be asked not to take orders for those outlets the day before. 6) Trolleys need to be supplied to AMCs in order to reach certain outlets which are located in small lanes where the vehicle cannot reach the outlet. 7) The process of calling MDs/STLs when order gets cancelled due to rejection from outlets should be enforced strictly.REFERENCES http://en. wikipedia. org/wiki/The_Coca-Cola_Company http://www. thecoca-colacompany. om/ourcompany/the_cocacola_system. html http://www. coca-colaindia. com/aboutus/aboutus_ccindia. aspx APPENDIX 1 Fill Rate: Fill Rate is a measure of the amount of order delivered versus the amount of order initially received for a given day. Calculation: Number of crates of order delivered / Number or crates of order received Example: The total order received in a route for a given day is 100 crates. However, only 80 crates of beverages have been delivered in that route on that day. Then the fill rate for that route is given as 80/100 or 80 %.

Journal of Operation Management Essay

A critical review using P.S. Adler, Mary Benner, David James, John Paul MacDuffie, Emi Osono, Bradley R. Staats, Hirotaka Takeuchi, Michael L. Tushman and Sindey G. Winer, Journal of operation management: Perspectives on the productivity dilemma The article focuses on the critical issue in the areas of operations management, strategy, product development and international business. Taylor and Deming had operation research on an organisation that can increase efficiency by adhering strictly to the proven templates. While Abernathy and March also research how efficiency can impose cost. March and Simon suggest an organisation solve problems but acquiring knowledge that can be reused to solve similar problems in the future. Further on to say knowledge captures the essence of what worked in the past enabling organisation to take short-cuts and avoid deadens, thereby abridging the problem solving. Abernathy also suggested a firm focus on productivity gains inhibited its flexibility and ability to innovate. He observed that the automobile industry, a firm’s economic decline was directly related to its efficiency and productivity efforts. He also suggested that a firm’s ability to compete over time was rooted not only increasing efficiency. Readability Apple Company shows a greater productivity in their creativity and innovation, but has been some critical issue emerging with the new CEO of the company, which have been a mass suicide threat, posed an ethical dilemma facing Apple and its new leader and the employees. Practical application The ethnical issue hit Apple’s new leader, showing a great crisis, workers threaten recklessness in protest over their working conditions where workers can have a safe work environment free of discrimination, and they can earn competitive wages and can voice their concerns freely. Apple’s suppliers must live up to this to do business with Apple. Reflective comments – Evidence of evaluation and critical thinking, i.e. ways in which you understand the academic/practical aspects of the paper (you may use additional pages) The journal describe the different component of work with evaluates evidence. It suggests a good example with Toyota having a good appreciation of different type of evidence and what is offered. Using (Abernahty) research as an evidence measures with the increase in efficiency and (David James Brunner, Bradley R. Staata and Michael L. Tushman) with practical evidence where I think organisation often finds them undecided between contradictory and conflicting goals regarding the issue about foxcoon increasing the monthly wages of employees making it difficult for Apple to deal with then on an agree based while such issue can be resolve with (David James Brunner, Bradley R. Staata and Michael L. Tushman) evidence and will come on good term to do business. Productivity dilemma highlights the tension between a particular pair of widely held goals: efficiency and adaptability. As in the article, the nature of such tension and approaches for handling situation with the employees in Apple wi ll be a constrcutive approach for Apple to resolve conflict to attain efficiency for the growth of the company. Adler argues that the structuring, systematizing and rationalizing associated with bureaucracy can enable creativity and innovation. However creativity and innovation such a tightly coupled systems required cooperation among interdependent participants, which depends in turn on a foundation of trust. This trust is always threatened by the possibility that profit pressure may undermine this cooperation by turning the tool of enabling bureaucracy into a coercive weapon. The CEO of apple can use the official procedure to fight against the workers and also gain trust in the working conditions. The conflict between apple and Foxcoon can refine efficient routines providing the building blocks for innovation. (Brunner and Staats) prose threat organisation can reconcile exploitation with exploration by intentionally destabilising their own processes through deliberate perturbation and by ensuring that disruptions are translated into learning and knowledge creation through exploratory interpretation. These arguments may help Apple and Foxconn suggest that dynamic conservatism identified by (Tushman and Benner) may be at least in part a property of inferior administrative technologies, rather than an inevitable consequence of disciplined processes.