Learning Organization Essay Example for Free

Learning Organization Essay EXECUTIVE SUMMARY are proliferating as corporations seek to better themselves and gain an edge. Unfortunately, however, failed programs far outnumber successes, and improvement rates remain low. Thats because most companies have failed to grasp a basic truth. Before people and companies can improve, they first must learn. And to do this, they need to look beyond rhetoric and high philosophy and focus on the fundamentals. Three critical issues must be addressed before a company can truly become a learning organization, writes Harvard Business School professor David Garvin. First is the question of meaning: a well-grounded, easy-to-apply definition of a learning organization. Second comes management: clearer operational guidelines for practice. Finally, better tools for measurement can assess an organizations rate and level of learning. Using these three Ms as a framework, Garvin defines learning organizations as skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from past experience, learning from the best practices of others, and transferring knowledge quickly and efficiently throughout the organization. And since you cant manage something if you cant measure it, a complete learning audit is a must. That includes measuring cognitive and behavioral changes as well as tangible improvements in results. No learning organization is built overnight. Success comes from carefully cultivated attitudes, commitments, and management processes that accrue slowly and steadily. The first step is to foster an environment conducive to learning. Analog Devices, Chaparral Steel, Xerox, GE, and other companies provide enlightened examples. CONTINUOUS IMPROVEMENT PROGRAMS  CONTINUOUS IMPROVEMENT PROGRAMS are sprouting up all over as organizations strive to better themselves and gain an edge. The topic list is long and varied, and sometimes it seems as though a program a month is needed just to keep up. Unfortunately, failed programs far outnumber successes, and improvement rates remain distressingly low. Why? Because most companies have failed to grasp a basic truth. Continuous improvement requires a commitment to learning. How, after all, can an organization improve without first learning something new? Solving a problem, introducing a product, and reengineering a process all require seeing the world in a new light and acting accordingly. In the absence of learning, companies-and individuals -simply repeat old practices. Change remains cosmetic, and improvements are either fortuitous or short-lived. A few farsighted executives – Ray Stata of Analog Devices, Gordon Forward of Chaparral Steel, Paul Allaire of Xerox-have recognized the link between learning and continuous improvement and have begun to refocus their companies around it. Scholars too have jumped on the bandwagon, beating the drum for learning organizations and knowledge-creating companies. In rapidly changing businesses like semiconductors and consumer electronics, these ideas are fast taking hold. Yet despite the encouraging signs, the topic in large part remains murky, confused, and difficult to penetrate. Meaning, Management, and Measurement Scholars are partly to blame. Their discussions of learning organizations have often been reverential and utopian, filled with near mystical terminology. Paradise, they would have you believe, is just around the corner. Peter Senge, who popularized learning organizations in his book The Fifth Discipline, described them as places where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. To achieve these ends, Senge suggested the use of five component technologies: systems thinking, personal mastery, mental models, shared vision, and team learning. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where inventing new knowledge is not a specialized activity it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker. Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. Sound idyllic? Absolutely. Desirable? Without question. But does it provide a framework for action? Hardly. The recommendations are far too abstract, and too many questions remain unanswered. How, for example, will managers know when their companies have become learning organizations? What concrete changes in behavior are required? What policies and programs must be in place? How do you get from here to there? Most discussions of learning organizations finesse these issues. Their focus is high philosophy and grand themes, sweeping metaphors rather than the gritty details of practice. Three critical issues are left unresolved; yet each is essential for effective implementation. First is the question of meaning. We need a plausible, well-grounded definition of learning organizations; it must be actionable and easy to apply. Second is the question of management. We need clearer guidelines for practice, filled with operational advice rather than high aspirations. And third is the question of measurement. We need better tools for assessing an organizations rate and level of learning to ensure that gains have in fact been made. Once these three Ms are addressed, managers will have a firmer foundation for launching learning organizations. Without this groundwork, progress is unlikely, and for the simplest of reasons. For learning to become a meaningful corporate goal, it must first be understood. What Is a Learning Organization? Surprisingly, a clear definition of learning has proved to be elusive over the years. Organizational theorists have studied learning for a long time; the accompanying quotations suggest that there is still considerable disagreement (see Definitions of Organizational Learning on page 77). Most scholars view organizational learning as a process that unfolds over time and link it with knowledge acquisition and improved performance. But they differ on other important matters. Some, for example, believe that behavioral change is required. for learning; others insist that new ways of thinking are enough. Some cite information processing as the mechanism through which learning takes place; others propose-shared insights, organizational routines, even memo. And some think that organizational learning is common, while others believe that flawed, self-serving interpretations are the norm. How can we discern among this cacophony of voices yet build on earlier insights? As a first step, consider the following definition: A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. This definition begins with a simple truth: new ideas are essential if learning is to take place. Sometimes they are created de novo, through flashes of insight or creativity; at other times they arrive from outside the organization or are communicated by knowledgeable insiders. Whatever their source, these ideas are the trigger for organizational improvement. But they cannot by themselves create a learning organization. Without accompanying changes in the way that work gets done, only the potential for improvement exists. This is a surprisingly stringent test for it rules out a number of obvious candidates for learning organizations. Many universities fail to qualify, as do many consulting firms. Even General Motors, despite its recent efforts to improve performance, is found wanting. All of these organizations have been effective at creating or acquiring new knowledge but notably less successful in applying that knowledge to their own activities. Total quality management, for example, is now taught at many business schools, yet the number using it to guide their own decision making is very small. Organizational consultants advise clients on social dynamics and small-group behavior but are notorious for their own infighting and factionalism. And GM, with a few exceptions (like Saturn and NUMMI), has had little success in revamping its manufacturing practices, even though its managers are experts on lean manufacturing, JIT production, and the requirements for improved quality of work life. Organizations that do pass the definitional test – Honda, Corning, and General Electric come quickly to mind – have, by contrast, become adept at translating new knowledge into new ways of behaving. These companies actively manage the learning process to ensure that it occurs by design rather than by chance. Distinctive policies and practices are responsible for their success; they form the building blocks of learning organizations. Building Blocks Learning organizations are skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from their own experience and past history, learning from the experiences and best practices of others, and transferring knowledge quickly and efficiently throughout the organization. Each is accompanied by a distinctive mind-set, tool kit, and pattern of behavior. Many companies practice these activities to some degree. But few are consistently successful because they rely largely on happenstance and isolated examples. By creating systems and processes that support these activities and integrate them into the fabric of daily operations, companies can manage their learning more effectively. 1. Systematic problem solving. This first activity rests heavily on the philosophy and methods of the quality movement. Its underlying ideas, now widely accepted, include: †¢ Relying on the scientific method, rather than guesswork, for diagnosing problems (what Deming calls the â€Å"Plan, Do, Check, Act cycle, and others refer to as hypothesis-generating, hypothesistesting techniques). †¢ Insisting on data, rather than assumptions, as background for decision making (what quality practitioners call fact-based management). †¢ Using simple statistical tools (histograms, Pareto charts, correlations, cause-and-effect diagrams) to organize data and draw inferences. Most training programs focus primarily on problem solving techniques, using exercises and practical examples. These tools are relatively straightforward and easily communicated; the necessary mind-set, however, is more difficult to establish. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, How do we know thats true? , recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of gut facts and sloppy reasoning, and learning will be stifled. Xerox has mastered this approach on a companywide scale. In 1983, senior managers launched the companys Leadership Through Quality initiative; since then, all employees have been trained in small-group activities and problem-solving techniques. Today a six-step process is used for virtually all decisions (see Xeroxs Problem-Solving Process). Employees are provided with tools in four areas: generating ideas and collecting information (brainstorming, interviewing, surveying); reaching consensus (list reduction, rating forms, weighted voting); analyzing and displaying data (cause-andeffect diagrams, force-field analysis); and planning actions (flow charts, Gantt charts). They then practice these-tools during training sessions that last several days. Training is presented in family groups, members of the same department or business-unit team, and the tools are applied to real problems facing the group. The result of this process has been a common vocabulary and a consistent, companywide approach to problem solving. Once employees have been trained, they are expected to use the techniques at all meetings, and no topic is off limits. When a high-level group was formed to review Xeroxs organizational structure and suggest alternatives, it employed the very same process and tools. 2. Experimentation. This activity involves the systematic searching for and testing of new knowledge. Using the scientific method is essential, and there are obvious parallels to systematic problem solving. But unlike problem solving, experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-ofa-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. They are the mainstay of most continuous improvement programs and are especially common on the shop floor. Corning, for example, experiments continually with diverse raw materials and new formulations to increase yields and provide better grades of glass. Allegheny Ludlum, a specialty steelmaker, regularly examines new rolling methods and improved technologies to raise productivity and reduce costs. Successful ongoing programs share several characteristics. First, they work hard to ensure a steady flow of new ideas, even if they must be imported from outside the organization. Chaparral Steel sends its first-line supervisors on sabbaticals around the globe, where they visit academic and industry leaders, develop an understanding of new Xerox’s Problem-Solving Process Step Questions to be Answered What do we want to change? Expansion/ Divergence Lots of problems for consideration Contraction/ Convergence One problem statement, one â€Å"desired state† agreed upon What’s Next to Go to the Next Step Identification of the gap â€Å"Desired state† described in observable terms Key causes documented and ranked 1. Identify and select problem 2. Analyse Problem What’s preventing us from reaching the â€Å"desired state†? How could we make the change? What’s the best way to do it? Lots of potential causes identified. Key causes identified and verified 3. Generate potential solutions 4. Select and plan the solution Lots of ideas on how to solve the problem Lots of criteria for evaluating potential solutions. Lots of ideas on how to implement and evaluate the selected solution Potential solutions clarified Criteria to use for evaluating solution agreed upon Implementation and evaluation plans agreed upon Implementation of agreed-on contingency plans (if necessary) Effectiveness of solution agreed upon Continuing problems (if any) identified Solution List. Plan for making and monitoring the change Measurement criteria to evaluate solution effectiveness 5. Implement the solution Are we following the plan? Solution in place 6. Evaluate the solution How well did it work? Verification that the problem is solved, or Agreement to address continuing problems work practices and technologies, then bring what theyve learned back to the company and apply it to daily operations. Inlarge part as a result of these initiatives, Chaparral is one of the five lowest cost steel plants in the world. GEs Impact Program originally sent manufacturing managers to Japan to study factory innovations, such as quality circles and kanban cards, and then apply them in their own organizations; today Europe is the destination, and productivity improvement practices the target. The program is one reason GE has recorded productivity gains averaging nearly 5% over the last four years. Successful ongoing programs also require an incentive system that favors risk taking. Employees must feel that the benefits of experimentation exceed the costs; otherwise, they will not participate. This creates a difficult challenge for managers, who are trapped between two perilous extremes. They must maintain accountability and control over experiments without stifling creativity by unduly penalizing employees for failures. Allegheny Ludlum has perfected this juggling act: it keeps expensive, high-impact experiments off the scorecard used to evaluate managers but requires prior approvals from four senior vice presidents. The result has been=a history of productivity improvements annually avenging 7% to 8%. Finally, ongoing programs need managers and employees who are trained in the skills required to perform and evaluate experiments. These skills are seldom intuitive and must usually be learned. They cover a broad sweep: statistical methods, like design of experiments, that efficiently compare a large number of alternatives; graphical techniques, like process analysis, that are essential for redesigning work flows; and creativity techniques, like storyboarding and role playing, that keep novel ideas flowing. The most effective training programs are tightly focused and feature a small set of techniques tailored to employees needs. Training in design of experiments, for example, is useful for manufacturing engineers, while creativity techniques are well suited to development groups. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a clean slate approach. General Foodss Topeka plant, one of the first high commitment work systems in this country, was a pioneering demonstration project initiated to introduce the idea of self-managing teams and high levels of worker autonomy; a more recent example, designed to rethink small-car development, manufacturing, and sales, is GMs Saturn Division. Demonstration projects share a number of distinctive characteristics: †¢ They are usually the first projects to embody principles and approaches that the organization hopes to adopt later on a larger scale. For this reason, they are more transitional efforts than endpoints and involve considerable learning by doing. Mid-course corrections are common. †¢ They implicitly establish policy guidelines and decision rules for later projects. Managers must therefore be sensitive to the precedents they are setting and must send strong signals if they expect to establish new norms. †¢ They often encounter severe tests of commitment from employees who wish to see whether the rules have, in fact, changed. †¢ They are normally developed by strong multifunctional teams reporting directly to senior management. (For projects targeting employee involvement or quality of work life, teams should be multilevel as well. ) †¢ They tend to have only limited impact on the rest of the organization if they are not accompanied by explicit strategies for transferring learning. All of these characteristics appeared in a demonstration project launched by Copeland Corporation, a highly successful compressor manufacturer, in the mid-1970s. Matt Diggs, then the new CEO, wanted to transform the companys approach to manufacturing. Previously, Copeland had machined and assembled all products in a single facility: Costs were high, and quality was marginal. The problem, Diggs felt, was too much complexity. At the outset, Diggs assigned a small, multifunctional team the task of designing a focused factory dedicated to a narrow, newly developed product line. The team reported directly to Diggs and took three years to complete its work. Initially, the project budget was $10 million to $12 million; that figure was repeatedly revised as the team found, through experience and with Diggss prodding, that it could achieve dramatic improvements. The final investment, a total of $30 million, yielded unanticipated breakthroughs in reliability testing, automatic tool adjustment, and programmable control. All were achieved through learning by doing. The team set additional precedents during the plants start-up and early operations. To dramatize the importance of quality, for example, the quality manager was appointed second-in-command, a significant move upward. The same reporting relationship was used at all subsequent plants. In addition, Diggs urged the plant manager to ramp up slowly to full production and resist all efforts to proliferate products. These instructions were unusual at Copeland, where the marketing department normally ruled. Both directives were quickly tested; management held firm, and the implications were felt throughout the organization. Manufacturings stature improved, and the company as a whole recognized its competitive contribution. One observer commented, Marketing had always run the company, so they couldnt believe it. The change was visible at the highest levels, and it went down hard. Once the first focused factory was running smoothly -it seized 25% of the market in two years and held its edge in reliability for over a decade-Copeland built four more factories in quick succession. Diggs assigned members of the initial project to each factorys design team to ensure that early learnings were not lost; these people later rotated into operating assignments. Today focused factories remain the cornerstone of Copelands manufacturing strategy and a continuing source of its cost and quality advantages. Whether they are demonstration projects like Copelands or ongoing programs like Allegheny Ludlums, all forms of experimentation seek the same end: moving from superficial knowledge to deep understanding. At its simplest, the distinction is between knowing how things are done and knowing why they occur. Knowing how is partial knowledge; it is rooted in norms of behavior, standards of practice, and settings of equipment. Knowing why is more fundamental: it captures underlying causeand-effect relationships and accommodates exceptions, adaptations, and unforeseen events. The ability to control temperatures and pressures to align grains of silicon and form silicon steel is an example of knowing how; understanding the chemical and physical process that produces the alignment is knowing why. Further distinctions are possible, as the insert Stages of Knowledge suggests. Operating knowledge can be arrayed in a hierarchy, moving from limited understanding and the ability to make few distinctions to more complete understanding in which all contingencies are anticipated and controlled. In this context, experimentation and problem solving foster learning by pushing organizations up the hierarchy, from lower to higher stages of knowledge. 3. Learning from past experience. Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employers find open and accessible. One expert has called t9is process the Santayana Review, citing the famous philosopher George Santayana, who coined the phrase Those who cannot remember the past are condemned to repeat it. Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that the knowledge gained from failures [is] often instrumental in achieving subsequent successes. In the simplest terms, failure is the ultimate teacher. IBMs 360 computer series, for example, one of the most popular and profitable ever built, was based on the technology of the failed Stretch computer that preceded it. In this case, as in many others, learning occurred by chance rather than by careful planning. A few companies, however, have established processes that require their managers to periodically think about the past and learn from their mistakes. Boeing did so immediately after its difficulties with the 737 and 747 plane programs. Both planes were introduced with much fanfare and also with serious problems. To ensure that the problems were not repeated, senior managers commissioned a high-level employee group, called Project Homework, to compare the development processes of the 737 and 747 with those of the 707 and 727, two of the companys most profitable planes. The group was asked to develop a set of lessons learned that could be used on future projects. After working for three years, they produced hundreds of recommendations and an inch-thick booklet. Several members of the team were then transferred to the 757 and 767 start-ups, and guided by experience, they produced the most successful, error-free launches in Boeings history. Other companies have used a similar retrospective approach. Like Boeing, Xerox studied its product development process, examining three troubled products in an effort to understand why the companys new business initiatives failed so often. Arthur D. Little, the consulting company, focused on its past successes. Senior management invited ADL consultants from around the world to a two-day jamboree, featuring booths and presentations documenting a wide range of the companys most successful practices, publications, and techniques. British Petroleum went even further and established the post-project appraisal unit to review major investment projects, write up case studies, and derive lessons for planners that were then incorporated into revisions of the companys planning guidelines. A five-person unit reported to the board of directors and reviewed six projects annually. The bulk of the time was spent in the field interviewing managers. This type of review is now conducted regularly at the project level. At the heart of this approach, one expert has observed, is a mind-set that enables companies to recognize the value of productive failure as contrasted with unproductive success. A productive failure is one that leads to insight, understanding, and thus an addition to the commonly held wisdom of the organization. An unproductive success occurs when something goes well, but nobody knows how or why. IBMs legendary founder, Thomas Watson, Sr. , apparently understood the distinction well. Company lore has it that a young manager; after losing $10 million in a risky venture was called into Watsons office. The young man, thoroughly intimidated, began by saying, I guess you want my resignation. Watson replied, You cant be serious. We just spent $10 million educating you. Fortunately, the learning process need not be so expensive. Case studies and post-project reviews like those of Xerox and British Petroleum can be performed with little cost other than managers time. Companies can also enlist the help of faculty and students at local colleges or universities; they bring fresh perspectives and view internships and case studies as opportunities to gain experience and increase their own learning. A few companies have established computerized data banks to speed up the learning process. At Paul Revere Life Insurance, management requires all problem-solving teams to complete short registration forms describing their proposed projects if they hope to qualify for the companys award program. The company then enters the forms into its computer system and can immediately retrieve a listing of other groups of people who have worked or are working on the topic, along with a contact person. Relevant experience is then just a telephone call away. 4. Learning from others. Of course, not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside ones immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the not invented here syndrome. Milliken calls the process SIS, for Steal Ideas Shamelessly; the broader term for it is benchmarking. According to one expert, benchmarking is an ongoing investigation and learning experience that ensures that best industry practices are uncovered, analyzed, adopted, and implemented. The greatest benefits come from studying practices, the way that work gets done, rather than results, and from involving line managers in the process. Almost anything can be benchmarked. Xerox, the concepts creator, has applied it to billing, warehousing, and automated manufacturing. Milliken has been even more creative: in an inspired moment, it benchmarked Xeroxs approach to benchmarking. Unfortunately, there is still considerable confusion about the requirements for successful benchmarking. Benchmarking is not industrial tourism, a series of ad hoc visits to companies that have received favorable publicity or won quality awards. Rather, it is a disciplined process that begins with a thorough search to identify best-practice organizations, continues with careful study of ones own practices and performance, progresses through systematic site visits and interview and concludes with an analysis of results, development of recommendations, and implementation. While timeconsuming, the process need not be terribly expensive ATTs Benchmarking Group estimates that a moderate-sized project takes four to six months and incurs out-of-pocket costs of $20,000 (when personnel costs ax included, the figure is three to four times higher). Bench marking is one way of gaining an outside perspective; another, equally fertile source of ideas is customers. Conversations with customers invariably stimulate learning; they are, after all, experts in what they do. Customers can provide up-to-date product information, competitive comparisons, insights into changing preferences, and immediate feedback about service and patt ern of use. And companies need these insights at all levels, from the executive suite to the shop floor. At Motorola, members of the Operating and Policy Committee, including the CEO, meet personally and on a regular basis with customers. At Worthington Steel, all machine operators make periodic, unescorted trips to customers factories to discuss their needs. Sometimes customers cant articulate their needs or remember even the most recent problems they have had with a product or service. If thats the case, managers must observe them in action. Xerox employs a number of anthropologists at its Palo Alto Research Center to observe users of new document products in their offices. Digital Equipment has developed an interactive process called contextual inquiry that is used by software engineers to observe users of new technologies as they go about their work. Milliken has created first-delivery teams that accompany the first shipment of all products; team members follow the product through the customers production process to see how it is used and then develop ideas for further improvement. Whatever the source of outside ideas, learning will only occur in a receptive environment. Managers cant be defensive and must be open to criticism or bad news. This is a difficult challenge, but it is essential for success. Companies that approach customers assuming that we must be right, they have to be wrong or visit other organizations certain that they cant  teach us anything seldom learn very much. Learning organizations, by contrast, cultivate the art of open, attentive listening. 5. Transferring knowledge. For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs. Each has distinctive strengths and weaknesses. Reports and tours are by far the most popular mediums. Reports serve many purposes: they summarize findings, provide checklists of dos and donts, and describe important processes and events. They cover a multitude of topics, from benchmarking studies to accounting conventions to newly discovered marketing techniques. Today written reports are often supplemented by videotapes, which offer greater immediacy and fidelity. Tours are an equally popular means of transferring knowledge, especially for large, multidivisional organizations with multiple sites.

Hamlet and Horatio Essay -- Essays on Shakespeare Hamlet

Hamlet and Horatio      Ã‚   Horatio holds the seat of honor in Shakespeare’s tragedy Hamlet, for being the only character among the dramatis personae who is extremely close to the protagonist. Horatio’s emotional bond with the hero is paradoxically closer than that of Hamlet’s mother to the hero. This essay will examine the character of Horatio, Hamlet’s truest friend.    D.G. James’ essay, â€Å"The New Doubt,† explains the hero’s passionate admiration of Horatio:    But we must remark how Hamlet speaks of Horatio; he does so in words of passionate admiration. His election had sealed Horatio for himself because in suffering all, Horatio suffered nothing; and it is the man who is not passion’s slave whom he would wear in his heart’s core. How clearly he would be like Horatio! And yet, in the face of what has happened, ought he to be like Horatio? or ought he not to take up arms against his troubles, and violently end them and perhaps thereby himself? (45)    In the Introduction to Twentieth Century Interpretations of Hamlet, David Bevington shows insight into Horatio’s character:    However much Horatio’s philosophic skepticism may limit his own ability to perceive those â€Å"things in heaven and earth† that Hamlet would have him observe, Horatio remains the companion from whom Hamlet has most to learn. Hamlet can trust his friend not to angle for advancement, or to reveal the terrible secret of royal murder. Best of all, Horatio is â€Å"As one in suff’ring all that suffers nothing, A man that Fortune’s buffets and rewards Hast ta’en with equal thanks.†[. . .] Like Hamlet, Horatio believes that death is a felicity, and even tries to take his own life. Yet he accepts his duty â€Å"in this harsh worldly success as well ... ..., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.    Wright, Louis B. and Virginia A. LaMar. â€Å"Hamlet: A Man Who Thinks Before He Acts.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Tragedy of Hamlet, Prince of Denmark. Ed. Louis B. Wright and Virginia A. LaMar. N. p.: Pocket Books, 1958.         

Point of Sale and Inventory System

ABSTRACT Title: Point of Sale System for Stone Pro Enterprise Researchers: Serolf, Jham Year : 2013 Course: Computer Science Technology Adviser: CHAPTER 1 THE PROBLEM AND ITS BACKGROUND 1. 1 Introduction Man have come a long way in doing business transactions with each other. From the primitive ways of exchanging goods or â€Å"barter system†, to the more complex â€Å"e-commerce† or doing business transactions with the help of the internet. With technology rapidly changing and upgrading every now and then, companies must adopt to be able to excel in each businesses’ â€Å"cut-throat† competition.Automation of one’s point of sale and inventory system puts you a step ahead in the game. It helps you conduct business transactions with ease as you only have to press a few keys. It liberates you from countless paper works as computation of the day’s sale and keeping track of inventory are done automatically. With these things in mind, we, the Blue Link Technology group , hopes that upon completion of this Proposed Point of Sale and Inventory System, Stone Pro Enterprise will find it of great value and an indispensable asset in the company.That through the use of this System, unnecessary loss of time spent on computation of payments will be minimized and greater client satisfaction will be achieved. On the part of the management, knowing which products are in need of procurement and which are not, will help avoid over stocking and greatly minimize unnecessary expenses. At the end of the day, all transactions will be properly documented and generation of reports will just be a few keystrokes away.Finally, we hope that with the development of the said System, we will be able to help Stone Pro Enterprise become a company more competitive and quality wise, worthy of recognition in the local industry. 1. 2 Background and purpose of the study Most companies nowadays use computers in transacting with their clients. Companies are now making their systems computerized because using a computerized system will help the company minimize the time and efforts consumed by using manual system.Stone Pro Enterprise provide not only cleaning services for your natural stones flooring, but also offer wide variety of floor care supplies and products. A sale refers to the exchange of product or services for an amount of money or its equivalent while Inventory in a business, is a total amount of goods and the act of counting them. A company owner must know the precise number of items in their storage areas in order to place orders and control losses. Computerizing both Sales and Inventory System will make an easier and faster transaction with the customers as well as monitoring the stocks of the products.The benefit of Point of Sale with Inventory system is that this system makes a business much more efficient, lowering the costs of running the business while improving customer service and making the business more pleasant to work in while Computerized inventory system helps management control the inventories, in turn lowering overall operating costs in the areas of labor, facilities and logistics. A computerized inventory system also improves customer-service metrics and fulfillment rates. 1. 3 Theoretical Framework The study is for Stone Pro Enterprise by using â€Å"Visual Basic† that were relatively easy to learn and use.The researchers were able to analyze the speed properties. Analyzing the point of sale design and code; it is important because the study needs to have a quality for the transaction to be accepted and a good imitator of transaction. The study use IPO chart on knowing the output of the study. The input will be a design and code. The input will pass through several process. These are the speed of transaction. 1. 4 Conceptual Framework Figure 1 Research Paradigm Point of Sale System Stone Pro Enterprise 1. 5 Statement of the Problem Stone Pro Enterprise System requires some compu ter literacy on the user part.It's not trivial investment in time or money to set up. If the user doesn't have basic knowledge then the technical requirements of this POS system may baffle him. Ignoring normal practices the this POS system will confound and frustrate each user. The whole idea of this system is for the user to follow the rules, learn accounting terminology and become more disciplined. If this will be practice, then this POS system can bring a tremendous advantages. 1. 6 Hypothesis This study is intended to design and develop a Computerized Point of Sale System for Stone Pro Enterprise 2013. Specifically, this study aims: . To minimize the effort of the staff in in processing the on Stock Inventory 2. To make an efficient and accurate computation of cash Registry 3. To create a well-arranged database and to implement strong security of the system for data security. 1. 7 Significance of the Study To Admin Department The proposed system will help the admin section of St uff the Buss School Supplies. It will help to lessen the time and effort of the payroll maker/bookkeeper preparing payments of employees. The System develop can accommodate changing figures and produce a paperless environment through well design database.To Proponents This study will help the proponents to enhance the ability on how to create an understandable computerized system in an easy way. This will serve to the proponents as a challenge to do a better system. To the other Researcher This study gives knowledge to the researcher on how to create a Computerized System in understandable way. This will serve as a fresh ground for the researcher whose study will be related in the field of Information Technology. 1. 8 Scope and Limitation Scope This study is designed to develop a Computerized Point of Sale System for Stone Pro enterprise.It covers the process of preparing the on stock inventory record, keeping of cash registry records safety and computing the exact daily revenue. Th e proposed computerized Point of Sale System is expected to generate receipts and report list of daily and monthly revenue. Limitation The proposed Computerized Point of Sale System for Stone Pro Enterprise does not support network topology implementation and online program or online transaction. 1. 7 Definition of Terms Point of Sale – or  checkout  is the place where a transaction occurs in exchange for goods or services.The point of sale often refers to the physical electronic cash register or dedicated POS hardware used for checkout, but the POS is simply the location where the sale is conducted, money changes hands and a receipt is given. Transaction –   an agreement, communication, or movement carried out between a buyer and a seller to exchange an asset for payment. Cash Register – is a mechanical or electronic device for calculating and recording sales transactions, and an attached  cash drawer  for storing  cash. The cash register also usual ly prints a  receipt  for the customer.Inventory Control System –   is a process for managing and locating objects or materials. Computer Software –   is a collection of  computer programs  and related  data  that provides the instructions for telling a  computer  what to do and how to do it. Computer Hardware – equals the collection of physical elements that comprise a  computer  system. Computer System – A complete, working  computer. Computer systems will include the computer along with any  software  and  peripheral devices  that are necessary to make the computer function Program – is a sequence of  instructions  written to perform a specified task with a  computer.CHAPTER 2 REVIEW OF THE RELATED LITERATURE 2. 1. Foreign Literature Over the years, more enhancements were made to the cash registers until the early 1970s, when the first computer-driven cash registers were introduced. The first computer-driv en cash registers were basically a mainframe computer packaged as a store controller that could control certain registers. These point of sale systems were the first to commercially utilize client-server technology, peer-to-peer communications, Local Area Network (LAN) backups, and remote initialization.In the late 1980s, retail software based on PC technology began to make its way into mainstream retail businesses. Today, retail point of sale systems are light years ahead of where they began. Today's POS systems are faster, more secure, and more reliable than their predecessors, and allow retailers to operate every facet of their business with a single, integrated point of sale system. Since computer power was the critical resource, efficiency of processing became the main goal. Emphasis was placed on automating existing process such as purchasing or paying, often within single department as indicated by Jeffrey A.Hofer on Modern System Analysis and Design (1996). Points of sale (P OS) systems are electronic systems that provide businesses with the capability to retain and analyze a wide variety of inventory and transaction data on a continuous basis. POS systems have been touted as valuable tools for a wide variety of business purposes, including refining target marketing strategies; tracking supplier purchases; determining customer purchasing patterns; analyzing sales (on a daily, monthly, or annual basis) of each inventory item, department, or supplier; and creating reports for use in making purchases, reorders, etc.Basic points of sale systems currently in use include standalone electronic cash registers, also known as ECRs; ECR-based network systems; and controller-based systems. Today, point of sale systems are light years ahead of where they began. Today's POS systems are faster, more secure, and more reliable than their predecessors, and allow retailers to operate every facet of their business with a single, integrated point of sale system. 2. 2 Local Literature Computers began from a wild imaginative idea to the world’s highly prioritized tool.Computers today are now used as a substitute to manual processes and other past inventions like the radio, television, etc. It is now used by people for much simpler, easier and faster way to do things. Some used it as a hobby, and some use it as a job. Technology has never stopped from advancing through the years. Its new innovations helps answer the people’s further complex questions. Why not use these advantages to benefit ourselves? Many people use computers in their daily lives.Some use it for transactions, some use it for educational purposes and others use it for data storage. Though it might sound unnecessary but in some cases when storing a file for such a big company, can you manage it properly? Organizing, finding a file, etc. With computers, it can help you simplify the process of storing and managing the files you need for future use and make finding files easier than the manual process. With our proposed Point of Sales and Inventory System In business like Stone Pro Enterprise , Sales and Inventory system plays an important role.It is used to track all the transactions made by the business and responsible for monitoring the items supplies. All the business transactions must be properly recorded and must be fully secured by password. A Computerized system is the best solution and most innovative answer for their needs. The researchers had been motivated to do a study on this topic according to the above observation. The result may help others to understand more about computer-generated data processing, especially on how to deal with computers in terms of speed, accuracy and data security. 2. Related Studies In exploration, we find new techniques, new knowledge, even develop new substances, gadgets, equipment, processes or procedures, imagination and skill is employed by the researcher. The commodities, new devices, services, in technology a re needs of man for a better fuller life which is the concern of the research. These useful arts are the products of the technological environment and the end-user is society in general. The fast growing trend and innovation in technologies today prompts researchers to conduct studies about the efficiency of    system program.This Chapter presents a brief review of literature and studies, both local and foreign that is related to these studies. 2. 4 Foreign Studies 2. 5 Local Studies 2. 6 Synthesis CHAPTER 3 RESEARCH METHODOLOGY This chapter outline the research methodology of this study. The research was conducted in six phases and the research methodology will be discussed under several phases : research design, setting of the study, subject of the study, source data, hardware and software requirements and statistical treatment to be use to come up with an effective proposal. . 1 Research Design The descriptive method of research was used for this study. To define the descriptiv e type of research, Creswell (1994) stated that the descriptive method of research is to gather information about the present existing condition. The emphasis is on describing rather than on judging or interpreting. The aim of descriptive research is to verify formulated hypotheses that refer to the present situation in order to elucidate it. The descriptive approach is quick and practical in terms of the financial aspect.Moreover, this method allows a flexible approach, thus, when important new issues and questions arise during the duration of the study, further investigation may be conducted. Descriptive research on the other hand is a type of research that is mainly concerned with describing the nature or condition and the degree in detail of the present situation. This method is used to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular a phenomenon. The aim of descriptive research is to obtain an accurate profile o f the people, events or situations.With this research type, it is essential that the researcher already has a clear view or picture of the phenomena being investigated before the data collection procedure is carried out. The researcher used this kind of research to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study. The descriptive approach is quick and practical in terms of the financial aspect. 3. 3 Subject of the Study A Point of Sale (POS ) System   is a  system  for managing the sales of retail goods.The term is used to refer to the software and hardware associated with check out stands, and all of the bundled features which are included. Most retailers use a POS  system  at their check stands or counters, and several major manufacturers offer POS systems designed for various types of businesses, ranging from grocery stores to clothing boutiques. Using a POS  system  makes a business much more efficient, lowering the costs of running the business while improving customer service  and making the business more pleasant to work in.In the retail trade, the â€Å"point  of  sale† is the moment when a customer walks up to a counter with goods and prepares to purchase them. A POS  system  handles the transaction, whether it takes the form of an  adding machine  and a hand written receipt pad, or a complex computer system. Except in the case of very small businesses, a current POS  system  usually takes the form of a computer  system. 3. 4 Sources of the Study Our source data is divided into 2 groups, namely the source data based on direct observation and data sources based on indirect observations. . ) Source of data based on direct observation, among others: †¢ Conducting  field studies, it was held at the time we worked at a company engaged in the field of office equipment. †¢ Observation of the market to determine market prices. â € ¢ Discussion fellow colleagues, college friends and group member . 2. ) Source of data based on indirect observations: †¢ Searching  the internet. †¢ Lecture notes †¢ Visual Basic Handbook 3. 5 Procedure of the Study We made our own questionnaire for our study to know the outcome of Point of Sale System.Then we distribute it to our respondents after they answer the question we tallied and get the average of the verbal interpretation. 3. 6 Project Design [pic] [pic] 3. 7 System Flow Chart [pic] Figure 2 System Flowchart 4. 5 System Algorithm Our computerized system allows business owners to track sales, cash flow and item inventory. This system will also calculate the total of all the items that have been purchased. It will ensure not only that the items has been calculated accurately but it will also eliminate the chance of a wrong price being entered.It help retrieved purchase history, item sales detail, stock status reports, monthly, yearly, and seasonal sales data. Also this will prevent theft and also help to maintain a record of what is being sold. This will also help to monitor the employees. It will generate and print professional looking receipts. 3. 9 Hardware and Software Requirements The Point of Sale System by Blue Link Technology is the software which will be used. The operating or the platform that will be going to use is Windows XP, Visual Basic 6. 0 as the front end and Microsoft Access 2007 as the database. Hardware minimum requirements Intel Pentium 3 3. Ghz with 512mb RAM. 600 x 800 screen. 3. 10 Statistical Treatment Database – The united collection of data, usually stored in one computer file in one location, although databases can encompass information from many sources and locations. Discount – reductions to a basic price of goods or services Frequency Count – This is the most straight-forward approach to working with quantitative data. Items are classified according to a particular scheme and an arithmetical count is made of the number of items (or  tokens) within the text which belong to each classification (or  type) in the scheme.Percentage – A  fraction  or  ratio  with 100 as the fixed and understood denominator. Weighted Mean –   is similar to an  arithmetic mean  (the most common type of  average), where instead of each of the data points contributing equally to the final average, some data points contribute more than others. The notion of weighted mean plays a role in  descriptive statistics  and also occurs in a more general form in several other areas of mathematics. Tender – In business, a term synonymous with payment or type of payment. CHAPTER 4 PRESENTATION ANALYSIS AND INTERPRETATION OF DATAIn this chapter states the level of acceptability of the developed system, the significant difference on the perception of the respondents to the developed system, development of the system, program flowchart, program algorithm , program listing, program output and user manual. 4. 1 The level of Acceptability of the developed system |Questions |Cashier |Employee of Stuff the |Weighted Mean |Verbal Interpretation | | | |Bus | | | |1.The point of sales system is easy to handle? |3 |1. 5 |2. 25 |Uncertain | | | | | | | |   |   |   |   |   | |2. The computation of the amount price is accurate in |3. 5 |3 |3. 25 |Agree | |the Point of Sale System? | | | | | | | | | | | | | | | | |   |   |   |   |   | |3. The point of sales System can maximize the |3. 5 |4. |4 |Agree | |productivity of the cashiers work? | | | | | | | | | | | | | | | | | |   |   |   |   |   | |4.The Point of Sales System is used efficiently among |4. 5 |2. 5 |3. 5 |Agree | |various stores? | | | | | | | | | | | | | | | | |   |   |   |   |   | |5. Do you think Point of Sale System can help to your |5 |2. |3. 75 |Agree | |company? | | | | | | | | | | | |   |   |   |   |   | |Average Weighted Mean |3. 9 |2. 8 |3. 35 |Agree | Table 3Computation of the level of acceptability of the developed system Question 1 shows that among 20 respondents uncertain that Point of Sale System is easy to handle, because of the weighted mean of 2. 25. Question 2 shows that among 20 respondents with the weighted mean of 3. 25. This simply means that respondents agree that the computation of the amount price is accurate in the Point of Sale System. Question 3 shows that among 20 respondents with the weighted mean of 4. 0. This shows that most of the respondent's agree that the Point of Sale System can maximize the productivity of the cashiers works.Question 4 shows that among 20 respondents with the weighted mean of 3. 5. This shows that the most respondents agree that the Point of Sales System was used efficiently among various stores. Question 5 shows that among 20 respondents with the weighted mean of 3. 75. This shows the most of the respondents agree that the Point of Sale System can help to t heir company. Based on the table most of the respondents agreed because of the average weighted mean of 3. 35 which falls on Agree Verbal Interpretation. 4. 2 The significance Difference of the Perception of the Respondents to the Developed System Respondents DistributionThe population consists of 20 persons where 50% of the respondents are cashiers and the employee of Stone Pro Enterprise. |Respondents |Quality |Percentage | |Cashiers |10 |50% | |Customers |10 |50% | Table 1 Respondent Table Opinion Index The researchers will use questionnaires with the opinion index below to scale the effectiveness of the study of the respondents. Some questions have options and some are needed to be evaluated and answerable by number with corresponding verbal interpretation. ( see table 2 ). Scale |Range |Verbal Interpretation | |5 |4. 01 – 5. 00 |Strongly Agree | |4 |3. 01 – 4. 00 |Agree | |3 |2. 01 – 3. 00 |Uncertain | |2 |1. 01 – 2. 00 |Disagree | |1 |0. 01 – 1. 00 |Strongly Disagree | Table 2 Option Index 4. 3 Development of the System [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] pic] 4. 4 Program Flow Chart [pic] [pic] [pic] [pic] [pic] [pic] [pic] 4. 5 Program Algorithm Our computerized system allows business owners to track sales, cash flow and item inventory. This system will also calculate the total of all the items that have been purchased. It will ensure not only that the items has been calculated accurately but it will also eliminate the chance of a wrong price being entered. Also this will prevent theft and also help to maintain a record of what is being sold. This will also help to monitor the employees. It will generate and print professional looking receipts. 4. 6 Program Listing A.Member Log In Option Explicit Private Sub cmdClose_Click() If Me. cmdClose. Caption = â€Å"Close† Then Dim reply reply = MsgBox(â€Å"Do you realy want to Quit this program? â€Å", vbYesNo + vbQuestion, â€Å"Confirm Qu it†) If reply = vbYes Then End End If Else Unload Me End If End Sub Private Sub cmdOk_Click() Me. AdoUser. Refresh If Me. cmdClose. Caption = â€Å"Close† Then Me. AdoUser. Recordset. Find (â€Å"UserName = ‘† & txtUser. Text & â€Å"‘†) If Me. txtPassword. Text = Me. AdoUser. Recordset. Fields(â€Å"Password†) Then If Me. AdoUser. Recordset. Fields(â€Å"Previledge†) = â€Å"Admin† Then mdiMain. mnuItems. Enabled = True mdiMain. tbMain. Panels(2). Text = Me. AdoUser. Recordset. Fields(â€Å"UserName†) frmSplash. Show mdiMain. Show End If If Me. AdoUser. Recordset. Fields(â€Å"Previledge†) = â€Å"User† Then mdiMain. mnuItems. Enabled = False mdiMain. mnuUser. Enabled = False mdiMain. mnuCustomers. Enabled = False mdiMain. mnuSuppliers. Enabled = False mdiMain. Toolbar1. Buttons(11). Enabled = False mdiMain. stbMain. Panels(2). Text = Me. AdoUser. Recordset. Fields(â€Å"UserName†) ‘Unload Me mdiMain. Show End If Unload Me Else MsgBox â€Å"Invalid Password!!! â€Å", vbExclamation, â€Å"Invalid Password† Me. txtPassword. SetFocus Me. txtPassword = â€Å"† End If End IfEnd Sub Private Sub Form_Load() On Error Resume Next Call SQLDB(AdoUser, â€Å"Select * from UserAccount†) AdoUser. Refresh txtUser. Text = â€Å"Admin† End Sub Private Sub txtPassword_KeyPress(KeyAscii As Integer) If KeyAscii = 13 Then cmdOk_Click ‘cmdAccess_Click End If End Sub Private Sub txtUser_Click(Area As Integer) On Error Resume Next Dim temp Me. AdoUser. Recordset. Find (â€Å"UserName = ‘† & txtUser. Text & â€Å"‘†) temp = Me. AdoUser. Recordset. Fields(1) End Sub B. Main Page Private Sub MDIForm_Load() ‘With stbMain ‘ensures all panels are visible upon loading DE. Connection1. ConnectionString = â€Å"Provider=Microsoft. Jet. OLEDB. 4. ;Data Source=† & App. Path & â€Å"DBStonePro. mdb;Persist Security Info= False;Jet OLEDB:Database Password= † mdiMain. Width = 15360 End Sub Private Sub MDIForm_Unload(Cancel As Integer) Dim reply reply = MsgBox(â€Å"Do you want to Quit this program? â€Å", vbYesNo + vbQuestion, â€Å"Confirm Quit†) If reply = vbYes Then End End If error: Cancel = -1 End Sub Private Sub mnuAbout_Click() frmAbout. Show vbModal End Sub Private Sub mnuBD_Click() frmDatabase. Show vbModal End Sub Private Sub mnuCustomers_Click() frmCustomers. Show vbModal End Sub Private Sub mnufind_Click() frmfind. Show 1 End Sub Private Sub mnuGp_Click() frmGroup. Show vbModal End SubPrivate Sub mnuItems_Click() frmFItems. Show vbModal End Sub Private Sub mnuLogOff_Click() Dim reply reply = MsgBox(â€Å"Do you really want to LogOff? â€Å", vbYesNo + vbQuestion, â€Å"Confirm Log-Off†) If reply = vbYes Then ‘frmLogin. cmdClose. Caption = â€Å"Cancel† frmLogin. Show vbModal End If End Sub Private Sub mnuNewSales_Click() ‘On Error Resume Next Cal l SQLDB1(frmNewSales. AdoSales, â€Å"Select * from Sales†) Call SQLDB2(frmNewSales. adoCustomer, â€Å"Select * from Customer order by CustomerNumber†) If frmNewSales. AdoSales. Recordset. RecordCount ;= 0 And frmNewSales. AdoSales. Recordset. RecordCount ; 9 Then frmNewSales. xtSalesNumber. Text = â€Å"00000† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount ;= 9 And frmNewSales. AdoSales. Recordset. RecordCount ; 99 Then frmNewSales. txtSalesNumber. Text = â€Å"0000† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount ;= 99 And frmNewSales. AdoSales. Recordset. RecordCount ; 999 Then frmNewSales. txtSalesNumber. Text = â€Å"000† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount ;= 999 And frmNewSales.AdoSales. Recordset. RecordCount ; 9999 Then frmNewSales. txtSalesNumber. Text = â€Å"00† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount ;= 9999 And frmNewSales. AdoSales. Recordset. RecordCount ; 99999 Then frmNewSales. txtSalesNumber. Text = â€Å"0† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount ;= 99999 And frmNewSales. AdoSales. Recordset. RecordCount ; 999999 Then frmNewSales. txtSalesNumber. Text = frmNewSales. AdoSales. Recordset. RecordCount + 1 End If frmNewSales. xtAmountPaid. Text = â€Å"0. 00† frmNewSales. txtBalance. Text = â€Å"0. 00† frmNewSales. txtTotalCost. Text = â€Å"0. 00† frmNewSales. txtDeliverySatus. Text = â€Å"Undelivered† frmNewSales. dtDate. Value = date frmNewSales. DTDelivery = date frmNewSales. Show vbModal End Sub Private Sub mnuOrder_Click() frmOrders. Show vbModal End Sub Private Sub mnuOrder2_Click() frmOrders. Show vbModal End Sub Private Sub mnuQuit_Cl ick() Dim reply reply = MsgBox(â€Å"Do you want to Quit this program? â€Å", vbYesNo + vbQuestion, â€Å"Confirm Quit†) If reply = vbYes Then End End If End Sub Private Sub mnuROP_Click() Set ReOrder. DataSource = frmReProd. Adodc1.Recordset ReOrder. Refresh ReOrder. Show End Sub Private Sub mnuRDelivered_Click() frmDelivered. Show vbModal End Sub Private Sub mnuRItems_Click() frmFItems. Show vbModal End Sub Private Sub mnuRP_Click() frmReProd. Show vbModal End Sub Private Sub mnuRPR_Click() frmReProd. Show vbModal End Sub Private Sub mnuRSales_Click() frmSalesReport. Show vbModal End Sub Private Sub mnuRSupplier_Click() frmSupplier. Show vbModal End Sub Private Sub mnuRUndelivered_Click() frmUndelivered. Show vbModal End Sub Private Sub mnuSuppliers_Click() frmSupplier. Show vbModal End Sub Private Sub mnuTips_Click() frmTips. Show vbModal End SubPrivate Sub mnuUpdateSales_Click() frmUpdateBalance. Show vbModal End Sub Private Sub mnuUser_Click() frmUser. Show vbModal En d Sub Private Sub Toolbar1_ButtonClick(ByVal Button As MSComctlLib. Button) Select Case Button. Index Case 3: Call mnufind_Click Case 5: PopupMenu mnuTransaction, , Button. Left, (Button. Top + Button. Height) Case 7: PopupMenu mnuReport, , Button. Left, (Button. Top + Button. Height) Case 9: PopupMenu mnuAccount, , Button. Left, (Button. Top + Button. Height) Case 11: PopupMenu mnuHelp, , Button. Left, (Button. Top + Button. Height) Case 13: Dim reply reply = MsgBox(â€Å"Do you want to Quit this program? , vbYesNo + vbQuestion, â€Å"Confirm Quit†) If reply = vbYes Then End End If error: Cancel = -1 End Select End Sub C. Transaction Page Private Sub cmdAdd_Click() Grid_DblClick cmdEditItems. Enabled = True cmdRemove. Enabled = True End Sub Private Sub cmdCalculator_Click() Shell â€Å"calc. exe†, vbMaximizedFocus End Sub Private Sub cmdClose_Click() Call SQLDB1(AdoSales, â€Å"Select * from Sales†) Me. AdoSales. Refresh If Val(Me. txtTotalCost. Text) = 0 Then Unload Me Else If Me. txtCustomerName. Text = â€Å"† Then MsgBox â€Å"Please complete data before closing. â€Å", vbInformation, â€Å"Information† Else With Me. AdoSales .Refresh .Recordset.AddNew .Recordset. Fields(â€Å"SalesNumber†) = Me. txtSalesNumber. Text . Recordset. Fields(â€Å"CustomerNumber†) = Me. txtCustomerNumber. Text . Recordset. Fields(â€Å"CustomerName†) = Me. txtCustomerName. Text . Recordset. Fields(â€Å"Datepurchased†) = Me. dtDate. Value .Recordset. Fields(â€Å"DeliveryDate†) = Me. DTDelivery. Value .Recordset. Fields(â€Å"DeliveryStatus†) = Me. txtDeliverySatus. Text . Recordset. Fields(â€Å"TotalCost†) = Me. txtTotalCost. Text .Recordset. Fields(â€Å"total†) = Me. Text3. Text .Recordset. Fields(â€Å"Discount†) = Me. Text2. Text .Recordset. Fields(â€Å"AmountPaid†) = Me. txtAmountPaid. Text .Recordset.Fields(â€Å"Balance†) = Me. txtBalance. Text .Records et. Update .Refresh Unload Me End With End If End If End Sub Private Sub cmdEditItems_Click() Me. AdoItems. Refresh Me. AdoItems. Recordset. Find (â€Å"ItemNumber = ‘† & Me. AdoSalesInfo. Recordset. Fields(â€Å"ItemNumber†) & â€Å"‘†) frmEditItems. txtinfo(0). Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"SalesNumber†) frmEditItems. txtinfo(1). Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"Date†) frmEditItems. txtinfo(2). Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"ItemNumber†) frmEditItems. txtinfo(3). Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"ItemName†) frmEditItems. txtinfo(4).Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"Qty†) frmEditItems. txtinfo(5). Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"UnitPrice†) frmEditItems. txtinfo(6). Text = Me. AdoSalesInfo. Recordset. Fields(â€Å"TotalPrice†) frmEditItems. Show vbModal End Sub Private Sub cmdNew_Click() ‘On Error Resume Next cmdEditItems. Enabled = False cmdRemove. Enabled = False Call SQLDB1(AdoSales, â€Å"Select * from Sales†) Me. AdoSales. Refresh If Val(Me. txtTotalCost. Text) = 0 Then Else If Me. txtCustomerName. Text = â€Å"† Then MsgBox â€Å"Please complete data before closing. â€Å", vbInformation, â€Å"Information† Else With Me. AdoSales .Refresh .Recordset.AddNew .Recordset. Fields(â€Å"SalesNumber†) = Me. txtSalesNumber. Text . Recordset. Fields(â€Å"CustomerNumber†) = Me. txtCustomerNumber. Text . Recordset. Fields(â€Å"CustomerName†) = Me. txtCustomerName. Text . Recordset. Fields(â€Å"Datepurchased†) = Me. dtDate. Value .Recordset. Fields(â€Å"DeliveryDate†) = Me. DTDelivery. Value .Recordset. Fields(â€Å"DeliveryStatus†) = Me. txtDeliverySatus. Text . Recordset. Fields(â€Å"TotalCost†) = Me. txtTotalCost. Text .Recordset. Fields(â€Å"AmountPaid†) = Me. txtAmountPaid. Text .Recordset. F ields(â€Å"Discount†) = Me. Text2. Text .Recordset. Fields(â€Å"Balance†) = Me. txtBalance. Text .Recordset.Fields(â€Å"total†) = Me. Text3. Text .Recordset. Update .Refresh Me. txtCustomerName. Locked = False Me. txtCustomerNumber. Locked = False Me. txtCustomerName. Text = â€Å"† Me. txtCustomerNumber. Text = â€Å"† Me. txtAmountPaid. Text = â€Å"0. 00† Call SQLDB1(frmNewSales. AdoSales, â€Å"Select * from Sales†) Call SQLDB2(frmNewSales. adoCustomer, â€Å"Select * from Customer order by CustomerName†) If frmNewSales. AdoSales. Recordset. RecordCount >= 0 And frmNewSales. AdoSales. Recordset. RecordCount < 9 Then frmNewSales. txtSalesNumber. Text = â€Å"00000† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales.AdoSales. Recordset. RecordCount >= 9 And frmNewSales. AdoSales. Recordset. RecordCount < 99 Then frmNewSales. txtSalesNumber. Text = â€Å"0000† & frmNewSales. AdoSales. Re cordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount >= 99 And frmNewSales. AdoSales. Recordset. RecordCount < 999 Then frmNewSales. txtSalesNumber. Text = â€Å"000† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount >= 999 And frmNewSales. AdoSales. Recordset. RecordCount < 9999 Then frmNewSales. txtSalesNumber. Text = â€Å"00† & frmNewSales.AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount >= 9999 And frmNewSales. AdoSales. Recordset. RecordCount < 99999 Then frmNewSales. txtSalesNumber. Text = â€Å"0† & frmNewSales. AdoSales. Recordset. RecordCount + 1 End If If frmNewSales. AdoSales. Recordset. RecordCount >= 99999 And frmNewSales. AdoSales. Recordset. RecordCount > 999999 Then frmNewSales. txtSalesNumber. Text = frmNewSales. AdoSales. Recordset. RecordCount + 1 End If frmNewSales. txtAmountPaid. Text = â€Å"0. 00† frmNew Sales. txtBalance. Text = â€Å"0. 00† frmNewSales. txtTotalCost. Text = â€Å"0. 00† rmNewSales. Text3. Text = â€Å"0. 00† frmNewSales. txtDeliverySatus. Text = â€Å"Undelivered† frmNewSales. dtDate. Value = date frmNewSales. DTDelivery = date Me. cmdNew. Enabled = False Me. cmdNewCustomer. Enabled = True Me. cmdPayment. Enabled = False Me. cmdReciept. Enabled = False Me. cmdEditItems. Enabled = False Me. cmdRemove. Enabled = False Call SQLDB3(AdoItems, â€Å"Select * from Items where RemainingQty ; 0†) Call SQLDB(AdoSalesInfo, â€Å"Select * from SalesInfo where SalesNumber='† & Me. txtSalesNumber. Text & â€Å"‘†) AdoSalesInfo. Refresh AdoItems. Refresh ‘Me. cmdNew. Enabled = True Set Grid2. DataSource = AdoSalesInfoGrid2. Columns(1). Visible = False Grid2. Columns(2). Visible = False Grid2. Columns(5). NumberFormat = â€Å"##0. 00† Grid2. Columns(6). NumberFormat = â€Å"##0. 00† Set Grid. DataSource = AdoItems Grid. Columns(0). Visible = False Grid. Columns(2). Visible = False Grid. Columns(5). Visible = False Grid. Columns(6). Visible = True Me. txtCustomerName. Locked = False Me. txtCustomerName. Locked = False lblChange. Caption = â€Å"0. 00† Me. txtCustomerName. Text = â€Å"† Me. txtCustomerNumber. Text = â€Å"† Me. txtAmountPaid. Text = â€Å"0. 00† Me. txtCustomerName. Locked = False Me. txtCustomerNumber. Locked = False Me. txtCustomerName. Text = â€Å"†Me. txtCustomerNumber. Text = â€Å"† Me. txtAmountPaid. Visible = True ‘Unload Me End With End If End If End Sub Private Sub cmdNewCustomer_Click() With frmNewCustomer If Me. adoCustomer. Recordset. RecordCount >= 0 And Me. adoCustomer. Recordset. RecordCount < 9 Then . txtinfo(0). Text = â€Å"00000† & Me. adoCustomer. Recordset. RecordCount + 1 End If If Me. adoCustomer. Recordset. RecordCount >= 9 And Me. adoCustomer. Recordset. RecordCount < 99 Then . txtinfo(0 ). Text = â€Å"0000† & Me. adoCustomer. Recordset. RecordCount + 1 End If If Me. adoCustomer. Recordset. RecordCount >= 99 And Me. doCustomer. Recordset. RecordCount < 999 Then . txtinfo(0). Text = â€Å"000† & Me. adoCustomer. Recordset. RecordCount + 1 End If If Me. adoCustomer. Recordset. RecordCount >= 999 And Me. adoCustomer. Recordset. RecordCount < 9999 Then . txtinfo(0). Text = â€Å"00† & Me. adoCustomer. Recordset. RecordCount + 1 End If If Me. adoCustomer. Recordset. RecordCount >= 9999 And Me. adoCustomer. Recordset. RecordCount < 99999 Then . txtinfo(0). Text = â€Å"0† & Me. adoCustomer. Recordset. RecordCount + 1 End If If Me. adoCustomer. Recordset. RecordCount >= 99999 And Me. adoCustomer. Recordset.RecordCount > 999999 Then . txtinfo(0). Text = Me. adoCustomer. Recordset. RecordCount + 1 End If .Show vbModal End With End Sub Private Sub cmdPayment_Click() If Me. AdoSalesInfo. Recordset. RecordCount = 0 Then MsgBox â€Å"You cannot proc eed to payment because there is no item in your sales item list!!! â€Å", vbExclamation, â€Å"Error† Else frmPayment. txtBalance. Text = Me. txtBalance. Text frmPayment. Text3. Text = Me. txtTotalCost. Text frmPayment. txtChange. Text = â€Å"0. 00† frmPayment. txtPayment. Text = â€Å"0† frmPayment. Show vbModal End If End Sub Private Sub cmdReciept_Click() If Me. AdoSalesInfo. Recordset.RecordCount = 0 Then MsgBox â€Å"There is no item!!! â€Å", vbExclamation, â€Å"StonePro System† Else If Me. txtCustomerName. Text = â€Å"† Or Me. txtDeliverySatus. Text = â€Å"† Then MsgBox â€Å"Please supply personal data before you view the receipt. â€Å", vbInformation, â€Å"Information† Else Set RptReceipt. DataSource = Me. AdoSalesInfo RptReceipt. Refresh RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblSalesNumber†). Caption = frmNewSales. txtSalesNumber. Text RptReceipt. Sections(â€Å"Section2†). C ontrols(â€Å"lblTotalCost†). Caption = Format(frmNewSales. Text3. Text, â€Å"#,##0. 00†) RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblCustomerNumber†).Caption = frmNewSales. txtCustomerNumber. Text RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblCustomerName†). Caption = frmNewSales. txtCustomerName. Text RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblDatePurchased†). Caption = frmNewSales. dtDate. Value RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblDeliveryDate†). Caption = frmNewSales. DTDelivery. Value RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblDis†). Caption = Format(frmNewSales. Text2. Text, â€Å"#,##0. 00†) RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblAmountPaid†). Caption = Format(frmNewSales. txtPayment. Text, â€Å"#,##0. 00†) RptReceipt.Sections(â€Å"Section2†). Controls(â€Å"lblBala nce†). Caption = Format(frmNewSales. txtBalance. Text, â€Å"#,##0. 00†) RptReceipt. Sections(â€Å"Section2†). Controls(â€Å"lblChange†). Caption = Format(frmNewSales. lblChange. Caption, â€Å"#,##0. 00†) cmdNew. Enabled = True RptReceipt. Show 1 End If End If End Sub Private Sub cmdRemove_Click() Dim reply reply = MsgBox(â€Å"Are you sure you want to remove this item to sales list? â€Å", vbYesNo + vbQuestion, â€Å"Confirmation to Remove†) If reply = vbYes Then frmNewSales. AdoItems. Refresh Call SQLDB3(AdoItems, â€Å"Select * from Items†) frmNewSales. AdoItems. Recordset. Find (â€Å"ItemNumber= ‘† & Me. AdoSalesInfo.Recordset. Fields(â€Å"ItemNumber†) & â€Å"‘†) frmNewSales. AdoItems. Recordset. Fields(â€Å"RemainingQty†) = Val(frmNewSales. AdoItems. Recordset. Fields(â€Å"RemainingQty†)) + Me. AdoSalesInfo. Recordset. Fields(â€Å"Qty†) frmNewSales. AdoItems. Record set. Update frmNewSales. AdoItems. Refresh frmNewSales. txtTotalCost. Text = Format(Val(frmNewSales. txtTotalCost. Text) – Me. AdoSalesInfo. Recordset. Fields(â€Å"TotalPrice†), â€Å"##0. 00†) frmNewSales. txtBalance. Text = Format(Val(frmNewSales. txtBalance. Text) – Me. AdoSalesInfo. Recordset. Fields(â€Å"TotalPrice†), â€Å"##0. 00†) frmNewSales. AdoSalesInfo. Recordset. Delete frmNewSales.AdoSalesInfo. Refresh Call SQLDB3(AdoItems, â€Å"Select * from Items where RemainingQty ; 0†) Call SQLDB(AdoSalesInfo, â€Å"Select * from SalesInfo where SalesNumber='† & Me. txtSalesNumber. Text & â€Å"‘†) AdoSalesInfo. Refresh AdoItems. Refresh ‘Me. cmdNew. Enabled = True Set Grid2. DataSource = AdoSalesInfo Grid2. Columns(1). Visible = False Grid2. Columns(2). Visible = False Grid2. Columns(5). NumberFormat = â€Å"##0. 00† Grid2. Columns(6). NumberFormat = â€Å"##0. 00† Set Grid. DataSource = Ad oItems Grid. Columns(0). Visible = False Grid. Columns(2). Visible = False Grid. Columns(5). Visible = False If Me. AdoSalesInfo. Recordset.RecordCount = 0 Then Me. cmdEditItems. Enabled = False Me. cmdRemove. Enabled = False Me. cmdPayment. Enabled = False End If Else End If End Sub Private Sub Form_Load() ‘On Error Resume Next Call SQLDB3(AdoItems, â€Å"Select * from Items where RemainingQty ; 0†) Call SQLDB(AdoSalesInfo, â€Å"Select * from SalesInfo where SalesNumber='† & Me. txtSalesNumber. Text & â€Å"‘†) Call SQLDB2(frmNewSales. adoCustomer, â€Å"Select * from Customer Order by CustomerName†) adoCustomer. Refresh AdoSalesInfo. Refresh AdoItems. Refresh ‘Me. cmdNew. Enabled = True Set Grid2. DataSource = AdoSalesInfo Grid2. Columns(1). Visible = False Grid2. Columns(2).Visible = False Grid2. Columns(5). NumberFormat = â€Å"##0. 00† Grid2. Columns(6). NumberFormat = â€Å"##0. 00† Set Grid. DataSource = AdoItems Gr id. Columns(0). Visible = False Grid. Columns(2). Visible = False Grid. Columns(5). Visible = False Grid. Columns(6). Visible = True Grid2. Refresh ‘Call setgrid ‘Call settext ‘Call setgrid ‘lblTotal. Caption = â€Å"Total Number of Records: † & Me. AdoSalesInfo. Recordset. RecordCount End Sub Private Sub setgrid() Set Me. Grid2. DataSource = Me. AdoSalesInfo Grid. Columns(0). Visible = False Grid. Columns(2). Visible = False Grid. Columns(3). Visible = False Grid. Columns(4). Visible = FalseGrid. Columns(5). Visible = False Grid. Columns(6). Visible = True End Sub Private Sub Grid_DblClick() With frmSalesConfirm .txtinfo(0). Text = Me. txtSalesNumber. Text .txtinfo(1). Text = Me. dtDate. Value .txtinfo(2). Text = Me. AdoItems. Recordset. Fields(â€Å"ItemNumber†) . txtinfo(3). Text = Me. AdoItems. Recordset. Fields(â€Å"ItemName†) . txtinfo(4). Text = â€Å"0† .txtinfo(5). Text = Me. AdoItems. Recordset. Fields(â€Å"UnitPriceâ € ) . txtinfo(6). Text = â€Å"0. 00† If Me. AdoItems. Recordset. Fields(â€Å"Unit†) = â€Å"Kilo† Then .Label5. Caption = â€Å"Quantity† End If .Show vbModal End With End Sub Private Sub lvButtons_H3_Click()Unload Me End Sub Private Sub Text1_Change() On Error Resume Next Me. AdoItems. Refresh Me. AdoItems. Recordset. Filter = â€Å"ItemName LIKE ‘† & LCase(Me. Text1. Text) & â€Å"*'† ‘Call settext ‘Call setgrid If Me. Text1. Text = â€Å"† Then Me. AdoItems. Refresh ‘setgrid End If End Sub Private Sub txtAmountPaid_Change() ‘If Val(Me. txtAmountPaid. Text) < Val(Me. txtTotalCost. Text) Then ‘MsgBox â€Å"Amount paid is lower than its total cost. â€Å", vbExclamation, â€Å"Stone Pro System† ‘Me. txtAmountPaid. Text = â€Å"0. 00† ‘Else ‘Me. txtBalance. Text = Format(Val(Me. txtTotalCost. Text) – Val(Me. txtAmountPaid. Text), â€Å"##0. 00†) â €˜End If End SubPrivate Sub txtAmountPaid_KeyPress(KeyAscii As Integer) If KeyAscii = 8 Then Exit Sub End If If KeyAscii = 46 Then Exit Sub End If If KeyAscii < 48 Or KeyAscii > 57 Then KeyAscii = 0 End If End Sub Private Sub txtCustomerName_Change() On Error Resume Next Me. adoCustomer. Refresh Me. adoCustomer. Recordset. Find (â€Å"CustomerName = ‘† & Me. txtCustomerName. Text & â€Å"‘†) Me. txtCustomerNumber. Text = Me. adoCustomer. Recordset. Fields(â€Å"CustomerNumber†) End Sub Private Sub txtCustomerNumber_KeyPress(KeyAscii As Integer) KeyAscii = False End Sub Private Sub txtDeliverySatus_KeyPress(KeyAscii As Integer) KeyAscii = False End SubConfirm Transaction Private Sub Check1_Click() If Check1. Value = 1 Then Me. Text2. Text = Format(Val(Me. Text3. Text * 0. 1), â€Å"#,##0. 00†) Me. Text1. Text = Format(Me. Text2. Text, â€Å"#,##0. 00†) Exit Sub End If If Check1. Value = 0 Then Me. Text1. Text = â€Å"0. 00† â⠂¬ËœMe. Text1. Text = Format(Val(Me. txtPayment. Text) – Val(Me. Text2. Text), â€Å"#,##0. 00†) Exit Sub End If End Sub Private Sub cmdClose_Click() frmNewSales. lblChange. Caption = Me. Text4. Text frmNewSales. Text2. Text = Me. Text1. Text Unload Me End Sub Private Sub cmdOk_Click() Dim reply reply = MsgBox(â€Å"Are you sure of this payment?. Payment can be done only once in this transaction. , vbQuestion + vbYesNo, â€Å"Confirmation†) If reply = vbYes Then If Val(Me. txtPayment) ; Val(frmNewSales. txtTotalCost) Then Me. txtBalance. Text = â€Å"0. 00† Me. cmdOk. Enabled = False frmNewSales. txtBalance. Text = â€Å"0. 00† frmNewSales. txtPayment. Text = Val(Me. txtPayment) Me. Text4. Text = Format(Val(Me. txtPayment) – Val(Text3. Text) + Val(Text1. Text), â€Å"#,##0. 00†) frmNewSales. txtAmountPaid. Visible = False frmNewSales. cmdReciept. Enabled = True frmNewSales. cmdPayment. Enabled = False frmNewSales. cmdEditItems. Enabl ed = False frmNewSales. cmdRemove. Enabled = False frmNewSales. Text3. Text = Format(Val(Text3.Text) – Val(Text1. Text), â€Å"#,##0. 00†) Me. Text1. Text = â€Å"0. 00† Else Me. txtBalance. Text = Format(Val(Me. txtPayment) – Val(Me. Text3. Text) – Val(Me. Text1. Text), â€Å"#,##0. 00†) Me. txtChange. Text = â€Å"0. 00† Me. cmdOk. Enabled = False frmNewSales. txtBalance. Text = Format(Val(Me. txtPayment) – Val(Me. Text3. Text) – Val(Me. Text1. Text), â€Å"#,##0. 00†) frmNewSales. txtBalance. Text = Format(Val(Me. Text3) – Val(Me. txtPayment. Text) – Val(Me. Text1. Text), â€Å"#,##0. 00†) frmNewSales. lblChange. Caption = â€Å"0. 00† frmNewSales. txtAmountPaid. Text = Val(Me. txtPayment) frmNewSales. txtPayment. Text = Val(Me. xtPayment) frmNewSales. cmdReciept. Enabled = True frmNewSales. cmdPayment. Enabled = False frmNewSales. cmdEditItems. Enabled = False frmNewSales. cmdRemove . Enabled = False frmNewSales. Text3. Text = Format(Val(Text3. Text) – Val(Text1. Text), â€Å"#,##0. 00†) ‘Me. Text1. Text = Format((frmNewSales. Text3. Text), â€Å"#,##0. 00†) frmNewSales. Text2. Text = Me. Text1. Text End If Else End If If Check1. Value = 1 Then Me. Text2. Text = Format(Val(Me. Text3. Text * 0. 1), â€Å"#,##0. 00†) Me. Text1. Text = Format(Me. Text2. Text, â€Å"#,##0. 00†) Exit Sub End If If Check1. Value = 0 Then frmNewSales. Text2. Text = â€Å"0. 00† Me. Text1.Text = â€Å"0. 00† Exit Sub End If End Sub Private Sub txtPayment_Change() If Check1. Value = 1 Then Me. Text2. Text = Format(Val(Me. Text3. Text * 0. 1), â€Å"#,##0. 00†) Me. Text1. Text = Format(Me. Text2. Text, â€Å"#,##0. 00†) Exit Sub End If If Check1. Value = 0 Then Me. Text1. Text = â€Å"0. 00† Exit Sub End If End Sub 4. 7 Program Output [pic] 4. 8 User Manual Title: Automated Sales and Inventory System of Stone Pro Enterprise Table of Contents 1. Introduction 1. 1 System Requirements 1. 1. 1 Hardware 1. 1. 1. 1 Desktop 1. 1. 1. 2 Display 1. 1. 1. 3 Cash Drawer 1. 1. 1. 4 Receipt Printer 1. 1. 2 Software 1. 2 Convention 2. Getting Started . 1 Member Log in 2. 2 Performing Transaction 3. Software Features 4. Message Boxes 5. User Interface Parts, Text boxes and Buttons 1. Introduction Most Large retail stores have migrated from the old trusty cash register to more modern computerized point of sale (POS) systems. This application Guide explores computerized POS technology and provides a roadmap for Stone Pro Enterprise. 1. 1 System Requirements 1. 1. 1 Hardware If you are a computer user, you're no doubt familiar with the most common desktop peripherals – the keyboard, mouse. Blue Link Technology systems are based on ordinary desktop computer and operating system . 1. 1. 1. Desktop Desktop with larger but quieter fans to minimize heat and noise. Heavy duty power supply that last longer th an the standard items. Hard drive doesn't have to be in large capacity but it has to be reliable. We also want to ensure that you're using good surge protector and UPS ( battery backup) to prevent power related crashes. 1. 1. 1. 2. Display At the very least, you'll need a basic  monitor  at your POS to see what you're doing. Touch screens  have become a more popular and affordable option these days since they are a user friendly option that can help speed up the checkout process.Adding customer-facing  and  pole displays  will offer a clearer customer experience and are a great way to promote special offers to customers while they are in line. 1. 1. 1. 3. Cash Drawer They may be the simplest peripheral in a POS system, but  cash drawers  are still an essential part of your system. You need to have a secure place to keep cash, checks 1. 1. 1. 4. Receipt Printer Every transaction ends with a receipt for the customer straight from a  receipt printer. Having a printer go down is one of the most crippling things to any POS system. Making sure you have a printer that'll support your print volume and is easy to use is essential.Most printers are thermal based so you don't even have to deal with ribbon cartridges anymore. Just load the paper and you are back up and running! Whatever your receipt size or type requirements are, there's a printer to fit your needs. There are numerous types of receipt printers, categorized – like any other computer printer – by its printing technology and its computer interface. 1. 1. 2. Software The  POS software  by Blue Link Technology is the brains of Stone Pro Enterprise POS system. 1. 2 Convention Double Click : Refer to user action Log in Window : Refer to user interfaceLog in Button: Refer to object Enter Key: Refer to Keyboard key 2. 0 Getting Started I. Daily Start-Up 1. Turn the Computer ON – Press the â€Å"ON/OFF† button. (On top of the computer for Stone Pro Enterprise. ) WAI T. It will take a few moments but eventually Stone Pro Enterprise System and an Address Lookup application will automatically start up. A desktop with icons will appear including [pic] A â€Å"Login† screen will appear: [pic] 2. Sign on to the System a) When the Security Login screen appears, User ID = (ask for an access code to the admin assign ) unless you have been assigned something else.Password = the password you selected. It will NOT appear for security reasons. ENTER b) The Main Desktop will appear [pic] II. Start of Shift A. Cash Register Processing. 1. Press the Transaction Menu button. 2. Select TRANSACTION then NEW SALE. [pic] ( You are now ready to perform Cash Register Operations. ) III. End of Shift A. Clerk Out Start at the â€Å"Transaction† screen. Press â€Å"CLOSE† to Exit from the Transaction Screen. IV. End of Day In the evening you will need to: 1. Leave the cash drawer open. 2. Close Stone Pro Enterprise System Main Page 3. Exit Stone Pro Enterprise System. 4.Turn off the computer. After you finish the â€Å"End of Shift† procedure, complete the following: A. Log Off of Stone Pro Enterprise System 1. At the main Stone Pro Enterprise System desktop B. Shut Down the Computer 1. Select the Start button in the lower left hand corner. 2. Select Shut Down†¦ from the list. A â€Å"Shut Down Windows† window will appear. 3. Select Shut Down from the drop down list. The monitor will go black and say ‘No Sync’ for a bit. CHAPTER 5 FINDINGS, CONCLUSIONS AND RECOMMENDATION In this chapter states the summary of findings, conclusion and recommendation. 4. 1 Summary of FindingsPoint of Sale System for Stone Pro Enterprise aims to develop an expert system that would enable the emergence of Point of Sale and maximize the capabilities. It shows how efficient accurate and well function, the point of sale compared to manual registry. 4. 2 Conclusion We conclude that the research has shown that the study c an be useful for the company Stone Pro Enterprise. In this study considering all the factors affecting. 4. 3 Recommendation The Researchers recommend this Point of Sale System of Stone Pro Enterprise to be used in interested establishment in improving and helping people retail their products. BIBLIOGRAPHY

The Horror Of The Ripper - 2084 Words

During the 1880s Jack the Ripper took over the streets on London and created a fear that seemed unimaginable for that time. The Ripper took five victims and brutally tortured each of them. Since then society has encountered killers such as Ted Bundy, The Zodiac Killer, The Craigslist Killer, and most recently Steven Massof. The work of Steven Massof still goes more unnoticed than the notorious Jack the Ripper. Massof killed over one hundred babies after claiming they still had shown signs of life after being aborted and we still have shown nowhere near the amount of terror that citizens in London had encountered. Society has become less empathetic and has almost grown accustomed to seeing these headlines in the news. Crimes have become†¦show more content†¦He brutally slaughtered and raped these women during 1888. People were terrified to leave their houses in fear that the Ripper would come. A witness stated in a newspaper article that, â€Å"There is another women cut int o pieces,† and, â€Å"where there had been another terrible murder.† The witness clearly feared for his own life even though it was evident that Jack had a thing for murdering women. Citizens were terrified of this inhumane being and to the point that some would fear leaving their house no matter what gender they were. The environment in the streets were changing and it was becoming a place of fear and brutality. As humans, they acted appropriately and took life with caution. There was a terror that stalked the streets of England and during this time people had never seen such brutality. During the early 20th century people in America were experiencing the same kind of terrors. Slavery was a common practice during this time and often slaves tried to escape the cruelty they faced from their masters. Often times, they did not succeed in leaving and were caught only to be returned to their owners. According to witnesses slaves were beaten, â€Å"In order to frighten the rest, for it was clearly proven that if they had succeeded, a gang of a hundred more were in readiness to follow.† Slaves were beaten to the point to near death when caught and then returned to their owners for more beatings soon to come. When this