How Universities Plans to Maintain Important Communications
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
How Universities Plans to Maintain Important Communications
Using one of the models identified in Week 3, design a training program that will improve communications in an online university where all members (students and instructors) are virtual. Prepare a Power Point that will be presented to university administration, including all employees on campus as well as virtual. Your training program should include the following:
- How the university plans to maintain important communications to all staff.
- Plans to improve moral and keep up a positive working environment when employees are virtual.
- Methods and expectations for completing performance reviews and other employee evaluations.
- Offerings for continual required training and optional professional development.
- Any other items you deem important for a thorough, effective and enjoyable presentation from the human resources team.
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists. Support your presentation with at least three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included. Length: 12-15 slides (with a separate reference slide) Notes Length: 100-150 words for each slide Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information. Upload your assignment using the Upload Assignment button below.
Learning Outcomes
3.0 Evaluate the effectiveness of training to develop improvements for new employee training programs.
5.0 Design compensation and benefits programs to boost employee motivation and performance with effective communications.
L O G I S T I C S & S U P P L Y C H A I N M A N A G E M E N T140
Consequently, the output of non-bottlenecks that feed bottlenecks must be gov- erned by the requirements of the bottlenecks they serve. These ideas have profound implications for the re-engineering of logistics systems where the objective is to improve throughput time overall, whilst simultane- ously reducing total inventory in the system. The aim is to manage the bottlenecks for throughput efficiency, which implies larger batch quantities and fewer set-ups at those crucial points, whereas non-bottlenecks should minimise batch quantities even though more set-ups will be involved. This has the effect of speeding up the flow of work-in-progress and these ‘transfer batches’ merge into larger ‘process batches’ at the bottlenecks, enabling a faster flow through the bottleneck. It follows that idle time at a non-bottleneck need not be a concern, indeed it should be welcomed if the effect is to reduce the amount of work-in-progress waiting at a bottleneck. Emerging from the theory of constraints is the idea of ‘drum-buffer-rope’. The drum is beating the pace at which the system as a whole should work. The buffer is placed before the bottleneck to ensure that this limiting factor in the system is always working to its full capacity. The rope is drawn from an analogy with a column of marching soldiers where the slowest man sets the pace. The rope attaches the leader of the column to the slowest man – in a supply chain the rope is the means by which replenishment quantities of materials, components, etc., are communicated to suppliers.
References
- Stalk, G. and Hout, T.M., competing against Time, The Free Press, 1990. 2. Goldratt, E.M., Theory of constraints, North River Press, 1990.
141
In conventional supply chains each stage in the chain tends to be disconnected from the others. Even within the same company the tendency is for separate func- tions to seek to optimise their own performance. As a result the interfaces between organisations and between functions within those organisations need to be buff- ered with inventory and/or time lags. The effect of this is that end-to-end pipeline times are long, responsiveness is low and total costs are high. To overcome these problems it is clear that the supply chain needs to act as a synchronised network – not as a series of separate islands. Synchronisation implies that each stage in the chain is connected to the other and that they all ‘march to the same drumbeat’. The way in which entities in a supply chain become connected is through shared information. The information to be shared between supply chain partners includes demand data and forecasts, production schedules, new product launch details and bill of material changes. To enable this degree of visibility and transparency, synchronisation requires a high level of process alignment, which itself demands a higher level of collabora- tive working. These are issues to which we shall return. The box below indicates some of the key processes that need to be linked, upstream and downstream, to provide the foundation for supply chain synchronisation.
The synchronous supply chain 7
MM The extended enterprise and the virtual supply chain
MM The role of information in the virtual supply chain
MM Laying the foundations for synchronisation
MM ‘Quick response’ logistics
MM Production strategies for quick response
MM Logistics systems dynamics
Figure 7.1 depicts the difference between the conventional supply chain with lim- ited transfer of information and the synchronous supply chain with network-wide visibility and transparency.
The extended enterprise and the virtual supply chain
The nature of business enterprise is changing. Today’s business is increasingly ‘boundaryless’, meaning that internal functional barriers are being eroded in favour of horizontal process management and externally the separation between vendors, distributors, customers and the firm is gradually lessening. This is the idea of the extended enterprise, which is transforming our thinking on how organisations com- pete and how value chains might be reformulated. Underpinning the concept of the extended enterprise is a common information ‘highway’. It is the use of shared information that enables cross-functional, hori- zontal management to become a reality. Even more importantly it is information shared between partners in the supply chain that makes possible the responsive flow of product from one end of the pipeline to another. What has now come to be termed the virtual enterprise or supply chain is in effect a series of relationships between partners that is based upon the value-added exchange of information. Figure 7.2 illustrates the concept. The notion that partnership arrangements and a mentality of co-operation are more effective than the traditional arm’s-length and often adversarial basis of relationships is now gaining ground. Thus the supply chain is becoming a con- federation of organisations that agree common goals and who bring specific
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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