Reducing the Incidence of Out-Of-Stocks
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
Reducing the Incidence of Out-Of-Stocks
- Accenture/ECR Europe, European CPFR Insight, ECR Europe, Brussels, 2000.
MM Decrease cost of goods sold The results from the pilots have shown that CPFR can significantly impact the cost of goods sold. In particular, reductions in inventory, product obsoletes, changeover times and transportation costs can be achieved. Based on an improved forecast accuracy and long-term planning, trading partners are able to reduce inventory levels along the supply chain, stabilise production runs, improve truck fill rates and reduce obsoletes after promotions.
MM Increase sales revenue Reducing the incidence of out-of-stocks at the point of sale (increase in on- shelf availability) improves the service to the consumer and reduces lost sales. Furthermore, the continued availability of the products increases consumer satisfaction and therefore benefits store loyalty for the retailer and the product loyalty for the manufacturer.
SouRCE: ACCENTURE ECR EUROPE
99
One of the biggest challenges facing organisations today is the need to respond to ever increasing levels of volatility in demand. For a variety of reasons product and technology life cycles are shortening, competitive pressures force more fre- quent product changes and consumers demand greater variety than ever before. To meet this challenge the organisation needs to focus its efforts upon achiev- ing greater agility such that it can respond in shorter time-frames both in terms of volume change and variety change. In other words it needs to be able to adjust output quickly to match market demand and to switch rapidly from one variant to another. To a truly agile business volatility of demand is not a problem; its proc- esses and organisational structure as well as its supply chain relationships enable it to cope with whatever demands are placed upon it. Agility in the sense of the ability to match supply with demand is not necessar- ily synonymous with ‘leanness’. Much has been written about lean manufacturing – often with reference to the automobile industry.1 The lean approach to manu- facturing seeks to minimise inventory of components and work-in-progress and to move towards a ‘just-in-time’ environment wherever possible. However, while ‘leanness’ may be an element of ‘agility’ in certain circumstances, by itself it will not enable the organisation to meet the precise needs of the customer more rap- idly. Indeed it could be argued that, at least until recently, the automobile industry, for all its leanness, is one of the least agile industries around. Webster’s Dictionary makes the distinction clearly when it defines lean as ‘containing little fat’, whereas agile is defined as ‘nimble’. Agility has many dimensions and the concept applies as much to networks as it does to individual companies. Indeed a key to agile response is the presence of
Creating the responsive supply chain 5
MM Product ‘push’ versus demand ‘pull’
MM The Japanese philosophy
MM The foundations of agility
MM A routemap to responsiveness
agile partners upstream and downstream of the focal firm. Whilst organisations may have internal processes that are capable of rapid response, their agility will still be constrained if they face long replenishment lead times from suppliers, for example. Agility, as we have said, is not synonymous with ‘leanness’ but it can build upon it. Leanness in a sense is about doing more with less. It owes its origins to the Toyota Production System (TPS) and its pre-occupation with the reduction or elimi- nation of waste (muda).2 Lean manufacturing is characterised by ‘level schedules’, i.e. a forward plan to ensure that the use of resources is optimised. The backdrop against which lean thinking originated was the Japanese auto- mobile industry of the 1970s. This was an industrial context typified by the volume manufacture of relatively standard products (i.e. low levels of variety) and a focus on achieving efficiencies in the use of resources and in maximising economies of scale. In this type of situation, i.e. standard products and relatively predictable demand, experience has shown that lean practices work well. However, in market environments where demand is uncertain, the levels of vari- ety are high and consequently volume per stock keeping unit (SKU) is low, then a different response is required. Whilst efficiency is always desirable, in the context of unpredictable demand it may have to take second place to ‘effectiveness’ as the main priority for supply chain management. By effectiveness in this context is meant the ability to respond rapidly to meet the precise needs of an often frag- mented marketplace. In other words, rather than the emphasis being on producing standard products for mass markets ahead of demand, the requirement becomes one of producing multiple product variants (often customised) for much smaller market segments in response to known demand. Figure 5.1 reflects the different contexts in which the ‘lean’ and ‘agile’ para- digms might work best.
Castillo, So Far From God
Chapter 13
- How is the loss of Sofia’s land a symbol, if not a reflection, of what has happened to Chicanos in the U.S.?
- How did she lose it and what did she do about it?
- What was La Loca’s relationship with the Catholic Church, and what about her new-found social consciousness?
- Why did La Loca incur the illness that struck her?
Chapter 14
- In terms of the medical treatment for La Loca, this is where east meets west. Explain.
Chapter 15
- What variation of Holy Friday do we find in this chapter?
- Who was the “Lady in Blue”?
Chapter 16
- What is M.O.M.A.S. and what is its purpose?
- What do you believe are Ana Castillo’s 3 main messages in this book? Present each message, give examples for each and give a one-to-two paragraph argument for each.
1- Present the four levels of analysis, the four ways this book can be analyzed, along with examples from the book of each.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
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. |
|
|
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
|
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! |
|
|
PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!