Creating Robust Interaction and Dialogue
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Creating Robust Interaction and Dialogue
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
The EEOC is the prime federal regulatory agency responsible for ensuring workplace equity. Describe the role of the EEOC and choosing one element of category of Discrimination by Type such as; Age, Disability, National Origin, etc., explain the role of the EEOC in that category and the responsibilities of employers in that category.
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
For assistance with your assignment, please use your text, Web resources, and all course materials.
reshaping the organisational processes
Business process re-engineering (BPR) is the term frequently applied to the activity of simplifying and reshaping the organisational processes with the goal of achieving the desired outcomes in shorter time-frames at less cost. Many processes in the supply chain are lengthy because the constituent activities are performed in ‘series’, i.e. in a linear, ‘one after the other’ way. It is often possible to re-engineer the process so that those same activities can be performed ‘in paral- lel’, i.e. simultaneously. Time compression in a supply chain can be achieved not necessarily by speed- ing up activities, but rather by doing fewer things – i.e. eliminating where possible non-value-adding activities. Many existing practices in business are performed for historical reasons; there was once a justification for those practices but, with changed conditions, that justification may no longer exist. Supply chains can be transformed in terms of their agility by the rigorous appli- cation of process re-engineering principles.
3 Partner with suppliers to reduce in-bound lead times Conventionally, firms have maintained an arm’s-length relationship with suppliers. Suppliers have often been chosen on the basis of price rather than their respon- siveness. A major opportunity exists for reducing in-bound lead times through close working with key suppliers. Because in the past there was often a view that suppliers should be held at ‘arms length’, many opportunities for improving respon- siveness have been missed. Since supplier agility is one of the main requirements in the creation of a more responsive supply chain it is perhaps surprising that some businesses even now have few collaborative programmes with suppliers in place. Using joint supplier/customer teams to explore opportunities for re-aligning and re-engineering processes, on both sides of the interface, which impact over- all responsiveness can produce significant dividends. Because conventionally companies have designed processes in a vacuum, it is not surprising to find that those processes do not align easily with their supply chain partners’ processes. Many companies have gained real benefits, for instance, by allowing their suppli- ers to access their own information and planning systems, e.g. providing access to enterprise planning systems such as SAP. Often suppliers may well be able to transfer knowledge and best practice from their operation to their customers’ – and vice versa. In either case, the opportuni- ties to reduce in-bound lead times by closer partnership across the supply chain are considerable.
4 Seek to reduce complexity Complexity comes in many guises in supply chains. Complexity may be gen- erated by multiple variants of the same product, e.g. different pack sizes, or by each product in a family having greatly different Bills of Material, or by frequent product changes, and so on. Complexity can also be generated through cumber- some processes that involve many different stages and hand-offs. Simplification is an obvious remedy for complexity but one which may not always be available.
Creating Robust Interaction and Dialogue
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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