Characteristics of a Competitive Supply Chain

 

There are three key characteristics of a competitive supply chain: responsiveness, reliability, and relationship management. We discuss these here.

Responsiveness

The ability to respond to customers’ requirements in ever-shorter time frames has become critical. Today customers want shorter lead times, greater flexibility, and greater product choice. This means that the supplier and manufacturer have to be able to meet the precise demands of the customer in a shorter amount of time than ever before. The ability for a supply chain to have this level of responsiveness is often described as “agility,” which is the ability to move quickly to meet customer demands. In fact, in rapidly changing environments, agility is more important than long-term strategy, as there is no “long term.” Agility will come from short supply chains that are much more demand driven—responding to what the customer “demands”—rather than forecast driven.

Reliability

Uncertainty is a fact of life for most businesses, such as uncertainty about future demands, uncertainty about a supplier’s ability to meet deadlines, or uncertainty about the quality of component materials. In fact, uncertainty is the main reason why companies carry safety stock inventories—to guard against this uncertainty—which then results in higher costs. The best way to reduce uncertainty is by increasing reliability through the redesign of processes that impact performance.

One factor that greatly improves reliability in supply chains is improved visibility. Typically, the further one goes up the supply chain, the more limited the “visibility” of downstream activities. Organizations that are further up the chain have typically relied on demand from their immediate customer in the chain to forecast demand. This lack of coordination has resulted in the classic “bullwhip” effect. Supply chain coordination and sharing of real-time data and information through information technology has permitted visibility to all entities in the chain. This results in greatly improved visibility and, consequently, supply chain reliability.

Relationship Management

An important characteristic of competitive supply chains is their focus on relationship building and collaboration, rather than the arm’s-length adversarial relationships that had been dominant in the past. In many industries, for example, the practice of “single-sourcing” is widespread. It has been documented that such practices improve quality, product innovation, and design while reducing costs and improving overall responsiveness. Underlying this idea is that the buyer–supplier relationship should be based on a partnership of trust, commitment, and fairness. There are numerous advantages to such relationships that can be long term and mutually beneficial. The competitive advantage of companies such as Toyota and Honda over their competitors in the auto industry comes from the collaborative relationships they have developed with their suppliers. As we have seen thus far, SCM is primarily about the management of relationships across complex networks of companies. Successful supply chains will be those that are governed by a constant search for win–win relationships based on reciprocity of trust.

Instructions:

The slide program should have:

1. A minimum of 12 slides (more will be needed for better detail and a better. . .)

2. A template appropriate to Supply Chain Management

3. An introductory slide that informs your audience of the subject

4. Art, photographs, clip art, and graphics to enhance every slide

5. Your slides should refer to a minimum of 3 references. Cite and reference (on the last page) according to APA 6

6. Use bullet lists, not long paragraphs

7. Insert speaker’s notes at the bottom of each page to expand on and explain your main points.

8. Include a summation slide at the end that tells your reader what key points they should take away from the presentation.

Businesses need to understand they cannot achieve the level of competitiveness needed to survive in the current global economy without a strong understanding of SCM.

Sample Solution

Doctors play significant roles as teachers by channelling the information and research they have conducted to other individuals to create a network of information (Barksby et al. 2015). A doctor has to perform teaching to be equipped in skills and attitudes to pass information and knowledge through education. There exist no predetermined or formal routes by which doctors can become qualified teachers (Barksby et al. 2015). For instance, a clinical teacher can probably end up being a teacher by acquiring extensive experience or seniority rather than through formal training. Currently, doctors are subject to immense pressure to develop advanced skills in treating patients, administration of health centres and teaching which is adding to their time constraints.

Demand for clinical experience, research, and teaching skills lead to an imbalance of the traits, with some clinical teachers propelled to the position with little training and experience (Young et al. 2014). In recent years, significant efforts have been seen aimed at developing and establishment of medical education units in the UK medical schools as well as the introduction of various medical teaching courses. Doctors are taking advantage of the growing opportunities in improving teaching skills in line with Continuous Professional Development guidelines (Harrits and Larsen 2016). The platform allows for an increase in the commissions for doctors training, interpersonal working and learning channels and preparing learners for future roles.

The most relied upon methodology in learning to teach as a doctor is through experience by actually teaching relative concepts. The following presentation is a reflective analysis following a micro-teach and a lesson conducted with the aim of assessing a doctor as a teacher according to Gibb’s reflection cycle (Barksby et al. 2015). The cycle enables analysis of what I did well during both sessions and what I could do better in the future. The process allows for us to learn and develop our learning skills on an assessment of the results and feelings to handle the more critical issue in the teaching process. The Gibbs reflective cycle entails six steps that begins with a description of the teaching, exploration of the feelings, valuation, analysis, drawing of conclusions and an action plan (Barksby et al. 2015).

I first delivered a 10 minute micro-teach to a group of 6 students. I planned to teach how to fold a t-shirt in 3 seconds. The setting was informal and took place in a small room where we all sat in a circle. After introducing myself and the topic, I followed the structure I had planned for the 10 minutes. First I spent a couple of minutes demonstrating the technique and invited the participants to share their queries. I informed them that there would be a knock-out style competition towards the end of the session where they will be competing head to head to see who could correctly fold 3 shirts the fastest with a prize for the winner. To make some space in the middle of the room, I asked the p

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