Implementing Best Procurement And Acquisition Practices

In order to institutionalize best procurement and acquisition practices in an organization, I would begin by forming a cross-functional team made up of supply management personnel, finance personnel, attorneys, human resources, engineers, and other subject matter experts. As was highlighted in chapter ___ of the class text, this is the best approach for ensuring that the broadest possible range of ideas and perspectives are incorporated early into the planning process. Additionally, it ensures that a great idea conceived of by one functional area is viewed from within the restrictions and/or limitations imposed by another. As with specifications development, this process allows the team to develop a reasonable, effective, and implementable plan that works across functional areas and provides the greatest return on investment. One company that has been particularly successful in implementing best practices is Toyota. I would adopt that companies approach to implementing best practices by delegating responsibility down to the lowest level. For example, if anyone on the factory floor spots a deficiency, he or she has the authority to stop the assembly line so that the condition and its contributing factors may be examined, recorded, and analyzed. This same principle could be applied to the acquisition process. By empowering rank-and-file purchasers, contract specialists, contract administrators, and quality control personnel to approach management and provide input onShow MoreRelatedInformation Systems With Clinical Decision Support1617 Words   |  7 PagesQuestion 1- Answer: When organizations are implementing information systems with clinical decision support, they hold on to these ten commandments for successful clinical decision support. The creators trust that the key apparatus for health care will be data frameworks that give decision support to clients at the time they decide, which ought to bring about enhanced nature of consideration. Moreover, suppliers make numerous blunders, and clinical decision support canRead MoreSupply Chain Management : Introduction913 Words   |  4 Pagesin globalization, advanced information technologies, and the accompanying need for companies to become more effective, productive, efficient, and profitable organizations (Shiau, Dwivedi, Tsai, 2015; du Toit Vlok, 2014). Industries from food procurement to maritime shipping to luxury goods retailing currently utilize its concepts to achieve these goals (Li, 2014; Florin, Zhulduz, Onaikhan, 2013; Brun Moretto, 2012). Today, on account of shareholder and customer pressure, many companies SupplyRead MoreSuccess Directing Technology Driven Business Transformation1297 Words   |  6 Pagescalled upon to â€Å"parachute-in† to assess situations, synthesize information and develop roadmaps for enterprise wide business transformation driven by IT strategies. Applies exceptional multi-sector vertical experience to continuously identify best practices and latest technologies to meet the demands of an ever-changing marketplace. Inspirational Mentor/Coach who builds multi-cultural, multi-location, cross-functional teams while minimizing costs and risks to deliver world-class solutions. RecognizedRead MoreMaterials Management And Quality Management : Implementation Of Improvement1480 Words   |  6 Pagesvariety of functions and in a variety of water depths and environmental conditions. In this paper an overview of two of the best practices from CII industry is presented. The main objective of the paper is to implement the two best practices which would have a great impact for the rise of the company. Materials Management and Quality Management are the most efficient best practices we have implemented for this scenario. Materials Management plays a key role in addressing the design and deployment ofRead More1.1 Explain the Importance of Effective Supply Chain Management in Achieving Your Organizational Objectives.1528 Words   |  7 Pagesoperate at a lower cost to compete, it must also develop its own core competencies to distinguish itself from competitors and stand out in the market. In creating the competitive edge, companies need to divert its resources to focus on what they do best and outsource the process and task that is not important to the overall objective of the company. Supply chain management has allowed company to rethink their entire operation and restructure it so that they can focus on its core competencies and outsourceRead MoreApplication Statement1699 Words   |  7 Pagesand Telecommunications. As a result, I’ve a track record of successfully ideati ng and realizing strategies, leading large groups and projects, building highly productive teams, working with standards, maturing security measures, developing and implementing policies, and thinking out of the box would enable me to opportunistically lead KSU’s ITS organization. I have significant experience leading, supervising, and mentoring people that would enable KSU to increasingly unify its culture, evolve andRead MoreThe Defense Acquisition System ( Das ) Essay1504 Words   |  7 Pagesenough, the Defense Acquisition System (DAS) resides within a complex system. Congress, industry, and national strategy all influence and affect the acquisition process. Mass-producing the effectiveness of the Mine-Resistant Ambush Protected vehicle (MRAP) acquisition may tempt the amateur. However, although the unprecedented speed and strategic leader attention afforded the MRAP acquisition resulted in relative success, the process should not be used as a model for future acquisitions. The challengeRead MoreAssignment 11247 Words   |  5 Pagesthe NIST framework for Cloud Service Provider (CSP) businesses. By viewing our internal offerings as a competitive CSP business and adopting the framework, I will be able to provide value to our consumers, aid the transformation of IT services acquisition, and maintain appropriate stewardship of USPTO investments and resources. To accomplish a move to CSP, I am leading my staff, via an Infrastructure Strategy and Roadmap, which leverages both Agile development methods and DevOps collaboration conceptsRead MoreCurrent Rate Of Technological Advancement And The Growth Of Global Competition1300 Words   |  6 PagesLeadership support Implementing change requires managers to act as leaders in communicating a strategic vision of organizational transformation. The corporate culture must include a willingness to share knowledge, the balancing of relationship networks, and supporting the implementation of management practices. Management practices include process visioning, benchmarking, process specification and mapping, activity costing and statistical process control, and such change management practices as open communicationRead MoreThe role of information systems in Supply Chain Management.1683 Words   |  7 Pagesevaluate the various approaches that can be taken to facilitate the management of supply chains. Supply Chain Management - A terminological background The Institute for Supply Chain Management has defined supply management as the identification, acquisition, access, positioning and management of resources an organisation needs or potentially needs in the attainment of its strategic objectives. The essence is a shift of focus away from business units such as warehouses or factories to a more holistic

My Philosophy Of My Teaching Experience - 1462 Words

My teaching experience has showed me a lot not only about the field of teaching but also myself. It has helped me reflect on my current status as a teacher along with my future status as a teacher. As my teaching experience has showed me is that my strengths as a teacher is patience, planning and organization. This has helped me manage all the struggles that a new teacher faces. Getting accustomed to fellow colleagues, administration, schedules, school paperwork, etc. I know I had struggles but thanks to a fellow teacher I was able to ask him what things meant and understand how to properly do them. My strengths not only helped me get through the daily grind but also my classes. Working in an elementary school is a first and a surprise. I always saw myself in middle or high school. It has been a blessing in disguise because I able to use my strengths of patience, planning and organization to provide meaningful and insightful lessons. I can see how much they appreciate what I do by th e letter and drawings they give me. It reaffirms that what I am doing is making a difference. Even though I feel my lessons are doing a good job I think they can do better. As I mentioned, I saw myself in middle or high school and it has caused me to struggle a little bit with creativity and discipline the most. I try to make my lessons as lively and visual as I can but there always seems to be something missing to take it over the top. Some activities I tend to rely on drill like formationsShow MoreRelatedPersonal Experience: My Teaching Philosophy2434 Words   |  10 PagesTeaching Philosophy My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my classes. Providing a creative environment that allows self assessment, growth, group interaction and mentorship are at its very core. Having taught in Higher Education for many years, and as an instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to work with some of the brightest and creative young professionals. Teaching has not onlyRead MoreStatement of Teaching Philosophy, and My Experience Teaching Chemistry in India1063 Words   |  5 PagesStatement of Teaching Philosophy â€Å"A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.† †¦ Rabindranath Tagore (Nobel prize in literature in 1913) This is my favorite quotation because it express what, I thinkRead MoreMy Personal Philosophy Of Teaching797 Words   |  4 PagesPhilosphy of Teaching The the purpose of this paper is to identify/describe and discuss my personal philosophy teaching. As I describe my theory of learning I will talk about experiences that have affected me. As well as identify areas of pedagogy that have influenced my personal philosophy. I will then describe how my philosophy teaching guide my teaching style. Personal Experinces My personal philosophy of teaching has its foundations in my experiences as a student. These experiences as a studentRead MoreEducation Philosophy and Rationale1846 Words   |  7 PagesEducation Philosophy and Rationale Every instructor or a teacher has a certain ideology that he or she follows throughout the teaching careers which underpins everything. These ideology or philosophy is based on our assumptions about our definition of learning and our views on the nature of mankind, the purpose of education, the nature of the curriculum, the role of the teacher and the learner, and the nature of the instructional process. Similarly, I had a certain philosophy which focuses on introducesRead More Educational Goals and Philosophy Essay examples1264 Words   |  6 PagesGoals and Philosophy As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will becomeRead MoreEducation: The Expert Theory Essay1082 Words   |  5 PagesParamount to my teaching philosophy is building strong relationships with students. By illustrating that I care for their needs and desires, I hope to become approachable and produce a sense of belonging. In my opinion, students possess an innate need to belong to social groups, and the development of positive relationships is imperative to students’ satisfaction of this need. According to Dreikurs, ‘students can often appear to be complicated and confusing to their teachers, most of them simplyRead MoreHow Is Communication Important For Children And Community Engagement As It Has Been Discussed? Class So Far?1392 Words   |  6 Pageseffective family and community engagement as it has been discussed in class so far? My overall theme is communication. I thrive on communication being key. As I continue to point out there can be serious problems when there is a break in communication. By keeping the lines of communication open, your parents and director can stay informed. For my philosophy it is important because I need to be effective when teaching my student so that they learn what I am trying to teach them. It seems simple but manyRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreMy Teaching Philosophy Of Education1486 Words   |  6 PagesMy teaching philosophy of education is being able to recognise that all children learn in different and unique ways. I believe that all students should have a safe learning environment which enables them to grow physically, mentally, emotionally and socially. As a teacher, I aim to act as a guide for student learning and provide demonstrations and understanding to all students. More specifically as a physical education teacher, I aim to bring a po sitive and encouraging attitude to the students andRead MoreGeneral And Special Education Teachers Face Today1260 Words   |  6 Pagestypes of teachers should be that they try their best to make their students succeed. Teaching can be very difficult and people that are passionate about it should do it. However, many general and special education teachers face many challenges throughout their teaching careers that make teaching difficult for them. One issue that teachers lack today is lack of proper coaching from school staff when they begin teaching. Proper coaching is extremely important for new teachers to obtain during their first

The Early English Colonies In America Free Essays

Early English colonies in America hardly resembled the union of men and women that would later fight against England and build a new country. In fact, until the mid-eighteenth century, most English colonists had very little, if anything to do with the settlers in neighboring colonies. They heard news of Indian wars and other noteworthy events, not from the colony itself, but from England. We will write a custom essay sample on The Early English Colonies In America or any similar topic only for you Order Now The colonies in the New World appeared completely different and the prospect of any unity between them seemed impossible. The colonies in New England and the Chesapeake exemplify the many differences in the culture and lifestyles of the settlers, created mainly because of the fact that their founding fathers had held separate intentions when they came to the New World. The New England and Chesapeake colonies were both settled by immigrants from England, the New England colonies being founded by the English from East Anglia, an area in eastern England. Though this was an area thriving with small towns that they had generally liked, they decided to flee England due to religious persecution. Hundreds of families, men, women and their children, came in search of a New World where they could practice their beliefs freely. They founded colonies such as Connecticut, Massachusetts, New Hampshire, and Rhode Island as model Christian societies. Their cities upon the hills were guides, the lanterns, for those lost in the darkness of humanity, as John Winthrop meant by his famous statement. They formed a society of strict religious participation, actually very much resembling their homeland. In the beginning, many called themselves Puritans, and kept things very simple and plain, concentrating on what was important to them. They used the community to achieve their goals, building new towns and enjoying the social aspect of their religion. At the same time, they were committed to remain working hard to keep their community productive. They believed the â€Å"idle hands† were the devil†s workshops. An issue that really defined a split between the societies was the slavery conflict. The northerners in New England held true to their belief that every man shall be equal and no one should be enslaved, while the southerners in the Chesapeake area strongly believed in the use of slavery. At the same time the New Englanders worked to help end slavery by preaching to others about the injustices, they worked diligently to make education in their society strong. Most people in the towns were literate so that they could read their Bibles and study them in detail with their friends and family. Some colonists were artisans or merchants. Others were small-town farmers, making sure that every member of the community had a reasonable share of God†s land. The northern colonies were renowned for being rich in furs, timber and fish. They were especially noted for developing into a very successful trading region. The New England colonies made up the middle class society whose focal points were family, education and religion. The society remained non-capitalistic, yet still buzzed with much activity. On the other hand, the Chesapeake region had a â€Å"cash crop† get rich quickly mentality. This aristocratic region consisted of Virginia and Maryland, two colonies that seemed to be exceedingly materialistic. Evidently, their lives were based more on their liquid assets than on God or family. The Englanders who saw the opportunity to take advantage of the popularity of a brand new crop they had discovered settled the Chesapeake area. These â€Å"gold diggers† were mainly upper-class men of wealthy families aspiring towards coming to the New World to create a large profit for themselves. These colonists were not fleeing England seeking religious or social freedom, but clearly only to add more wealth to their names. Tobacco soon became the primary crop seen growing on almost every one of these wealthy men†s plantations, which created tremendous amounts of money to add to their fortunes. Of course almost every plantation had African slaves working on the land. These colossal estates cam! e to depend on their slaves to run their farms and slavery became a common, yet feared, way of life for many Africans. Unfortunately for these Chesapeake colonies, due to swampy land in much of the area, towns were not part of the landscape or lifestyle as they were in the north. This area was a place of fierce competition with a very minute sense of community, as opposed to the thriving northern colonies surrounded with warm and inviting community towns. The strong focus on family, education or religion was not a main highlight in the lives of Chesapeake colonists, except in Maryland, where the Calvert family did indeed form a haven for Catholics. These two regions of the New England colonies and the Chesapeake colonies did in truth share the common fact that their settlers were all of English origin. Of course when they first set sail, even before they reached the New World, they began to separate into two distinctly different societies already. The clearly evident reason is because these â€Å"pilgrims† came to the New World each pursuing something different. The New England settlers were longing to find a more suitable land of opportunity where they could better their lives and gain religious freedom. They wanted very much to create a society where they could focus on their family, religion and education. Where as the Chesapeake settlers, they were clearly hoping to â€Å"strike gold† in the New World. Many hoped they could improve their social status even more by gaining large profits from growing and selling such items as tobacco. The New England colonists came and made a quite simple society and the Chesapeake colonists created a more aristocratic society. Their society seemed to care more about their wealth and power more than anything, where as the New England society grew to be one with important focus†. These two regions may have shared that same origin and spoken the same English language, but they rarely â€Å"spoke of similar things. † Because of this culture barrier, a separated north and south was created, causing two distinctly different societies to evolve. How to cite The Early English Colonies In America, Papers

Adolescent Development free essay sample

There are mutual influences between an individual and their social environment. There are also at-risk factors involved in the life of a developing adolescent that interconnects with a series of reciprocal systems. I can recall as a developing adolescent quickly maturing into adulthood, the many social, economic, external and internal influences that contributed to certain at-risk behaviors. These type of influences impacted me directly and indirectly. I was influenced by the several environments I was in, and I also contributed to influencing the environment around me. Attempting to exert control over uncontrollable circumstances only lead to desperate situations and weighty consequences. However, learning to accept my present circumstances, and how to appropriately respond to the hardship and temptations in life developed positive life changes. Individual human development occurs within interconnected and embedded ecological systems (McWhirter et al, 2013). The ecological systems include the individual, the microsystem, the mesosystem, the exosystem, and macrosystem (McWhirter et al, 2013). The individual consists of genetic and biological factors, and personality characteristics (McWhirter et al, 2013). The microsystem consists of the people that the individual comes into direct contact with and who the individual interacts with (McWhirter et al, 2013). The mesosystem is the embedded interconnections between different microsystems and the impact of the interactions that take place (McWhirter et al, 2013). The exosystem consists of the interconnections between one or more settings that indirectly involve the individual (McWhirter et al, 2013). The macrosystem represents the social blueprint of cultural values, societal structure, gender-role socializations, race relations, belief systems, and national and international resources (McWhirter et al, 2013). The chronosystem is the interconnection and interaction of the individual within different environments, and is the transitions that occur during the course of the individual’s lifetime (McWhirter et al, 2013). These interconnecting systems are referred to as the ecological model, and assumes that the individual is continually interacting with his or her environment hat produces constant change due to mutual influences (McWhirter et al, 2013). Part A – The Ecological Model The core of who I really am involves the combinations of my genetic predispositions, evolutionary and biological components, personality characteristics, and the ongoing process of behavioral, cognitive, and affective experiences (McWhirter et al, 2013). Who I am has a lot to do with my expe riences in life, my responses to life events, and the social and environmental influences and interactions involved. The ecological model provides a greater understanding of how I influence my environment and my environment influences me. This is important because it is through the interactions of the ecological systems that help me better understand myself and others. The Individual. I entered the world with an umbilical cord wrapped around my neck, struggling to live due to insufficient oxygen intake. As a child I was very susceptible to illness. As an adult I discovered that I was living with an autoimmune disorder. I have very vivid fragmented memories as a child of several doctor office visits. At the personal level, I was a very fearful, anxious, angry, socially withdrawn child who experienced an unstable, insecure, neglectful, abusive, and dysfunctional home environment. The structure of personality develops in childhood and continues to develop in adulthood (Caspi, Roberts Shiner, 2005). I developed a combination of extraversion and introversion traits. These traits show themselves depending on how safe I determine the environment around me to be. As a child I experienced positive and negative emotionality. I at times struggle with viewing the world as a safe place and occasionally viewed it as threatening. I experienced anxious distress with a tendency toward anxiety, sadness, insecurity, and guilt. As a teenager I experienced darker emotions such as anger, frustration, and irritation. I developed agreeable personality characteristics as a child. In adulthood I sometimes struggle with the fear of rejection, self-acceptance, people pleasing tendencies, self-awareness, and feeling comfortable in my surrounding environment and own skin. I also developed a strong motivation to achieve academically, and have a strong sense of independence. As a child and through my teenage years I was not allowed to have an opinion or express individuality, which resulted in the inability or challenge to think on my own, questioning who I am through life stages, fearful of making decisions on my own and especially decisions I need to make on behalf of others, and codependency issues. The Microsystem. I grew up in a traditional family household for a time being that consisted of my mother, father, and sister. Although, it was considered a traditional two parent household, my father was rarely home, and when he was home he was unavailable. My mother was emotionally unavailable and suffered from manic depression. My mother stayed at home and my father was either out working or pursuing one of his addictions. My family was homeless until I was the age of 5. We had lived and slept in my father’s suburban, randomly stayed with strangers, and at times lived in a recreational vehicle. I assumed responsibility and care of my younger sibling, my mother, myself, and household chores. I entered the stages of maturity alone and without parental support. The lack of positive parenting during my adolescent years made me vulnerable to at-risk risk behaviors such as premarital sex, tobacco use, substance abuse, gang involvement and mental and social disorders (Clinton Clark, 2010). At the age of ten I was removed from my parent’s custody and placed in foster care where my sibling and I were separated and placed in different homes. In the foster system I was only allowed to socialize at school, and attended church depending on whether or not my foster parents at the time deemed it necessary. My sister and I went through several foster home placements which resulted in the loss of security, the loss of our personal possessions, and sense of belonging. Being bounced from home to home, it was difficult maintaining a close friendships with others. I developed an internal mechanism of being friendly with everyone, but not allowing myself to develop a close friendship with others. As I gained independence and freedom in my later teen years and early adulthood, I became more involved in church. The Mesosystem. I grew up in a rural community with a lack of parental involvement. There were no real established mesosystem relationships. The environment was inconsistently positive and very negative at times. Since school was my outlet, I strived for academic excellence and successfully achieved it. School seemed to be the only sense of stability. The Exosystem. Outside agencies that developed policies and created public resources were an indirect benefit to me as an adolescent and young adult. During childhood, I was able to eat lunch at school, and enjoy extracurricular activities such as Campfire Girls, cheerleading, and Key Club. I was given accessibility to the basic needs that my parents could not afford such as cloths, food, and shelter. As an adult, several community resources helped my daughter and escape and terminate a domestically violent relationship. The Macrosystem. During adolescence I was exposed to abuse, neglect, and violence first hand and via the television. My father grew up in the south and was very racist toward certain nationalities and races of people. The cultural context consisted of low socioeconomic status (SES), poverty, and experiencing our Native American ethnic background and being exposed to several conflicting belief systems. I grew up on a culture where corporate punishment was an acceptable practice. The culture valued individuality, independence, and self-reliance. I grew up in poverty with a prevailing crime rate not as noticeable as it is today. Social norms included the overuse of antibiotics (McDonnell Norms Group, 2008), and the use of drugs and alcohol were socially acceptable. Chronosystem. A pattern of environmental events, transitions, and sociohistorical circumstances contributed to my development over my lifespan. Both of my parents lived disloyal and adulterous life styles. Overtime, there unhealthy and dysfunctional patterns of relating to each other resulted in a separation. My father died when I was 17 years old. My parent’s marriage legally dissolved at the time of my father’s death. My mother remarried multiple times. My sister and I were exposed to their dysfunctional lifestyle, which tremendously impacted our lives. I personally, transitioned through many of life events by experiencing two divorces, being a single-mother of four children for quit sometime, remarrying and adjusting to a blended family, the loss of my oldest daughter, and facing the social political arena at work. Part B – At-Risk Tree Metaphor The At-risk tree is an analogy that allows people to understand the range of issues involving at-risk adolescence (McWhirter et al, 2013). The soil of the tree represents the individual’s societal environment (McWhirter et al, 2013). The roots refer to family, school, and peer groups that connect the tree to the soil (McWhirter et al, 2013). The trunk represents the developing attitudes and behaviors of each child (McWhirter et al, 2013). The branches of the tree represent the attitudes and behaviors that lead to specific risk categories (McWhirter et al, 2013). The soil of my family growing up consisted of poverty, low socioeconomic status (SES), judgmental and racist attitudes, abusive and neglectful home environment, and conflicting belief systems. The three primary roots are family, school, and peer groups (McWhirter et al, 2013). My parent’s inability to raise my sister and me in a loving, secure, stable, and nurturing environment, and expose us to family conflict, abuse, neglect, lack of parenting, being emotionally unavailable, and an unstructured home environment contributed to my dysfunction and the at-risk behaviors in my life. The school system was unaware of our life circumstances and did not any support. My sister ended up dropping out and getting involved with drugs. I became sexually involved with my boyfriend at the age of 15 and became pregnant at the age of 16. My daughter gave me the drive to continue my education and succeed academically in order to provide her with a better life. I was withdrawn during my adolescence and teenage years. Although, I made intent to get along with everyone, I did not associate with everyone. The peer group I involved myself in strived for academic excellence and engaged in positive extracurricular activities. The trunk of the at-risk tree representing my life consisted of low self-esteem, and depression. The branches of at-risk categories in my life were high-school dropout, substance abuse, risky sexual behaviors, and suicide. I was at risk for teen pregnancy and became pregnant at the age of sixteen. I succumbed to sexual activity with one partner in high school that resulted in teen pregnancy. I was very fortunate that at risk behaviors did not escalate. My tree was broken and bruised and produced damaged fruit. Instead of running to quick gratification I learned to run to God. I found my value and security in Christ. My branches although bruised eventually healed and produced good, healthy fruit. It took a lot of effort, drive, motivation, will, and trusting God in the midst of temptation and hardship. I was fortunate to have a variety of Gardeners in my life from Christian counselors, law enforcement, human service workers, youth group leaders, Sunday school teachers, and church mentors who helped me redirect my lifestyle. I learned how to be academically successful, a loving, supportive, caring mother to my children, a hard worker of integrity, and to do the right thing when the wrong thing seems easier at the time being.