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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

importance of considering the level of protection desired

**files (2)**

– ## week3.docx

– ## Assignment1_SafetyStockWeek3-TLMT353D001Winter2026-APEI.pdf

**## week3.docx**

Discuss the importance of considering the level of protection desired (safety factor, safety stock, or spare parts) when determining spare part quantities.

Post essays directly into your assignment folders. Your Essay must be three-five double space pages in length with a minimum of 1000 words and must follow both the Rubrics and APA guidelines. The essays must also include a cover page and references page in APA format.

**## Assignment1_SafetyStockWeek3-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

**## Assignment1_SafetyStockWeek3-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

**## week3.docx**

Discuss the importance of considering the level of protection desired (safety factor, safety stock, or spare parts) when determining spare part quantities.

Post essays directly into your assignment folders. Your Essay must be three-five double space pages in length with a minimum of 1000 words and must follow both the Rubrics and APA guidelines. The essays must also include a cover page and references page in APA format.

**## Assignment1_SafetyStockWeek3-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

**## week3.docx**

Discuss the importance of considering the level of protection desired (safety factor, safety stock, or spare parts) when determining spare part quantities.

Post essays directly into your assignment folders. Your Essay must be three-five double space pages in length with a minimum of 1000 words and must follow both the Rubrics and APA guidelines. The essays must also include a cover page and references page in APA format.

**## Assignment1_SafetyStockWeek3-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

November 6, 2026
[Solved] SCMG201

✓ Verified Academic Solution Available

Executive Solution Overview

see attached **files (1)** – ## WK6Discussion_SCMG201.docx **## WK6Discussion_SCMG201.docx** **In this discussion**, (250-350) define sourcing as a supply chain component, including how to measure performance and key strategies to improve effectiveness. Choose one (1) of the following discussion p…

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Assignment Prompt & Instructions

see attached

**files (1)**

– ## WK6Discussion_SCMG201.docx

**## WK6Discussion_SCMG201.docx**

**In this discussion**, (250-350) define sourcing as a supply chain component, including how to measure performance and key strategies to improve effectiveness.

Choose one (1) of the following discussion prompts:

Explain the differences between sourcing manufactured products versus services. Identify some of the key challenges that occur in defining service specifications versus manufactured product specifications. Provide an example of each.

**## WK6Discussion_SCMG201.docx**

**In this discussion**, (250-350) define sourcing as a supply chain component, including how to measure performance and key strategies to improve effectiveness.

Choose one (1) of the following discussion prompts:

Explain the differences between sourcing manufactured products versus services. Identify some of the key challenges that occur in defining service specifications versus manufactured product specifications. Provide an example of each.

November 6, 2026
[Solved] Logistics 8

✓ Verified Academic Solution Available

Executive Solution Overview

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) see attached **files (1)** – ## IntegratedLearningProjectAssignmentInstructions10.docx **## IntegratedLearningProjectAssignmentInstructions10.docx** BUSI 615 **Integrated Learning Project…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

see attached

**files (1)**

– ## IntegratedLearningProjectAssignmentInstructions10.docx

**## IntegratedLearningProjectAssignmentInstructions10.docx**

BUSI 615

**Integrated Learning Project Assignment Instructions**

**Overview**

The integrated learning assignment is a series of 6 assignments and a final course consolidated submission. All assignments and the compilation of the final consolidated submission is managed as an individual assignment.

**Purpose**

The purpose of the ILP is for everyone to develop a working model of an ERP system applied to a firm of their choosing. This model will be built up in modular format through weekly assignments culminating in the submission of the completed model in the final week of the course together with a management proposal detailing the costs and benefits as they apply to the income statement and balance sheet of the selected firm.

**Resources**

The development of the assignments will be supported not only by written instructions but also with an explanatory Watch item.

**Expectations**

1. Each component, from Module 3: Week 3 will be the development of an ERP module in Excel relevant to the topic for that week. The Excel development will follow SAP and other ERP systems formats. The Excel file will be accompanied by a written assignment containing:

0. Details on how this ERP assignment could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (min 300 words)

0. Details on how ERP could be operated (management process, who should be responsible, numbers of different users of each module, data accuracy, etc.) within the chosen firm (min 300 words)

0. What could be the future sources of inaccuracy in the data contained the ERP system (min 300 words)

0. How the corruption of the data could be prevented (min 300 words)

0. An analysis and composition of the net benefit (benefits minus costs linked to income statement and balance sheet) of the implemented ERP system

1. The final integrated Excel ERP working model for your chosen firm, due at the end of week 8, will tie all the preceding modules together into a fully integrated working ERP model in Excel. The integrated modules will include, Master Production Schedule, Bill of Materials, Materials Requirements Planning, Capacity Planning, Distribution Requirements Planning and Shop Floor Control. The Excel file will be submitted simultaneous with the following written report. The final course report would be about 3,000 words (excluding references and appendices), much of which would have been accumulated over the preceding 6 weeks.

1. The final submission will also include a written management report detailing (1) a recommendation for implementation based on a cost / benefits analysis (2) implementation assignment plan with responsibilities, (3) a justified recommendation for an ERP system (e.g. SAP, or other) and its operation (local or cloud processing, scope of application (national, global, etc.)

**Instructions**

**Part 1 –** **Company selection** – Characteristics – Manufacturing – Publicly available financial accounts – consumer or industrial product (either make to order or make to stock) – examples Tesla / Boeing (search YouTube “Mega factories” and choose one of these documentary examples to appreciate the level of manufacturing detail required). Structure your assignment as follows (word counts are minimums):

o Title page

o Company description (300 words)

o Financial trends: Overview of inventory types/trends/productivity (trends in day’s stock by type, Etc.) (300 words)

Income statements (last 3 years) (300 words)

Balance sheet (last 3 years) (300 words)

o Opportunities for logistics to improve income statement (consider revenues and operating costs) and balance sheet asset productivity. Provide quantitative calculations and probable range of costs / benefits. (300 words)

**Part 2 –** **Master Production Scheduling** **(MPS)** – Develop an Excel based Master Production Schedule for your chosen product. Use the format and logic as shown in the illustrative Excel spread sheet to be found under Course Content. Also review the Kaptur presentation for this week, as well as pages 281 through 303 in your Logistics textbook. Your MPS Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the MPS policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 MPS schedule formats and logic taken from http://www.softwareadvice.com/erp/?more=true#more or other MPS types from your own research of available MPS software (300 words)

**Part 3 –** **Enterprise Resource Planning -** Develop an Excel analysis of the modules and functionality of 3 ERP systems, one of which must be SAP and the other 2 are of your choice. Follow the “ERP Links” tab under the Readings section of Course content for a listing of over 100 ERP software systems, including SAP. Overlay the functionality of these ERP systems onto the main manufacturing processes of your selected firm and determine which software best fits your chosen company. Your Excel analysis will accompany your written assignment which will contain:

· Description of the how the software selection criteria (and which ones) were chosen for your company (300)

· An analysis and tabulation of the strengths and weaknesses of the main modules of each software solution when compared of your selection criteria (300)

· A discussion of any ancillary data capture equipment and other software that may be advantageous to the operation of the ERP system in your company (300)

· Consideration of which functional areas would be responsible for the operation of each of the major ERP modules (300)

· An analysis of the possible software costs of your recommended ERP software (300)

**Part 4 –** **Materials Requirements Planning** – Develop an Excel based Materials Requirements Plan for your chosen product. Use the format and logic as shown in the illustrative Excel spread sheet to be found under Course Content. Show at least 4 MRP levels with sub-assemblies, purchased components, manufactured components, and raw materials. Review the Kaptur presentation for this week, as well as pages 233 through 305 in your Logistics textbook. Your MRP Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the MRP operating policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 MRP schedule formats and logic taken from http://www.softwareadvice.com/erp/?more=true#more or other MRP types from your own research of available MRP software (300 words)

**Part 5 –** **Distribution Requirements Planning** – Develop an Excel based Distribution Requirements Plan for your chosen product. Use the format and logic as shown in the illustrative Excel spread sheet to be found under Course Content. Show at least 4 distribution warehouses with 4 components planned for each with at least 1 common to all distribution warehouses. Review the Kaltura presentation for this week, as well as pages 319 through 406 in your Logistics textbook. Your DRP Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the DRP operating policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 DRP schedule formats and logic taken from http://www.softwareadvice.com/erp/?more=true#more or other DRP types from your own research of available MRP software (300 words)

**Part 6 –** **Capacity Requirements Planning** – Develop an Excel based Capacity Requirements Plan for your chosen product. Use the format and logic as shown in the
**Integrated Learning Project Example** found on
. Review the Kaptur presentation for this week, as well as pages 439 through 478 in your Logistics textbook. Your CRP Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the CRP operating policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 CRP schedule formats and logic taken from
**ERP Software** or other CRP types from your own research of available CRP software (300 words)

**Part 7 – Assignment Plan**– Develop a time phased assignment plan for the implementation of an ERP system at your selected firm. Review the assigned Learn material, as well as pages 511 through 551 in your Logistics textbook. Your time phased assignment plan Excel file will be accompanied by a written assignment containing:

· Overall structure of the ERP implementation plan detailing responsibilities and timing (300 words)

· Details on the Education and Training activities of the plan, their sequencing and timing (300 words)

· Details on the key activities in the Bills of Materials sub-assignment to achieve a company document with 98% accuracy (300 words)

· Details on the key activities in the Warehouse sub-assignment to achieve a minimum of 95% accuracy (300 words)

· Details on the key activities in the Master Production Schedule sub-assignment to achieve a 98% customer service accuracy (300 words)

**Part 8 – Final Submission** – The final integrated Excel ERP working model for your chosen firm, due at the end of week 8, will tie all the preceding modules together into a fully integrated working ERP model in Excel. The integrated modules will include, Master Production Schedule, Bill of Materials, Materials Requirements Planning, Capacity Planning, Distribution Requirements Planning and Shop Floor Control. The Excel file will be submitted simultaneous with the following written report. The final course report would be about 3,000 words (excluding references and appendices), much of which would have been accumulated over the preceding 6 weeks.

· The final submission will also include a written management report detailing (1) a recommendation for implementation based on a cost / benefits analysis (2) implementation assignment plan with responsibilities, (3) a justified recommendation for an ERP system (e.g. SAP, or other) and its operation (local or cloud processing, scope of application (national, global, etc.)

Page 5 of 5

**## IntegratedLearningProjectAssignmentInstructions10.docx**

BUSI 615

**Integrated Learning Project Assignment Instructions**

**Overview**

The integrated learning assignment is a series of 6 assignments and a final course consolidated submission. All assignments and the compilation of the final consolidated submission is managed as an individual assignment.

**Purpose**

The purpose of the ILP is for everyone to develop a working model of an ERP system applied to a firm of their choosing. This model will be built up in modular format through weekly assignments culminating in the submission of the completed model in the final week of the course together with a management proposal detailing the costs and benefits as they apply to the income statement and balance sheet of the selected firm.

**Resources**

The development of the assignments will be supported not only by written instructions but also with an explanatory Watch item.

**Expectations**

1. Each component, from Module 3: Week 3 will be the development of an ERP module in Excel relevant to the topic for that week. The Excel development will follow SAP and other ERP systems formats. The Excel file will be accompanied by a written assignment containing:

0. Details on how this ERP assignment could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (min 300 words)

0. Details on how ERP could be operated (management process, who should be responsible, numbers of different users of each module, data accuracy, etc.) within the chosen firm (min 300 words)

0. What could be the future sources of inaccuracy in the data contained the ERP system (min 300 words)

0. How the corruption of the data could be prevented (min 300 words)

0. An analysis and composition of the net benefit (benefits minus costs linked to income statement and balance sheet) of the implemented ERP system

1. The final integrated Excel ERP working model for your chosen firm, due at the end of week 8, will tie all the preceding modules together into a fully integrated working ERP model in Excel. The integrated modules will include, Master Production Schedule, Bill of Materials, Materials Requirements Planning, Capacity Planning, Distribution Requirements Planning and Shop Floor Control. The Excel file will be submitted simultaneous with the following written report. The final course report would be about 3,000 words (excluding references and appendices), much of which would have been accumulated over the preceding 6 weeks.

1. The final submission will also include a written management report detailing (1) a recommendation for implementation based on a cost / benefits analysis (2) implementation assignment plan with responsibilities, (3) a justified recommendation for an ERP system (e.g. SAP, or other) and its operation (local or cloud processing, scope of application (national, global, etc.)

**Instructions**

**Part 1 –** **Company selection** – Characteristics – Manufacturing – Publicly available financial accounts – consumer or industrial product (either make to order or make to stock) – examples Tesla / Boeing (search YouTube “Mega factories” and choose one of these documentary examples to appreciate the level of manufacturing detail required). Structure your assignment as follows (word counts are minimums):

o Title page

o Company description (300 words)

o Financial trends: Overview of inventory types/trends/productivity (trends in day’s stock by type, Etc.) (300 words)

Income statements (last 3 years) (300 words)

Balance sheet (last 3 years) (300 words)

o Opportunities for logistics to improve income statement (consider revenues and operating costs) and balance sheet asset productivity. Provide quantitative calculations and probable range of costs / benefits. (300 words)

**Part 2 –** **Master Production Scheduling** **(MPS)** – Develop an Excel based Master Production Schedule for your chosen product. Use the format and logic as shown in the illustrative Excel spread sheet to be found under Course Content. Also review the Kaptur presentation for this week, as well as pages 281 through 303 in your Logistics textbook. Your MPS Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the MPS policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 MPS schedule formats and logic taken from http://www.softwareadvice.com/erp/?more=true#more or other MPS types from your own research of available MPS software (300 words)

**Part 3 –** **Enterprise Resource Planning -** Develop an Excel analysis of the modules and functionality of 3 ERP systems, one of which must be SAP and the other 2 are of your choice. Follow the “ERP Links” tab under the Readings section of Course content for a listing of over 100 ERP software systems, including SAP. Overlay the functionality of these ERP systems onto the main manufacturing processes of your selected firm and determine which software best fits your chosen company. Your Excel analysis will accompany your written assignment which will contain:

· Description of the how the software selection criteria (and which ones) were chosen for your company (300)

· An analysis and tabulation of the strengths and weaknesses of the main modules of each software solution when compared of your selection criteria (300)

· A discussion of any ancillary data capture equipment and other software that may be advantageous to the operation of the ERP system in your company (300)

· Consideration of which functional areas would be responsible for the operation of each of the major ERP modules (300)

· An analysis of the possible software costs of your recommended ERP software (300)

**Part 4 –** **Materials Requirements Planning** – Develop an Excel based Materials Requirements Plan for your chosen product. Use the format and logic as shown in the illustrative Excel spread sheet to be found under Course Content. Show at least 4 MRP levels with sub-assemblies, purchased components, manufactured components, and raw materials. Review the Kaptur presentation for this week, as well as pages 233 through 305 in your Logistics textbook. Your MRP Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the MRP operating policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 MRP schedule formats and logic taken from http://www.softwareadvice.com/erp/?more=true#more or other MRP types from your own research of available MRP software (300 words)

**Part 5 –** **Distribution Requirements Planning** – Develop an Excel based Distribution Requirements Plan for your chosen product. Use the format and logic as shown in the illustrative Excel spread sheet to be found under Course Content. Show at least 4 distribution warehouses with 4 components planned for each with at least 1 common to all distribution warehouses. Review the Kaltura presentation for this week, as well as pages 319 through 406 in your Logistics textbook. Your DRP Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the DRP operating policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 DRP schedule formats and logic taken from http://www.softwareadvice.com/erp/?more=true#more or other DRP types from your own research of available MRP software (300 words)

**Part 6 –** **Capacity Requirements Planning** – Develop an Excel based Capacity Requirements Plan for your chosen product. Use the format and logic as shown in the
**Integrated Learning Project Example** found on
. Review the Kaptur presentation for this week, as well as pages 439 through 478 in your Logistics textbook. Your CRP Excel file will be accompanied by a written assignment containing:

· Details on how this module could be implemented (assignment management process, who should be involved, and why, etc.) within the chosen firm (300 words)

· Details on how this module could be operated (management process, key factors in the CRP operating policy, who should be responsible and why, the users of this modules data, etc.) within the chosen firm (300 words)

· What could be the future sources of inaccuracy in the data contained in the module (300 words)

· A comparison of any 2 CRP schedule formats and logic taken from
**ERP Software** or other CRP types from your own research of available CRP software (300 words)

**Part 7 – Assignment Plan**– Develop a time phased assignment plan for the implementation of an ERP system at your selected firm. Review the assigned Learn material, as well as pages 511 through 551 in your Logistics textbook. Your time phased assignment plan Excel file will be accompanied by a written assignment containing:

· Overall structure of the ERP implementation plan detailing responsibilities and timing (300 words)

· Details on the Education and Training activities of the plan, their sequencing and timing (300 words)

· Details on the key activities in the Bills of Materials sub-assignment to achieve a company document with 98% accuracy (300 words)

· Details on the key activities in the Warehouse sub-assignment to achieve a minimum of 95% accuracy (300 words)

· Details on the key activities in the Master Production Schedule sub-assignment to achieve a 98% customer service accuracy (300 words)

**Part 8 – Final Submission** – The final integrated Excel ERP working model for your chosen firm, due at the end of week 8, will tie all the preceding modules together into a fully integrated working ERP model in Excel. The integrated modules will include, Master Production Schedule, Bill of Materials, Materials Requirements Planning, Capacity Planning, Distribution Requirements Planning and Shop Floor Control. The Excel file will be submitted simultaneous with the following written report. The final course report would be about 3,000 words (excluding references and appendices), much of which would have been accumulated over the preceding 6 weeks.

· The final submission will also include a written management report detailing (1) a recommendation for implementation based on a cost / benefits analysis (2) implementation assignment plan with responsibilities, (3) a justified recommendation for an ERP system (e.g. SAP, or other) and its operation (local or cloud processing, scope of application (national, global, etc.)

Page 5 of 5

November 6, 2026
[Solved] Research

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Executive Solution Overview

[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets)

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[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets)

November 6, 2026
[Solved] QSO 435 Module Two Short Presentation Guidelines and Rubric

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 435 Module Two Short Presentation Guidelines and Rubric In Module Two, you learned about Agile practices for an adaptive approach. For this activity, you will submit a five-slide PowerPoint presentation…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

## QSO 435 Module Two Short Presentation Guidelines and Rubric

In Module Two, you learned about Agile practices for an adaptive approach. For this activity, you will submit a five-slide PowerPoint presentation that includes a voiceover and speaker notes within the PowerPoint presentation.

Your supervisor, the senior manager for the program management office (PMO), is excited by the success stories being reported about the use of Agile. Your supervisor wants to present Agile practices at the next monthly operations program management review (PMR). The VP of operations and the directors of the various divisions within operations are the target audience for this presentation. As the newest person on the staff, you are asked to create a short slide presentation to be presented by your supervisor at the next weekly staff meeting. In your presentation, you will:

– Keep your **presentation format** to five slides composed in bullet-point format.
– Describe **characteristics of Agile.**
– Make **distinctions between Agile and Waterfall** project management.
– Include a **voiceover and speaker notes** within each slide that elaborate on the corresponding topic for presentation purposes.

### What to Submit

Your assignment must be submitted as a five-slide PowerPoint presentation including bullet points and speaker notes and at least three sources cited in APA (6th edition) format.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Module Two Short Presentation Rubric

CriteriaMeets Expectations (100%)Partially Meets Expectations (70%)Does Not Meet Expectations (0%)Value **Presentation Format** Five slides, all in bullet-point formatFewer than five slides or not in bullet-point formatFewer than five slides and not in bullet-point format15 **Characteristics of Agile** Thoroughly describes the project characteristics of AgileExplains the characteristics of Agile but misses some key detailsDoes not explain the characteristics of Agile25 **Distinctions Between Agile and Waterfall** Includes clear and thorough distinctions between Agile and Waterfall project managementMakes distinctions between Agile and Waterfall project management but is not as clear or as thorough as possibleDoes not make distinctions between the two approaches25 **Voiceover and Speaker Notes** Voiceover and speaker notes within each slide elaborate on the corresponding topic by providing additional context and detailsVoiceover and speaker notes are included within each slide but do not elaborate on the corresponding topic by providing additional context and detailsVoiceover and speaker notes are not included25 **Clear Communication** Consistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication10 **Total:** 100%

November 6, 2026
[Solved] QSO 435 Module Two Journal Guidelines and Rubric

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 435 Module Two Journal Guidelines and Rubric The journal assignment for this module consists of your completed research on Scrum and its use with Agile. Your journal assignment should do the following: …

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

## QSO 435 Module Two Journal Guidelines and Rubric

The journal assignment for this module consists of your completed research on Scrum and its use with Agile. Your journal assignment should do the following:

– Describe the **core components** of Scrum and its application in Agile.
– Explain the **problems you anticipate in introducing Scrum** practices to the product owner.

### What to Submit

The journal assignment will be private between you and your instructor. Articulate your insights and ideas in a professional manner. Include citations and references in APA format where appropriate.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Module Two Journal Rubric

CriteriaMeets Expectations (100%)Partially Meets Expectations (70%)Does Not Meet Expectations (0%)Value **Core Components** Thoroughly describes the core components of Scrum and its application in AgileExplains some of the core components of Scrum and its application in AgileDoes not explain the core components of Scrum and its application in Agile35 **Problems Anticipated in Introducing Scrum** Thoroughly explains the problems anticipated in introducing Scrum practices to the product ownerPartially explains the problems anticipated in introducing Scrum practices to the product ownerDoes not explain the problems anticipated in introducing Scrum practices to the product owner35 **Communication** Evidences analysis of audience in journal assignmentEvidences some analysis of audience in journal assignmentDoes not evidence analysis of audience in journal assignment20 **Clear Communication** Consistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication10 **Total:** 100%

November 6, 2026
[Solved] QSO 435 Milestone One Guidelines and Rubric

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## QSO 435 Milestone One Guidelines and Rubric In Milestone One, you will select the scenario that you will use for your final project and review the various approaches to project management. You will submit a…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

## QSO 435 Milestone One Guidelines and Rubric

In Milestone One, you will select the scenario that you will use for your final project and review the various approaches to project management. You will submit an information paper targeted for the staff of the program management office (PMO) of your scenario organization.

Choose case study from the Harvard Business Publishing section of the course. Below are overviews for each case study:

**Going With the Flow: Agile Development at Dell** – This case study will immerse you in Dell Technologies’ transition from Scrum to Flow, a Lean approach to software development. You will be tasked with analyzing the challenges of adopting a new Agile methodology and developing strategies to facilitate this transition within a global team.

Specifically, the following **critical elements** must be addressed:

– **Scenario Selection:** Provide an overview of the current situation, facts, assumptions, and project requirements.
– Analyze **key principles of traditional project management (TPM) and adaptive project management (APM)** with detailed examples of key principles and stakeholders.
– Explain how the **triple constraint** is handled in traditional project management.
– Review various types of **project management (PM) approaches.**

### What to Submit

Your Milestone One submission, **Scenario Selection information paper,** must be 1–2 pages in length (not including a cover page and references page) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references cited in APA format.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Milestone One Rubric

CriteriaExceeds Expectations (100%)Meets Expectations (85%)Partially Meets Expectations (55%)Does Not Meet Expectations (0%)Value **Scenario Selection** Exceeds expectations and analysis clearly provides an overview of the current situation, facts, assumptions, and project requirements, and identifies the key information from the scenario without superfluous considerationsScenario selected; accurately and clearly provides an overview of the current situation, facts, assumptions, and project requirements, and identifies the key information from the scenarioScenario selected; analyzes the current situation, facts, assumptions, and project requirements, and identifies the key information, but with gaps in accuracy or clarityDoes not select a scenario and/or does not analyze the situation, facts, assumptions, and project requirements from the scenario15 **Analysis of TPM and APM** Exceeds expectations and analysis professionally details the key principles and stakeholders behind traditional and adaptive project management, with detailed examplesAnalyzes the key principles and stakeholders behind traditional and adaptive project management, with detailed examplesAnalyzes the key principles and stakeholders behind traditional and adaptive project management, but does not provide detailed examples or misses key elementsDoes not analyze the key principles and stakeholders behind traditional and adaptive project management25 **Triple Constraints** Exceeds expectations and analysis professionally details the key principles of triple constraint (cost, time, and scope) in TPM, with detailed examplesAnalyzes the key principles of triple constraint (cost, time, and scope) in TPM, with detailed examplesAnalyzes the key principles of triple constraint (cost, time, and scope) in TPM, but does not provide detailed examples or misses key elementsDoes not analyze the key principles of triple constraint (cost, time, and scope) in TPM25 **PM Approaches** Exceeds expectations and review is well organized and detailed to a level that shows keen insight into the nuances, risks, and benefits of various types of project management approachesReviews various types of project management approaches and describes each approach based on specific references to the previous analysisReviews various types of project management approaches, but does not make specific references to previous analysis or lacks necessary detailDoes not review types of project management approaches25 **Clear Communication** Exceeds expectations with an intentional use of language that promotes a thorough understandingConsistently and effectively communicates in an organized way to a specific audienceShows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understandingShows no evidence of consistent, effective, or organized communication10 **Total:** 100%

– [\
\
NA0690-PDF-ENG_dell.pdf](https://www.sweetstudy.com/files/na0690-pdf-eng-dell-pdf "NA0690-PDF-ENG_dell.pdf")

November 6, 2026
[Solved] BUSINESS (NO PLAGARISM A+ WORK, ON TIME)

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Tutor Discussion **files (1)** – ## 696WCollins.docx **## 696WCollins.docx** 2 MOA ( Respond no more than 150 words) My Career Development Plan follows the SMART goal framework discussed in this week’s lesson …

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

Tutor Discussion

**files (1)**

– ## 696WCollins.docx

**## 696WCollins.docx**

2

MOA ( Respond no more than 150 words)

My Career Development Plan follows the SMART goal framework discussed in this week’s lesson by ensuring each objective is specific, measurable, achievable, relevant, and time bound. In the short term, completing my MBA will strengthen my leadership, strategic planning, and project management abilities. These competencies are essential for professionals who must manage complex organizational environments and make data-informed decisions. Within three years, I plan to promote to Technical Sergeant in the United States Air Force while pursuing a master’s degree in Cybersecurity. This program will expand my understanding of network security, information assurance, cyber threat detection, and digital forensics. These skills are increasingly important as cyber threats affect national security, economic stability, and critical infrastructure. Over the long term, I intend to pursue a Doctor of Global Security to deepen my knowledge of international security policy and global strategic challenges. This progression aligns professional leadership development with advanced education. By integrating management knowledge from the MBA with cybersecurity and global security studies, I will be better prepared to contribute to organizations that operate within complex security and policy environments.

| | | | | | |
| — | — | — | — | — | — |
| Year | Year’s Objective | Milestone | Obstacle | Solution | Goal |
| 1 | Complete remaining MBA coursework while strengthening leadership and project management skills. | Successfully finish key MBA courses and maintain a GPA above program requirements. Begin applying project management frameworks to professional tasks. | Balancing full-time work, academic workload, and personal responsibilities. | Implement a structured weekly schedule, prioritize assignments using time management tools, and apply project planning techniques learned in the program. | Graduate with an MBA and demonstrate improved leadership and organizational skills applicable to management roles. |
| 3 | | |
| — |
| |

| |
| — |
| Promote to <br>**Technical Sergeant (E-6)** in the U.S. Air Force while beginning a <br>**Master’s Degree in Cybersecurity**. | | Meet promotion eligibility through strong performance evaluations, leadership contributions, and professional military development. Gain admission to AMU’s Cybersecurity master’s program. | Increased operational responsibilities while managing graduate coursework. | Develop a structured academic plan, use military education benefits, and apply time-management strategies. | Achieve promotion to Technical Sergeant and progress toward completing a Master’s in Cybersecurity focused on network security, information assurance, cyber threat detection, and risk management. |
| 5 | Pursue a <br>**Doctor of Global Security (DGS)** to expand strategic knowledge in international security and policy. | Apply to and gain admission into a Doctor of Global Security program. Begin doctoral research focused on global security challenges and policy development. | Balancing advanced doctoral studies with professional commitments. | Continue professional development, apply research and analytical skills from previous graduate programs, and maintain long-term academic planning. | Work toward completing the Doctor of Global Security degree to develop expertise in global security environments, national security policy, and international strategic decision-making. |

K H Career Development Plan ( Respond no more than 150 words)

| | | | | |
| — | — | — | — | — |
| Goal | Year's Objective | Milestone | Obstacle | Solution |
| Finish my MBA with an emphasis in Analytics. | Year 1: Complete graduate degree to enhance analytical and strategic skills. | Successfully completing this class. | Balancing coursework with full-time work and personal responsibilities. | Adhere to weekly time-management schedule that blocks out dedicated time for study. |
| Become a subject matter expert (SME) in my position as a Management Analyst. | Year 3: Achieve expert-level knowledge and be recognized as a go-to analyst in my office. | Lead at least one major tasker and identify and implement a large process-improvement. | Limited opportunities for high-visibility projects or mentorship roles due to hiring freeze. | Proactively communicate career goals to my supervisor and volunteer for taskers. |
| Increase my knowledge of Power BI. | Year 1: Develop advanced proficiency in Power BI for data visualization and business intelligence. | Complete an advanced Power BI certification course by the end of 2026 and apply it to my work. | Finding dedicated time for training alongside MBA studies and work duties. | Integrate Power BI learning into MBA projects where possible or dedicate a specific weekly time slot for the course. |
| 4. Maintain a sustainable work-life balance. | Ongoing (Years 1-5): Consistently protect personal time to ensure a healthy and sustainable career pace. | Schedule and take regular vacations, and establish a weekly routine that includes non-work-related activities. | The tendency for work and academic responsibilities to encroach on personal time. | Set firm boundaries, such as not checking work email after a certain hour, and schedule personal activities in my calendar. |
| 5. Find another federal position when we move back stateside. | Years 3-5: Prepare for and secure a new federal role in the target stateside location. | Identify target agencies and positions, begin working on federal resume, and accept a suitable offer by Year 5. | A competitive job market and the logistical challenges of a long-distance job search and relocation. | Leverage my MBA, SME status, and professional network to build a strong application and use federal employee networks for leads. |

My MBA with an emphasis in Analytics is the foundation of my career development plan. The program equips me with the advanced analytical frameworks and quantitative skills necessary to become a Subject Matter Expert (SME) in my current Management Analyst role and to master tools like Power BI. Luckily, there are already quite a few training courses offered by the program, but I feel like I can never get enough because I’m always learning new things. The strategic thinking and leadership competencies gained from my MBA studies should help as I aim to lead high-impact taskers. With tensions high and the sledgehammer directed at federal employees – RIF’s and other Manning taskers are continuously coming down the pipeline and each requires strategic thought to ensure compliance while also mitigating risk from loss personnel. My goal is to lead one of these taskers. Holding a master's degree strengthens my qualifications, making me a more competitive candidate for higher-grade federal positions when I transition stateside. Completing the course plan as directed to receive an MBA provides a critical knowledge base to not only achieve my immediate goals but also to propel my long-term career growth within the federal service.

**## 696WCollins.docx**

2

MOA ( Respond no more than 150 words)

My Career Development Plan follows the SMART goal framework discussed in this week’s lesson by ensuring each objective is specific, measurable, achievable, relevant, and time bound. In the short term, completing my MBA will strengthen my leadership, strategic planning, and project management abilities. These competencies are essential for professionals who must manage complex organizational environments and make data-informed decisions. Within three years, I plan to promote to Technical Sergeant in the United States Air Force while pursuing a master’s degree in Cybersecurity. This program will expand my understanding of network security, information assurance, cyber threat detection, and digital forensics. These skills are increasingly important as cyber threats affect national security, economic stability, and critical infrastructure. Over the long term, I intend to pursue a Doctor of Global Security to deepen my knowledge of international security policy and global strategic challenges. This progression aligns professional leadership development with advanced education. By integrating management knowledge from the MBA with cybersecurity and global security studies, I will be better prepared to contribute to organizations that operate within complex security and policy environments.

| | | | | | |
| — | — | — | — | — | — |
| Year | Year’s Objective | Milestone | Obstacle | Solution | Goal |
| 1 | Complete remaining MBA coursework while strengthening leadership and project management skills. | Successfully finish key MBA courses and maintain a GPA above program requirements. Begin applying project management frameworks to professional tasks. | Balancing full-time work, academic workload, and personal responsibilities. | Implement a structured weekly schedule, prioritize assignments using time management tools, and apply project planning techniques learned in the program. | Graduate with an MBA and demonstrate improved leadership and organizational skills applicable to management roles. |
| 3 | | |
| — |
| |

| |
| — |
| Promote to <br>**Technical Sergeant (E-6)** in the U.S. Air Force while beginning a <br>**Master’s Degree in Cybersecurity**. | | Meet promotion eligibility through strong performance evaluations, leadership contributions, and professional military development. Gain admission to AMU’s Cybersecurity master’s program. | Increased operational responsibilities while managing graduate coursework. | Develop a structured academic plan, use military education benefits, and apply time-management strategies. | Achieve promotion to Technical Sergeant and progress toward completing a Master’s in Cybersecurity focused on network security, information assurance, cyber threat detection, and risk management. |
| 5 | Pursue a <br>**Doctor of Global Security (DGS)** to expand strategic knowledge in international security and policy. | Apply to and gain admission into a Doctor of Global Security program. Begin doctoral research focused on global security challenges and policy development. | Balancing advanced doctoral studies with professional commitments. | Continue professional development, apply research and analytical skills from previous graduate programs, and maintain long-term academic planning. | Work toward completing the Doctor of Global Security degree to develop expertise in global security environments, national security policy, and international strategic decision-making. |

K H Career Development Plan ( Respond no more than 150 words)

| | | | | |
| — | — | — | — | — |
| Goal | Year's Objective | Milestone | Obstacle | Solution |
| Finish my MBA with an emphasis in Analytics. | Year 1: Complete graduate degree to enhance analytical and strategic skills. | Successfully completing this class. | Balancing coursework with full-time work and personal responsibilities. | Adhere to weekly time-management schedule that blocks out dedicated time for study. |
| Become a subject matter expert (SME) in my position as a Management Analyst. | Year 3: Achieve expert-level knowledge and be recognized as a go-to analyst in my office. | Lead at least one major tasker and identify and implement a large process-improvement. | Limited opportunities for high-visibility projects or mentorship roles due to hiring freeze. | Proactively communicate career goals to my supervisor and volunteer for taskers. |
| Increase my knowledge of Power BI. | Year 1: Develop advanced proficiency in Power BI for data visualization and business intelligence. | Complete an advanced Power BI certification course by the end of 2026 and apply it to my work. | Finding dedicated time for training alongside MBA studies and work duties. | Integrate Power BI learning into MBA projects where possible or dedicate a specific weekly time slot for the course. |
| 4. Maintain a sustainable work-life balance. | Ongoing (Years 1-5): Consistently protect personal time to ensure a healthy and sustainable career pace. | Schedule and take regular vacations, and establish a weekly routine that includes non-work-related activities. | The tendency for work and academic responsibilities to encroach on personal time. | Set firm boundaries, such as not checking work email after a certain hour, and schedule personal activities in my calendar. |
| 5. Find another federal position when we move back stateside. | Years 3-5: Prepare for and secure a new federal role in the target stateside location. | Identify target agencies and positions, begin working on federal resume, and accept a suitable offer by Year 5. | A competitive job market and the logistical challenges of a long-distance job search and relocation. | Leverage my MBA, SME status, and professional network to build a strong application and use federal employee networks for leads. |

My MBA with an emphasis in Analytics is the foundation of my career development plan. The program equips me with the advanced analytical frameworks and quantitative skills necessary to become a Subject Matter Expert (SME) in my current Management Analyst role and to master tools like Power BI. Luckily, there are already quite a few training courses offered by the program, but I feel like I can never get enough because I’m always learning new things. The strategic thinking and leadership competencies gained from my MBA studies should help as I aim to lead high-impact taskers. With tensions high and the sledgehammer directed at federal employees – RIF’s and other Manning taskers are continuously coming down the pipeline and each requires strategic thought to ensure compliance while also mitigating risk from loss personnel. My goal is to lead one of these taskers. Holding a master's degree strengthens my qualifications, making me a more competitive candidate for higher-grade federal positions when I transition stateside. Completing the course plan as directed to receive an MBA provides a critical knowledge base to not only achieve my immediate goals but also to propel my long-term career growth within the federal service.

November 6, 2026
[Solved] Decision Theory

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November 6, 2026
[Solved] Financial statements

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[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) How do you plan to use financial statements in your projected financial statement analysis? Include a rationale for your approach and identify what insights each type of statement provides.

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How do you plan to use financial statements in your projected financial statement analysis? Include a rationale for your approach and identify what insights each type of statement provides.

November 6, 2026