Global Supply Chain Development Workshop 1 “Internal Analysis”
Executive Summary Video
The Appleton Greene Corporate Training Program (CTP) for Global Supply Chain Development (GSCD) is provided by Mr. Buck BS Certified Learning Provider (CLP). Program Specifications: Monthly cost USD$2,500.00; Monthly Workshops 6 hours; Monthly Support 4 hours; Program Duration 12 months; Program orders subject to ongoing availability.
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Learning Provider Profile
Mr Buck is an approved Senior Consultant at Appleton Greene and he has experience in management, production and globalization. He has achieved a Bachelor of Applied Science IET/MET in Concentration in Operations Management. He has industry experience within the following sectors: Biotechnology; Manufacturing; Aerospace; Logistics and Technology. He has had commercial experience within the following countries: China; United Kingdom; Ireland and United States of America, or more specifically within the following cities: Shanghai; London; Cork; Minneapolis MN and Chicago IL. His personal achievements include: founded a corporation in 1991 and sold it in 2018 for $400m; entrepreneur of the year Ernst & Young 1998; entrepreneur of the year Ernst & Young 2004; built global manufacturing infrastructure and lead acquisition of 16 companies. His service skills incorporate: strategic planning; leadership development; supply chain; executive mentoring and merger & acquisition.
MOST Analysis
Mission Statement
The first stage of the program is to understand the history, current position and future outlook relating to Global Supply Chain Development (GSCD), not just for the organization as a whole, but for each individual department, including: customer service; e-business; finance; globalization; human resources; information technology; legal; management; marketing; production; education and logistics. This will be achieved by implementing a process within each department, enabling the head of that department to conduct a detailed and thorough internal analysis to establish the internal strengths and weaknesses and the external opportunities and threats in relation to Global Supply Chain Development (GSCD) and to establish a MOST analysis: Mission; Objectives; Strategies; Tasks, enabling them to be more proactive about the way in which they plan, develop, implement, manage and review Global Supply Chain Development (GSCD), within their department.
Objectives
01. Obtain a clear understanding of the core objective of Workshop 1. Time Allocated: 1 Month
02. Analyse the history of Global Supply Chain Development (GSCD) within your department. Time Allocated: 1 Month
03. Analyse the current position of Global Supply Chain Development (GSCD) within your department. Time Allocated: 1 Month
04. Analyse the future outlook of Global Supply Chain Development (GSCD) within your department. Time Allocated: 1 Month
05. Analyse internal strengths and weaknesses, relating to Global Supply Chain Development (GSCD), within your department. Time Allocated: 1 Month
06. Analyse external opportunities and threats, relating to Global Supply Chain Development (GSCD), within your department. Time Allocated: 1 Month
07. Identify and engage up to 10 Key Stakeholders within your department. Time Allocated: 1 Month
08. Identify a process that would enable your stakeholders to decentralize Global Supply Chain Development (GSCD). Time Allocated: 1 Month
09. Estimate the likely costs and the ongoing financial budget required for this process. Time Allocated: 1 Month
10. Estimate the likely hours and the ongoing time budget required for this process. Time Allocated: 1 Month
Strategies
01. Each department head is to personally set aside time to study Workshop 1 content thoroughly.
02. List the key projects that have been undertaken historically within your department and analyse how and if Global Supply Chain Development (GSCD) was used and where it was successful.
03. List the key projects that are currently being undertaken within your department and analyse how and if Global Supply Chain Development (GSCD) is being used and where it is being successful.
04. List the key projects that are scheduled to be undertaken in the future within your department and analyse how Global Supply Chain Development (GSCD) can be used in order to ensure success.
05. Research internal strengths and weaknesses, relating to Global Supply Chain Development (GSCD), within your department.
06. Research external opportunities and threats, relating to Global Supply Chain Development (GSCD), within your department.
07. Review the files and resumes of employees within your department in order to identify those with (GSCD) experience.
08. Research and identify a process that would enable your stakeholders to decentralize Global Supply Chain Development (GSCD).
09. Liaise with the Finance department to evaluate the likely costs and the ongoing financial budget required for this process.
10. Liaise with the Human Resource department to evaluate the likely hours and the ongoing time budget required for this process.
Tasks
01. Read through the entire workshop content while making notes including: Profile; MOST; Introduction; Executive Summary; Curriculum; Distance Learning; Tutorial Support; How To Study; Preliminary Analysis; Course Manuals; Project Studies; Benefits.
02. Create a task on your calendar, to be completed within the next month, in order to list and analyse historical projects.
03. Create a task on your calendar, to be completed within the next month, in order to list and analyse current projects.
04. Create a task on your calendar, to be completed within the next month, in order to list and analyse future projects.
05. Create a task on your calendar, to be completed within the next month, in order to research and analyse internal strengths and weaknesses, relating to Global Supply Chain Development (GSCD), within your department.
06. Create a task on your calendar, to be completed within the next month, in order to research and analyse external opportunities and threats, relating to Global Supply Chain Development (GSCD), within your department.
07. Set up interviews with employees within your department in order to identify those with a collaborative nature.
08. Implement a process that will enable your stakeholders to decentralize Global Supply Chain Development (GSCD).
09. Set up an appointment with the Finance department to evaluate the likely costs and the ongoing financial budget required for this process.
10. Set up appointment with Human Resource department to evaluate the likely hours and the ongoing time budget required for this process.
Workshop Introduction
Workshop Objective
The first stage of the program is to understand the history, current position and future outlook relating to Global Supply Chain Development (GSCD), not just for the organization as a whole, but for each individual department, including: customer service; e-business; finance; globalization; human resources; information technology; legal; management; marketing; production; education and logistics. This will be achieved by implementing a process within each department, enabling the head of that department to conduct a detailed and thorough internal analysis to establish the internal strengths and weaknesses and the external opportunities and threats in relation to Global Supply Chain Development (GSCD) and to establish a MOST analysis: Mission; Objectives; Strategies; Tasks, enabling them to be more proactive about the way in which they plan, develop, implement, manage and review (GSCD), within their department.
Global Supply-Chain – The impact of globalization upon the supply-chain
The globalization of business is the best thing to happen to supply chain management (SCM) in the last 30 years. This seemingly bold statement is made not because globalization has made SCM any easier quite the contrary. Driven by overwhelming market forces, globalization has forced countries and companies to become more efficient, creating the infrastructure and competitive advantage necessary to survive the early rounds of a brawl that will undoubtedly go beyond the last bell. Unfortunately, whether one is in favor of or against globalization is irrelevant for purposes of this discussion. Although both sides of the globalization debate have valid points, the fact is that it will continue. Reality dictates that if companies intend to not just survive but prosper in a hyper-competitive environment, they would be well advised to acknowledge the complex nature of the terrain in which they find themselves deployed. What is relevant to this discussion, however, is a basic understanding of what globalization is and its significance to the field of SCM. Globalization assumes many faces, but in the realm of economic development it revolves around the nurturing of commerce through the removal of both tariff and non-tariff barriers to trade. Driven mainly by the World Trade Organization (WTO) and its predecessor, the General Agreement on Tariffs and Trade (GATT), countries that embrace globalization allow access to their markets through lower tariffs while seeking reciprocal business opportunities in member countries around the world.
Globalization has created both opportunities and risks for companies, as the more connected economic environment has brought more customers and new markets whereas also bought larger extent of competitors. Globalization process along with the emerging of new markets for goods and service, new resources and supplier, and new pools of labor creates opportunities to companies. The more collaborative environment makes it possible for companies to reduce cost and focusing on these core competencies to participate more profitably in the global trade. Accompanied with the opportunities, challenges regard to supply chain also presented with the globalization. The global marketplace has made supply and demand more volatile and hard to forecast as there is a greater reliance on different companies spread over great distances. The global network made the supply chain more complex as the increased number of suppliers, customers and plants spread throughout the world. This can make it difficult for managers to maintain an adequate level of control over their operations. There is also increased competition from low cost products from overseas markets. Expanded market also means a broader range of competitors, companies devote themselves to explore more efficient technologies, strategies to provide better quality products, faster delivery service, and lower cost in order to maintain their comparative advantages in the global competition. Decreased number of information is another factor that may undermine the global supply chain. With large number of partners and franchises, decisions are difficult to be made with full information and therefore brings risk to the supply chain. The uncertainty accompanied with the globalization process, companies are seeking for new methods and strategies to mitigate the risk and take control over the uncertainty factors. Have a better understanding of the risks and prepare for an plan to response to the issues coming out is the way to enhance the ability of companies to stand against the challenges.
“Being Successful Means Managing Uncertainty. How will you face so many uncertainties and potential challenges? You certainly can’t control all external forces (political, natural disasters, energy costs, counterfeiting, and others), but you can start by making SCRM an integral part of your organization’s strategic planning process and redefining your internal practices and processes. As you plan for the future and build on strengths, make sure you understand the risks and threats that could cause you to lose competitive advantage. All of your executives need to be involved in this process. In addition, you will need an emergency plan for new external or internal threats. A proper SCRM plan is not about building fear in the organization, but rather about bringing peace of mind. Your organization will have taken the time to understand what is important and how to protect it, should a crisis happen. This will ultimately make your organization stronger and ready to take advantage of situations that cause others to flounder.”
Global Supply-Chain – Methodology
Supply Chain Development and Management, along with the closely related subject matter of logistics are the cornerstones of a competitive global corporate strategy, increased market share and amplification of stake holder value. Global Supply Chain Development (GSCD) provides in Phase I a framework for your understanding of supply chain development and management and its related components e.g. comprehensive introduction to supply chain management, an overview of all of the important dimensions logistics and their peculiar relationship to both supply chain management and its relevance to global trade strategy. Phase II is related to is related to strategic factors, supply chain relationships and third party logistics services, performance metrics and financial analysis, along with an emphasis on information systems and the discipline they create. Phase III addresses the key process steps within supply chain fulfillment e.g. order management and customer service, inventory management, transportation and distribution. Phase IV delves into the subject topic area of supply chain planning, sourcing and operations, tools needed to design, develop and refine a supply chain network, alongside of procurement and strategic vendor relationships. Phase V covers the areas enveloped by major macro industry trends that will condition the future of logistics and supply management as well as specific strategies that will enable sustained competitive strength.
Global Supply-Chain Development (GSCD)
Abstract.
To be competitive in today’s global marketplace, and to effectively serve global operations, supply chains must also be “world class”. This paper provides a step-by-step approach to global supply chain development, contrasts global to domestic development, and identifies challenges, complexities, and strategies for building multi-national supply chains.
Domestic vs. Global Supply Chains
Current State of Global Supply Chain Activities
Today top management of major corporations realize that good management of supply chains (including purchasing, finance, materials management, transportation and logistics management, quality management, information technology and time management) can make major contributions to the bottom line and help their organizations implement strategic initiatives and achieve overall goals. As a result of developments in communication and transportation, globalization is now accepted as a “way of life,” the normal way of doing business. In many, if not most industries, companies must adopt a global view of their operations in order to survive. Unfortunately, many corporations are still stuck in the domestic paradigm and are not aware of, or taking advantage of improvements and benefits that could come from an optimal global supply chain.
Changing World Situation, Growing Need for Global Supply Chains
Some changes that are underway and moving swiftly that affect globalization of supply chains include: more investment by U.S. industries in non-U.S. areas, increased international spending activity by major U.S. corporations, mergers, acquisitions, and joint ventures involving companies from different countries linking more organizations across the globe, and more organizations are making purchasing and supply decisions based on total cost of ownership and value added. Many buying and selling markets are worldwide, creating the need for optimized, global supply chains. Improvements in transportation and communication technology have made the creation and management of global supply chains efficient and effective to serve either domestic or worldwide requirements.
Corporations seek to apply technology and immediately obtain returns from technological investment before obsolescence occurs. Information technologies have enabled the aggregation of category spend across organizational business units around the world, thereby enabling strategic sourcing, strategic cost management and “supply-demand optimization. This development has facilitated cross-functional, cross-organizational approaches to sourcing activities, enabling total cost savings and other key synergies across the supply chain to be realized. Firms that have invested in ERP technology such as SAP, Oracle, J. D. Edwards, Ariba, etc. want to leverage their return on this investment. Utilizing this type of technology to optimize global operations and to expand and link systems and applications across business units worldwide provides increased capability to establish and manage global supply chains. Growing participation by companies in buying and selling consortiums is also impacting global purchasing and supply chain activity. Such arrangements intensify the need to gain competitive advantage vs. competitors’ supply chains.
Global Supply Chain Objectives
Overall Objective of Global Supply Chains
Have in place the global supply chain configuration that results in meeting or exceeding worldwide customer (internal and/or external) expectations at the lowest strategic cost.
Specific Objectives and Expectations of Global Supply Chains
In general the objectives of global supply chains are the same as domestic supply chains. The main differences are the scope of the supply chain and the number and types of participants that may be present: Leverage spend (across business units and geographic boundaries); Align Incentives for integration of activities (buyers, suppliers, end-users) to support organizational goals and strategies; Optimize supply chain operations (no. of members, capabilities, costs); Reduce inventories across the chain; Reduce all costs (item costs and supply chain operational costs); Assurance of supply of right quality items for production and support activities; Have well designed investment recovery processes; Critical cycle time improvements; Address local content and local business development goals.
Global Complexities
Sourcing in multiple countries brings with it a number of considerations not encountered domestically. Some of the complexities include: Currency exchange and risk; Countertrade opportunities and requirements; Varying laws and jurisdictional questions; Cultural differences; Language differences; Labor and training availability, practices, laws, regulations; Transportation, packing, shipping, storing, import, export, customs; Security: materials, products, personnel, intellectual property.
Challenges and Barriers to Building Global Supply Chains
In the varying environments encountered internationally, there are a number of challenges and barriers involved in building global supply chains. Many of these are rarely if ever a concern with domestic supply chains. Some of these include: Uncertain political stability, different government agendas; Lack of infrastructure in some countries (roads, port facilities, trained labor, utilities, communications); Lack of critical market mass in particular countries; High transaction costs due to varying business environments; Requirements to use in-country agents or partners and local content requirements; Lack of potential for repeat purchases, e.g. in project situations; Slower adoption of e-business than in the domestic market; No or limited free trade zone availability; Partner/contract limitations requiring bidding for all procurement activities and inhibiting alliance-building; High logistics and transportation costs; Different time zones (communication difficulties); Financial risks are higher, e.g., potential for war, terrorism, government changes; The nature of global activity (may be fragmented and/or scattered); Long/unpredictable supplier lead times; Protectionism (tariffs, duties, quotas, inspections); Limited number of qualified global suppliers; Difficult to link global project work to “run and maintain” global activities; Limited availability of trained personnel for purchasing or supply management positions; Supply chain management skill gaps and training requirements need to be addressed.
Executive Summary
General Approach to Global Supply Chain Management
Developing Global Supply Chains
The development of global supply chains requires the same information as the development of domestic supply chains but, in addition, also requires additional information on subjects that include: international logistics, laws, customs, culture, ethics, language, politics, governments, and currency. Team approaches should be used for developing global supply chains, include on teams all departments or organizations who will be affected by the supply chain. What, when, and where items are required from the supply chain must be well-defined. Required items must also be completely specified and quantity demand forecasts prepared to guide potential supply chain members. Sources of potential supply chain members include: international expansion of domestic suppliers, current or potential suppliers in the target country or country of international operations, current or potential suppliers in third countries. Supplier qualification evaluations must include ability to conduct international operations and to meet international requirements in addition to the usual domestic considerations. Think “global” and act “local” as required. The imperative of adopting a “glocality” strategy requires balancing standardization of souring, processes and tools with the needs for customization.
Implementing Global Supply Chains
After identification of supply chain partners, an implementation team should be identified and used to plan and conduct the actual implementation of supply chain operations. Processes and procedures need to be documented in detail and tested or piloted before full implementation. Training for all participants in new or revised procedures and processes must not be overlooked. Metrics for administration and evaluation of the operation of the supply chain must be identified and agreed upon by the members of the supply chain. A plan and schedule for implementation and subsequent administration and evaluation of supply chain activities and operations must be developed by the implementation team.
Maintaining Global Supply Chains
Regular evaluation using agreed-upon metrics followed by corrective action as necessary will help assure that expected benefits will be achieved. A program of continuous improvement review will assure that the supply chain remains effective and efficient in achieving its goals.
Step by Step Approach for Developing Global Supply Chains, A “best practice” Framework
1. Secure a top-level organizational mandate which prioritizes and supports SCM
2. Form a cross-functional global supply chain development team: Include all affected parties, internal and external; The team composition may change as development and implementation proceeds.
3. Identify needs and opportunities for supply chain globalization: Determine the requirements your supply chain must meet; Commodities, materials, services required; Dollar value of materials and services procured or to be procured; Importance of commodities, materials, and services to achievement of company strategic objectives; Performance metrics for qualification and evaluation of suppliers; A center of excellence comparison to industry best practices; Determine the current status of your supply chain “as is”; Existing suppliers of materials and services; Customers (who, where, what products) o Commodity markets (major markets procured from); Current performance, problem areas; Competitiveness (cost, quality, delivery, responsiveness); “Fit” of your current supply chain with your operational requirements; When determining supply chain requirements and current status, use a framework such as the iSource Global Enabled Supply Chain Map (iSource Business, August-September, 2002). The main components of this particular framework include the following items: Order/Demand capture (What materials/services are needed?); Supply chain planning; Supply chain event management; Sourcing (Where can we get what is needed?); Trading exchanges; Commodity team and supplier collaboration; Spend analytics and supply strategy; Content management; Auctions; Procurement (How to purchase needed requirements); Supplier relationship management; Content management; Marketplaces; Fulfillment (Order/delivery status); Order management; Call center operations; Sales and marketing support; Warehousing, inventory management and deployment; Logistics (What/when/where/how much/cycle time management); Inventory management in motion or at rest; Physical management of movement of goods and resources; Transportation; Payment (How/when to pay); Electronic funds transfer; Procurement cards; Customer Relationship Management; Content management; Channel management and customer analytics; Reverse logistics/material and/or merchandise returns; Partnership/alliance considerations All of these are operational dimensions of supply chains which must be identified, considered, and included in any determination of requirements and assessment of current status of supply chains.
4. Determine commodity/service priorities for globalization consideration based on needs and opportunities.
5. Identify potential markets and suppliers and compare to “as is” markets, suppliers, and supply chain arrangements, operations, and results.
6. Evaluate/qualify markets and suppliers, identify supplier pool (determine best ones based on likely total cost of ownership (TCO), and best potential to meet or exceed expectations and requirements).
7. Determine selection process for suppliers, e.g. request for proposal (RFP), bid invitation, point system, past performance, references, reverse auction, negotiation, etc.
8. Select suppliers or confirm current suppliers; formalize agreements with suppliers.
9. Implement agreements with key metrics established.
10. Monitor, evaluate, review, and revise as needed.
11. Capture key cost savings, synergies and cycle time improvements.
12. Set up a continuous mechanism to communicate benefits to appropriate stakeholders.
Strategies and Tactics
Some strategies that are useful in building global supply chains include: optimize the size (determine the best number of suppliers to optimize cost and performance) of the supply base; search globally for potential suppliers; use strategic supplier alliances; conduct total cost of ownership analysis on all significant buys; use suppliers that practice total quality management; use integrated supply management as a means of increasing value while reducing cost and complexity of the supply chain; conduct reverse auctions to determine price/cost reduction potential; integrate local business development and local content activities into your strategy. Tactics that are useful in building global supply chains include: synchronize information and material flows, i.e. match the information with the material flows to improve ability to monitor supply chain activity and performance; rationalize the supply base (reduce to the optimum number of suppliers); provide suppliers with accurate forecasts of demand so they can provide the required supply at the times required and at the lowest total cost; determine performance objectives for supply chains and develop metrics and measurements to determine how well they are being met; minimize inventory investment by using supplier managed inventories or just-in-time with electronic linkages to communicate and release.
Some Key Enablers for Building Global Supply Chains
Top management vision with proactive, visible support; Collateral change-management initiatives; Organizational procurement effort moderately or highly centralized to maximize leverage of spend; Safety programs are effectively interwoven into all operational activities; A diffusion of information systems that capture detailed spending activities by commodity, business unit, supplier, and geographical area or country; Mutual mentoring/problem solving/synergy among members of the supply chain (the supply chain is assembled by utilizing the core competencies of each member); Responding to host country’s interests without damaging supply chains; Organization has a structured and active strategic sourcing process; The organization’s culture allows for a total cost of ownership philosophy; Quality certifications can be captured for key global suppliers; Reporting capabilities for performance measurement of supply chain activities and results; Supply chain member integration of quality and spend data, organized by company, business unit, geography, commodity or service category, and supplier; Facilitated information links between and within firms; Participants in the supply chain have a “boundary-spanning” perspective (as opposed to narrow or limited vision of business processes); Building persuasive business cases that demonstrate the new way to do business, i.e. building effective supply chains is a compelling economic issue that will improve the bottom line of business units and the overall organization; Training programs are designed and implemented to update SCM skill sets.
Elements of Total Cost for International Sourcing
Base price; Tooling costs; Packaging; Escalation; Transportation; Customs duty/tariffs; Insurance premiums; Payment terms and fees for payment transactions; Documentation fees; Port storage fees; Port, terminal, and handling fees; Customs broker fees; Taxes; Communication costs; Travel costs; Inventory carrying costs; Speed of implementation of advantageous sourcing options and SCM savings programs.
In summary, effective development of global supply chains is focused on redefining and adapting organizational strategies to provide competitive advantage. All of these SCM design efforts should be undertaken within the context of the organization’s corporate DNA. Global SCM strategies should address stakeholder value, align with business unit objectives, and enhance safety, diversity, local business development and customer service needs. Change management should support such efforts. The responsiveness of your supply chains to all of these elements can make them “world class.”
Curriculum
Internal Analysis – Workshop 1
- Part 1 Customer Services
- Part 2 E-Business
- Part 3 Finance
- Part 4 Globalization
- Part 5 Human Resources
- Part 6 Information Technology
- Part 7 Legal
- Part 8 Management
- Part 9 Marketing
- Part 10 Production
- Part 11 Education
- Part 12 Logistics
Distance Learning
Introduction
Welcome to Appleton Greene and thank you for enrolling on the Global Supply Chain Development (GSCD) corporate training program. You will be learning through our unique facilitation via distance-learning method, which will enable you to practically implement everything that you learn academically. The methods and materials used in your program have been designed and developed to ensure that you derive the maximum benefits and enjoyment possible. We hope that you find the program challenging and fun to do. However, if you have never been a distance-learner before, you may be experiencing some trepidation at the task before you. So we will get you started by giving you some basic information and guidance on how you can make the best use of the modules, how you should manage the materials and what you should be doing as you work through them. This guide is designed to point you in the right direction and help you to become an effective distance-learner. Take a few hours or so to study this guide and your guide to tutorial support for students, while making notes, before you start to study in earnest.
Study environment
You will need to locate a quiet and private place to study, preferably a room where you can easily be isolated from external disturbances or distractions. Make sure the room is well-lit and incorporates a relaxed, pleasant feel. If you can spoil yourself within your study environment, you will have much more of a chance to ensure that you are always in the right frame of mind when you do devote time to study. For example, a nice fire, the ability to play soft soothing background music, soft but effective lighting, perhaps a nice view if possible and a good size desk with a comfortable chair. Make sure that your family know when you are studying and understand your study rules. Your study environment is very important. The ideal situation, if at all possible, is to have a separate study, which can be devoted to you. If this is not possible then you will need to pay a lot more attention to developing and managing your study schedule, because it will affect other people as well as yourself. The better your study environment, the more productive you will be.
Study tools & rules
Try and make sure that your study tools are sufficient and in good working order. You will need to have access to a computer, scanner and printer, with access to the internet. You will need a very comfortable chair, which supports your lower back, and you will need a good filing system. It can be very frustrating if you are spending valuable study time trying to fix study tools that are unreliable, or unsuitable for the task. Make sure that your study tools are up to date. You will also need to consider some study rules. Some of these rules will apply to you and will be intended to help you to be more disciplined about when and how you study. This distance-learning guide will help you and after you have read it you can put some thought into what your study rules should be. You will also need to negotiate some study rules for your family, friends or anyone who lives with you. They too will need to be disciplined in order to ensure that they can support you while you study. It is important to ensure that your family and friends are an integral part of your study team. Having their support and encouragement can prove to be a crucial contribution to your successful completion of the program. Involve them in as much as you can.
Successful distance-learning
Distance-learners are freed from the necessity of attending regular classes or workshops, since they can study in their own way, at their own pace and for their own purposes. But unlike traditional internal training courses, it is the student’s responsibility, with a distance-learning program, to ensure that they manage their own study contribution. This requires strong self-discipline and self-motivation skills and there must be a clear will to succeed. Those students who are used to managing themselves, are good at managing others and who enjoy working in isolation, are more likely to be good distance-learners. It is also important to be aware of the main reasons why you are studying and of the main objectives that you are hoping to achieve as a result. You will need to remind yourself of these objectives at times when you need to motivate yourself. Never lose sight of your long-term goals and your short-term objectives. There is nobody available here to pamper you, or to look after you, or to spoon-feed you with information, so you will need to find ways to encourage and appreciate yourself while you are studying. Make sure that you chart your study progress, so that you can be sure of your achievements and re-evaluate your goals and objectives regularly.
Self-assessment
Appleton Greene training programs are in all cases post-graduate programs. Consequently, you should already have obtained a business-related degree and be an experienced learner. You should therefore already be aware of your study strengths and weaknesses. For example, which time of the day are you at your most productive? Are you a lark or an owl? What study methods do you respond to the most? Are you a consistent learner? How do you discipline yourself? How do you ensure that you enjoy yourself while studying? It is important to understand yourself as a learner and so some self-assessment early on will be necessary if you are to apply yourself correctly. Perform a SWOT analysis on yourself as a student. List your internal strengths and weaknesses as a student and your external opportunities and threats. This will help you later on when you are creating a study plan. You can then incorporate features within your study plan that can ensure that you are playing to your strengths, while compensating for your weaknesses. You can also ensure that you make the most of your opportunities, while avoiding the potential threats to your success.
Accepting responsibility as a student
Training programs invariably require a significant investment, both in terms of what they cost and in the time that you need to contribute to study and the responsibility for successful completion of training programs rests entirely with the student. This is never more apparent than when a student is learning via distance-learning. Accepting responsibility as a student is an important step towards ensuring that you can successfully complete your training program. It is easy to instantly blame other people or factors when things go wrong. But the fact of the matter is that if a failure is your failure, then you have the power to do something about it, it is entirely in your own hands. If it is always someone else’s failure, then you are powerless to do anything about it. All students study in entirely different ways, this is because we are all individuals and what is right for one student, is not necessarily right for another. In order to succeed, you will have to accept personal responsibility for finding a way to plan, implement and manage a personal study plan that works for you. If you do not succeed, you only have yourself to blame.
Planning
By far the most critical contribution to stress, is the feeling of not being in control. In the absence of planning we tend to be reactive and can stumble from pillar to post in the hope that things will turn out fine in the end. Invariably they don’t! In order to be in control, we need to have firm ideas about how and when we want to do things. We also need to consider as many possible eventualities as we can, so that we are prepared for them when they happen. Prescriptive Change, is far easier to manage and control, than Emergent Change. The same is true with distance-learning. It is much easier and much more enjoyable, if you feel that you are in control and that things are going to plan. Even when things do go wrong, you are prepared for them and can act accordingly without any unnecessary stress. It is important therefore that you do take time to plan your studies properly.
Management
Once you have developed a clear study plan, it is of equal importance to ensure that you manage the implementation of it. Most of us usually enjoy planning, but it is usually during implementation when things go wrong. Targets are not met and we do not understand why. Sometimes we do not even know if targets are being met. It is not enough for us to conclude that the study plan just failed. If it is failing, you will need to understand what you can do about it. Similarly if your study plan is succeeding, it is still important to understand why, so that you can improve upon your success. You therefore need to have guidelines for self-assessment so that you can be consistent with performance improvement throughout the program. If you manage things correctly, then your performance should constantly improve throughout the program.
Study objectives & tasks
The first place to start is developing your program objectives. These should feature your reasons for undertaking the training program in order of priority. Keep them succinct and to the point in order to avoid confusion. Do not just write the first things that come into your head because they are likely to be too similar to each other. Make a list of possible departmental headings, such as: Customer Service; E-business; Finance; Globalization; Human Resources; Technology; Legal; Management; Marketing and Production. Then brainstorm for ideas by listing as many things that you want to achieve under each heading and later re-arrange these things in order of priority. Finally, select the top item from each department heading and choose these as your program objectives. Try and restrict yourself to five because it will enable you to focus clearly. It is likely that the other things that you listed will be achieved if each of the top objectives are achieved. If this does not prove to be the case, then simply work through the process again.
Study forecast
As a guide, the Appleton Greene Global Supply Chain Development (GSCD) corporate training program should take 12-18 months to complete, depending upon your availability and current commitments. The reason why there is such a variance in time estimates is because every student is an individual, with differing productivity levels and different commitments. These differentiation’s are then exaggerated by the fact that this is a distance-learning program, which incorporates the practical integration of academic theory as an as a part of the training program. Consequently all of the project studies are real, which means that important decisions and compromises need to be made. You will want to get things right and will need to be patient with your expectations in order to ensure that they are. We would always recommend that you are prudent with your own task and time forecasts, but you still need to develop them and have a clear indication of what are realistic expectations in your case. With reference to your time planning: consider the time that you can realistically dedicate towards study with the program every week; calculate how long it should take you to complete the program, using the guidelines featured here; then break the program down into logical modules and allocate a suitable proportion of time to each of them, these will be your milestones; you can create a time plan by using a spreadsheet on your computer, or a personal organizer such as MS Outlook, you could also use a financial forecasting software; break your time forecasts down into manageable chunks of time, the more specific you can be, the more productive and accurate your time management will be; finally, use formulas where possible to do your time calculations for you, because this will help later on when your forecasts need to change in line with actual performance. With reference to your task planning: refer to your list of tasks that need to be undertaken in order to achieve your program objectives; with reference to your time plan, calculate when each task should be implemented; remember that you are not estimating when your objectives will be achieved, but when you will need to focus upon implementing the corresponding tasks; you also need to ensure that each task is implemented in conjunction with the associated training modules which are relevant; then break each single task down into a list of specific to do’s, say approximately ten to do’s for each task and enter these into your study plan; once again you could use MS Outlook to incorporate both your time and task planning and this could constitute your study plan; you could also use a project management software like MS Project. You should now have a clear and realistic forecast detailing when you can expect to be able to do something about undertaking the tasks to achieve your program objectives.
Performance management
It is one thing to develop your study forecast, it is quite another to monitor your progress. Ultimately it is less important whether you achieve your original study forecast and more important that you update it so that it constantly remains realistic in line with your performance. As you begin to work through the program, you will begin to have more of an idea about your own personal performance and productivity levels as a distance-learner. Once you have completed your first study module, you should re-evaluate your study forecast for both time and tasks, so that they reflect your actual performance level achieved. In order to achieve this you must first time yourself while training by using an alarm clock. Set the alarm for hourly intervals and make a note of how far you have come within that time. You can then make a note of your actual performance on your study plan and then compare your performance against your forecast. Then consider the reasons that have contributed towards your performance level, whether they are positive or negative and make a considered adjustment to your future forecasts as a result. Given time, you should start achieving your forecasts regularly.
With reference to time management: time yourself while you are studying and make a note of the actual time taken in your study plan; consider your successes with time-efficiency and the reasons for the success in each case and take this into consideration when reviewing future time planning; consider your failures with time-efficiency and the reasons for the failures in each case and take this into consideration when reviewing future time planning; re-evaluate your study forecast in relation to time planning for the remainder of your training program to ensure that you continue to be realistic about your time expectations. You need to be consistent with your time management, otherwise you will never complete your studies. This will either be because you are not contributing enough time to your studies, or you will become less efficient with the time that you do allocate to your studies. Remember, if you are not in control of your studies, they can just become yet another cause of stress for you.
With reference to your task management: time yourself while you are studying and make a note of the actual tasks that you have undertaken in your study plan; consider your successes with task-efficiency and the reasons for the success in each case; take this into consideration when reviewing future task planning; consider your failures with task-efficiency and the reasons for the failures in each case and take this into consideration when reviewing future task planning; re-evaluate your study forecast in relation to task planning for the remainder of your training program to ensure that you continue to be realistic about your task expectations. You need to be consistent with your task management, otherwise you will never know whether you are achieving your program objectives or not.
Keeping in touch
You will have access to qualified and experienced professors and tutors who are responsible for providing tutorial support for your particular training program. So don’t be shy about letting them know how you are getting on. We keep electronic records of all tutorial support emails so that professors and tutors can review previous correspondence before considering an individual response. It also means that there is a record of all communications between you and your professors and tutors and this helps to avoid any unnecessary duplication, misunderstanding, or misinterpretation. If you have a problem relating to the program, share it with them via email. It is likely that they have come across the same problem before and are usually able to make helpful suggestions and steer you in the right direction. To learn more about when and how to use tutorial support, please refer to the Tutorial Support section of this student information guide. This will help you to ensure that you are making the most of tutorial support that is available to you and will ultimately contribute towards your success and enjoyment with your training program.
Work colleagues and family
You should certainly discuss your program study progress with your colleagues, friends and your family. Appleton Greene training programs are very practical. They require you to seek information from other people, to plan, develop and implement processes with other people and to achieve feedback from other people in relation to viability and productivity. You will therefore have plenty of opportunities to test your ideas and enlist the views of others. People tend to be sympathetic towards distance-learners, so don’t bottle it all up in yourself. Get out there and share it! It is also likely that your family and colleagues are going to benefit from your labors with the program, so they are likely to be much more interested in being involved than you might think. Be bold about delegating work to those who might benefit themselves. This is a great way to achieve understanding and commitment from people who you may later rely upon for process implementation. Share your experiences with your friends and family.
Making it relevant
The key to successful learning is to make it relevant to your own individual circumstances. At all times you should be trying to make bridges between the content of the program and your own situation. Whether you achieve this through quiet reflection or through interactive discussion with your colleagues, client partners or your family, remember that it is the most important and rewarding aspect of translating your studies into real self-improvement. You should be clear about how you want the program to benefit you. This involves setting clear study objectives in relation to the content of the course in terms of understanding, concepts, completing research or reviewing activities and relating the content of the modules to your own situation. Your objectives may understandably change as you work through the program, in which case you should enter the revised objectives on your study plan so that you have a permanent reminder of what you are trying to achieve, when and why.
Distance-learning check-list
Prepare your study environment, your study tools and rules.
Undertake detailed self-assessment in terms of your ability as a learner.
Create a format for your study plan.
Consider your study objectives and tasks.
Create a study forecast.
Assess your study performance.
Re-evaluate your study forecast.
Be consistent when managing your study plan.
Use your Appleton Greene Certified Learning Provider (CLP) for tutorial support.
Make sure you keep in touch with those around you.
Tutorial Support
Programs
Appleton Greene uses standard and bespoke corporate training programs as vessels to transfer business process improvement knowledge into the heart of our clients’ organizations. Each individual program focuses upon the implementation of a specific business process, which enables clients to easily quantify their return on investment. There are hundreds of established Appleton Greene corporate training products now available to clients within customer services, e-business, finance, globalization, human resources, information technology, legal, management, marketing and production. It does not matter whether a client’s employees are located within one office, or an unlimited number of international offices, we can still bring them together to learn and implement specific business processes collectively. Our approach to global localization enables us to provide clients with a truly international service with that all important personal touch. Appleton Greene corporate training programs can be provided virtually or locally and they are all unique in that they individually focus upon a specific business function. They are implemented over a sustainable period of time and professional support is consistently provided by qualified learning providers and specialist consultants.
Support available
You will have a designated Certified Learning Provider (CLP) and an Accredited Consultant and we encourage you to communicate with them as much as possible. In all cases tutorial support is provided online because we can then keep a record of all communications to ensure that tutorial support remains consistent. You would also be forwarding your work to the tutorial support unit for evaluation and assessment. You will receive individual feedback on all of the work that you undertake on a one-to-one basis, together with specific recommendations for anything that may need to be changed in order to achieve a pass with merit or a pass with distinction and you then have as many opportunities as you may need to re-submit project studies until they meet with the required standard. Consequently the only reason that you should really fail (CLP) is if you do not do the work. It makes no difference to us whether a student takes 12 months or 18 months to complete the program, what matters is that in all cases the same quality standard will have been achieved.
Support Process
Please forward all of your future emails to the designated (CLP) Tutorial Support Unit email address that has been provided and please do not duplicate or copy your emails to other AGC email accounts as this will just cause unnecessary administration. Please note that emails are always answered as quickly as possible but you will need to allow a period of up to 20 business days for responses to general tutorial support emails during busy periods, because emails are answered strictly within the order in which they are received. You will also need to allow a period of up to 30 business days for the evaluation and assessment of project studies. This does not include weekends or public holidays. Please therefore kindly allow for this within your time planning. All communications are managed online via email because it enables tutorial service support managers to review other communications which have been received before responding and it ensures that there is a copy of all communications retained on file for future reference. All communications will be stored within your personal (CLP) study file here at Appleton Greene throughout your designated study period. If you need any assistance or clarification at any time, please do not hesitate to contact us by forwarding an email and remember that we are here to help. If you have any questions, please list and number your questions succinctly and you can then be sure of receiving specific answers to each and every query.
Time Management
It takes approximately 1 Year to complete the Global Supply Chain Development (GSCD) corporate training program, incorporating 12 x 6-hour monthly workshops. Each student will also need to contribute approximately 4 hours per week over 1 Year of their personal time. Students can study from home or work at their own pace and are responsible for managing their own study plan. There are no formal examinations and students are evaluated and assessed based upon their project study submissions, together with the quality of their internal analysis and supporting documents. They can contribute more time towards study, when they have the time to do so and can contribute less time when they are busy. All students tend to be in full time employment while studying and the Global Supply Chain Development (GSCD) program is purposely designed to accommodate this, so there is plenty of flexibility in terms of time management. It makes no difference to us at Appleton Greene, whether individuals take 12-18 months to complete this program. What matters is that in all cases the same standard of quality will have been achieved with the standard and bespoke programs that have been developed.
Distance Learning Guide
The distance learning guide should be your first port of call when starting your training program. It will help you when you are planning how and when to study, how to create the right environment and how to establish the right frame of mind. If you can lay the foundations properly during the planning stage, then it will contribute to your enjoyment and productivity while training later. The guide helps to change your lifestyle in order to accommodate time for study and to cultivate good study habits. It helps you to chart your progress so that you can measure your performance and achieve your goals. It explains the tools that you will need for study and how to make them work. It also explains how to translate academic theory into practical reality. Spend some time now working through your distance learning guide and make sure that you have firm foundations in place so that you can make the most of your distance learning program. There is no requirement for you to attend training workshops or classes at Appleton Greene offices. The entire program is undertaken online, program course manuals and project studies are administered via the Appleton Greene web site and via email, so you are able to study at your own pace and in the comfort of your own home or office as long as you have a computer and access to the internet.
How To Study
The how to study guide provides students with a clear understanding of the Appleton Greene facilitation via distance learning training methods and enables students to obtain a clear overview of the training program content. It enables students to understand the step-by-step training methods used by Appleton Greene and how course manuals are integrated with project studies. It explains the research and development that is required and the need to provide evidence and references to support your statements. It also enables students to understand precisely what will be required of them in order to achieve a pass with merit and a pass with distinction for individual project studies and provides useful guidance on how to be innovative and creative when developing your Unique Program Proposition (UPP).
Tutorial Support
Tutorial support for the Appleton Greene Global Supply Chain Development (GSCD) corporate training program is provided online either through the Appleton Greene Client Support Portal (CSP), or via email. All tutorial support requests are facilitated by a designated Program Administration Manager (PAM). They are responsible for deciding which professor or tutor is the most appropriate option relating to the support required and then the tutorial support request is forwarded onto them. Once the professor or tutor has completed the tutorial support request and answered any questions that have been asked, this communication is then returned to the student via email by the designated Program Administration Manager (PAM). This enables all tutorial support, between students, professors and tutors, to be facilitated by the designated Program Administration Manager (PAM) efficiently and securely through the email account. You will therefore need to allow a period of up to 20 business days for responses to general support queries and up to 30 business days for the evaluation and assessment of project studies, because all tutorial support requests are answered strictly within the order in which they are received. This does not include weekends or public holidays. Consequently you need to put some thought into the management of your tutorial support procedure in order to ensure that your study plan is feasible and to obtain the maximum possible benefit from tutorial support during your period of study. Please retain copies of your tutorial support emails for future reference. Please ensure that ALL of your tutorial support emails are set out using the format as suggested within your guide to tutorial support. Your tutorial support emails need to be referenced clearly to the specific part of the course manual or project study which you are working on at any given time. You also need to list and number any questions that you would like to ask, up to a maximum of five questions within each tutorial support email. Remember the more specific you can be with your questions the more specific your answers will be too and this will help you to avoid any unnecessary misunderstanding, misinterpretation, or duplication. The guide to tutorial support is intended to help you to understand how and when to use support in order to ensure that you get the most out of your training program. Appleton Greene training programs are designed to enable you to do things for yourself. They provide you with a structure or a framework and we use tutorial support to facilitate students while they practically implement what they learn. In other words, we are enabling students to do things for themselves. The benefits of distance learning via facilitation are considerable and are much more sustainable in the long-term than traditional short-term knowledge sharing programs. Consequently you should learn how and when to use tutorial support so that you can maximize the benefits from your learning experience with Appleton Greene. This guide describes the purpose of each training function and how to use them and how to use tutorial support in relation to each aspect of the training program. It also provides useful tips and guidance with regard to best practice.
Tutorial Support Tips
Students are often unsure about how and when to use tutorial support with Appleton Greene. This Tip List will help you to understand more about how to achieve the most from using tutorial support. Refer to it regularly to ensure that you are continuing to use the service properly. Tutorial support is critical to the success of your training experience, but it is important to understand when and how to use it in order to maximize the benefit that you receive. It is no coincidence that those students who succeed are those that learn how to be positive, proactive and productive when using tutorial support.
Be positive and friendly with your tutorial support emails
Remember that if you forward an email to the tutorial support unit, you are dealing with real people. “Do unto others as you would expect others to do unto you”. If you are positive, complimentary and generally friendly in your emails, you will generate a similar response in return. This will be more enjoyable, productive and rewarding for you in the long-term.
Think about the impression that you want to create
Every time that you communicate, you create an impression, which can be either positive or negative, so put some thought into the impression that you want to create. Remember that copies of all tutorial support emails are stored electronically and tutors will always refer to prior correspondence before responding to any current emails. Over a period of time, a general opinion will be arrived at in relation to your character, attitude and ability. Try to manage your own frustrations, mood swings and temperament professionally, without involving the tutorial support team. Demonstrating frustration or a lack of patience is a weakness and will be interpreted as such. The good thing about communicating in writing, is that you will have the time to consider your content carefully, you can review it and proof-read it before sending your email to Appleton Greene and this should help you to communicate more professionally, consistently and to avoid any unnecessary knee-jerk reactions to individual situations as and when they may arise. Please also remember that the CLP Tutorial Support Unit will not just be responsible for evaluating and assessing the quality of your work, they will also be responsible for providing recommendations to other learning providers and to client contacts within the Appleton Greene global client network, so do be in control of your own emotions and try to create a good impression.
Remember that quality is preferred to quantity
Please remember that when you send an email to the tutorial support team, you are not using Twitter or Text Messaging. Try not to forward an email every time that you have a thought. This will not prove to be productive either for you or for the tutorial support team. Take time to prepare your communications properly, as if you were writing a professional letter to a business colleague and make a list of queries that you are likely to have and then incorporate them within one email, say once every month, so that the tutorial support team can understand more about context, application and your methodology for study. Get yourself into a consistent routine with your tutorial support requests and use the tutorial support template provided with ALL of your emails. The (CLP) Tutorial Support Unit will not spoon-feed you with information. They need to be able to evaluate and assess your tutorial support requests carefully and professionally.
Be specific about your questions in order to receive specific answers
Try not to write essays by thinking as you are writing tutorial support emails. The tutorial support unit can be unclear about what in fact you are asking, or what you are looking to achieve. Be specific about asking questions that you want answers to. Number your questions. You will then receive specific answers to each and every question. This is the main purpose of tutorial support via email.
Keep a record of your tutorial support emails
It is important that you keep a record of all tutorial support emails that are forwarded to you. You can then refer to them when necessary and it avoids any unnecessary duplication, misunderstanding, or misinterpretation.
Individual training workshops or telephone support
Tutorial Support Email Format
You should use this tutorial support format if you need to request clarification or assistance while studying with your training program. Please note that ALL of your tutorial support request emails should use the same format. You should therefore set up a standard email template, which you can then use as and when you need to. Emails that are forwarded to Appleton Greene, which do not use the following format, may be rejected and returned to you by the (CLP) Program Administration Manager. A detailed response will then be forwarded to you via email usually within 20 business days of receipt for general support queries and 30 business days for the evaluation and assessment of project studies. This does not include weekends or public holidays. Your tutorial support request, together with the corresponding TSU reply, will then be saved and stored within your electronic TSU file at Appleton Greene for future reference.
Subject line of your email
Please insert: Appleton Greene (CLP) Tutorial Support Request: (Your Full Name) (Date), within the subject line of your email.
Main body of your email
Please insert:
1. Appleton Greene Certified Learning Provider (CLP) Tutorial Support Request
2. Your Full Name
3. Date of TS request
4. Preferred email address
5. Backup email address
6. Course manual page name or number (reference)
7. Project study page name or number (reference)
Subject of enquiry
Please insert a maximum of 50 words (please be succinct)
Briefly outline the subject matter of your inquiry, or what your questions relate to.
Question 1
Maximum of 50 words (please be succinct)
Maximum of 50 words (please be succinct)
Question 3
Maximum of 50 words (please be succinct)
Question 4
Maximum of 50 words (please be succinct)
Question 5
Maximum of 50 words (please be succinct)
Please note that a maximum of 5 questions is permitted with each individual tutorial support request email.
Procedure
* List the questions that you want to ask first, then re-arrange them in order of priority. Make sure that you reference them, where necessary, to the course manuals or project studies.
* Make sure that you are specific about your questions and number them. Try to plan the content within your emails to make sure that it is relevant.
* Make sure that your tutorial support emails are set out correctly, using the Tutorial Support Email Format provided here.
* Save a copy of your email and incorporate the date sent after the subject title. Keep your tutorial support emails within the same file and in date order for easy reference.
* Allow up to 20 business days for a response to general tutorial support emails and up to 30 business days for the evaluation and assessment of project studies, because detailed individual responses will be made in all cases and tutorial support emails are answered strictly within the order in which they are received.
* Emails can and do get lost. So if you have not received a reply within the appropriate time, forward another copy or a reminder to the tutorial support unit to be sure that it has been received but do not forward reminders unless the appropriate time has elapsed.
* When you receive a reply, save it immediately featuring the date of receipt after the subject heading for easy reference. In most cases the tutorial support unit replies to your questions individually, so you will have a record of the questions that you asked as well as the answers offered. With project studies however, separate emails are usually forwarded by the tutorial support unit, so do keep a record of your own original emails as well.
* Remember to be positive and friendly in your emails. You are dealing with real people who will respond to the same things that you respond to.
* Try not to repeat questions that have already been asked in previous emails. If this happens the tutorial support unit will probably just refer you to the appropriate answers that have already been provided within previous emails.
* If you lose your tutorial support email records you can write to Appleton Greene to receive a copy of your tutorial support file, but a separate administration charge may be levied for this service.
How To Study
Your Certified Learning Provider (CLP) and Accredited Consultant can help you to plan a task list for getting started so that you can be clear about your direction and your priorities in relation to your training program. It is also a good way to introduce yourself to the tutorial support team.
Planning your study environment
Your study conditions are of great importance and will have a direct effect on how much you enjoy your training program. Consider how much space you will have, whether it is comfortable and private and whether you are likely to be disturbed. The study tools and facilities at your disposal are also important to the success of your distance-learning experience. Your tutorial support unit can help with useful tips and guidance, regardless of your starting position. It is important to get this right before you start working on your training program.
Planning your program objectives
It is important that you have a clear list of study objectives, in order of priority, before you start working on your training program. Your tutorial support unit can offer assistance here to ensure that your study objectives have been afforded due consideration and priority.
Planning how and when to study
Distance-learners are freed from the necessity of attending regular classes, since they can study in their own way, at their own pace and for their own purposes. This approach is designed to let you study efficiently away from the traditional classroom environment. It is important however, that you plan how and when to study, so that you are making the most of your natural attributes, strengths and opportunities. Your tutorial support unit can offer assistance and useful tips to ensure that you are playing to your strengths.
Planning your study tasks
You should have a clear understanding of the study tasks that you should be undertaking and the priority associated with each task. These tasks should also be integrated with your program objectives. The distance learning guide and the guide to tutorial support for students should help you here, but if you need any clarification or assistance, please contact your tutorial support unit.
Planning your time
You will need to allocate specific times during your calendar when you intend to study if you are to have a realistic chance of completing your program on time. You are responsible for planning and managing your own study time, so it is important that you are successful with this. Your tutorial support unit can help you with this if your time plan is not working.
Keeping in touch
Consistency is the key here. If you communicate too frequently in short bursts, or too infrequently with no pattern, then your management ability with your studies will be questioned, both by you and by your tutorial support unit. It is obvious when a student is in control and when one is not and this will depend how able you are at sticking with your study plan. Inconsistency invariably leads to in-completion.
Charting your progress
Your tutorial support team can help you to chart your own study progress. Refer to your distance learning guide for further details.
Making it work
To succeed, all that you will need to do is apply yourself to undertaking your training program and interpreting it correctly. Success or failure lies in your hands and your hands alone, so be sure that you have a strategy for making it work. Your Certified Learning Provider (CLP) and Accredited Consultant can guide you through the process of program planning, development and implementation.
Reading methods
Interpretation is often unique to the individual but it can be improved and even quantified by implementing consistent interpretation methods. Interpretation can be affected by outside interference such as family members, TV, or the Internet, or simply by other thoughts which are demanding priority in our minds. One thing that can improve our productivity is using recognized reading methods. This helps us to focus and to be more structured when reading information for reasons of importance, rather than relaxation.
Speed reading
When reading through course manuals for the first time, subconsciously set your reading speed to be just fast enough that you cannot dwell on individual words or tables. With practice, you should be able to read an A4 sheet of paper in one minute. You will not achieve much in the way of a detailed understanding, but your brain will retain a useful overview. This overview will be important later on and will enable you to keep individual issues in perspective with a more generic picture because speed reading appeals to the memory part of the brain. Do not worry about what you do or do not remember at this stage.
Content reading
Once you have speed read everything, you can then start work in earnest. You now need to read a particular section of your course manual thoroughly, by making detailed notes while you read. This process is called Content Reading and it will help to consolidate your understanding and interpretation of the information that has been provided.
Making structured notes on the course manuals
When you are content reading, you should be making detailed notes, which are both structured and informative. Make these notes in a MS Word document on your computer, because you can then amend and update these as and when you deem it to be necessary. List your notes under three headings: 1. Interpretation – 2.Questions – 3. Tasks. The purpose of the 1st section is to clarify your interpretation by writing it down. The purpose of the 2nd section is to list any questions that the issue raises for you. The purpose of the 3rd section is to list any tasks that you should undertake as a result. Anyone who has graduated with a business-related degree should already be familiar with this process.
Organizing structured notes separately
You should then transfer your notes to a separate study notebook, preferably one that enables easy referencing, such as a MS Word Document, a MS Excel Spreadsheet, a MS Access Database, or a personal organizer on your cell phone. Transferring your notes allows you to have the opportunity of cross-checking and verifying them, which assists considerably with understanding and interpretation. You will also find that the better you are at doing this, the more chance you will have of ensuring that you achieve your study objectives.
Question your understanding
Do challenge your understanding. Explain things to yourself in your own words by writing things down.
Clarifying your understanding
If you are at all unsure, forward an email to your tutorial support unit and they will help to clarify your understanding.
Question your interpretation
Do challenge your interpretation. Qualify your interpretation by writing it down.
Clarifying your interpretation
If you are at all unsure, forward an email to your tutorial support unit and they will help to clarify your interpretation.
Qualification Requirements
The student will need to successfully complete the project study and all of the exercises relating to the Global Supply Chain Development (GSCD) corporate training program, achieving a pass with merit or distinction in each case, in order to qualify as an Accredited Global Supply Chain Development Specialist (AGSCDS). All monthly workshops need to be tried and tested within your company. These project studies can be completed in your own time and at your own pace and in the comfort of your own home or office. There are no formal examinations, assessment is based upon the successful completion of the project studies. They are called project studies because, unlike case studies, these projects are not theoretical, they incorporate real program processes that need to be properly researched and developed. The project studies assist us in measuring your understanding and interpretation of the training program and enable us to assess qualification merits. All of the project studies are based entirely upon the content within the training program and they enable you to integrate what you have learnt into your corporate training practice.
Global Supply Chain Development (GSCD) – Grading Contribution
Project Study – Grading Contribution
Customer Service – 10%
E-business – 05%
Finance – 10%
Globalization – 10%
Human Resources – 10%
Information Technology – 10%
Legal – 05%
Management – 10%
Marketing – 10%
Production – 10%
Education – 05%
Logistics – 05%
TOTAL GRADING – 100%
Qualification grades
A mark of 90% = Pass with Distinction.
A mark of 75% = Pass with Merit.
A mark of less than 75% = Fail.
If you fail to achieve a mark of 75% with a project study, you will receive detailed feedback from the Certified Learning Provider (CLP) and/or Accredited Consultant, together with a list of tasks which you will need to complete, in order to ensure that your project study meets with the minimum quality standard that is required by Appleton Greene. You can then re-submit your project study for further evaluation and assessment. Indeed you can re-submit as many drafts of your project studies as you need to, until such a time as they eventually meet with the required standard by Appleton Greene, so you need not worry about this, it is all part of the learning process.
When marking project studies, Appleton Greene is looking for sufficient evidence of the following:
Pass with merit
A satisfactory level of program understanding
A satisfactory level of program interpretation
A satisfactory level of project study content presentation
A satisfactory level of Unique Program Proposition (UPP) quality
A satisfactory level of the practical integration of academic theory
Pass with distinction
An exceptional level of program understanding
An exceptional level of program interpretation
An exceptional level of project study content presentation
An exceptional level of Unique Program Proposition (UPP) quality
An exceptional level of the practical integration of academic theory
Preliminary Analysis
Global Supply Chain Development (GSCD)
It would help if program students spent some time researching Global Supply Chain Development (GSCD), before their 1st Workshop Development Process (WDP1), in order to establish an understanding of the purpose and benefits of this process, providing an educational foundation to build upon.
Global Supply-Chain
Over the last three decades, the progressive liberalization of cross-border transactions, advances in production technology and information services, and improvement in transport logistics and services have provided firms with greater incentives to fragment production processes and to geographically delocalize them. Global supply or production chains (GSCs), where cost reduction strategies result in goods often being produced with intermediate inputs originating from several countries, are now common in many industries and extend over to an increasing number of developing countries. From an economic standpoint, the emergence of GSCs is related to the concept of comparative advantage. By relocating production processes (i.e. R&D, concept, design, manufacturing, packaging, marketing, distribution and retailing) in different countries, transnational corporations (TNCs) can take advantage of the best available human or physical resources in different countries, with a view to maintaining their competitiveness by augmenting productivity and minimizing costs. For developing countries and their enterprises, the potential opportunities from joining GSCs are substantial. Indeed, integration into GSCs has become an important pillar of their policies for export-led development. GSCs enable producers within the chain to obtain modern management know-how and hands-on information on quality standards and technology, and thus to become more competitive. Such producers also quickly learn about demand patterns in high-income markets and consumer preferences in such markets. Participation in GSCs could also create economy-wide externalities for developing countries, such as employment, improvement in technology and skills, productive capacity upgrading and export diversification into more value added. In turn, those externalities would increase their attractiveness for more foreign direct investment. These potential gains explain the acute interest of policymakers in many developing countries over ways to link their private sectors to GSCs. However, GSCs are fundamentally a business strategy of TNCs, and are driven by their own business interests. Low labour costs alone are not a sufficient justification for relocating a part of TNCs’ production processes. GSCs also rely on sophisticated and competitive networks of goods and information flow. Participating and upgrading along the chains require not only manufacturing skills but also a sound business environment that are often lacking in developing countries. GSCs have different structures depending on three main factors: (1) the geography and nature of linkages between tasks in the chain; (2) the distribution of power among lead firms (TNCs) and other actors in the chain; and (3) the role of government institutions and policies in structuring business relationships and industrial location.
The first factor, the geographical structure, is determined by the extent of fragmentation of production processes and by their delocalization. While the extent of fragmentation is generally specific to the sector, the choice of where to delocalize production processes depends not only on production and trade costs but also on the potential size of the domestic/regional market, as well as on the proximity to high-income markets. The extent to which local markets are integrated with regional/international markets both in regard to trade policies and infrastructure development is also important.
The second factor, the distribution of power among the various firms of GSCs, is reflected in the different organizational structures of GSCs. Their structures can be classified in terms of the relational linkage between the buyers (lead firm) and their suppliers of manufactures. One extreme is the case of vertical integration where some of the manufacturing stages are directly owned by the lead firm while certain parts and components may be bought from contract suppliers. The other extreme is the case of a contractual relationship at arm’s length, where buyers do not necessarily know and do not own their suppliers. Numerous types of ownership structures can be found anywhere within the wide spectrum of the buyer-supplier relationship. The third factor is related to government intervention. Governments play an important role in facilitating the integration of domestic firms into GSCs. Governments have often recurred to trade policies to increase the competitiveness of their enterprises, especially by seeking preferential market access. Indeed, by lowering trade costs trade policies can help to integrate domestic firms into GSCs. However, trade policies although still important are not sufficient in the GSCs business model. The removal of behind-the-border trade-related barriers is also necessary. Moreover, policies aimed at improving the overall business environment are essential to facilitating the integration of domestic firms into markets that are increasingly dominated by GSCs. The first two factors do not pose policy implications and are largely dependent on the business model of a specific economic sector. Therefore, the special focus of this paper is to provide some insights on the third factor so as to see how government institutions and policies, particularly trade policies, may influence the participation of developing country enterprises in GSCs, including progressive process and production upgrading and export value addition with economy-wide effects.
Trade and Economic Policy
Trade policies directly affect the integration of domestic firms into GSCs in two major ways. First, trade policies can add to the cost of inputs. Excessive tariffs on intermediate products make countries less attractive to global investment and are detrimental to the localization of production processes. Second, unfavourable market access conditions would put assemblers in a position of relative disadvantage when distributing final products to consumers. To minimize this cost, lead companies generally prefer delocalizing the last blocks of GSCs in countries with duty free or preferential access to final markets. This is one of the reasons why preferential trade agreements improving access to developed country markets are important determinants in the localization of production processes. Another policy response is illustrated by the WTO multilateral Information Technology Agreement (ITA), which eliminated MFN tariffs on a wide range of computer-related equipment (including semiconductors and software), as well as telecommunication and certain office equipment. These goods represent a crucial flow of international trade amounting to about US$4 trillion. Today ITA has 73 WTO members States, including both developed and developing countries, and covers about 97 per cent of world trade in information technology products. Trade policy is often directed to protect final products rather than intermediate products. This provides an advantage to the localization of the last blocks of production processes in consumers’ markets. The relatively lower tariff on intermediate products provides a greater incentive to import them (and thus to be produced in developing countries). On the other hand, the higher tariff on final products provides an incentive to localize assembly in large (or potentially large) consumer markets, or in countries enjoying free access to consumer markets. This trend, where tariffs increase along the production chain, is generally referred to as tariff escalation. Tariff escalation is often used to provide an advantage to domestic firms engaged in the assembly of the higher value added final product rather than in the provision of low value added intermediate products.
Overall trade policy is captured by two indicators: effectively applied tariffs imposed on intermediate products, and those tariffs faced by final products. The overall business environment is measured by the World Bank’s Doing Business Index. This Index provides a measure of various aspects affecting the business environment, including government regulations such as for starting a business, dealing with construction permits, registering property, getting credit, protecting investors, paying taxes, enforcing contracts and closing a business. Although all of these indicators normally ameliorate with the growth of GDP per capita, they are also positively correlated with participation in GSCs. Countries with economies more integrated into GSCs tend to have more open trade policies, face lower market access restrictions in high-income markets (the main location of lead firms), and have a more conducive business environment. The reason for the correlation is that the effectiveness of business models behind GSCs is highly dependent on the above variables.
By abating trade costs, more open market access conditions do contribute to the integration of countries into GSCs. However, given the already low level of effectively applied tariffs, the additional advantage provided by further trade liberalization through unilateral measures or market access negotiations is generally not large. For example, for low-income countries, a reduction in the applied tariff on intermediate products from the existing average of 3.22 per cent to 1.37 per cent (a level similar to that of middle-income countries) would increase their trade in intermediate products by about 8 per cent. A similar effect would result from an improvement in market access (a reduction in the tariff faced by their final and processed products from 3.19 per cent to 1.5 per cent). It also appears that middle- and low-income countries could achieve similar trade effects through the better functioning of existing export processing zones (EPZs) and more efficient management of formally applied duty drawback systems so as to implicitly eliminate or reduce tariffs on imported inputs for export-oriented enterprises. On the other hand, a sizable improvement of the business environment would result in far more positive effects on the growth of trade in intermediate products, particularly for middle- and low-income countries (for both developing countries and economies in transition). Tariffs are traditional price-based trade policy instruments, while non-tariff measures can also add to the cost of trading and thus have an impact on the extent to which firms and countries integrate into GSCs. Although the information costs of non-traditional trade barriers are often internalized by lead firms, some of these barriers still add to the overall costs of moving goods along the chain. In particular, non-tariff measures such as standards, technical regulations, conformity assessment systems, complex rules of origin, subsidies and restrictive trade-related financial and investment regulations that protect domestic industries from foreign competition have today a relatively greater and growing importance in shaping the participation in GSCs. Removal of such barriers through, e.g. a deeper integration through regional preferential trade agreements (RTAs), is found to double trade in intermediate products among their members. Today almost all RTAs include trade facilitation and technical assistance measures. These agreements do facilitate the de-localization of production processes by removing behind-the-border obstacles to trade.
However, as an increasing number of developing and developed countries move towards freer trade via RTAs, the relative advantage provided by open trade policies is not sufficient to make a country attractive for the localization of global production processes. Economic policies that reduce overall business costs or minimize the risks from international business relationships may be of greater value for facilitating integration into GSCs. Thus, policies that improve trade-related infrastructures, increase competition in trade-related services, facilitate business start-ups, guarantee the rule of law and contract enforcement, and provide fiscal and other incentives to foreign firms are essential.
In addition, the effectiveness of government institutions and their capacity to implement policies are critical. GSCs also often involve long-term investments that require equally long-term government commitments with regard to stable and predictable policies. For example, political instability and the resulting government policy instability is detrimental for turning domestic firms into reliable suppliers of GSCs. Econometric estimation suggests that an improvement in government effectiveness in low-income countries to match that of middle-income countries would increase the former’s exports of intermediate products by almost 50 per cent. The larger importance of business environment and government effectiveness for GSCs is directly related to their increasing sophistication and drive for efficiency. GSCs are extremely competitive not only because they take advantage of localization due to lower labour costs, but more so because such competitiveness comes from a sophisticated management of the chain. The majority of modern GSCs appear to rely more on the ability to move goods continuously, safely and economically than on lower labour costs. In this regard, one of the key aspects of GSCs is synchronization: goods flow in and out of chains in a just-in-time process, so as to keep costly inventories at a minimum. However, when inventories are low and a problem occurs in any of the production blocks, it quickly spreads along the entire chain with snowballing costs. GSCs are often as fragile and prone to failure as is their weakest supplier. Thus, it is crucial that all players in a chain are fully reliable. In practice, there is a trade-off between the reliability of suppliers and production costs. In general, the more knowledge-intensive a product is, the more GSCs are dependent on specialized and reliable suppliers. This is one of the reasons why most of LDCs’ enterprises are stuck in a low value added segment of chains, and are operating in sectors where chains are shorter and less technologically intensive (i.e. the apparel and agro-food sectors). Another issue that hinders the participation of developing countries in GSCs is the relative lack of medium- sized and large enterprises. Small enterprises often face additional obstacles that make it difficult to enter GSCs. For example, GSCs require investments to guarantee timely shipments and high quality parts and components. Difficulty in investing in productive and trading capacity is one of the reasons that small enterprises are often locked into low value added production processes with little opportunity to upgrade along the value chain. Most importantly, small enterprises are also disadvantaged as they rarely have management expertise able to meet the complex problems that GSC management involves. Moreover, small enterprises often supply a single lead firm, thus making the entrepreneurship less dynamic and more vulnerable to shocks. An essential element in GSC integration is the availability of skilled labour. The production of goods for international markets, particularly by means of supplying a GSC, requires a skilled labour force, with technical, managerial and entrepreneurial expertise. Therefore, from a policy perspective, there is a need to invest in the development of human skills and capabilities, as well as in knowledge-based services. It is also important to allow for qualified foreign labour permits so as to import missing critical skills.
Finally, in cases where the lead firm owns part of the GSC, tax policy is an important determinant for the localization of production. By looking at the differences in taxation across countries, lead firms tend to optimize supply chains also based on tax efficiency.
The Value Chain
Although participation in GSCs helped a number of developing countries to expand exportoriented industries, in many cases, the value added from such activities did not increase markedly over previous commodity-based exports. To rise along the value chain, an industrial or process upgrading is required. Gereffi, Humphrey, and Sturgeon (2005) define industrial upgrading as “the process by which economic actors – nations, firms and workers – move from low-value to relatively high-value activities in global production networks”. Process upgrading occurred in most regions, although to a different extent. In 1993, Latin America, East Europe and East and South-East Asia had largely a similar level of export sophistication. By 2008, export sophistication increased in all of those regions, though the largest increment was observed for East and South-East Asia. Similarly, in 1993 the average level of export sophistication of South Asian and sub-Saharan African countries were similar, but by 2008 South Asian export sophistication was much higher. Furthermore, some of these countries were able to increase their export sophistication by transforming export-oriented industries (as parts of GSCs) from those based on raw materials and low-technology manufacturing (agro-food, apparel, footwear, etc.) to ones dominated by medium-technology exports. An important policy question is why some developing countries were able to surge ahead in diversifying into more value addition within GSCs, while others did not succeed. Many of the factors mentioned above are quite relevant in this regard. Indeed, sound macroeconomic policies, a favourable business environment, the development of human capital, economic links to high income markets, sector-specific industrial development policies, natural resources endowments all determine the success or failure of the export diversification of countries. Still many questions remain open. To properly address those questions, there is a need for more research and better data, including those on TNCs as lead firms. Knowledge of production processes is one of the keys to industrial upgrading and export diversification. For countries that are lagging behind, knowledge must come from absorbing it from elsewhere. GSCs can be a powerful force in enabling technology transfers and industrial process upgrading. In this regard, many mechanisms were examined, from arm’s length technological borrowing to a range of practices that encompass technology licensing, reverse engineering, the injection of equipment and know-how through foreign direct investment and firm level adaptation, to demands made by both foreign affiliates and overseas buyers. One important question that needs to be studied more deeply is what makes lead firms in GSCs transfer higher value added processes to developing countries. So far, the evidence suggests that lead firms tend to outsource lower value added activities (including final assembly), while retaining control over the higher value added areas of their core competency, such as R&D, intellectual property, design and distribution.
Policy Issues
Being able to participate in GSCs may be a sign of a country’s growing productive capacity. Moreover, having a strong relational linkage with the lead firm in a supply chain could enhance a transfer of knowledge, technology and even financial capital into the suppliers’ country. In this way, participating in a GSC can play a catalytic role in a developing country’s economic growth through productive capacity upgrading. However, such a level of GSC participation appears to be possible only for countries which already have some prerequisite productive capacity, which are mainly middle- to higher-middle income countries. Technology transfer within a GSC is not automatic. Lead firms, especially those of products or production technique/processes with high intellectual property content, may restrictively control technical and technological spill over to subcontracted suppliers. In addition, the investment strategies of TNCs should be borne in mind. For example, there is evidence to suggest that much of the profits of the United States of America’s lead firms’ during 1996–2006 was financialized (through share buyback or a dividend increase) “… to raise shareholder value, rather than investing in productive assets that raise productivity, growth, employment and income.” Would a new model of social business-linked FDI, such as the Grameen Danone Foods Ltd, provide a useful insight into a new architecture of a global/regional supply chain? As regards low-income countries, being a part of a GSC could be seen as probably the more rapid way to become integrated into the global trade in manufactures and services. However, the segments within a GSC, in which low-income countries mostly participate are limited to the bottom of the value added ladder with a low barrier to entry – these are labor-intensive products with low-tech requirements and low set-up costs, such as assembly in apparel and light manufacturing industries. Low barriers to entry often create price-cutting competition among supplier countries. As a result, declining net barter terms of manufacture trade in such low income countries was observed over the past decade. Also problematic is that the relational linkages between the lead firm and the supplier in these industries are often very loose and unstable. Lead firms benefit from the severe competition among numerous and almost identical suppliers and select the ones that meet their short-term requirements. The potential negative effects of such unstable contracts, particularly to the local labor market, were noted by many researchers. The challenge to suppliers and governments of low-income countries is to transform the declining net barter terms of trade into an increase in income terms of trade through larger export volumes (i.e. winning over the competitors) or through concurrently achieving a growth in factorial terms of trade, i.e. a productivity increase. For a local supplier to win a more durable relationship with the lead firm, it needs to become cheaper, better in quality, quicker in delivery, and more reliable than its competitors within an industry. Such process upgrading could lead suppliers to move upwards to a higher value added segment in a GSC, e.g. a move from a standard mass production into more design-specific and other requirement-specific production. Firms in a low-income country often face higher obstacles in achieving both process and product upgrading. Government support can play a role espe