Read The Instructions Carefully Select One Of The Following

Read The Instructions Carefullyselect One Of The Following Case Studie

Read the instructions carefully Select ONE of the following case studies to discuss. Indicate your selection of the case in the subject line, i.e., Your name - Angela's case. ANGELA MURPHY. Read the case study and imagine yourself in Angela's position. What are the various frameworks, models, or "schools of thought" related to how Angela thinks about her situation? How can Angela develop her knowledge to move between different frameworks? Angela is a purchasing and buying professional working in the auto industry. She has worked for a small parts (nuts and bolts for cars) supplier in the Midwest for about 5 years. She has a basic understanding of spreadsheets and is good at tracking how often individual items sold by her company need to be restocked. One day her manager asks her to study a new model for doing supply chain management, called Kanban. What might Angela do to learn more about this new framework or school of thought in her field? Further information: In the late 1940s, Toyota began studying supermarkets with a view to applying store and shelf-stocking techniques to the factory floor, figuring that in a supermarket, customers get what they need, at the needed time, and in the needed amount. Furthermore, the supermarket only stocks what it believes it will sell, and customers only take what they need because future supply is assured. This led Toyota to view a process as a customer of preceding processes, and the preceding processes as a kind of store. The customer process goes to this store to get needed components, and the store restocks. As in supermarkets, originally, signboards were used to guide "shoppers" to specific restocking locations. "Kanban" uses the rate of demand to control the rate of production, passing demand from the end customer up through the chain of customer-store processes. In 1953, Toyota applied this logic in their main plant machine shop. An important determinant of the success of production scheduling based on "pushing" the demand is the quality of the demand forecast that can receive such "push." Kanban, by contrast, is part of an approach of receiving the "pull" from the demand. Therefore, the supply or production is determined according to the actual demand of the customers. In contexts where supply time is lengthy and demand is difficult to forecast, the best one can do is to respond quickly to observed demand. This is exactly what a kanban system can help with: It is used as a demand signal that immediately propagates through the supply chain. This model is also associated with Walmart restocking procedures each night, and is considered a great shift in practices or advancement in the business community. BOB JOHNSON. Read the case study and imagine yourself in the position of Bob an experienced educator. What are the ways that Bob might develop new learning and new appreciation for different learning models and schools of thought? Bob Johnson is a 30 year veteran grade school teacher working in a public school in North Carolina. He enjoys working with his students and has seen many changes, including increased use of computers by students as young as kindergarteners, an increase in standardized testing, and a decrease in funding for physical education, music and arts programs in schools. In 2004, he begins to hear his colleagues speak more and more about phrases like "teaching to the test" and "assessment culture". In 2005 he hears about the report of the Commission on the Future of Higher Education, led by U.S. Secretary of Education Margaret Spellings. The report discusses the importance of assessment of student performance as well as teacher performance in class. As Bob is an engaged teaching professional, he wants to stay current and grow with the recent changes in higher education. Reflect on how Bob might learn more about these changes, and become more comfortable within the new theories and "schools of thought" presented in assessment culture.

Paper For Above instruction

The case study involving Angela Murphy in the auto industry presents a valuable opportunity to explore various operational frameworks and how professionals can adapt to new methodologies within their fields. For Angela, a foundational understanding of supply chain management, particularly the Kanban system, is essential for effective integration into her role. Similarly, Bob Johnson's experience as an educator navigating the evolving landscape of assessment and student performance evaluation exemplifies the importance of continuous learning and adaptation to new educational paradigms. This paper examines both scenarios, applying relevant models, frameworks, and "schools of thought" to understand their professional challenges and developmental pathways.

Understanding Angela’s Context and Frameworks

Angela’s role as a purchasing professional in the auto parts industry necessitates a comprehension of supply chain frameworks that optimize inventory management and operational efficiency. The traditional approach, often characterized by forecasting and push-based production systems, can be contrasted with the pull-based Kanban system introduced to her. The Kanban methodology originates from Toyota’s just-in-time (JIT) inventory philosophy, emphasizing demand-driven replenishment and minimizing waste (Ohno, 1988). This model views the supply chain as a series of customer-supplier links, where each process responds only to actual demand signals, effectively reducing excess stock and increasing responsiveness.

To grasp this shift, Angela needs to familiarize herself with frameworks such as Lean Manufacturing, which underpins Kanban principles (Womack, Jones, & Roos, 1990). Lean emphasizes waste reduction, continuous improvement (Kaizen), and respect for people—principles vital for understanding how Kanban fits into broader operational improvement. Additionally, systems thinking—conceptualized by Peter Senge—is relevant here, enabling Angela to perceive her company's operations as interconnected systems where changes in one component impact the whole (Senge, 1990).

Given her basic spreadsheet skills, Angela can enhance her understanding through targeted training or online courses on Lean and Kanban. Participating in workshops, reading authoritative texts such as David J. Anderson’s "Kanban: Successful Evolutionary Change for Your Technology Business" (2010), and engaging with industry forums can accelerate her learning curve. Moving between frameworks further requires emotional and intellectual flexibility—recognizing that while Lean and Kanban are demand-pull systems, integrating other models like Theory of Constraints (Goldratt, 1984) can optimize flow and bottleneck management.

Developing Cross-Framework Knowledge

Angela can develop her knowledge by adopting a modular approach: starting with foundational concepts of supply chain management, then layering in specific methodologies such as Kanban, Six Sigma, and Agile principles. She should seek case studies within the automotive supply chain context to understand real-world applications and challenges. Enrolling in certifications like Lean Six Sigma Green Belt can formalize her understanding and demonstrate her competence (Pyzdek & Keller, 2014).

Cross-framework learning involves understanding the philosophical underpinnings—such as the difference between push and pull systems—and practical implementation strategies. For example, integrating Kanban with digital tools like electronic Kanban (e-Kanban) systems can improve tracking and visibility (Liker, 2004). Regular interaction with supply chain professionals and mentors will also foster a deeper appreciation of how these models function in practice and evolve in response to market dynamics.

Implications for Practice and Organizational Change

For Angela, adopting a multi-framework mindset enables flexible application of different methodologies based on context-specific requirements. For instance, in situations with unpredictable demand or lengthy supply lead times, a hybrid approach blending push and pull elements might be optimal (Nahmias, 2013). The evolution from push-based inventory systems to demand-driven Kanban highlights the importance of agility and real-time data in supply chain management. Angela’s capacity to move between frameworks will ultimately support her company in reducing costs, improving responsiveness, and maintaining competitiveness.

Understanding Bob’s Learning Journey within Education

Similarly, Bob Johnson’s experiences as a veteran educator encountering the increasing emphasis on assessment culture reflect a need for continuous professional development in pedagogical theories. The shift from traditional teacher-centered approaches to student-centered, assessment-driven models aligns with several educational schools of thought, including Constructivism, Evidence-Based Education, and Accountability Pedagogy (Vygotsky, 1978; Hattie, 2009).

To develop a new appreciation for these models, Bob can engage in professional learning communities, attend workshops on formative and summative assessment techniques, and explore recent educational research. Participating in action research projects allows teachers like Bob to implement new strategies, collect data on their effectiveness, and adapt practices accordingly (Kemmis & McTaggart, 2005). Engaging with organizations such as the Center for Assessment or the Learning First Alliance offers resources and networks for understanding assessment theories.

Moreover, Bob should study the philosophical foundations of assessment—understanding how formative assessment supports Constructivist principles by promoting active student engagement, versus summative assessment aimed at accountability. Reading works by Wiliam (2011) and Black & Wiliam (1998) provides insight into formative assessment’s role in enhancing learning outcomes. Embracing a growth mindset, as proposed by Dweck (2006), can help Bob view assessment as a tool for improvement rather than merely evaluation.

Strategies for Embracing New Educational Paradigms

Bob can develop comfort with the new models by engaging in reflective practice, setting professional development goals, and seeking mentorship from colleagues experienced in assessment reform. Online courses and webinars on assessment literacy can deepen his understanding of data-driven instruction. Additionally, participating in policy discussions and educational forums can broaden his perspective on how assessment models impact curriculum, instruction, and teacher effectiveness (Stiggins, 2005).

Integrating Theory and Practice

Both Angela and Bob exemplify professionals who benefit from an integrated, multi-framework understanding tailored to their respective contexts. Angela’s ability to navigate between demand-driven and forecast-based supply models enables operational agility. Similarly, Bob’s openness to different pedagogical schools fosters adaptive teaching strategies aligned with evolving educational standards. In both cases, ongoing learning, professional engagement, and critical reflection are essential for growth and effectiveness in their professions.

Conclusion

Understanding and developing proficiency across multiple frameworks or schools of thought enhances professional adaptability. Angela’s mastery of supply chain models like Kanban, Lean, and systems thinking prepares her for operational challenges. Concurrently, Bob’s exploration of assessment theories through participatory learning and literature fosters pedagogical growth. Both scenarios underscore the importance of continuous education and the deliberate integration of diverse models to meet changing demands in their fields.

References

• Anderson, D. J. (2010). Kanban: Successful Evolutionary Change for Your Technology Business. Blue Hole Press.
• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139–148.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Goldratt, E. M. (1984). The Goal: A Process of Ongoing Improvement. North River Press.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Liker, J. K. (2004). The Toyota Way: 14 Management Principles from the World’s Greatest Manufacturer. McGraw-Hill Education.
• Nahmias, S. (2013). Production and Operations Analysis. Waveland Press.
• Ono, T. (1988). Toyota Production System: Beyond Large-Scale Production. Productivity Press.
• Pyzdek, T., & Keller, P. A. (2014). The Six Sigma Handbook. McGraw-Hill Education.
• Senge, P. M. (1990). The Fifth Discipline: The Art & Practice of The Learning Organization. Doubleday.
• Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappan, 87(4), 324–328.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.