D02 Certification requirements

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JEA Black Belt Certification Requirements 1 ©2006, JEA™. All Rights Reserved.

Objectives – Certification Requirements ,[object Object],[object Object],2 ©2006, JEA™. All Rights Reserved. Copyright JEA™ 2003

Certification Requirement #1 ,[object Object],[object Object],3 ©2006, JEA™. All Rights Reserved.

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MAN 4584 – Process Improvement Methodologies Assignment Series Project Week 2 - Assignment 1 This week students need to select a process improvement project to work on during this course. There are four parts to this mini-project that students will do throughout this course (read all four parts due Week 2, 4, 6, and 8 before continuing with this assignment to understand how this breaks down in the coming weeks, in the Course Materials there is a file with all 4 parts to easily print, link). Students may select something at work (i.e. a process or quality issue that can be pursued to help grow your career) or it may be something that will simply make your life easier at home (i.e. getting ready in the morning/evening for work, cooking a meal, etc.). 1. Select One Process to Map - Do not pick a huge project as we have a limited amount of time in this class. Do not pick a process that you have no control over as you will be required to implement at least one improvement or change to the process during this course. If your become overwhelmed in this part of the project with defining the process you select, you should consider reducing the scope to a smaller project. This course requires students to learn and apply the methodologies in the lessons to define, analyze, and improve the process they select. So be sure that you have the fundamental knowledge needed on the process selected so you can focus on evaluating how to apply the lessons and methodologies as required to the project. 2. Assign Ownership and Roles - While this is an individual project, you will need to get family, co-workers, or other stakeholders in the process involved to support you with completing these assignments. Make sure everyone knows and approves of what you are going to do for your improvement project and when you will need to finish the various parts of this project. Make sure they understand that there are specific steps you have to follow to meet your course requirements on this project and that you will also need their support to provide you with input in order to complete the assignments. 3. Analyze Process Boundaries – Identify where the selected process starts and stops, as well as other processes that interface with this process. Make sure you clearly understand your process boundaries or limitations for this improvement project. 4. Map Process - Select any of the mapping tools covered in your textbook, supplemental articles, or lecture in the Week 2 lesson. This map of your selected process should be detailed enough that others could follow your process and have the same result or output as you. a. Identify the outputs and customers for the process. b. Identify inputs and suppliers for the process. c. Map the tasks and decisions needed to transform the inputs into the outputs for the process. d. Define customer expectations for performance for this process (translate these goals and o ...

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C11CS Competitive Strategy Course Handbook 2021/22 Competitive Strategy 2021 P a g e | 1 1. Introduction The Competitive Strategy course aims to equip students with the core concepts, frameworks, and techniques of competitive strategy. Students armed with this knowledge and ideas will better understand what managers must do to make an organization achieve superior performance. Competitive strategy is concerned about running an organisation, i.e. how to plan, manage, lead and organise its activities to take advantage of market and industry opportunities. It provides the direction and purpose for an organisation. The course videos and learning materials using various frameworks and concepts will examine and evaluate companies in domestic and international markets, employing a range of technologies, and operating within various regulatory and environmental constraints. During the course students will learn how to analyse company strategies; they will also learn via the tools of strategic analysis, how to evaluate strategic options and how to formulate an effective strategy for implementation. The course’s objectives are to: 1. Understand the theoretical and practical issues involved in employing competitive strategy concepts in organisations. 2. Critically evaluate a number of widely used conceptual frameworks which will be of immediate and real value in future careers. 2. Learning Outcomes On completion of this course you will be able to: Subject mastery 1. Understand the integrative nature of competitive strategy. 2. Adeptly utilise and apply the competitive strategy tools and knowledge in a practical or academic context through the use of global case studies. 3. Systematically and critically examine the effectiveness of the key competitive strategy conceptual frameworks / models of analysis. 4. Identify and evaluate the role of organisational design and organisational culture in shaping strategy and organisational performance. Personal abilities 1. Develop analytical and problem-solving skills appropriate for a variety of subject and non- subject specific contexts. 2. Develop a capacity to explain strategic analysis and justify strategic choices in a coherent manner. 3. Develop independent working skills. 4. Develop communication skills, report writing. Competitive Strategy 2021 P a g e | 2 The Global Teaching Team This course is offered by staff located in Dubai, Edinburgh and Malaysia. Campus Role Name Email Virtual Office Hour (local time*) Edinburgh Global Course Leader John Sanders [email protected] 11.00am Monday GMT Tutor Stephen Bernard [email protected] Course Leader Asraf Raouf [email protected] Malaysia Course Leader Shaharudin Yunus [email protected] 10.00am Tuesday 3. Course Structure This course is divided into 11 weekly learning themes or topics, each of these themes or topics is accompanied by a series of recorded vi ...

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Course Information Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021 Term Dates:August 23rd, 2021 – December 12th, 2021 Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom Live Session:You will be contacted by your LIVE Residency Instructor. This individual may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course. Credits:3 Prerequisites:N/A Instructor Information Faculty Name:Dr. Sherwin L. Stewart Email Address:[email protected] Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours. Required Materials and Textbook(s) Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8 STRATSIMMANAGEMENT Strategic Management Simulation Available for purchase via eCampus, NEC’s Online bookstore Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note: · Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor. · Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password. · Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term. Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten (10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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