Supply Chain Management

Introduction
You have just been hired to teach Supply Chain Management in the MBA Program of the University of Sparkwimville. Over the next several weeks you will be creating lesson plans, assessments, and other curriculum pieces for your course, all while receiving feedback from your head of department and colleagues. Welcome to your start as a doctoral practitioner-level educator.
Adult learners will come to your class seeking expert knowledge from you, the instructor, and they will submit coursework according to their particular understanding of your instructions (typically nothing more, and sometimes much less). Your MBA students at Sparkwimville are working adults with busy lives. To begin this week, you will be reviewing foundational adult learning frameworks and theories to understand how to teach these learners. Then you will create a welcome video and transcript to introduce yourself to your students, briefly present your vision of the class you will be teaching and tell your students what they can expect from you this term. You will have the opportunity to familiarize yourself with ChatGPT or another generative AI chatbot as you create a script for your welcome video.
As you work through planning your supply chain management course, keep in mind the following course learning objectives that your department chair has given you:

1. Identify the elements of a supply chain.
2. Describe the challenges of coordinating a supply chain.
3. Explain the role of the supply chain in enabling business competitiveness.
4. Recommend a framework for supply chain management.
5. Analyze contemporary trends and issues in effective supply chain management.

Overview
Note: Assessments in this course are designed to be completed in the order they are presented in the course room. Please make sure you complete them in order.
You are teaching an online class of MBA students at Sparkwimville University about the current trends and issues of supply chain management. You can reasonably expect that your target student has some exposure to supply chain concepts in their undergraduate studies. As a refresher, you can begin the class by introducing them to originating concepts of supply chain management and its goals and implications. Thereafter, you will integrate a more advanced understanding of supply chain management and its relevance to the issues facing industry today.
Social presence is an important contributing factor for student success, so please begin by creating a video to welcome your students. You will inform your learners about class policies and course expectations, as well as provide an overview of key concepts that the class will cover. This video is to be a positive and professional welcome to your MBA students.

• Think about what you would have liked in a welcome video from faculty when you were going through your own master’s program.
• Think about how you want to build your brand and beliefs as an educator, and how you can communicate that to your students.
• Think about the top three takeaways you want your students to receive from your welcome video and plan how you will ensure these points are clearly communicated.

Instructions
There are two parts to this assessment; read through the instructions before you begin work.
Also, keep the learning objectives for the course you will teach at the University of Sparkwimville in mind as you prepare your assessment:

• Identify the elements of a supply chain.
• Describe the challenges of coordinating a supply chain.
• Explain the role of the supply chain in enabling business competitiveness.
• Recommend a framework for supply chain management.
• Analyze contemporary trends and issues in effective supply chain management.

Script
Planning what you want to communicate in a video before recording it is a recommended practice that allows you to refine the content you present—as well as how you present yourself. Your welcome video is the first impression you will be giving your students of you and the class, so do your best to make a positive impression.
Method 1: From your own knowledge and expertise, write a script for your welcome video to help you prepare for your video and serve as a valuable resource for students who cannot engage with the audio or autogenerated captions of your Zoom video. For a 2 minute video, your script will likely end up being a 1-page double-spaced.
Method 2: Use Chat GPT or another generative AI chatbot to write your script. Ensure that you incorporate the learning objectives within your initial query.
Now, compare the self-generated script with the AI-generated script to choose the final script you will use to create your video message. On one MS Word document, provide the scripts generated from Methods 1 and 2. Explain the rationale for using your final chosen script (i.e., either the self-generated script or the AI-generated script). Explain the differences between the two scripts. Describe what you learned from using an AI chatbot to generate a script for your welcome video.

Make sure you are using your final chosen script to practice before recording your video. Rehearsing will put you at ease, and your delivery will be more engaging if you appear to be speaking to your students directly.
Address the following points as you prepare your script, and make sure they are covered in your video:

• Make a brief introduction in which you describe yourself as a professional as well as your approach to teaching this course.
• Explain the general course content and at least three current trends or issues in supply chain management as they apply across diverse business contexts and cultures.
o Use the readings from class, sources found via the Topic Exploration Quickstart Literature Guide: Global Operations & Supply Chain Management, and your own searching of the scholarly and practitioner literature to inform and support the trends or issues you choose.
 Include any resources you use to support your video in an APA-formatted references list with your submission.
• Present an overview of course policies, expectations, how students should contact you, and where students can access this information for future reference.
o You do not have to create the additional course policy and expectation documentation, but you should tell your students where to find student policies in your online classroom.
• Convey the key course takeaways to students in a way that is relevant to their current and future professional lives.
o Remember, adult learners are often most motivated when information is presented to them in a way that highlights how they can use new learning to make their personal and professional lives better now—not just after they have finished their degree.

On the Word document, ensure you:

• Provide the scripts generated from Methods 1 and 2.
• Explain the rationale for using your final chosen script (i.e., either the self-generated script or the AI-generated script).
• Explain the differences between the two scripts.
• Describe what you learned from using an AI chatbot to generate a script for your welcome video.

Additional Requirements
As you complete your assessment, be sure your submission meets the following guidelines:

• Written communication: Use error-free, doctoral-level writing, with original (non- plagiarized) content, logical phrasing, and accurate word choices.
• APA formatting: Format all references and citations according to current APA style and formatting guidelines.
• Font and font size: Use a consistent, APA-compliant font, 12 points.
• Length: Your video should be 2–4 minutes long, and the transcript should contain roughly 1–3 double-spaced content pages plus a reference list.

Adult Learning Frameworks & Theories

Adults learn differently than young children and teenagers. In general, adults seek out learning because they need to know something in order to accomplish a goal (solve a problem, get a promotion, and so on). Adults learn within the context of their life experiences through the lens of the goal that they are attempting to accomplish. This means that adult educators need to understand the importance of individualism—that is, that the same content will be interpreted through highly individual points of view, often with a focus on only the parts that seem immediately applicable to the goal of the individual adult learner. The following resources will help guide you through a foundational understanding of frameworks and theories that you can use to better understand the adult learners you will be teaching.

Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.

• Amin, A. E. (2020). Andragogy: A theory in practice in higher education. Journal of Research in Higher Education, 4(4), 54–69.
o This article examines adult learning principles through an analysis and synthesis of andragogy, teaching, and learning in higher education. Characteristics of adult learners and principles of adult learning in higher education are examined through the lens of andragogy.
• Fox, P. (2020, July 22). Adult learning theory | Knowles’ 6 assumptions of adult learners[Video]. YouTube. https://www.youtube.com/watch?v=SArAggTULLU
o This video provides a brief introduction to the six assumptions on which Knowles’s andragogy is based.
• Hamlin, M. D. (2020). Chapter 9, Creating an andragogy for adult learning advantage. In
S. Hai-Jew (Ed.), Building and maintaining adult learning advantage (pp. 209–231). IGI Global.
o Adult learning ability is by and large considered a “net good” and is established through extra resources, the cultivation of experiences, and services like tutoring and test-taking. However, even with the proliferation of such tools, there is no single solution that can address the needs of a broad student population. To

address individual needs, educators must equip themselves with as many methods as they can to ensure learner success.
• Pikhart, M., & Klimova, B. (2019). Utilization of linguistic aspects of Bloom’s taxonomy in blended learning. Education Sciences, 9(3), 235–244.
o When students go from the remembering to the understanding phase (that is, able to explain ideas and concepts), they feel they have already attained a particular milestone in their learning process. Using Bloom’s taxonomy can help educators better map this journey for students, as well as communicate expectations around where students should be in their learning journey.

Capella Connect: Considering a Philosophy of Teaching

As you prepare to educate the MBA students at Sparkwimville University, your department head has encouraged you to reflect on your teaching philosophy. By focusing on your beliefs and values about teaching, you will be better positioned to create instructional plans, assessments, and feedback that reflect your identity as an educator and better serve your students. Most positions you will apply for will ask for a statement of teaching philosophy during the application and interview process as well. By starting to develop and reflect on your teaching philosophy now, you can begin to apply it in your teaching this term and refine it throughout your career.

For Assessment 6, you will write a philosophy of teaching. Other assessments will ask you to articulate how the instructional content you create aligns with your beliefs, values, and/or general educational philosophy. Begin now to develop your teaching philosophy.

Ask yourself the following questions as you consider your philosophy of teaching within the context of this course:

• How would you apply the components of andragogy and Bloom’s taxonomy in your MBA teaching and instruction?
• What are your values pertaining to education and your role as a teacher?
• What are your beliefs about education and your role as a teacher in facilitating learning?
• How can a teacher best serve their students?

You may find the following resources useful to review as you consider your philosophy of teaching:

• Indeed Editorial Team. (2021, February 22). How to write a teaching philosophy step by step (with tips and examples). Indeed Career Guide. https://www.indeed.com/career- advice/career-development/how-to-write-a-teaching-philosophy

• Laundon, M., Cathcart. A., & Greer, D. A. (2020). Teaching philosophy statements. Journal of Management Education, 44(5), 577–587.