Competence based learning 060710 pdf

www.logisticslearningalliance.com +44 (0) 1530 276590

Delivering World Class Supply Chain Learning in Five Continents

LLA is........A group of people who have been working together,

delivering Logistics/Supply Chain management performance improvement programmes for the last 15 years.

LLA was formed six years ago with the management buy out of the CILT qualifications delivery element of People Development Group.


What does LLA Do?� Train in logistics and supply chain management

� Courses can be generic (off the shelf) or bespoke

� Courses can lead to CILT qualifications

� Ethos is to provide new or improved skills for application in the workplace


The LLA Approach

�Knowledge or competence?


Knowledge� Knowledge based learning focuses on the theory rather than the

practical. It adds no value unless the knowledge can be applied in the workplace. You don’t get paid for what you know – you get paid for what you do with what you know!

� With the ease of access of vast amounts of information on the internet, the importance of an individual’s knowledge retention continues to decline.

� Studies have shown that post examination knowledge retention is as low as 15% - there can be precious little business benefit in this approach.


Competence Based Learning� Provides skills and expertise that can be applied in

workplace making a tangible difference to the operation.

� Learning by doing – likelearning to drive a car. Could you learn to safely drive from instructionsin a book?


LLA Believes......

� Training is of no value unless it brings about a change in the workplace..... Either by improving an existing process or by providing instruction and guidance on the development of a new process


LLA training............leads to participants

� Doing different thingsor� Doing things different (sic)


How Do We Do It?

� Through SCIL Plc - a fictitious organisation in which learners take on the role of the management of an underperforming department. It could be the warehouse, inventory or transport operation. � Equally the learner may be called up to address

underperformance throughout the supply chain


SCIL Plc – A Case Study Simulation � SCIL Plc may be a fictitious organisation but it

accurately replicates the real world in its processes, personalities, product information and in its plethora of statistical data. The company has recently formed from the merger of two organisations, Air-flo and Bi-flo each with its own strengths and weaknesses. Therefore, in addition to a complex range of strategic, tactical and operational issues there are, within the simulation, issues involving the integration of two organisations with different cultures, attitudes and supply chains.

� Supported by a specialist coach, students take on the management of an underperforming department and demonstrate their competence by completing a series of tasks designed to lead to an improvement in functional performance.


InductionLearners – “new recruits” to SCIL Plc - go through a comprehensive

induction consisting of a series of presentations from the board of directors.

These presentations provide the strategic context to the management role the learner is to perform

“.........we recognise that we must also become more innovative in our product development, exploiting greater use of new technology. Fundamentally, we must also improve product availability, which will mean a greater focus on supply chain management. Historically, neither business has been good in this area, so strategically it represents our biggest challenge,.....”


A Complete Hierarchy of Management

“Hi, I'm Shigeru Kozu, Managing Director of Air-Flo. I began my career with Air-Flo just over 3 years ago as the Production Director, where I had responsibility for all the manufacturing operations of the company. At that time the factory at C8 was experiencing some major problems with quality, waste and erratic lead times. Initially, most of my time was spent sorting out this site, by implementing Just in Time and some of the lean thinking techniques ……….”

You can access information about the operation, the culture and the current supply chain issues of SCIL Plc by ‘meeting’ any of the individuals in the management chart.


A Multi-Site OrganisationYou can access information about the operation of any of the manufacturing, storage or distribution facilities by ‘visiting’ the site of your choice


Statistical Information


An International Supply Chain

SCIL Plc is based in Homeland but it has customers and suppliers in Alphaland, Betaland, Epsilonland and Forexland and therefore has a truly international supply chain


LLA Generic Courses

� Briefings

� Operational Master Classes

� Planning Master Classes


Briefings� An introduction to the

fundamentals of logistics and supply chain understanding.

� Briefings provide essential knowledge on how each function fits into the supply chain, how they contribute to supply chain performance and the impact that functional activity can have elsewhere in the supply chain

� Briefings are available in:

� Supply Chain� Inventory� Production� Warehouse� Sourcing� Transport


Operational Master Classes� Ideal for first line

managers/supervisors -people who have a demanding operational role but who are not involved in planning issues.

� Provide part of curriculum of the level three Certificate in Logistics and Transport

� Operational Master Classes are available in:

� Inventory,

� Sourcing

� Warehouse

� Transport

� Productionwww.logisticslearningalliance.com +44 (0) 1530 276590

Planning Master Classes� Intended for middle

managers whose operational roles also have a planning dimension

� Many planning Master Classes provide part of the curriculum of the level five Professional Diploma in Logistics and Transport

� Planning Master Classes are available in:

� Supply Chain Management� Supply Chain Network Planning� Inventory Planning� Sourcing Planning� Production Planning� Warehouse Planning� Transport Planning� Retail Logistics� Supply Chain Flow Planning� Demand Management


Master Classes – Delivery Example� Initial Workshop. Familiarisation with SCIL Plc and completion of three

tasks� Home Study Complete a further 15 tasks at home over three months,

mentored by a specialist tutor� Final Workshop Complete remaining three tasks and present to M&S

management what changes you are going to make and in what time scales

� Implementation. Using LLA mentor to assist with any obstacles, complete application of learning in your workplace

� Follow up. Final meeting with LLA highlighting successes and any areas of difficulty.

� Remember you will have already made the application within SCIL Plc, therefore you will have the competence and confidence to make the same application within your real workplace role.


Available Qualifications

� Level 6 Advanced Diploma in Logistics and Transport� Level 5 Professional Diploma in Logistics and

Transport� Level 3 Certificate in Logistics and Transport� Level 2 Certificate in Logistics and Transport


How Does it Work?� LLA courses require students to demonstrate evidence of competence in a

variety of areas.

� Taking on a relevant functional management role within SCIL Plc, the student completes a series of tasks (example follows) designed to address specific competences.

� There is no limit to the number of times that students can contact their allocated specialist coach for support and guidance throughout the programme.

� As each task is completed, a portfolio of evidence of competence is compiled. Completed portfolios are submitted to the Chartered Institute of Logistics and Transport where the course is intended to lead to a qualification .


Centre of Excellence 1

Learners are provided with the Centre of Excellence - a comprehensive encyclopaedia of logistics/supply chain knowledge.


Centre of Excellence 2

An extract from the ‘supply chain’ section of the Centre of Excellence


Task Example (level three)To: Sue Smith

Warehouse ManagerFrom: Alex Clifton,

Manager C24 Distribution CentreDate: 15 December 2009 Re: ABC Analysis

You’ve got many items to manage in our ‘Dependable’ range so it is very important you prioritise your time. To help you, I suggest you undertake an ABC analysis on the ‘Dependable’ range. Write a report explaining ABC analysis and detailing your findings.


How to Carry Out the Task 1� To define ABC analysis, refer to the Centre of

Excellence and use the A-Z index to locate definition

The Centre of Excellence is acomputerised encyclopaedia of supply chain theory and terminology.

The ABC analysis entry provides detailed definitions, (expressed in volume and in value) together with graphical illustrations as shown


How to Carry Out the Task 2Research within SCIL Plc� Locate the relevant data within SCIL Plc (this is an extract from the 280

product lines and the 52 weeks of the analysis of the ‘dependable’ product range )


How to Carry Out the Task 3Student’s ResponseMEMORANDUMTo: Alex Clifton – Manager, C24 Distribution CentreFrom: Sue Smith Warehouse ManagerDate: 16 December 2009Re: Inventory Management Task 11 – ABC Analysis

An ABC Analysis is an analysis which is applied to selective inventory management controls. It is concerned with ranking the inventory products in some form of hierarchy so that focus can be placed on the most relevant products. Often Inventory Value is used as the ranking criterion which is calculated from multiplying Annual demand by inventory cost. Other differentclassification parameters can be used, for instance rate of return of products or item demand.

Once the analysis has been carried out, an ABC classification can be undertaken which classifies the products into a number of different groups. Often 3 groups are chosen, hence the term ‘ABC’ analysis.

‘A’ items – Products which represent 75-80% of annual demand in monetary terms but only 15-20% of inventory items. These products may be of strategic importance to the business. The greatest focus should be placed on these products since improvements in the management of these products is likely to yield the most favourable results.

‘B’ items – An intermediate group of products representing 5-10% of annual demand but some 20-25% of the total inventory items. Products in this group are likely to receive less management attention than products in Group ‘A’ but more than those in Group ‘C’.

‘C’ items – Products which represent only 10-15% of annual demand but represent 60-65% of inventory items. Procurement decisions for these products are usually automated.

Since no unit cost data is available on the CD, I will carry out an ABC analysis using item demand only.It can be identified that there are 280 different Dependable products (4 styles which are available in 7 colours and which have 10

variants of each colour). Using the data in the ‘item_dem_dep_pr_tb’ table, I have totalled the Period demand for each of the 280 Dependable lines and then sorted this data in descending order of item demand.

It can be identified from the spreadsheet that Product DS1D5 has the greatest annual demand. Similarly, products DS4G10 and DS4A10 have the lowest annual demand.


How to Carry Out the Task 4Supporting Spreadsheet

Item Cum % % DemandDS1D5 5.50 5.50 886400DS1D6 10.00 4.50 725233DS1D7 13.75 3.75 604357DS1D4 16.75 3.00 483491DS2D5 19.50 2.75 443197DS1D8 22.00 2.50 402907DS2D6 24.25 2.25 362616DS3D5 26.45 2.20 354559DS1D3 28.45 2.00 322324DS1C5 30.43 1.98 319101DS1E5 32.41 1.98 319101DS2D7 34.28 1.88 302186DS3D6 36.08 1.80 290092DS1C6 37.70 1.62 261085DS1E6 39.32 1.62 261085DS2D4 40.82 1.50 241745DS3D7 42.32 1.50 241745DS1C7 43.67 1.35 217575DS1E7 45.02 1.35 217575DS1D2 46.27 1.25 201455DS1D9 47.52 1.25 201455DS2D8 48.77 1.25 201455DS3D4 49.97 1.20 193394DS1C4 51.05 1.08 174052DS1E4 52.13 1.08 174052DS2D3 53.13 1.00 161165DS3D8 54.13 1.00 161165DS2C5 55.12 0.99 159551DS2E5 56.11 0.99 159551DS1C8 57.01 0.90 145046DS1E8 57.91 0.90 145046DS2C6 58.72 0.81 130543DS2E6 59.53 0.81 130543DS3D3 60.33 0.80 128931DS3C5 61.13 0.79 127643DS3E5 61.92 0.79 127643DS1D1 62.67 0.75 120873DS1C3 63.39 0.72 116039DS1E3 64.11 0.72 116039DS2C7 64.78 0.67 108782DS2E7 65.46 0.67 108782DS3C6 66.11 0.65 104434DS3E6 66.75 0.65 104434DS2D2 67.38 0.63 100730DS2D9 68.00 0.63 100730DS1B5 68.55 0.55 88637DS1F5 69.10 0.55 88637DS4D5 69.65 0.55 88637DS2C4 70.19 0.54 87031DS2E4 70.73 0.54 87031DS3C7 71.27 0.54 87031DS3E7 71.81 0.54 87031DS1D10 72.31 0.50 80580DS3D2 72.81 0.50 80580DS3D9 73.31 0.50 80580DS1B6 73.76 0.45 72525DS1C2 74.21 0.45 72525DS1C9 74.66 0.45 72525DS1E2 75.11 0.45 72525DS1E9 75.56 0.45 72525DS1F6 76.01 0.45 72525DS2C8 76.46 0.45 72525

Cum %

0.00

20.00

40.00

60.00

80.00

100.00

120.00

DS

1D

5

DS

3D

7

DS

2E

6

DS

2C

4

DS

3C

4

DS

2B

5

DS

3B

5

DS

3C

9

DS

1B

2

DS

4C

4

DS

1A

3

DS

2B

9

DS

2G

8

DS

3A

8

DS

2A

2

DS

3G

2

DS

3A

1

DS

4B

10

Product

Pe

rce

nta

ge

Cum %

A B


How to Carry Out the Task 5The Outcome

� The research into the definition of an ABC analysis together with its application in the simulated commercial world of SCIL Plc gives the learner the competence and confidence to make a similar application in the real life workplace, giving a personal development benefit to the student and a business benefit to the company.


Completing the Course� The learner’s response to task number one is submitted

for assessment and this automatically triggers off the despatch of task number two.

� While working through task number two, the learner will receive feedback on task number one, either “task complete” or requesting additional work/clarification.

� This process continues until all tasks (and therefore the course) are completed to the assessor’s satisfaction


LLA Personal Development StaircaseNew entrants

to the profession

Supervisors/ First Line

Managers -Operational

Middle Managers -

Tactical

Senior Managers -Strategic


Date post:	14-Dec-2014
Category:	Technology
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Competence based learning 060710 pdf

Technology