Discuss your Understanding of the pros and cons of MRPII systems, Essay

Discuss your Understanding of the pros and cons of MRPII systems, citing at least two Web sources. How could any new system be better than an MRPII system - Essay Example es and processes information for effective decision making in scheduling, designing, inventory management and cost control in the business (Goddard, 1993). MRP II is a computer-based scheme that generates detailed production schedules using real time data to harmonize the influx of constituent resources. It is commonly used by itself, but also with the Enterprise Resource Planning (ERP) system. The MRP II system does have pros and cons which are elaborated subsequently (Goddard, 1993). The Manufacturing Resource Planning II promotes improved consistency in-on-time customer delivery and enhances inventory reductions of one-fourth to one-third. Also, there is elevated inventory turnover decline in purchasing costs because of fewer expedited shipments. Lastly, it minimizes of workforce overtime (Goddard, 1993). The cons of MRP II are centered on the fact that all of the preceding planning before creation can be based on disingenuous data and decelerate the production process itself. As unanticipated changes occur, the planning process ought to be recalculated from the start, which can cause wastefulness if feedback about drawbacks is not supplied on a well-timed, regular basis (Goddard, 1993). In conclusion, the current MRP II system takes time to put up and implement and so a new system will be better. Some recent MRP II systems have integrated limited decision making support functionality, whereas the business is moving to a newer age band of a stable, comprehensive technology, and risk is relatively low (Murgiano,

Adult learning and development theories applied to military education Assignment

Adult learning and development theories applied to military education - Assignment Example Established educational programs play an important role in influencing learning processes and program components, moderated by learning and developmental theories, empowers learning processes to success. Examples of learning theories are social cognitive orientation theory, transformational learning theory and self-directed learning theory while Piaget’s theory of cognitive development is an example of developmental theories. Class sessions, tutoring, advising, program evaluation, and mandatory assessment are examples of program components and this paper reviews them subject to learning theories and developmental theories. Transformational learning theory and educational learning components Transformational learning theory is core to adult learning program. The theory’s core construct is the learning approach in which adults transform their existing knowledge, opinions, and assumptions and assume a more open minded and comprehensive scope of their experiences. The theor y relies on meditations, based on positive and negative experiences that motivate an individual and those experiences that develop surprises to adult learners, leading to social change that may be evident in reduced poverty level in the society, enhanced knowledge base in the learners, or reduced level of oppression. Transformational learning also relies on learners’ rationale from which new knowledge constructs are developed from experiences (Merriam, Caffarella and Baumgartner, 2012; Westby, 2007). Class session defines the traditional learning process in which a teacher teaches students belonging to a given class. It is a common approach to adult education, especially because of fixed schedules converges learning time, and constrained facilities. The foundation of class session exposure of the learner to new knowledge and this identifies with diversified aspects of the transformational learning theory. Exposure to new knowledge offers a basis for reflection into the learne r’s experience, a process that triggers the transformational learning theory’s aspect of reconstruction of perspectives. Developed knowledge in class sessions also offer a benchmark for determining the motivational aspect of an experience as lower benchmarks would enlist positive attitude while high benchmarks would identify discouragements in a learner’s experience. Interactive class sessions also exhaust learners’ perspectives and rationale to transform approach to knowledge development and to changed held perspectives (King, 2009; Boylan, Bliss and Bonham, 1997). Unlike class sessions, tutoring focuses on small number of students per educators and may sometimes be done on a one-on one basis. Its scope is similar to the scope of class session and therefore identify with transformational learning theory. The tutor, in a facilitator role, exposes learners to constructs that evoke reflection and meditation upon experience to motivate new perspectives. Lear nt knowledge from the program component also establishes standards that motivate learners into reflections and meditations. Consequently, tutoring identifies with the transformational learning theory through its concepts that promote reflection, among learners, of their experience, meditation upon the experiences, and integration of the experiences and learnt concepts for a new perspective. Advisory and counseling initiatives are other major components of educational programs and apply to adult education. The adult learner prefers an active approach to knowl