Fluent Essays

Directions Accessing McGraw-Hill Connect Follow these steps to view the scenario. Initial Posting Go to McGraw-Hill Practice Operations to view the scenario. Click the "McGraw-Hill Connect" tab in the course navigation menu. Click the McGraw-Hill Practice Operations link. Students are to complete Module 4, Human Resources and Capacity (Scenario) in Practice Operations. Based on their observations in this scenario, and upon a careful review of the available literature, the student is to consider him - or herself to be the Production Manager of Kibby and Strand, the company in the scenario. The CEO is thinking of expanding Kibby and Strand, and you are tasked to create a data collection plan and measurement criteria for how production output and product quality will be measured. Create your collection plan and output measurement criteria assuming the current production capacity in the simulation scenario will be doubled. In addition, the HR manager asks for a list of qualifications and skill sets required for additional staff to operate and maintain new equipment planned for the expansion. Create your job ad to include qualifications and desired skill sets. The student is to create the data collection plan, measurement criteria, and job qualifications list based on knowledge learned in the scenario, and post it in the discussion.  Instruction Guidance: It would be prudent to consider content covered in chapter 7 of the textbook; however, there are many other useful resources available on the Internet and in the literature to support the construction of your action plan.  The required items should be prepared in a single Microsoft™ Word document, and then attached to the unit discussion thread. There is no minimum or maximum in terms of the word count; however, the response should explicitly address all required components of this discussion assignment. The document should be prepared consistent with the APA writing style and reflect higher level cognitive processing (analysis, synthesis and or evaluation). Chapter 7 Work Design and Measurement © McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. 1 Learning Objectives (1 of 2) You should be able to: 7.1 Explain the importance of work design 7.2 Compare and contrast the two basic approaches to job design 7.3 Discuss the advantages and disadvantages of standardization 7.4 Describe behavioral approaches to job design 7.5 Discuss the impact of working conditions on job design 7.6 Compare the advantages and disadvantages of time-based and output-based pay systems 7-‹#› © McGraw-Hill Education. Learning Objectives (2 of 2) 7.7 Explain the purpose of methods analysis and describe how methods studies are performed 7.8 Describe four commonly used techniques for motion study 7.9 Define a standard time 7.10 Describe and compare time study methods and perform calculations 7.11 Describe work sampling and perform calculations 7.12 Compare stopwatch time study and work sampling 7-‹#› © McGraw-Hill Education. Learning Objective 7.1 Job Design (1 of 2) Job design The act of specifying the contents and methods of jobs What will be done in a job Who will do the job How the job will be done Where the job will be done Importance Organization’s are dependent on human efforts to accomplish their goals Many job design topics are relevant to continuous and productivity improvement 7-‹#› © McGraw-Hill Education. Learning Objective 7.1 Job Design (2 of 2) Objectives Productivity Safety Quality of work life 7-‹#› © McGraw-Hill Education. Learning Objective 7.2 Efficiency versus Behavioral Job Design Efficiency School Emphasizes a systematic, logical approach to job design A refinement of Frederick Winslow Taylor’s scientific management concepts Behavioral School Emphasizes satisfaction of needs and wants of employees 7-‹#› © McGraw-Hill Education. Learning Objective 7.3 Specialization Specialization Work that concentrates on some aspect of a product or service Advantages For management: Simplifies training High productivity Low wage costs For employees: Low education and skill requirements Minimum responsibility Little mental effort needed Disadvantages For management: Difficult to motivate quality Worker dissatisfaction, possibly resulting in absenteeism, high turnover, disruptive tactics, poor attention to quality For employees: Monotonous work Limited opportunities for advancement Little control over work Little opportunity for self-fulfillment 7-‹#› © McGraw-Hill Education. Learning Objective 7.4 Behavioral Approaches to Job Design Job Enlargement Giving a worker a larger portion of the total task by horizontal loading Job Rotation Workers periodically exchange jobs Job Enrichment Increasing responsibility for planning and coordination tasks, by vertical loading 7-‹#› © McGraw-Hill Education. Motivation Motivation is a key factor in many aspects of work life Influences quality and productivity Contributes to the work environment Trust is an important factor that affects motivation 7-‹#› © McGraw-Hill Education. Teams (1 of 2) Teams take a variety of forms: Short-term team Formed to collaborate on a topic or solve a problem Long-term teams Self-directed teams Groups empowered to make certain changes in their work processes 7-‹#› © McGraw-Hill Education. Teams (2 of 2) Benefits of teams Higher quality Higher productivity Greater worker satisfaction Team problems Some managers feel threatened Conflicts between team members 7-‹#› © McGraw-Hill Education. Learning Objective 7.5 Quality of Work Life Quality of work life affects not only workers’ overall sense of well-being and contentment, but also their productivity Important aspects of quality of work life: How a worker gets along with co-workers Quality of management Working conditions Compensation 7-‹#› © McGraw-Hill Education. Compensation It is important for organizations to develop suitable compensation plans for their employees Compensation approaches Time-based systems Output-based systems Incentive systems Knowledge-based systems 7-‹#› © McGraw-Hill Education. Compensation Systems Time-based system Compensation based on time an employee has worked during the pay period Output-based (incentive) system Compensation based on amount of output an employee produced during the pay period 7-‹#› © McGraw-Hill Education. Learning Objective 7.6 Comparing Compensation Approaches Management Worker TIME-BASED Advantages Stable labor costs Easy to administer Simple to compute pay Stable Output Stable pay Less pressure to produce than under output system Disadvantages No incentive for workers to increase output Extra efforts not rewarded OUTPUT-BASED Advantages Lower cost per unit Greater output Pay related to efforts Opportunity to earn more Disadvantages Wage computation more difficult Need to measure output Quality may suffer Difficult to incorporate wage increases Increased problems with scheduling Pay fluctuates Workers may be penalized because of factors beyond their control (e.g., machine breakdown) 7-‹#› © McGraw-Hill Education. Individual and Group Incentive Plans Individual incentive plans Straight piecework Worker’s pay is a direct linear function of his or her output Minimum wage legislation has reduced their popularity Base rate + bonus Worker is guaranteed a base rate, tied to an output standard, that serves as a minimum A bonus is paid for output above the standard Group incentive plans Tend to stress sharing of productivity gains with employees 7-‹#› © McGraw-Hill Education. Knowledge-Based Pay Systems Knowledge-based pay A pay system used by organizations to reward workers who undergo training that increases their skills Three dimensions: Horizontal skills Reflect the variety of tasks the worker is capable of performing Vertical skills Reflect the managerial skills the worker is capable of Depth skills Reflect quality and productivity results 7-‹#› © McGraw-Hill Education. Management Compensation Many organizations used to reward managers based on output New emphasis is being placed on other factors of performance Customer service Quality Executive pay is increasingly being tied to the success of the company or division for which the executive is responsible 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Methods Analysis Methods Analysis Analyzing how a job gets done It begins with an analysis of the overall operation It then moves from general to specific details of the job concentrating on Workplace arrangement Movement of workers and/or materials 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 The Need for Methods Analysis The need for methods analysis can arise from a variety of sources Changes in tools and equipment Changes in product design or introduction of new products Changes in materials and procedures Government regulations or contractual agreements Accidents or quality problems 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Methods Analysis Procedure Identify the operation to be studied, and gather relevant data Discuss the job with the operator and supervisor to get their input Study and document the present methods Analyze the job Propose new methods Install the new methods Follow up implementation to assure improvements have been achieved 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Guidelines for Selecting a Job to Study Consider jobs that: Have a high labor content Are done frequently Are unsafe, tiring, unpleasant, and/or noisy Are designated as problems Quality problems Processing bottlenecks etc. 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Analyzing the Job: Flow Process Charts (1 of 2) Flow process chart Chart used to examine the overall sequence of an operation by focusing on movements of the operator or flow of materials 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Analyzing the Job: Flow Process Charts (2 of 2) 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Analyzing the Job: Worker-Machine Chart (1 of 2) Worker machine chart Chart used to determine portions of a work cycle during which an operator and equipment are busy or idle 7-‹#› © McGraw-Hill Education. Learning Objective 7.7 Analyzing the Job: Worker-Machine Chart (2 of 2) 7-‹#› © McGraw-Hill Education. Learning Objective 7.8 Motion Study Motion study Systematic study of the human motions used to perform an operation Motion Study Techniques Motion study principles– guidelines for designing motion-efficient work procedures Analysis of therbligs– basic elemental motions into which a job can be broken down Micromotion study– use of motion pictures and slow motion to study motions that otherwise would be too rapid to analyze Charts– activity or process charts, simo charts (simultaneous motions) 7-‹#› © McGraw-Hill Education. Learning Objective 7.8 Developing Work Methods In developing work methods that are motion efficient, the analyst attempts to Eliminate unnecessary motions Combine activities Reduce fatigue Improve the arrangement of the workplace Improve the design of tools and equipment 7-‹#› © McGraw-Hill Education. Learning Objective 7.9 Work Measurement (1 of 2) Work measurement is concerned with how long it should take to complete a job. It is not concerned with either job content or how the job is to be completed since these are considered a given when considering work measurement. 7-‹#› © McGraw-Hill Education. Learning Objective 7.9 Work Measurement (2 of 2) Standard time The amount of time it should take a qualified worker to complete a specified task, working at a sustainable rate, using given methods, tools and equipment, raw material inputs, and workplace arrangement. Commonly used work measurement techniques Stopwatch time study Historical times Predetermined data Work sampling 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Work Measurement Techniques Stopwatch Time Study Used to develop a time standard based on observations of one worker taken over a number of cycles. Standard Elemental Times are derived from a firm’s own historical time study data. Predetermined time standards involve the use of published data on standard elemental times. Work sampling a technique for estimating the proportion of time that a worker or machine spends on various activities and idle time. 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Stopwatch Time Study Used to develop a time standard based on observations of one worker taken over a number of cycles. Basic steps in a time study: Define the task to be studied and inform the worker who will be studied Determine the number of cycles to observe Time the job, and rate the worker’s performance Compute the standard time 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Number of Cycles to Observe (1 of 2) The number of observations to collect is a function of Variability of the observed times The desired level of accuracy Desired level of confidence for the estimated job time 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Number of Cycles to Observe (2 of 2) 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Observed Time 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Normal Time (1 of 3) NT = OT × PR where NT = Normal time PR = Performance rating Assumes that a single performance rating has been made for the entire job 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Normal Time (2 of 3) Assumes that performance ratings are made on an element-by-element basis 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Normal Time (3 of 3) ST = NT × AF where ST = Standard time AF = Allowance factor and 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Historical Times Standard Elemental Times are derived from a firm’s own historical time study data. Over time, a file of accumulated elemental times that are common to many jobs will be collected. In time, these standard elemental times can be retrieved from the file, eliminating the need to go through a new time study to acquire them. 7-‹#› © McGraw-Hill Education. Learning Objective 7.10 Predetermined Time Standards Predetermined time standards involve the use of published data on standard elemental times. Developed in the 1940s by the Methods Engineering Council. The MTM (methods-time-measurement) tables are based on extensive research of basic elemental motions and times. To use this approach, the analyst must divide the job into its basic elements (reach, move, turn, etc.) measure the distances involved, and rate the difficulty of the element, and then refer to the appropriate table of data to obtain the time for that element 7-‹#› © McGraw-Hill Education. Learning Objective 7.11 Work Sampling (1 of 3) Work sampling is a technique for estimating the proportion of time that a worker or machine spends on various activities and the idle time. Work sampling does not require timing an activity or involve continuous observation of the activity 7-‹#› © McGraw-Hill Education. Learning Objective 7.11 Work Sampling (2 of 3) Uses: ratio-delay studies which concern the percentage of a worker’s time that involves unavoidable delays or the proportion of time a machine is idle. analysis of non-repetitive jobs. 7-‹#› © McGraw-Hill Education. Learning Objective 7.11 Work Sampling (3 of 3) 7-‹#› © McGraw-Hill Education. Learning Objective 7.12 Work Sampling versus Stopwatch Time Studies (1 of 2) Advantages Observations are spread out over a period of time, making results less susceptible to short-term fluctuations There is little or no disruption of work Workers are less resentful Studies are less costly and less time-consuming, and the skill requirements of the analyst are much less Studies can be interrupted without affecting the results No timing device is required It is well suited for non repetitive tasks 7-‹#› © McGraw-Hill Education. Learning Objective 7.12 Work Sampling versus Stopwatch Time Studies (2 of 2) Disadvantages There is much less detail on the elements of a job Workers may alter their work patterns when they spot the observer, thereby invalidating the results In many cases, there is no record of the method used by the worker Observers may fail to adhere to a random schedule of observations It is not well suited for short, repetitive tasks Much time may be required to move from one workplace to another and back to satisfy the randomness requirement 7-‹#› © McGraw-Hill Education. Job Design Success Success factors: Carried out by personnel with appropriate training and background Consistent with the goals of the organization In written form Understood and agreed to by both management and employees 7-‹#› © McGraw-Hill Education. Operations Strategy It is important to make design of work systems a key element of strategy: People are still at the heart of the business Workers can be valuable sources of insight and creativity It can be beneficial to focus on quality of work life and instilling pride and respect among workers Companies are reaping gains through worker empowerment 7-‹#› © McGraw-Hill Education. End of Presentation © McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. 7-‹#› mean Sample error acceptable Maximum percentage accuracy Desired deviation standard Sample confidence desired for needed stddev. normal of # where or 2 2 = = = = = ÷ ø ö ç è æ = ÷ ø ö ç è æ = x e a s z e zs n x a zs n ns observatio of Number times recorded of Sum time Observed OT where OT i i = = = = å å n x n x ( ) j element for rating e Performanc PR j element for time Average time Normal NT where PR NT = = = ´ = å j j j j x x workday on based percentage Allowance 1 1 AF time job on based percentage Allowance 1 AF day job = - = = + = A A A A ( ) ( ) ( ) percent error maximum ˆ 1 ˆ size Sample size sample the by divided s occurrence of number the proportion Sample ˆ confidence desired achieve to needed deviations standard of Number ˆ 1 ˆ = - ÷ ø ö ç è æ = = = = - = e p p e z n n p z n p p z e 2 Supplement 7 Learning Curves © McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. 1 Learning Objectives You should be able to: 7S.1 Explain the concept of a learning curve 7S.2 Make time estimates based on learning curves 7S.3 List and briefly describe some of the main applications of learning curves 7S.4 Outline some of the cautions and criticisms of learning curves 7S.5 Estimate learning rates from data on job times 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.1 Learning Curves Learning curve The time required to perform a task decreases with increasing repetitions The degree of improvement is a function of the task being done Short, routine tasks will show modest improvement relatively quickly Longer, more complex tasks will show improvement over a longer interval 7S-‹#› © McGraw-Hill Education. 3 Learning Objective 7S.1 The Learning Effect (1 of 2) The learning effect is attributed to a variety of factors: Worker learning Preproduction factors Tooling and equipment selection Product design Methods analysis Effort expended prior to the start of work 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.1 The Learning Effect (2 of 2) Changes made after production has begun Changes in work methods Changes in tooling and equipment Managerial factors Improvements in planning, scheduling, motivation, and control 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.1 Learning 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.1 Interesting Characteristics of Learning The learning effect is predictable The learning percentage is constant Every doubling of repetitions results in a constant percentage decrease in the time per repetition Typical decreases range from 10 to 30 percent 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.1 Learning Curves: On a Log-Log Graph 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Learning Illustrated (1 of 2) Each time cumulative output doubles, the time per unit for that amount should be approximately equal to the previous time multiplied by the learning percentage. If the first unit of a process took 100 hours and the learning rate is 90%: 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Learning Illustrated (2 of 2) Unit Unit Time (hours) 1 = 100 2 .90(100) = 90 4 .90(90) = 81 8 .90(81) = 72.9 16 .90(72.9) = 65.61 32 .90(65.61) = 59.049 7S-‹#› © McGraw-Hill Education. 10 Learning Objective 7S.2 Unit Times: Formula Approach 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Example: Formula Approach If the learning rate is 90, and the first unit took 100 hours to complete, how long would it take to complete the 25th unit? 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Unit Times: Learning Factor Approach (1 of 2) The learning factor approach uses a table that shows two things for selected learning percentages: Unit value for the number of repetitions (unit number) 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Unit Times: Learning Factor Approach (2 of 2) Cumulative value, which enables us to compute the total time required to complete a given number of units 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Example: Learning Factor Approach (1 of 2) If the learning rate is 90, and the first unit took 100 hours to complete, how long would it take to complete the 25th unit? 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.2 Example: Learning Factor Approach (2 of 2) How long would it take to complete the first 25 units? 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.3 Learning Curve Applications Useful application areas: Manpower planning and scheduling Negotiated purchasing Pricing new products Budgeting, purchasing, and inventory planning Capacity planning 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.4 Cautions and Criticisms (1 of 3) Learning rates may differ from organization to organization and by type of work Base learning rates on empirical studies rather than assumptions where possible Projections based on learning curves should be regarded as approximations of actual times Because time estimates are based on the first unit, care should be taken to ensure that the time is valid 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.4 Cautions and Criticisms (2 of 3) Some of the improvements may be more apparent than real: improvements in times may be caused by increases in indirect labor costs In mass production situations, learning curves may be of initial use in predicting how long it will take before the process stabilizes The concept does not usually apply because improvement in time per unit is almost imperceptible 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.4 Cautions and Criticisms (3 of 3) users of learning curves fail to include carryover effects from previous experiences Shorter product life cycles, flexible manufacturing, and cross-functional workers can affect the ways in which learning curves may be applied 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.5 Estimating Learning Rates (1 of 3) A manager wants to determine an appropriate learning rate for a new type of work his firm will undertake. He has obtained completion times for the initial six repetitions of a job of this type. What learning rate is appropriate? 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.5 Estimating Learning Rates (2 of 3) Unit Completion Time (hours) 1 15.9 2 12.0 3 10.1 4 9.1 5 8.4 6 7.5 7S-‹#› © McGraw-Hill Education. Learning Objective 7S.5 Estimating Learning Rates (3 of 3) According to theory, the time per unit decreases at a constant rate each time the output doubles (e.g., 1 to 2, 2 to 4, and 3 to 6). The ratios of these observed times will give us an approximate rate. Not surprisingly, there is some variability; the rate is usually a smoothed approximation. Even so, the ratios are fairly close–a rate of 75 percent in this case. 7S-‹#› © McGraw-Hill Education. Operations Strategy Learning curves have strategic implications for: Market entry when trying to rapidly gain market share As volume increases, operations is able to move quickly down the learning curve Reduced cost  improved competitive advantage Useful for capacity planning Can lead to more realistic time estimates, thus leading to more accurate capacity needs assessment 7S-‹#› © McGraw-Hill Education. End of Presentation © McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. 7S-‹#› logarithm natural the for stands ln percentage rate learning 2 ln ln unit first for Time unit th for Time where = = = = ´ = r r b 1 T n n T b n 1 T n T hours 3068 . 61 25 100 25 100 15200 . 2 ln 90 . ln 25 = ´ = ´ = - T å ´ = factor time Unit 1 T T n å ´ = factor time Total T T 1 n hours 3 . 61 613 . 100 25 = ´ = T hours 3 . 771 , 1 713 . 7 1 100 25 = ´ = å T 755 . 15.9 12.0 1 Unit 2 Unit = = 758 . 12.0 9.1 2 Unit 4 Unit = = 743 . 10.1 7.5 3 Unit 6 Unit = = Unit 5: Discussion Introduction Based on forecasts of potential contracts, the CEO of Kibby and Strand is considering an option to lease the building next door, but he has concerns there may be some slack in current production capacity that could be utilized, negating the need for the addition space. There are also some newer technology cutting and sewing machines available with higher capacity the company could purchase, but they are expensive. So here are the CEOs options: 1. Do nothing to increase production, but the downside is lost contracts. 2. Lease the building next door, then expand production by purchasing the same technology cutting and sewing machines as the company has now. 3. Try to squeeze more production out of the current production department setup. This may require overtime pay, and would definitely increase the maintenance costs on the current machines. 4. Replace all the machines in production with newer higher capacity machines and remain in the current production space. How do you decide which option to select without reliable and valid data on the current production department? You can’t, and that is the CEO’s dilemma.  This scenario presents a realistic picture of how outcomes data can serve as a catalyst for change within an organization. While the focus of this case is on consumer satisfaction data, most firms have ready access to a dearth of outcomes data that can be used to investigate causal factors, establish priorities, weight options (alternatives), support decisions, and provide an internal benchmark from which to compare future results. Making operational and supply chain management decisions without having benefit of information coming from sound statistical analyses, is tantamount to playing darts blindfolded and betting your life savings on hitting a bull’s eye on the first toss. Industries are being increasingly more reliant on data to support the decision-making process. Data analytics and informatics permit leaders to leverage big data, perhaps in ways it hasn’t been previously used, to make informed decisions that can positively impact clinical outcomes, financial and operational performance, and the strategic positioning of the firm. Unit Learning Outcomes 1. Perform descriptive analyses on datasets using Microsoft Excel. (CLO 4, 5, and 7) 2. Properly determine standard times for units of work using Microsoft Excel. (CLO 3, 4, and 5) 3. Calculate cycle time commonly associated with time studies for production using Microsoft Excel. (CLO 1, 3, 4, 5, and 7) 4. Use quantitative data as the basis for making suggested operational improvements within various organizational structures. (CLO 3, 4, and 5) Directions Accessing McGraw-Hill Connect Follow  these steps  to view the scenario. Initial Posting Go to McGraw-Hill Practice Operations to view the scenario. 1. Click the "McGraw-Hill Connect" tab in the course navigation menu. 2. Click the McGraw-Hill Practice Operations link. Students are to complete Module 4, Human Resources and Capacity (Scenario) in Practice Operations. Based on their observations in this scenario, and upon a careful review of the available literature, the student is to consider him - or herself to be the Production Manager of Kibby and Strand, the company in the scenario. The CEO is thinking of expanding Kibby and Strand, and you are tasked to create a data collection plan and measurement criteria for how production output and product quality will be measured. Create your collection plan and output measurement criteria assuming the current production capacity in the simulation scenario will be doubled. In addition, the HR manager asks for a list of qualifications and skill sets required for additional staff to operate and maintain new equipment planned for the expansion. Create your job ad to include qualifications and desired skill sets. The student is to create the data collection plan, measurement criteria, and job qualifications list based on knowledge learned in the scenario, and post it in the discussion.  Instruction Guidance: It would be prudent to consider content covered in chapter 7 of the textbook; however, there are many other useful resources available on the Internet and in the literature to support the construction of your action plan.  The required items should be prepared in a single Microsoft™ Word document, and then attached to the unit discussion thread. There is no minimum or maximum in terms of the word count; however, the response should explicitly address all required components of this discussion assignment. The document should be prepared consistent with the APA writing style and reflect higher level cognitive processing (analysis, synthesis and or evaluation).