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The final assignment for the course is a Final Paper on two cases. The Final Paper should demonstrate understanding of the reading as well as the implications of new knowledge Read the case study at the end of Chapter 12 and the case study at the end of Chapter 13, and thoroughly answer all the following questions. Supplement your answers with scholarly research using the Ashford Online Library. The Final Paper: Must be eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). Must include a separate title page with the following: Title of paper Student's name Course name and number Instructor's name Date submitted Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least four scholarly sources, including a minimum of two from the Ashford Online Library. Must document all sources in APA style as outlined in the Ashford Writing Center.

Written Communication: Resource Requirement Total: 0.50 Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment. Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment. Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly. Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement Total: 0.50 Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages. Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting Total: 1.00 Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page. Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics Total: 1.00 Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand. Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand. Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader. Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Integrative Learning: Connections to Discipline Total: 1.00 Distinguished - Autonomously synthesizes or draws conclusions by combining examples, facts, or theories from multiple disciplines. Proficient - Autonomously correlates examples, facts, or theories from multiple disciplines. Basic - Attempts to correlate examples, facts, or theories from multiple disciplines. Below Expectations - Displays inconsistent examples, facts, or theories from multiple disciplines. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Critical Thinking: Explanation of Issues Total: 1.00 Distinguished - Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding. Proficient - Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding. Basic - Briefly explains the issue to be considered, delivering minimal information for a basic understanding. Below Expectations - Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Creative Thinking: Solving Problems Total: 1.00 Distinguished - Develops a logical, consistent plan to solve a problem. Identifies consequences of the solution and clearly communicates the reason for choosing the solution. Proficient - Carefully chooses among alternatives and develops a logical, consistent approach to problem solving. Basic - Takes into account and eliminates less acceptable approaches to problem solving. Below Expectations - Takes into account a single approach and uses the approach to problem solve. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Examines the Impact Toyota's Plan Will Have on the Way it Handles Relationship Management in its Supply Chain Total: 3.00 Distinguished - Clearly and comprehensively examines the impact Toyota’s plan will have on the way it handles relationship management and its supply chain. Proficient - Examines the impact Toyota’s plan will have on the way it handles relationship management and its supply chain. The examination is unclear and/or missing minor details. Basic - Vaguely examines the impact Toyota’s plan will have on the way it handles relationship management and its supply chain. The examination is unclear and/or missing relevant details. Below Expectations - Attempts to examine the impact Toyota’s plan will have on the way it handles relationship management and its supply chain; however, the examination is unclear and missing significant details. Non-Performance - The examination of the impact Toyota’s plan will have on the way it handles relationship management and its supply chain is either nonexistent or lack the components described in the assignment instructions.

Offers a Recommendation and Plan for the Supply Chain Strategy for Toyota Total: 3.00 Distinguished - Offers a comprehensive recommendation and plan for the supply chain strategy for Toyota. Proficient - Offers a recommendation and plan for the supply chain strategy for Toyota. Minor details are missing. Basic - Offers a partial recommendation and plan for the supply chain strategy for Toyota. Relevant details are missing. Below Expectations - Attempts to offer a recommendation and plan for the supply chain strategy for Toyota; however, significant details are missing. Non-Performance - The recommendation and plan for the supply chain strategy for Toyota is either nonexistent or lacks the components described in the assignment instructions.

Basic - Provides partial evaluation of whether or not Toyota’s plan for a “foolproof” supply chain is consistent with the lean production philosophy. Relevant details are missing and/or inaccurate. Below Expectations - Attempts to provide an evaluation of whether or not Toyota’s plan for a “foolproof” supply chain is consistent with the lean production philosophy; however, significant details are missing and inaccurate. Non-Performance - The evaluation of whether or not Toyota’s plan for a “foolproof” supply chain is consistent with the lean production philosophy is either nonexistent or lacks the components described in the assignment instructions.

Evaluates Whether or not Toyota's Plan for a "Foolproof" Supply Chain is Consistent with the Lean Production Philosophy Total: 3.00 Distinguished - Provides an accurate and comprehensive evaluation of whether or not Toyota’s plan for a “foolproof” supply chain is consistent with the lean production philosophy. Proficient - Provides an evaluation of whether or not Toyota’s plan for a “foolproof” supply chain is consistent with the lean production philosophy.Minor details are missing inaccurate.

Basic - Partially explains the advantages and disadvantages of the supply chain used in the Japanese auto industry before the March 11 earthquake and tsunami. Relevant details are missing. Below Expectations - Attempts to explain the advantages and disadvantages of the supply chain used in the Japanese auto industry before the March 11 earthquake and tsunami; however, significant details are missing. Non-Performance - The explanation of the advantages and disadvantages of the supply chain used in the Japanese auto industry before the March 11 earthquake and tsunami either nonexistent or lacks the components described in the assignment instructions.

Explains the Advantages and Disadvantages of the Supply Chain Used in the Japanese Auto Industry Before the March 11 Earthquake and Tsunami Total: 3.00 Distinguished - Thoroughly explains the advantages and disadvantages of the supply chain used in the Japanese auto industry before the March 11 earthquake and tsunami. Proficient - Explains the advantages and disadvantages of the supply chain used in the Japanese auto industry before the March 11 earthquake and tsunami. Minor details are missing.

Basic - Partially describes the impact on average inventory levels and production if Realco produces 20,000 breadmakers every week, rather than 40,000 every other week. Relevant details are missing and/or inaccurate. Below Expectations - Attempts to describe the impact on average inventory levels and production if Realco produces 20,000 breadmakers every week, rather than 40,000 every other week; however, significant details are missing and inaccurate. Non-Performance - The description of the impact on average inventory levels and production is either nonexistent or lacks the components described in the assignment instructions.

Describes the Impact on Average Inventory Levels and Production if Realco Produces 20,000 Breadmakers Every Week, Rather Than 40,000 Every Other Week Total: 3.00 Distinguished - Comprehensively and accurately describes the impact on average inventory levels and production if Realco produces 20,000 breadmakers every week, rather than 40,000 every other week. Proficient - Describes the impact on average inventory levels and production if Realco produces 20,000 breadmakers every week, rather than 40,000 every other week. Minor details are missing or inaccurate.

Basic - Partially examines the impact of refusing a customer’s order because of the lack of supply of the product vs. accepting the order and failing to deliver. The examination is underdeveloped. Below Expectations - Attempts to examine the impact of refusing a customer’s order because of the lack of supply of the product vs. accepting the order and failing to deliver; however, the examination is significantly underdeveloped. Non-Performance - The examination of refusing a customer’s order because of the lack of supply of the product vs. accepting the order and failing to deliver are either nonexistent or lack the components described in the assignment instructions.

Examines the Impact of Refusing a Customer’s Order Because of Lack of Supply of the Product vs. Accepting the Order and Failing to Deliver Total: 3.00 Distinguished - Thoroughly examines the impact of refusing a customer’s order because of the lack of supply of the product vs. accepting the order and failing to deliver. Proficient - Examines the impact of refusing a customer’s order because of the lack of supply of the product vs. accepting the order and failing to deliver. The examination is slightly underdeveloped.

Below Expectations - Attempts to evaluate the advantages and disadvantages of Jack’s approach, considering how master scheduling can improve the process, and considering the organizational changes needed to increase the efficiency and effectiveness of the process; however, significant details are missing and unclear. Non-Performance - The evaluation of the advantages and disadvantages of Jack’s approach, considering how master scheduling can improve the process, and considering the organizational changes needed to increase the efficiency and effectiveness of the process is either nonexistent or lacks the components described in the assignment instructions.

Evaluates the Advantages and Disadvantagess of Jack’s Approach, Considers How Master Scheduling can Improve the Process, and Considers the Organizational Changes Needed to Increase the Efficiency and Effectiveness of the Process Total: 3.00 Distinguished - Thoroughly evaluates the advantages and disadvantages of Jack’s approach, considering how master scheduling can improve the process, and considering the organizational changes needed to increase the efficiency and effectiveness of the process. Proficient - Evaluates the advantages and disadvantages of Jack’s approach, considering how master scheduling can improve the process, and considering the organizational changes needed to increase the efficiency and effectiveness of the process. Minor details are missing or unclear. Basic - Partially evaluates the advantages and disadvantages of Jack’s approach, considering how master scheduling can improve the process, and considering the organizational changes needed to increase the efficiency and effectiveness of the process. Relevant details are missing and/or unclear.

Basic - Creates a partial master production schedule for the breadmaker that considers production levels, demand for the product, and the best business strategy for the situation presented. Relevant details are missing and/or unclear. Below Expectations - Attempts to create a production schedule for the breadmaker that considers production levels, demand for the product, and the best business strategy for the situation presented; however, significant details are missing and unclear. Non-Performance - The master production schedule for the breadmaker that considers production levels, demand for the product, and the best business strategy for the situation presented is either non-existent or lacks the components described in the assignment instructions.

Grading Rubric Description: Chapter 12 and 13 Case Studies - Final Paper Total Possible Score: 30.00 Creates a Master Production Schedule for the Breadmaker in the Case That Considers Production Levels, Demand for the Product, and the Best Business Strategy for the Situation Presented Total: 3.00 Distinguished - Creates a clear and comprehensive master production schedule for the breadmaker that considers production levels, demand for the product, and the best business strategy for the situation presented. Proficient - Creates a master production schedule for the breadmaker that considers production levels, demand for the product, and the best business strategy for the situation presented. Minor details are missing or unclear.