Syllabus
MIS 752: Seminar in Supply Chain Planning and Control
Instructor:
Office:
Email:
Office:
Office hours:
Classroom:
Robert Judge
Cell: 760-505-7075
rjudge@mail.sdsu.edu
room SS3114
Tuesday/Thursday 2:00-4:00 and by appt.
Rm. EBA-439 Mondays 7:00-9:40pm
Textbooks:
Magal, S., and Word, J., Integrated Business Processes with ERP Systems,
Wiley, 2012).
Grichnik, K. and Winkler, C., Make or Break: How Manufacturers Can
Leap from Decline to Revitalization, 2008.
Software:
Microsoft Visio. SAP will also be used but through a browser connection.
Course Description: Global competition is a reality for most companies today.
Manufacturing Planning and Control (MPC) Systems are essential to competitive success
by allowing companies to: manage the material flow, schedule resources, and meet
customer needs. Competitive success today implies that this is all done in a constantly
changing environment which requires MPC Systems capable of handling rapid changes
to product, material, process changes and integration with supply chains. This class will
address various MPC Systems with an emphasis on ERP and will identify the appropriate
system to use for a given corporate strategy. Instruction will address the important tools
used to manage and control the inputs to the MPC system and the use of its outputs. The
class has a large hands-on element. Students will spend considerable time working with
SAP (largest supplier of ERP systems in the world) either in a simulation/game mode or
performing actually corporate processes.
Student Learning Objectives:
All students will be able to demonstrate knowledge and skills related to Manufacturing
Planning and Control. In order to demonstrate acquisition of this knowledge and skill,
students are required to read assigned materials, participate in class discussions, and
complete assignments related to the course content. There will be significant in class
time for working on SAP assignments (Learning by Doing). By the end of the course,
students will be able to:
a. Discuss core MPC concepts using appropriate vocabulary
b. Discuss how MPC Systems must align with corporate strategy and goals.
c. Understand strategy and issues relevant to the implementation and integration of
MPC systems
d. Understand how Forecast accuracy, SOP, and Quality impact the accuracy of
the MPC effectiveness.
e. Understand the role lead time, BOM, Inventory, and MPS accuracy play in
successful MRP scheduling
f. Demonstrate hands-on use of a ERP system (load a master schedule, run MRP,
release P.O.s and shop orders, receive and issue from Inventory, ...).
Weekly Class Agenda:
1) Review job market in S.D. for skill set related to week’s topic, 2) What's in the news,
3) Lecture on topic theory, 4) Hands-on walkthrough of topic in SAP.
Class Attendance and Participation:
This class has a considerable amount of exposure to SAP. Each week will have time set
aside for working on the SAP assignments. As such, it is imperative that you attend all
sessions since much of what we will be doing builds on what came before. Also, the
simulation/game sessions are team based and all members will need to be actively
involved.
Assignments and expectations:
All assignments must be turned in with the file name of your
“lastname_firstname_assignment” (e.g. Judge_Robert_Ch-03-01).
Individual Process flow chart: minimum of 30 blocks, two of which need to be decision
blocks. Several blocks need to have comments about cost, duration and key resources
required. If you use color, have a legend.
Course Schedule:
The following outline introduces the sessions in this course. The specific scope of each
week may be modified throughout the course – but any changes will be well
communicated in class. All assignments (shown in RED in the table below ) are due
end of day Sunday on the week they appear in the table below (Sunday is the last
day of the week). Late assignments will lose 20% of the possible points for each day
it is late. All assignments must be submitted through Blackboard. It is HIGHLY
advisable to complete the readings prior to class. We will have substantial time in class to
work on the SAP assignments: that time will be a waste if you are not prepared by having
read the material.
Week
1
1/28
2
2/4
3
2/11
4
2/18
Subjects
Manufacturing Planning & Control Overview
Objectives:
1) Syllabus review and expectations
2) Why ERP essential to Corporate Competitiveness
3) Components of ERP System
4) Corporate Strategies and influence on ERP System
5) Importance of accurate inputs and control of variability
Class Activities:
1) MSDNAA service: Download and install Visio
2) SAP: Install SAP GUI
3) “Did you Know”
Processes
Objectives:
1) Describe a functional organization and respective key
processes
2) Understand the cross functional nature of processes
3) Understand that processes vary greatly among companies
and depending on their industry, strategies, size, and
dispersion.
Class Activities:
1) Discuss G & W chapter 1
2) Visio – Process Flow
Demand Management (Forecasting)
Objectives:
1) Review quantitative vs. qualitative models
2) Forecasting in different MPC environments (MTS, ATO,
MTO)
3) Determine which model to use
4) How to monitor forecast
Class Activities:
1) Discuss G & W chapter 2
2) ERPSim Quarter 1: Sales process (Pricing & Marketing)
By Sunday: Turn in individual process flow (see assignment
expectations above in previous section)
Sales and Operations Planning (SOP) - (aka. Aggregate Planning)
Objectives:
1) Function of sales and operations planning – why do it?
2) The process of SOP
3) Critical Issues
4) Linear Programming example
Class Activities:
1) Discuss G & W chapter 3
Chp.
Magal and
Word:
Chp. 2
Magal and
Word:
Chp. 1
G & W:
Chp. 1
G & W:
Chp. 2
ERPSim
Manual Intro Game
G & W:
Chp. 3
ERPSim
Manual Intro Game
Week
5
2/25
6
3/4
7
3/11
8
3/18
9
3/25
Subjects
2) ERPSim Quarter 2: Production process
MRP
Objectives:
1) Where does MRP fit in the MPC system?
2) What is the MRP process?
3) Technical issues (processing frequency, lot sizing, safety
stock, low level coding, pegging, and FPOs).
4) What is the Role of MRP Planner?
5) How do changes to Inventory records, MPS, or BOM
affect MRP records?
Class Activities:
1) Discuss G & W chapter 4
2) ERPSim Quarter 3: Planning process (Forecast, MRP,
POs)
Accounting processes
Objectives:
1) Understand the master data needed for Accounting
2) Perform key Accounting processes in SAP
3) Understanding key integration points with other functional
processes
Class Activities:
1) GBI Case Study in SAP
Procurement processes
Objectives:
1) Understand the master data needed for Procurement
2) Perform key Procurement processes in SAP
3) Use SAP to produce Procurement monitoring information
Class Activities:
1) GBI Case Study in SAP
Fulfillment processes
Objectives:
1) Understand the master data needed for Fulfillment
2) Perform key Fulfillment processes in SAP
3) Understand how Fulfillment integrates with other
functional processes
Class Activities:
1) GBI Case Study in SAP
Production processes
Objectives:
1) Understand the master data needed for Production
2) Perform key Production processes in SAP
3) Understand how Production integrates with other
functional processes
Class Activities:
Chp.
G & W:
Chp. 4
ERPSim
Manual Intro Game
Magal and
Word:
Chp. 3
Magal and
Word:
Chp. 4
Magal and
Word:
Chp. 5
Magal and
Word:
Chp. 6
Week
10
4/8
11
4/15
12
4/22
13
4/29
14
5/6
Subjects
1) GBI Case Study in SAP
2) Midterm week 1-8 (one hour - bring scantron form 882-E)
Spring Break: 4/1 – 4/5
Inventory and Warehouse Mgmt processes
Objectives:
1) Understand the master data needed for Inv Mgmt
2) Perform key Inv Mgmt processes in SAP
3) Understand how Inv Mgmt integrates with other
functional processes
Class Activities:
1) GBI Case Study in SAP
Material Planning processes
Objectives:
1) Understand the master data needed for Material Planning
2) Perform key Material Planning processes in SAP
3) Understand how Material Planning integrates with other
functional processes
Class Activities:
1) GBI Case Study in SAP
Process Integration
Objectives:
1) Be able to discuss various integration points among
procurement, fulfillment, production, inventory mgmt, and
finance
2) Understand the necessity for proper integration of
corporate processes
Class Activities:
1) GBI Case Study in SAP (due complete by 5/5)
For Next week:
1. Install software for analysis. Instructions in Week 13
folder
Data Warehousing and Analytics
Objectives:
1) Be able to access an Infoprovider Data Cube in SAP
2) Be able to create an SAP BeX Query for data to analyze
3) Be able to use SAP BusinessObjects Explorer to analyze
data
Class Activities:
1) Perform SAP HANA online analysis
2) Perform analysis using SAP BusinessObjects Explorer
Data Warehousing and Analytics
Objectives:
1) Be able to use SAP BusinessObjects Analysis to analyze
data
2) Review use of Tableau to visualize data from SAP
Chp.
Magal and
Word:
Chp. 7
Magal and
Word:
Chp. 8
Magal and
Word:
Chp. 9
Provided
lecture
notes and
exercises
Provided
lecture
notes and
exercises
Week
Subjects
Class Activities:
1) Perform analysis using SAP BusinessObjects Analysis
Chp.
15
Final Exam 7:00 – 9:00pm
5/13
GRADE COMPONENTS
Students are graded on the following components of the project course. The points are
awarded according to the following table and on the basis of 96-100% for exceptional
responses, 90-95% for excellent responses, 84-89% for very good responses, 80-83% for
good responses, 70-79% for average responses.
Assignments
Process Flow
Chart
(Individual)
SAP GBI
Processes
Scoring Methodology
Logical representation and complexity
(60%)
Structure and clarity of document (40%)
Number of
Assignments
or
Submissions
Points per
Assignment
Total
Possible
Points
1
100
100
87, 110, 45,
98, 126, 44,
58, 25
643
One point per question answered
correctly
Midterm Exam
Score
1
300
400
Final Exam
Score
1
300
400
Total
1543
The final grade will be based on the following scale:
93.5 - 100%
90.5 - 93.4%
87.5 - 90.4%
83.5 – 87.4%
80.5 – 83.4%
77.5 – 80.4%
73.5 – 77.4%
70 – 73.4%
A
AB+
B
BC+
C
C-
COMMUNICATION
E-mail inquiries are welcome through rjudge@mail.sdsu.edu at any time for any
questions students might have. Please include a descriptive subject for your e-mail
communications. BE SURE TO indicate your name and course.
Questions not to email me about:
1. Anything already in the syllabus
2. What’s on the exam.
3. When is something due (in the syllabus).
4. Is there extra credit (no)
ACADEMIC INTEGRITY
SDSU’s policy on academic integrity is expressly integrated into this course. Any
deviation from the standards of this policy may result in a grade of “F” for the course.
There are teamwork related assignments. At the end of the semester there will be a survey
and students being identified as not contributing will lose significant points.
HONESTY:
Plagiarism and cheating are serious offenses and may be punished by failure on an exam
or assignment, failure in the course, and/or expulsion from the college. For more
information, refer to the “Academic Honesty” policy in the student catalog
(http://www.google.com/url?sa=t&source=web&ct=res&cd=1&url=http%3A%2F%2Fits
.sdsu.edu%2Fdocs%2FTURN_Plagiarism_AcadSen.pdf&ei=hKgcSoOzJJyytAPUyv2NC
g&usg=AFQjCNEFuwRNvgA6C-5okEjjimj4-0fReQ&sig2=NMoSM4mz0-BQOAUPvLEhw). Cite references in all works produced. Plagiarism means any copying
of a work, statement, picture or idea without referencing that work. This includes the cut
and paste of a statement, picture, etc. from a webpage without referencing that webpage.
Statements taken directly from any source must be enclosed in quotation marks. Use
either MLA or APA reference style.
It is very easy for me to catch Plagiarism. Don't do it. If you have questions, ask me.
Content
Organization
Audience
Style
Mechanics
Referencing
Below Expectations (0-1 Points)
Meets Expectations (2-3 Points)
Does not adequately cover the assigned
task. The primary thesis may not be clear
or if it is, little topic development is
evident. Assertions made in the writing
are either weakly supported or no support
is offered.
Paper lacks logical sequence hence
causing format to interfere with
readability. Does not use proper
paragraphing. Topic sentences do not lead
to rest of paragraph or are missing
altogether.
Writer is internally focused rather than
focused on the reader. No clear awareness
or understanding of the audience is
evident. Writer may appear discourteous
to the reader.
Overuse of simple sentences. May misuse
words or idioms. May include slang.
Wordy rather than concise. Writing
shows lack of sophistication or variety in
vocabulary. Awkward. Little or no use of
business terms.
Significant errors in word usage, sentence
structure (run-ons, fragments), spelling,
punctuation, and capitalization. Errors
undermine credibility of content and
readability.
References (if called for) are missing or
do not use correct referencing style.
The assigned task is covered sufficiently. The
primary thesis is clear but there is some room
for further development of the topic. Support is
offered for assertions that are made but that
support could be stronger, more compelling or
more inclusive of all issues.
Paper follows logical sequence with identifiable
beginning, development, and conclusion.
Generally proper use of paragraph structure and
topic sentences. Organization and/or headings
help the reader to follow and find information.
The assigned task is thoroughly covered and
completed. The primary thesis is clear and fully
developed. Assertions made throughout the
writing are compelling and clearly supported.
Exceeds Expectations (4-5 Ponts)
Writer acknowledges the reader and displays
some thought about the nature of the audience.
Reader is treated politely and positively. No
evidence of inappropriate attitude.
Writer clearly focuses writing to the audience,
and displays empathy for the reader. Goodwill is
created through consideration of the reader’s
needs. Message tailored directly for the reader.
POINTS
___ 5____
Paper flows well with appropriate beginning,
development, and conclusion. Paragraph structure
contributes to flow and transitions. Organization
and/or headings help the reader to understand and
remember information.
___5____
___5____
Sentences vary in length and style. Strong action
verbs are used. Occasionally uses jargon or
clichés. Vocabulary and word usage generally is
correct and shows some variety. Uses business
terms appropriately.
Demonstrates a sophisticated grasp of the
language in terms of both sentence structure and
vocabulary. Writes fluidly and concisely.
Includes appropriate business terms.
Relatively free of errors in word usage, sentence
structure (run-ons, fragments), spelling,
punctuation, and capitalization. Mechanics do
not detract from credibility of the content.
No errors in word usage, sentence structure (runons, fragments), spelling, punctuation, and
capitalization. Strong mechanics help to establish
credibility.
Generally correct referencing (if called for)
using APA or MLA style.
References (if called for) are consistently correct
using APA or MLA style. No missing citations.
___2.5___
____5___
Updated January 2009
Credits: This document borrows from the SDSU IDS Department Written Skills Rubric (Vik, Reinig, Anderson-Cruz), the IDS Upper Division Writing Assessment Rubric, and the CLASS Rubric from CSU-Fullerton (Fraser,
etc. al., 2005).
__2.5____
GRAND TOTAL: ________25____
Below Expectations
Organization
Voice Quality &
Pace
Mannerisms &
Body Language
Professionalism &
Appearance
Rapport with
Audience & Use of
Media
Meets Expectations
Exceeds Expectations
No opening and/or closing statements
or irrelevant opening/closing
statements. Loses focus more than
once. Does not manage time
effectively. No logical sequence of
information. Mechanistic.
Offers some type of opening and closing
statements. Follows logical sequence but
structure could be better. May need more
elaboration on one or more points.
Adequate time management, but could be
stronger.
Mumbles, mispronounces words,
grammatical errors, “umms”. Difficult
to understand. Speaks too quietly or too
loudly. Speaks too fast or too slow.
Loses train of thought, tentative. Lacks
enthusiasm.
Demonstrates distracting mannerisms
which may include bad posture,
shifting feet, too much or too little hand
movement. Body language reveals
reluctance to interact with audience.
Seems fearful/very nervous.
Easily understood. Speaks loud enough to
be heard and at appropriate pace. Some
awkward pauses or halting delivery but
mostly clear and natural. Could display
greater enthusiasm, seem more genuinely
interested in own presentation.
No significantly distracting mannerisms.
Acceptable posture. Body language
mostly demonstrates comfort in
interacting with audience but occasional
instances of discomfort may be
communicated. Seems natural for the
most part.
Meets minimum standards for business
dress and appearance. Generally treats
audience professionally, acceptable word
choice (no slang). May seem to lack
confidence at times. Reasonably credible.
Tries to maintain eye contact most of the
time but instances may be fleeting in
length. Scans the room. Some reliance on
notes or slides.
Clear opening and closing statements. Catches
audience’s interest, provides
overview/conclusion. Follows logical
sequence, stays focused, good explanations.
Effective time management and strong
transitions. Strong mental take away for
audience.
Enthusiastic and engaging. Speaks clearly and
loudly enough at a comfortable pace. Exudes
confidence and interest. No grammatical or
pronunciation errors. Presentation appears
conversational, extemporaneous, and natural.
Does not meet minimum requirements
for business dress. Makes excuses for
aspects of the presentation.
Inappropriate word choice for
audience. Inappropriately informal.
Does not connect with audience. Little
to no eye contact. Reads. Relies heavily
on slides and/or notes. Attempts to
cover too many slides or lingers too
long on too few slides.
Updated January 2009
Credits: This document borrows from the SPEAKS Rubric from CSU-Fullerton Business Communication Program and the CSU-Chico, College of Business Oral Communication Rubric.
POINTS
___5____
___5____
Body language used effectively to maintain
audience’s interest. Body language reflects
presenter’s reaction to, and empathy with, the
audience. Gestures match verbal content, are
comfortable and relaxed, seem spontaneous.
___5____
Dressed appropriately. Appearance engenders
respect and credibility. Treats audience
professionally. Speaker appears confident and
has good command of the topic.
___5 ___
Genuinely connects with audience. Maintains
eye contact throughout. Visuals (slides, etc.)
effortlessly enhance speech.
___5____