Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
Course Syllabus
HPC 4: Supply Chain Management in Hospitality Industry
Vision 2020
WPU: The leading knowledge center for sustainable development of West Philippines and beyond.
Mission
WPU commits to develop quality human resource and green technologies for a dynamic economy and sustainable development through relevant
instruction, research and extension services.
Goals of the College
1. To provide quality education in the fields of business and management that is responsive to regional, national and international development.
2. To pursue relevant research and extension activities through linkages with business organization, government and non-government agencies.
Objectives of the Program
1. To prepare students to undertake task, functions, duties and activities in the operation of hotels, restaurants, travel, government and non-government
agencies in accordance with the competency standards.
2. To produce skilled and manpower needs of tourism industry providers including government and non-government agencies in the local, national
and international environment.
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Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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3. To equip students with knowledge and skills who aimed to seek employment and assume entry level jobs in the areas of Food and Beverage, Front
Office and Housekeeping Operations.
Program Outcomes
1. Articulate and discuss the latest developments in the hospitality industry.
2. Work effectively and independently in multidisciplinary and multi-cultural teams
3. Act in recognition of professional, social and ethical responsibility.
4. Perform the basic functions of management such as planning, organizing, leading, and controlling (for improvement)
5. Apply the basic concepts that undertake each of the functional areas of business (marketing, finance, human resources management, information
technology, and strategic management) employ these concepts in various business situations
6. Select the proper decision-making tools to critically, analytically, and creatively solve problems and drive results
7. Work effectively with other stakeholders and manage conflict in the workplace
8. Plan and implement business related activities
9. Demonstrate corporate citizenship and social responsibility
10. Exercise high personal moral and ethical standards
11. Demonstrate knowledge on the tourism industry, local tourism products and services
12. Manage and market a service business organization
13. Demonstrate administrative and managerial skills in a service oriented business organization
14. Perform and monitor financial transactions and reports
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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15. Perform human capital development functions of a tourism-oriented organization
16. Utilize information technology applications for tourism and hospitality
17. Utilize various communication channels proficiently in dealing with guests and colleagues.
18. Observe and perform mitigation activities
19. Interpret and apply relevant laws related to tourism industry
20. Plan and implement a risk management program to provide a safe and secure workplace
A. Course Information
Course Code: HPC 4
Course Title: Supply Chain Management in Hospitality Industry
Course Description
This is a course in supply chain management (SCM), a term which denotes the integration of key business processes from end user through original
suppliers for the purpose of adding value for the firm, its key supply chain members, to include customers and other stakeholders. This course presents
a framework for SCM that requires cross-functional integration of key business processes within the firm and across the network of firms that comprise
the supply chain. This course approaches SCM from a managerial perspective and introduces concepts in a format useful for management decision
making. Basic terms, concepts, and principles are examined in light of how they interrelate and interface within the firm and across the supply chain.
Illustrations are taken from corporate applications of these concepts to show how supply chain management can be implemented
Pre-requisite: None
Co-requisite: None
Credit Units/s: 3-0-3
Contact Hours / Week: 3 hours
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Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
B. Learning Outcomes
Course Learning Outcomes
At the end of the semester, the students can:
The objectives of this course are to provide the student with:
1. An understanding of the primary differences between logistics and supply chain management
2. An understanding of the individual processes of supply chain management and their interrelationships within individual companies and across the
supply chain
3. An understanding of the management components of supply chain management
4. An understanding of the tools and techniques useful in implementing supply chain management
5. Knowledge about the professional opportunities in supply chain management.
C. Learning Plan
C.1. Teaching and Learning Strategy:
1. Visualization - Bring dull academic concepts to life with visual and practical learning experiences, helping your students to understand how their
schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as encouraging your students to get out of their
seats with classroom experiments and local field trips.
2. Cooperative learning - Encourage students of mixed abilities to work together by promoting small group or whole class activities.
Through verbally expressing their ideas and responding to others your students will develop their self-confidence, as well as enhance their
communication and critical thinking skills which are vital throughout life.
Solving mathematical puzzles, conducting scientific experiments and acting out short drama sketches are just a few examples of how cooperative
learning can be incorporated into classroom lessons.
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Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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3. Inquiry-based instruction - Pose thought-provoking questions which inspire your students to think for themselves and become more
independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve their problem-solving skills as well as gain a deeper
understanding of academic concepts. Both of which are important life skills.
Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum of two odd numbers always an even number?’.
However, they can also be subjective and encourage students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students
wear uniform?’.
4. Differentiation - allocating tasks based on students’ abilities, to ensure no one gets left behind.
Assigning classroom activities according to students’ unique learning needs means individuals with higher academic capabilities are stretched and
those who are struggling get the appropriate support.
This can involve handing out worksheets that vary in complexity to different groups of students, or setting up a range of work stations around the
classroom which contain an assortment of tasks for students to choose from.
5. Circle Talk - This strategy will help students to share their own ideas and opinions, and listen to and respect others’ opinions. It also holds all
students accountable for having something to say.
6. Technology in the classroom - Incorporating technology into your teaching is a great way to actively engage your students, especially as digital
media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos, which helps students visualize new academic concepts. Learning
can become more interactive when technology is used as students can physically engage during lessons as well as instantly research their ideas, which
develops autonomy.
Mobile devices, such as iPads and/or tablets, can be used in the classroom for students to record results, take photos/videos or simply as a behavior
management technique. Plus, incorporating educational programs such as Quizalize into your lesson plans is also a great way to make formative
assessments fun and engaging.
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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7. Behavior management - Implementing an effective behavior management strategy is crucial to gain your students respect and ensure students
have an equal chance of reaching their full potential.
Noisy, disruptive classrooms do not encourage a productive learning environment, therefore developing an atmosphere of mutual respect through a
combination of discipline and reward can be beneficial for both you and your students.
Examples include fun and interactive reward charts for younger students, where individuals move up or down based on behaviour with the top
student receiving a prize at the end of the week. ‘Golden time’ can also work for students of all ages, with a choice of various activities such as games
or no homework in reward for their hard work.
8. Professional development - Engaging in regular professional development programmes is a great way to enhance teaching and learning in
your classroom.
With educational policies constantly changing it is extremely useful to attend events where you can gain inspiration from other teachers and
academics. It’s also a great excuse to get out of the classroom and work alongside other teachers just like you!
9. Brain Storm - 1. Select a topic, question, statement or issue and write this on the board.
2. Set up the rules for the brainstorm:
share whatever comes to mind
the more ideas the better
every idea counts – no answer is wrong
no ‘put downs’ or criticisms
build on others’ ideas
write ideas as said – no paraphrasing
record each answer unless it is a repeat
set a time limit and stop when that time is up.
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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3. Students consider the topic and respond. Ideas can be written randomly on the board or you may choose to write the
responses on post-it notes and have students cluster the responses after the brainstorm.
4. Read and discuss the recorded ideas and clarify any questions where necessary. Group ideas that are similar and eliminate
those that do not relate to the topic. Discuss the remaining ideas as a group and decide how the information can be further used.
10. Decision – Making Model:
1. This strategy will help students to consider their own beliefs about their ability to view situations and events and solve
problems, explore a series of steps in making decisions in relation to positive healthy behaviours, and share reasons for making a
decision with others.
Prior to using a decision-making model students will need to understand the idea of ‘problem’, ‘choices’ and ‘decisions’. Younger
students may find it difficult to identify the problem in a decision-making scenario so give this step time and discussion.
Explain students make decisions everyday by looking at the choices they have available,
for example:
Which pair of shoes to wear?
What snack to have for play lunch?
Which fruit to eat at fruit time?
Where to sit at lunchtime/mat time?
Who to play with at lunch time?
What to play at recess/outdoor play time?
Decision-making models will allow students to consider and explore a range of alternatives before making a decision
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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2. Provide your students with a model to use in the decision-making process. Ask students to identify the problem and write this
in the model. Ask students to identify and manage their feelings about the problem. Students then gather information to identify
the range of possible options. Remind students that going to others for information can assist their decision-making, especially
when a difficult decision is to be made (however they need to balance their own views with the views of others).
3. Students write the options they have identified on the model.
4. Students consider the consequences (both positive and negative) to evaluate each option. When considering the consequences
ensure students look at the different types (physical, social, emotional, financial and legislative). The impact of the consequences
on self, family, friends and the community in the short-term and long-term also need to be examined.
5. Students discuss the feelings associated with these consequences and then justify their choice.
C.2. Intended Learning Outcomes:
1. Knowledge/Remembering: define, list, recognize;
2. Comprehension/Understanding: characterize, describe, explain, identify, locate, recognize, sort;
3. Application/Applying: choose, demonstrate, implement, perform;
4. Analysis/Analyzing: analyze, categorize, compare, differentiate;
5. Evaluation/Evaluating: assess, critique, evaluate, rank, rate;
6. Synthesis/Creating: construct, design, formulate, organize, synthesize.
D. Grading System:
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Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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Week
1
Topics
Intended
Learning
Outcomes
Awareness
2
Instructional
Resources
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Assessment
tools, task
Course Orientation/Syllabus
Discussion/Personal Roadmap/
CHAPTER 1 UNDERSTANDING THE
SUPPLY CHAIN
1. Conceptualize
supply chain
designs, which are
aligned with
business models for
manufacturing and
service companies
Teaching and
Learning Activities
1.1 What Is a Supply Chain? 1.2 The
Objective of a Supply Chain
1.3 The Importance of Supply Chain
Decisions
1.4 Decision Phases in a Supply Chain
1.5 Process Views of a Supply Chain
1.6 Examples of Supply Chains
1.7 Summary of Learning Objectives
2. Configure
logistics networks
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Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
and assess their
performance
impacts on
efficiency and
service levels
3
3. Manage inventory
efficiently and pool
inventory risks
across time,
products, channels,
and geography.
CHAPTER 2 SUPPLY CHAIN
PERFORMANCE: ACHIEVING
STRATEGIC FIT AND SCOPE
2.1 Competitive and Supply Chain
Strategies
2.2 Achieving Strategic Fit 2.3 Expanding
Strategic Scope
2.4 Challenges to Achieving and
Maintaining Strategic Fit
2.5 Summary of Learning Objectives
CHAPTER 3 SUPPLY CHAIN DRIVERS
AND METRICS
4
4. Design supply
chain contracts for
effective governance
of supply chain
relationships.
5
3.1 Financial Measures of Performance
3.2 Drivers of Supply Chain Performance
3.3 Framework for Structuring Drivers
3.4 Facilities
3.5 Inventory
3.6 Transportation
3.7 Information
3.8 Sourcing
3.9 Pricing
3.10 Summary of Learning Objectives
5. Diagnose
information
integration
problems across the CHAPTER 4 DESIGNING DISTRIBUTION
supply chain and
NETWORKS AND APPLICATIONS TO
their consequent
ONLINE SALES
impacts in deploying
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1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
LCD Projector,
Netbook, Manual,
Output
Presentation
Question and
answer segment,
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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physical and
financial resources
6
7
6. Evaluate alternate
information sharing
and lead time
compression
strategies, and
supply chain
coordination
structures, and their
organizational and
performance
implications.
4.1 The Role of Distribution in the Supply
Chain
4.2 Factors Influencing Distribution
Network Design 4.3 Design Options for a
Distribution Network
4.4 Online Sales and the Distribution
Network
4.5 Distribution Networks in Practice
4.6 Summary of Learning Objectives
CHAPTER 5 NETWORK DESIGN IN THE
SUPPLY CHAIN
5.1 The Role of Network Design in the
Supply Chain
5.2 Factors Influencing Network Design
Decisions
5.3 Framework for Network Design
Decisions
7. Align supply chain 5.4 Models for Facility Location and
integration strategy Capacity Allocation
with the uncertainty 5.5 Making Network Design Decisions in
conditions of supply Practice
and demand.
5.6 Summary of Learning Objectives
CHAPTER 6 DESIGNING GLOBAL
SUPPLY CHAIN NETWORKS
8. Optimally
position the pushpull boundary to
leverage economies
6.1 The Impact of Globalization on Supply
Chain Networks
6.2 The Offshoring Decision: Total Cost
6.3 Risk Management in Global Supply
Chains
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4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
Pictures, Power
point presentation
PREZI
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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of scale and
economies of scope.
6.4 Discounted Cash Flows 6.5 Evaluating
Network Design Decisions Using Decision
Trees
6.6 To Onshore or Offshore: Evaluation of
Global Supply Chain Design Decisions
Under Uncertainty
6.7 Making Global Supply Chain Design
Decisions Under Uncertainty in Practice
6.8 Summary of Learning Objectives 169
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
MID TERM EXAMINATION
100 Points
8
9. Evaluate
distribution
strategies to balance
responsiveness and
efficiency.
10. Evaluate
strategic alliances
for logistics and
retailer-supplier
relationships, such
as vendor managed
inventory.
CHAPTER 7 DEMAND FORECASTING IN
A SUPPLY CHAIN
7.1 The Role of Forecasting in a Supply
Chain
7.2 Characteristics of Forecasts
7.3 Components of a Forecast and
Forecasting Methods
7.4 Basic Approach to Demand
Forecasting
7.5 Time-Series Forecasting Methods 7.6
Measures of Forecast Error
7.7 Selecting the Best Smoothing
Constant
7.8 Forecasting Demand at Tahoe Salt 7.9
The Role of IT in Forecasting
7.10 Forecasting in Practice
7.11 Summary of Learning Objectives
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1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
9
10
11. Design
implementation
processes for
partnerships, such
as vendor managed
inventory, that
involve information
sharing and shared
governance of
processes and
infrastructure.
12. Evaluate
outsourcing
decisions by
applying the buymake framework.
13. Manage the
benefits and risks of
outsourcing.
CHAPTER 8 AGGREGATE PLANNING IN
A SUPPLY CHAIN
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstom
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
9.1 Responding to Predictable Variability in 4. Differentiation
the Supply Chain
5. Circle talk
9.2 Managing Supply
6. Technology in the
9.3 Managing Demand 234 9.4 Sales and
classroom
Operations Planning at Red Tomato
7. Behavior management
9.5 Implementing Sales and Operations
8. Professional
Planning in Practice
development
9.6 Summary of Learning Objectives
9. Brainstorm
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
8.1 The Role of Aggregate Planning in a
Supply Chain
8.2 The Aggregate Planning Problem
8.3 Aggregate Planning Strategies
8.4 Aggregate Planning at Red Tomato
Tools
8.5 Aggregate Planning Using Linear
Programming
8.6 Aggregate Planning in Excel 220 8.7
Building a Rough Master Production
Schedule
8.8 The Role of IT in Aggregate Planning
8.9 Implementing Aggregate Planning in
Practice
8.10 Summary of Learning Objectives
CHAPTER 9 SALES AND OPERATIONS
PLANNING: PLANNING SUPPLY AND
DEMAND IN A SUPPLY CHAIN
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A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
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11
12
14. Design eprocurement
strategies for a
firm’s procurement
portfolio of products
and services.
15. Evaluate how the
logistics process can
be constrained by
product design, and
the implications of
constraint reduction
on logistics
performance and
market
responsiveness.
CHAPTER 10 COORDINATION IN A
SUPPLY CHAIN
10.1 Lack of Supply Chain
Coordination and the Bullwhip Effect
10.2 The Effect on Performance of Lack of
Coordination
10.3 Obstacles to Coordination in a Supply
Chain
10.4 Managerial Levers to Achieve
Coordination
10.5 Continuous Replenishment and
Vendor-Managed Inventories
10.6 Collaborative Planning, Forecasting,
and Replenishment
10.7 Achieving Coordination in Practice
10.8 Summary of Learning Objectives
CHAPTER 11 MANAGING ECONOMIES
OF SCALE IN A SUPPLY CHAIN: CYCLE
INVENTORY
11.1 The Role of Cycle Inventory in a
Supply Chain
11.2 Estimating Cycle Inventory-Related
16. Determine when Costs in Practice
and how a supplier
11.3 Economies of Scale to Exploit Fixed
should be integrated Costs
into the new product 11.4 Aggregating Multiple Products in a
development
Single Order
process.
11.5 Economies of Scale to Exploit Quantity
Discounts
Puerto Princesa City, Palawan 5300
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1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
13
14
17. Determine the IT
infrastructure
requirements and IT
integration strategy
for supply chain
management.
11.6 Short-Term Discounting: Trade
Promotions
11.7 Managing Multiechelon Cycle
Inventory
11.8 Summary of Learning Objectives
CHAPTER 12 MANAGING
UNCERTAINTY IN A SUPPLY CHAIN:
SAFETY INVENTORY
12.1 The Role of Safety Inventory in a
Supply Chain
12.2 Factors Affecting the Level of Safety
Inventory
12.3 Determining the Appropriate Level of
Safety Inventory
12.4 Impact of Supply Uncertainty on
18. Determine the
Safety Inventory
decision support
12.5 Impact of Aggregation on Safety
system requirements Inventory
for supply chain
12.6 Impact of Replenishment Policies on
management. 19.
Safety Inventory
Evaluate the risks
12.7 Managing Safety Inventory in a
and advantages of
Multiechelon Supply Chain
international supply 12.8 The Role of IT in Inventory
chains.
Management
12.9 Estimating and Managing Safety
Inventory in Practice
12.10 Summary of Learning Objectives
CHAPTER 13 DETERMINING THE
20. Evaluate the
OPTIMAL LEVEL OF PRODUCT
implications of
AVAILABILITY
regional differences
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1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
LCD Projector,
Netbook, Manual,
Output
Presentation
Question and
answer segment,
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
in logistics while
designing
international supply
chains.
15
13.1 The Importance of the Level of
Product Availability
13.2 Factors Affecting Optimal Level of
Product Availability
13.3 Managerial Levers to Improve Supply
Chain Profitability
13.4 Setting Product Availability for
Multiple Products Under Capacity
Constraints
13.5 Setting Optimal Levels of Product
Availability in Practice
13.6 Summary of Learning Objective
CHAPTER 14 TRANSPORTATION IN A
SUPPLY CHAIN
14.1 The Role of Transportation in a Supply
Chain
14.2 Modes of Transportation and Their
Performance Characteristics
14.3 Transportation Infrastructure and
Policies
14.4 Design Options for a Transportation
Network
14.5 Responsive Distribution Network 14.6
Trade-Offs in Transportation Design
14.7 Tailored Transportation
14.8 The Role of IT in Transportation 14.9
Making Transportation Decisions in
Practice
14.10 Summary of Learning Objectives
Puerto Princesa City, Palawan 5300
www.wpu.edu.ph ● wpu.edu@gmail.com ●Mobile: +639985510683
4. Differentiation
Pictures, Power
5. Circle talk
point presentation
6. Technology in the
PREZI
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
1. Visualization
2. Cooperative learning
3. Inquiry-based
instruction
4. Differentiation
5. Circle talk
6. Technology in the
classroom
7. Behavior management
8. Professional
development
9. Brainstorm
10. Decision-making
model
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
16
17
CHAPTER 15 SOURCING DECISIONS IN
A SUPPLY CHAIN
1. Visualization
2. Cooperative learning
3. Inquiry-based
15.1 The Role of Sourcing in a Supply Chain instruction
15.2 In-House or Outsource? 15.3
4. Differentiation
Examples of Successful Third-Party
5. Circle talk
Suppliers
6. Technology in the
15.4 Total Cost of Ownership
classroom
15.5 Supplier Selection—Auctions and
7. Behavior management
Negotiations
8. Professional
15.6 Sharing Risk and Reward in the
development
Supply Chain
9. Brainstorm
15.7 The Impact of Incentives When
10. Decision-making
Outsourcing
model
15.8 Designing a Sourcing Portfolio:
Tailored Sourcing
15.9 Making Sourcing Decisions in Practice
15.10 Summary of Learning Objectives
CHAPTER 16 PRICING AND REVENUE
1. Visualization
MANAGEMENT IN A SUPPLY CHAIN
2. Cooperative learning
3. Inquiry-based
16.1 The Role of Pricing and
instruction
Revenue Management in a Supply
4. Differentiation
Chain
5. Circle talk
16.2 Pricing and Revenue Management 6. Technology in the
for Multiple Customer Segments
classroom
16.3 Pricing and Revenue Management 7. Behavior management
for Perishable Assets
8. Professional
16.4 Pricing and Revenue Management development
for Seasonal Demand
9. Brainstorm
16.5 Pricing and Revenue Management 10. Decision-making
for Bulk and Spot Contracts
model
Puerto Princesa City, Palawan 5300
www.wpu.edu.ph ● wpu.edu@gmail.com ●Mobile: +639985510683
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
LCD Projector,
Netbook, Manual,
Pictures, Power
point presentation
PREZI
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
16.6 Using Pricing and Revenue
Management in Practice
16.7 Summary of Learning Objectives
18
CHAPTER 17 SUSTAINABILITY AND THE 1. Visualization
LCD Projector,
SUPPLY CHAIN
2. Cooperative learning
Netbook, Manual,
3. Inquiry-based
Pictures, Power
17.1 The Role of Sustainability in a
instruction
point presentation
Supply Chain
4. Differentiation
PREZI
17.2 The Tragedy of the Commons
5. Circle talk
17.3 Key Pillars of Sustainability
6. Technology in the
17.4 Sustainability and Supply Chain
classroom
Drivers
7. Behavior management
17.5 Closed-Loop Supply Chains 17.6
8. Professional
The Pricing of Sustainability
development
17.7 Summary of Learning Objectives
9. Brainstorm
10. Decision-making
model
1-day Seminar Workshop
Supply Office Mock Assessment (Private Company) – Written Report
FINAL EXAMINATION
100 points
Output
Presentation
Question and
answer segment,
Quiz, Presenter
individual
Evaluation Sheet
(Rubric)
REFERENCES:
Chopra, Sunil Supply chain management : strategy, planning, and operation / Sunil Chopra, Kellogg School of Management, Peter Meindl, Kepos
Capital.—Sixth Edition. pages cm ISBN 978-0-13-380020-3—ISBN 0-13-380020-2
Calcott, Paul, and Margaret Walls. “Can Downstream Waste Disposal Policies Encourage Upstream Design for Environment?” American Economic
Review (May 2000): 90, 233–237.
Puerto Princesa City, Palawan 5300
www.wpu.edu.ph ● wpu.edu@gmail.com ●Mobile: +639985510683
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
Creyts, Jon, Anton Derkach, Scott Nyquist, Ken Ostrowski, and Jack Stephenson. Reducing U.S. Greenhouse Gas Emissions: How Much at What
Cost? McKinsey & Company, December 2007.
Ferguson, Mark E., and Gilvan C. Souza. Closed-Loop Supply Chains. Boca Raton, FL: CRC Press, 2010. Goulder, Lawrence H., and Andrew R.
Schein. “Carbon Taxes vs. Cap and Trade: A Critical Review.” NBER Working Paper no. 19338, August 2013.
Guide, V. Daniel R., Jr., and Luk N. Van Wassenhove. “The Evolution of Closed Loop Supply Chains.”
Operations Research (January–February 2009): 57, 10–18. Hardin, Garrett. “The Tragedy of the Commons.” Science (1968): 162, 1243–1248.
Hawken, Paul, Amory Lovins, and L. Hunter Lovins. Natural Capitalism. New York: Little, Brown and Company, 1999. Horne, Ralph, Tim Grant, and
Karli Varghese. Life Cycle Assessment: Principles, Practice and Prospects. Collingwood,
Australia: CSIRO Publishing, 2009. Lee, Hau L. “Don’t Tweak Your Supply Chain—Rethink It End to End.” Harvard Business Review (October
2010): 61–69.
McDonough, William, and Michael Braungart. Cradle to Cradle. New York: North Point Press, 2002. Plambeck, Erica. Wal-Mart’s Sustainability
Strategy. Stanford Graduate School of Business Case OIT-71, 2007. Prokesch, Steven. “The Sustainable Supply Chain.” Harvard Business Review
(October 2010): 70–72.
Weitzman, Martin, L. “Prices vs. Quantities.” The Review of Economic Studies (October 1974): 41, 477–491.
Prepared by:
EDEL MIKEL ALI P. MAUTE
(Faculty)
Recommending Approval:
Approved by:
JOSEFINA S. VIERNES
(Program Chair)
JEFFREY JUN B. YANA
(Dean)
Puerto Princesa City, Palawan 5300
www.wpu.edu.ph ● wpu.edu@gmail.com ●Mobile: +639985510683
WPU- QSF-OUP-16 Rev.00 (o8.01.18)
Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT
Puerto Princesa City, Palawan 5300
www.wpu.edu.ph ● wpu.edu@gmail.com ●Mobile: +639985510683
WPU- QSF-OUP-16 Rev.00 (o8.01.18)