course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
MBA 630
Operations Management
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course
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learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MBA 601
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Managerial Accounting
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
MBA 630 | Operations Management
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
MBA 630 | Operations Management
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
home
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
MBA 630 | Operations Management
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
MBA 630 | Operations Management
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
MBA 630 | Operations Management
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
MBA 630 | Operations Management
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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course
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learning
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
MBA 630 | Operations Management
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
MBA 630 | Operations Management
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
MBA 630 | Operations Management
Faculty Evening Course Overview
Course Description
Operations Management is the function that acquires, organizes, manages, and controls resources to
provide a service or create a product. This course endeavors to help students develop an understanding
of the strategic role of operations and to develop an appreciation for operations activities and how to
improve them. Topics include productivity, theory of constraints, process design, capacity planning,
inventory, aggregate planning, forecasting, logistics, project management, and continuous quality
improvement.
Course Materials
Required Textbook and Materials
Heizer, J. & Render, B. (2013). Operations Management (11th ed.). ISBN 978-0-13-292114-5
Goldratt, E. (2004). The goal: A process of ongoing improvement (3rd ed.) ISBN 9780884271789
Students should obtain access to the video library -www.myomlab.com ISBN 0-13-286332-4
Suggested Course Materials
Instructor’s Resource Manual, Instructor’s Solutions Manual, Prentice Hall Video Library and
powerpoint presentations available at www.pearsonhighered.com/heizer.
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
about
expectations
resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
MBA 630| Operations Management
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
Level 3
Applying
Evaluate operation
management practices for
personal and professional
growth.
IDEA Obj 2: Learning fundamental
principles
•
•
20 pts
Level 3
Applying
Engage active learning
scenario and brainstorm
solutions
IDEA Obj 3 : Learning to apply
course materials
PBL: Brainstorm
Level 3
Applying
Targeting operations
management opportunities
through the strategic process
and creating organizational
value
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
1B
Level 5
Evaluating
Apply course concepts in an
explanatory case study,
exploring causation and
underlying standards
IDEA Obj 11: Learning to analyze
and critically evaluate
Case Analysis 1
25 pts
2A
Level 4
Analyzing
Investigate scholarly or
expert source(s) allowing
adult learners to develop
course materials
IDEA Obj 3 : Learning to apply
course materials
Student directed
Team Activity
20 pts
Level 5
Evaluating
Scrutinize the text for key
ideas and concepts, to be
used as “talking points”
IDEA Obj 2: Learning fundamental
principles
Case Analysis 2
25 pts
Case Summary
25 pts
Level 3
Applying
Stimulate learning through
the problem scenario and
explore prior knowledge
IDEA Obj 11: Learning to analyze
and critically evaluate
PBL: Problem Statement – Step 2
PBL
will
total
200 pts
2B
Level 3
Applying
Targeting operations
management opportunities
through forecasting,
alliances and product
strategy
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
3A
Level 5
Evaluating
Apply course concepts in an
explanatory case study,
exploring causation and
underlying standards
IDEA Obj 3: Learning to apply
course materials
Case Analysis 3
25 pts
Level 4
Analyzing
Apply course concepts in an
explanatory case study,
exploring causation and
underlying standards
IDEA Obj 3: Learning to apply
course materials
Student case summary
25 pts
Level 4
Analyzing
Scrutinize the text for key
ideas and concepts, to be
used as “talking points”
IDEA Obj Learning to analyze and
critically evaluate
Team supported case analysis
20 pts
PBL – Step 3
PBL
will
total
200
pts
1A
In class activity
Team charter
20 pts
Introduce the PBL topic and
brainstorm solutions (Step 1)
Use prior knowledge to develop
the problem statement
about Bloom’s Taxonomy
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course
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
MBA 630| Operations Management
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
ts
Level 3
Applying
Targeting operation
management opportunities
through global positioning
using a qualitative versus a
quantitative approach
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
Level 5
Evaluating
Assessing new knowledge,
new skills and mastery of
concepts.
IDEA Obj 2: Learning fundamental
principles
In class quiz
100
pts
Level 4
Analyzing
Investigate scholarly or
expert source(s) allowing
adult learners to develop
course materials
IDEA Obj 3: Learning to apply
course materials
Student learning activity
25 pts
Case Analysis 4
25 pts
Level 4
Analyzing
Scrutinize the text for key
ideas and concepts, to be
used as “talking points”
IDEA Obj 2: Learning fundamental
principles
Team case solving activity
20 pts
Level 6
Creating
Design critical thinking
opportunities by creating a
proposal
IDEA Obj 11: Learning to analyze
and critically evaluate
PBL: Step 4
PBL
will
total
200 pts
4B
Level 3
Applying
Targeting operation
management opportunities
in relation to HR strategy &
labor standards
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
5A
Level 4
Analyzing
Investigate scholarly or
expert source(s) allowing
adult learners to develop
course materials
IDEA Obj 11: Learning to analyze
and critically evaluate
Case Analysis 5
25 pts
Level 4
Analyzing
Scrutinize the text for key
ideas and concepts, to be
used as “talking points”
IDEA Obj 3: Learning to apply
course materials
Team case analysis activity
20 pts
Level 5
Evaluating
Assessing new knowledge,
new skills and mastery of
concepts.
IDEA Obj 2: Learning fundamental
principles
Quiz # 2
100
pts
Level 6
Creating
Develop a marketing
presentation (extended
elevator pitch) for a new
product, service, brand
and/or corporate identity
IDEA Obj 11: Learning to analyze
and critically evaluate
3B
4A
Create a proposal
Student case summary
25 pts
PBL Proposal
Create a presentation – Step 5
PBL
will
total
200
pts
about Bloom’s Taxonomy
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expectations
resources
course
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
MBA 630| Operations Management
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
ts
5B
Level 3
Applying
Targeting operation
management opportunities
through operational
performance and fiscal
control
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
6A
Level 3
Applying
Targeting marketing
opportunities through
internal/external influences
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
Level 4
Analyzing
Investigate scholarly or
expert source(s) allowing
adult learners to develop
course materials
IDEA Obj 3: Learning to apply
course materials
Case Analysis 4
25 pts
Level 4
Analyzing
Scrutinize the text for key
ideas and concepts, to be
used as “talking points”
IDEA Obj 2: Learning fundamental
principles
Team case solving activity
20 pts
Level 5
Evaluating
Evaluate and craft an
executive summary on the
type of problems and
solutions relevant to
operations management
IDEA Obj 11: Learning to analyze
and critically evaluate
Executive summary activity
125
pts
Level 6
Creating
Develop and propose a
formal marketing plan for a
new product, service, brand
and/or corporate identity
IDEA Obj 12: Acquiring an interest in
learning
PBL – Project & Presentation
200
pts
Level 3
Applying
Targeting operation
management opportunities
through operational
performance and fiscal
control
IDEA COI: Social
Hallmark: Community
Discussion Post and two
Response Posts on D2L
10 pts
6B
about Bloom’s Taxonomy
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14
Learning Outcomes
MBA 630| Operations Management
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Total Points for the Course
Discussion Questions
10 pts ea x 6
= 60 pts
6% of the total points
Written Assignments
25 pts ea x 11
125 pts ea x 1
= 275 pts
= 125 pts
27.5% of the total points
12.5% of the total points
Team Assignments
20 pts ea x 7
= 140 pts
14% of the total points
Quizzes
100 pts ea x 2
= 200 pts
20% of the total points
PBL project/presentation
200 pts x 1
=200 pts
20% of the total points
Total Points for the Course
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= 1000 pts
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overview
learning
outcomes
IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Learning Outcomes
MBA 630| Operations Management
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Operations & Productivity
and Operations Strategy
•
•
•
•
No preclass reading
OM Chapter Review (Ch. 1-2)
Group Formation & Review Group Project
PBL: Introduce the PBL topic and brainstorm
solutions – Step 1
01 B
online
Project Management &
Forecasting
•
•
•
•
OM Ch. 3-4, pg. 57 -152
Group assignment, p. 53, questions 1-3
Case Summary, pp. 53-54
Discussion on Mission and Strategy
02 A
F2F
Design of Goods and Services
•
•
•
•
OM Ch. 5, pg. 153 – 204.
Case Study, p. 183 questions 1-3
Learning Group Exercise
PBL: Use prior knowledge to develop the
problem statement – Step 2
02 B
online
Managing Quality
•
•
•
•
OM Ch. 6 , pg. 205-268 & Goldratt Ch. 11-20
Group assignment, pp. 230-231 questions 1-3
Case Summary p. 231
Discussion on TQM
03 A
F2F
Process Strategy and
Sustainability
•
•
•
•
OM Ch. 7, pg. 269 – 324.
Case Study, p. 321-322, questions 1 -3
Group Ethical Dilemma discussion
PBL: Write a problem statement – Step 3
03 B
online
Location Strategies
•
•
•
•
OM Ch. 8, pg. 325 – 354 & Goldratt Ch. 21-30
Quiz 1 & Case Summary, pp. 350 - 351
Group assignment, p. 350
Discussion on Location decisions
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Course Schedule
MBA 630| Operations Management
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
04 A
F2F
Layout Strategies & HR, Job
Design, and Work
Measurement
•
•
•
•
OM Ch. 9 -10, pg. 355 – 428.
Case study , p. 426, questions 1-4
Chapter review
PBL: Create a proposal by listing solutions and
actions to be taken in a timeline (Steps 4 & 5)
04 B
online
Supply-Chain Management
•
•
•
OM Ch. 11, pg. 429 - 472.
Group assignment, p. 455
Discussion on Supply chain management
05 A
F2F
Inventory Management &
Aggregate Planning
•
•
•
•
OM, Ch. 12 - 13, pg. 473 - 550.
Individual case study, p. 512
Chapter review
PBL Step 6 – What do we need to know.
05 B
online
Material Requirements
Planning and ERP
•
•
•
OM Ch. 14 , pg. 551-586 & Goldratt, ch. 31-40
Group assignment , pp. 583-584
Discussion on MRP & ERP
06 A
F2F
Short-Term Scheduling & JIT
and Lean Operations
•
•
•
OM Ch. 15 - 16, pg. 587 - 662.
Individual case study, p. 620
PBL Presentations – Present & defend
conclusions – Step 7
06 B
online
Continuous Improvement
•
•
•
Final Quiz
Group Assignment, p. 645
Discussion on maximizing firm’s profitability
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17
Course Schedule
MBA 630| Operations Management
Faculty Evening Session 1A
Learning Objectives
1.
2.
3.
4.
5.
Discuss mission & strategy
Define & apply the concepts of productivity and production
Illustrate operations management decision making
Distinguish operation strategies in a global environment
Identify and discuss key ethical dilemmas in operations management
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
In Class Activities
• Encourage students and review course expectations & syllabus
• Review Chapters 1 & 2
• Facilitate an in-class discussion of concepts from Chapters 1-2
• Operations management & Issues in strategy
• Productivity variables
• Assign chapter problems to work in class.
• Elaborate from the Rapid Review, select key material from each
chapter
• Review key terms within each chapter in class
• Assess students’ learning with self test questions at end of chapter
Multimedia “Socratic Seminar”
1. Prepare
•
formulate a list of eight to nine discussion questions
from this week’s reading and/or textbook review
•
keep these open-ended to allow free discussion
•
be conscious of cultural, religious and gender
sensitivities
2. Setup
•
post each of these on a virtual whiteboard (you can
use a blank PowerPoint slide, or a web resource such
as: Scriblink, Web Whiteboard, CoSketch,
RealtimeBoard, Scribblar etc.)
•
have students sit in circles or arrange seats in an open
forum
•
encourage students to use critical thinking skills,
dialogue, the dialectical method, to facilitate discussion
3. Engage
•
refer to the textbook or pull online sources (such as
Google images) as you are discussing
•
“cluster” or graphically organize what students say in
“branching bubbles” and “graphic mapping” (you can
use Web 2.0 resources such as Bubbl, MindMeister,
Mindomo, Exploratree)
•
you can also use PowerPoint’s “SmartArt” to create
cluster maps and graphic organizers
Note: Illustrate where students can access www.myomlab.com
From this link the students will find thirty-one videos cases and
online tutorial sessions available. Each video offers a discussion on
key topics and questions to answer.
Team Assignment
After students organize their teams and create a team charter, the
teams should begin discussion on the Problem Based Learning
assignment. Each group will take on the role of an operations
management team. Each team will be offering a proposal on solving
a transportation problem for their selected company (Examples are
a national car rental company, a factory or store transporting
supplies (perishable or non-perishable goods) to its warehouses or
stores). What company have you selected? What transportation issue will
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you be addressing at your selected company? What models and/or rules will
you be using to help find a least-cost solution to your transportation issue?
What special issues (i.e. demand not equal to supply, degeneracy) are you
concerned about and how will you address these special issues? How will
you know if an optimal solution has been reached?
Each team will base their presentation on articles and/or websites
relating to their problem. A written presentation summary report
(five double-spaced pages) with reference to the article(s) and/or
websites used must be submitted at the time of the class
presentation. Links to articles and websites along with the
PowerPoint presentation and summary should be distributed to the
class prior to the scheduled presentation. Students are encouraged
to use Excel for forecasting, quality, and inventory /materials/
production management applications; and Microsoft Project for
project management. (Note: instructor should approve the each
team’s defined problem) The instructor will take on the role of
company owner reviewing the proposals.
PROBLEM or PROJECT BASED LEARNING
The instructor should describe the seven steps of Problem Based
Learning so that students understand the required output of each
step. Have them use the following steps to help their thought
process. This methodology will help bring consistency to their
decision making process.
1. Define the problem (must be well defined) (complete 1A)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and implementation corrected
the problem. If not, go back to step 1 and start again.
6. Make a proposal
7. Present findings
8. Debrief team’s performance
course
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learning
outcomes
IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1A
MBA 630| Operations Management
Faculty Evening Session 1B
Learning Objectives
1.
2.
3.
4.
Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.
Analyze and explain the importance of operation strategy and the role it plays in the building of a successful company.
Apply the material in chapters 1-2 to assist in the discussion with your current group.
Actively engage the students by sharing your current knowledge of operations management and how you believe the
interaction can benefit everyone involved.
Activities, Assignments and Assessments
All assignments and assessments must be completed by the
next F2F session. Written assignments should be submitted
to the appropriate dropbox. Discussion Questions should be
completed on D2L.Other assignments are due in F2F class
DELIVERABLES
INDIVIDUAL ACTIVITIES
Written Assignment
Discussion Question
Throughout the readings brief cases, scenarios, and
narratives are used to illustrate ideas and concepts in
practical ways.
Topic - Mission and Strategy
Companies must have a mission & strategy in place to be
successful.
1) What is a mission and strategy?
2) How might a company’s mission and strategy have
different purposes?
3) Say you own a tire store. What would be your mission
and strategy? What are the manifestations of the 10
OM decisions at the tire store? In other words, how is
each of the 10 decisions accomplished?
Peer Response Post
• review peer posts to the Discussion Topic and/or
instructor’s posts and comments
• respond to one of these posts engaging in a virtual
conversation
• be sure to keep up positive dialogue with peers
The initial post must be made mid week, and the response
postings must be made prior to the start of class 2A.
Reading Assignment
Chapters 1-2 were covered in 1A. Students should review
these chapters before attempting the homework
assignments. Read OM text Ch. 3 - 6. before start of
class 2A.
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Assignments must be submitted to the Dropbox in D2L
before the start of Class 2A
- Read the case study, Hard Rock Café’s Global Strategy (p.
54). Videos can be accessed at www. myomlab.com Prepare
a case summary as follows: a) state any business problem
that the enterprise needs to resolve b)briefly summarize
relevant background information from the case c) describe
how the enterprise dealt with the issues, if relevant d)
Comment on the appropriateness of these actions based on
student’s reading and understanding of the chapter content e)
address questions 1 -3 (p. 54) in student’s discussion
f)summary should be 2 – 4 pages in length
Team Written Assignment
Throughout the readings brief cases, scenarios, and
narratives are used to illustrate ideas and concepts in
practical ways.
- In Chapter 2, on page 53, read the case study, Minit-Lube
and answer questions 1-3.
Team Charter Assignment
- Once teams are assigned, team members will create a
team charter for submission
course
overview
learning
outcomes
IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1B
MBA 630| Operations Management
Faculty Evening Session 2A
Learning Objectives
1.
2.
3.
4.
5.
Translate and demonstrate time-based competition
Discuss and evaluate TQM
Model a decision tree applied to product design
Evaluate and discuss key ethical dilemmas in operations management
Apply Operations Management tool strategies to product design and product life cycle to improve the firm’s performance
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
In Class Activities
• Facilitate a conversation regarding the previous week’s discussion
question and assignments to further student comprehension of
course materials
• Facilitate an in-class discussion of concepts from Chapters 3 - 6
• Adaptive forecasting
• Service design by the “moment of truth”
• Elaborate from the Rapid Review, select key material from each
chapter
• Review key terms within each chapter in class
• Assess students’ learning with self test questions at end of chapter
• Assign chapter problems to work in class.
Multimedia “Socratic Seminar”
1. Prepare
•
formulate a list of eight to nine discussion questions
from this week’s reading and/or textbook review
•
keep these open-ended to allow free discussion
•
be conscious of cultural, religious and gender
sensitivities
2. Setup
•
post each of these on a virtual whiteboard (you can
use a blank PowerPoint slide, or a web resource such
as: Scriblink, Web Whiteboard, CoSketch,
RealtimeBoard, Scribblar etc.)
•
have students sit in circles or arrange seats in an open
forum
•
encourage students to use critical thinking skills,
dialogue, the dialectical method, to facilitate discussion
3. Engage
•
refer to the textbook or pull online sources (such as
Google images) as you are discussing
•
“cluster” or graphically organize what students say in
“branching bubbles” and “graphic mapping” (you can
use Web 2.0 resources such as Bubbl, MindMeister,
Mindomo, Exploratree)
•
you can also use PowerPoint’s “SmartArt” to create
cluster maps and graphic organizers
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Team Activity
Split the class into small groups. Have each group select a
service business and then identify the “moments of truth” text
p. 175 for that company. Q- How should operations be
designed to meet or exceed customers’ expectations during
those moments? Have each student group report its ideas to
the whole class on this question.
Break the class up in groups and have them discuss the
Ethical Dilemma, found in the chapters. Ask each group their
answers and any differing opinions from within the group.
PROBLEM or PROJECT BASED LEARNING
Step 2: Prior Knowledge
Teams should work on PBL Step 2 and develop a list of what
they know about the problem.
Instructor should develop activities that help students share
what they know; structure this using charts, graphs, graphic
organizers etc.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 2A
MBA 630| Operations Management
Faculty Evening Session 2B
Learning Objectives
1.
2.
3.
4.
Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.
Analyze and explain the importance of product strategy and the role it plays in the building of a successful company.
Apply the material in chapters 3 -6 to assist in the discussion with your current group.
Actively engage the students by sharing your current knowledge of operations management and how you believe the
interaction can benefit everyone involved.
Activities, Assignments and Assessments
All assignments and assessments must be completed by the
next F2F session. Written assignments should be submitted
to the appropriate dropbox. Discussion Questions should be
completed on D2L.Other assignments are due in F2F class
DELIVERABLES
INDIVIDUAL ACTIVITIES
Written Assignment
Discussion Question
Throughout the readings brief cases, scenarios, and
narratives are used to illustrate ideas and concepts in
practical ways.
Topic - Total Quality Management is tool often used in
business.
1. What are the seven tools of TQM?
2. List the seven concepts that are necessary for an
effective TQM program.
3. How are these related to Deming’s 14 points?
4. Which 3 of Deming’s 14 points do think are most
critical to the success of a TQM program?
5. Offer examples in your discussion. Include in your
discussion as to whether improving quality can lead to
reduced costs
Peer Response Post
• review peer posts to the Discussion Topic and/or
instructor’s posts and comments
• respond to one of these posts engaging in a virtual
conversation
• be sure to keep up positive dialogue with peers
Assignments must be submitted to the Dropbox in D2L
before the start of Class 3A
-
In OM text, On page 183, read the case study, De Mar’s
Product Strategy and answer questions 1-3.
-
Read the case study, The Culture of Quality at Arnold
Palmer Hospital., p. 231. Video can be accessed at www.
myomlab.com Prepare a case summary as follows: a)
state any business problem that the enterprise needs to
resolve b)briefly summarize relevant background
information from the case c) describe how the enterprise
dealt with the issues, if relevant d) Comment on the
appropriateness of these actions based on your reading
and understanding of the chapter content e) address
questions 1 - 4 (p. 231) in your discussion f)summary
should be 2 – 4 pages in length, plus the fishbone
diagram
Team Written Assignment
The initial post must be made mid week, and the response
postings must be made prior to the start of class 3A.
- In OM text on pages 230-231, read the case study,
Southwestern University and answer questions 1-3.
Reading Assignment
Chapters 3 – 6 were covered in 2A. Students should
review these chapters before attempting the homework
assignments. Read OM text Ch. 7 & 8 and Goldratt text
Ch. 1-10 before start of class 3A.
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sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1B
MBA 630| Operations Management
Faculty Evening Session 3A
Learning Objectives
1.
2.
3.
4.
5.
Discuss location decision making
Assess capacity and enhance operating leverage via break-even analysis
Determine and apply EMV to capacity decisions
Evaluate the theory of constraints
Assess course material knowledge
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
In Class Activities
• Facilitate a conversation regarding the previous week’s discussion
question and assignments to further student comprehension of
course materials
• Facilitate an in-class discussion of concepts from Chapters 7 & 8
• Capacity planning
• Location decision making
• Elaborate from the Rapid Review, select key material from each
chapter
• Review key terms within each chapter in class
• Assess students’ learning with self test questions at end of chapter
• Assign chapter problems to work in class.
Team Activity
- Show the video Process Analysis at Arnold Palmer
Hospital ( 7 minutes) - you will find the video in your
Video Library (instructional packet). Open for discussion
the following questions, What do you think might be
involved in pre-registration? How does pre-registration
streamline operations? Why is this particularly useful for
expectant mothers? (Note: further information can be
found in your Instructor’s Resource Manual)
Multimedia “Socratic Seminar”
1. Prepare
•
formulate a list of eight to nine discussion questions
from this week’s reading and/or textbook review
•
keep these open-ended to allow free discussion
•
be conscious of cultural, religious and gender
sensitivities
2. Setup
•
post each of these on a virtual whiteboard (you can
use a blank PowerPoint slide, or a web resource such
as: Scriblink, Web Whiteboard, CoSketch,
RealtimeBoard, Scribblar etc.)
•
have students sit in circles or arrange seats in an open
forum
•
encourage students to use critical thinking skills,
dialogue, the dialectical method, to facilitate discussion
3. Engage
•
refer to the textbook or pull online sources (such as
Google images) as you are discussing
•
“cluster” or graphically organize what students say in
“branching bubbles” and “graphic mapping” (you can
use Web 2.0 resources such as Bubbl, MindMeister,
Mindomo, Exploratree)
•
you can also use PowerPoint’s “SmartArt” to create
cluster maps and graphic organizers
home
about
expectations
resources
- Break the class up in groups and have them discuss the
Ethical Dilemma, found in the chapters. Ask each group their
answers and any differing opinions from within the group.
PROBLEM or PROJECT BASED LEARNING
Teams should work on PBL Step 3 and develop and write out
the problem statement.
Step 3: Develop the Problem Statement
1. The Five W’s: Start with who, what, where, when and
why in order to develop a problem statement
2. Vision: Predict the outcome or what the outcome would
look like if the problem was solved
3. Issue: Specifically define the issue or dilemma
4. Method: List possible methods to solve the problem
Instructor should develop activities that help students
formulate problem statements that are specific , written and
accurate.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 3A
MBA 630| Operations Management
Faculty Evening Session 3B
Learning Objectives
1. Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.
2. Analyze and explain the importance of location decision making and the role it plays in the building of a successful
company.
3. Apply the material in chapters 7 & 8 to assist in the discussion with your current group.
4. Actively engage the students by sharing your current knowledge of operations management and how you believe the
interaction can benefit everyone involved.
Activities, Assignments and Assessments
All assignments and assessments must be completed by the next
F2F session. Written assignments should be submitted to the
appropriate dropbox. Discussion Questions should be completed on
D2L.Other assignments are due in F2F class
DELIVERABLES
INDIVIDUAL ACTIVITIES
Written Assignment
Assignments must be submitted to the Dropbox in D2L
before the start of Class 4A
Discussion Question
Topic - Location decision making is integral to operations
management.
1) What are the major factors that companies consider when
choosing a country in which to locate?
2) What are the advantages and disadvantages of a
qualitative (as opposed to quantitative) approach to
location decision making?
3) Why do so many U.S. firms build facilities in other
countries?
Throughout the readings brief cases, scenarios, and
narratives are used to illustrate ideas and concepts in
practical ways.
-
Read the case study, Locating the Next Red Lobster
Restaurant, pp. 350- 351. Video can be accessed at www.
myomlab.com Prepare a case summary as follows: a)
state any business problem that the enterprise needs to
resolve b)briefly summarize relevant background
information from the case c) describe how the enterprise
dealt with the issues, if relevant d) Comment on the
appropriateness of these actions based on your reading
and understanding of the chapter content e) address
questions 1 - 3 (p. 351) in your discussion f)summary
should be 2– 4 pages in length.
-
On pp. 321-322, read the case study, Capacity Planning
at Arnold Palmer Hospital, answer questions 1-3.
Peer Response Post
•
•
•
review peer posts to the Discussion Topic and/or
instructor’s posts and comments
respond to one of these posts engaging in a virtual
conversation
be sure to keep up positive dialogue with peers
The initial post must be made mid week, and the response
postings must be made prior to the start of class 4A.
Reading Assignment
Chapters 7 & 8 were covered in 3A. Students should review
these chapters before attempting the homework assignments.
Read OM text Ch. 9 – 11 before start of class 4A.
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Team Written Assignment
- In OM text, on page 350, read the case study, Southern
Recreational Vehicle Company and answer questions 2 4.
Assessment
Quiz 1 (chapters 1 – 7) online
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 3B
MBA 630| Operations Management
Faculty Evening Session 4A
Learning Objectives
1.
2.
3.
4.
5.
Create a layout strategy
Analyze an effective HR strategy
Elaborate on supply chain management
Adapt and elaborate on labor standards
Evaluate the role of ethics in operations management
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
In Class Activities
• Facilitate a conversation regarding the previous week’s discussion
question and assignments to further student comprehension of
course materials
• Facilitate an in-class discussion of concepts from Chapters 9 - 11
• Human resource management
• Supply chain management
• Elaborate from the Rapid Review, select key material from each
chapter
• Review key terms within each chapter in class
• Assess students’ learning with self test questions at end of chapter
• Assign chapter problems to work in class.
Multimedia “Socratic Seminar”
1. Prepare
•
formulate a list of eight to nine discussion questions
from this week’s reading and/or textbook review
•
keep these open-ended to allow free discussion
•
be conscious of cultural, religious and gender
sensitivities
2. Setup
•
post each of these on a virtual whiteboard (you can
use a blank PowerPoint slide, or a web resource such
as: Scriblink, Web Whiteboard, CoSketch,
RealtimeBoard, Scribblar etc.)
•
have students sit in circles or arrange seats in an open
forum
•
encourage students to use critical thinking skills,
dialogue, the dialectical method, to facilitate discussion
3. Engage
•
refer to the textbook or pull online sources (such as
Google images) as you are discussing
•
“cluster” or graphically organize what students say in
“branching bubbles” and “graphic mapping” (you can
use Web 2.0 resources such as Bubbl, MindMeister,
Mindomo, Exploratree)
•
you can also use PowerPoint’s “SmartArt” to create
cluster maps and graphic organizers
home
about
expectations
resources
Team Activity
- Most universities have an area that needs attention to the
layout. Select such a spot and have the student groups
prepare a proposed layout change based on the material
presented in the chapter. Have each group present its
findings to the class.
- Break the class up in groups and have them discuss the
Ethical Dilemma, found in the chapters. Ask each group their
answers and any differing opinions from within the group.
PROBLEM or PROJECT BASED LEARNING
Teams should work on PBL Step 4 and list possible solutions
and then PBL Step 5, list actions to be taken with a timeline.
Step 4: Brainstorm Solutions
Use various tools to come up with solutions, such as: graphic
organizers, sticky notes, whiteboard sessions, analogy, antisolution, channeling, and/or brainstorming
Step 5: Develop an Action Plan
Create measureable milestones and break up large tasks into
smaller, manageable chunks. Put time lines on all action
items. Schedule the plan.
Instructor should develop activities that help students
brainstorm and list possible solutions and hypotheses. And
create action plans and strategies to implement their
solutions.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 4A
MBA 630| Operations Management
Faculty Evening Session 4B
Learning Objectives
1. Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.
2. Analyze and explain the importance of location decision making and the role it plays in the building of a successful
company.
3. Apply the material in chapters 9 - 11 to assist in the discussion with your current group.
4. Actively engage the students by sharing your current knowledge of operations management and how you believe the
interaction can benefit everyone involved.
Activities, Assignments and Assessments
All assignments and assessments must be completed by the next
F2F session. Written assignments should be submitted to the
appropriate dropbox. Discussion Questions should be completed on
D2L.Other assignments are due in F2F class
DELIVERABLES
INDIVIDUAL ACTIVITIES
Written Assignment
Assignments must be submitted to the Dropbox in D2L
before the start of Class 5A
Discussion Question
Topic – Metrics is commonly used in measuring supply-chain
management performance.
1) What are the objectives of supply-chain management?
2) What metrics are used to measure supply-chain
performance in your discussion.
3) What is SCOR, and what purpose does it serve?
4) How does Darden Restaurants, described in the Global
Company profile (pp. 430 - 431) find competitive
advantage in its supply chain
Throughout the readings brief cases, scenarios, and
narratives are used to illustrate ideas and concepts in
practical ways.
-
Read the case study, Supply Chain Management at Regal
Marine pp. 455 -456. Video can be accessed at www.
myomlab.com Prepare a case summary as follows: a)
state any business problem that the enterprise needs to
resolve b)briefly summarize relevant background
information from the case c) describe how the enterprise
dealt with the issues, if relevant d) Comment on the
appropriateness of these actions based on your reading
and understanding of the chapter content e) address
questions 2 & 3 (p. 456) in your discussion f)summary
should be 2– 4 pages in length.
-
On page 426, read the case study, Hard Rock’s Human
Resource Strategy and answer questions 1-4
Peer Response Post
•
•
•
review peer posts to the Discussion Topic and/or
instructor’s posts and comments
respond to one of these posts engaging in a virtual
conversation
be sure to keep up positive dialogue with peers
The initial post must be made mid week, and the response
postings must be made prior to the start of class 5A.
Team Written Assignment
- In OM text, on page 455, read the case study, Darden’s
Global Supply Chains and answer questions 1-4.
Reading Assignment
Chapters 9- 11 were covered in 4A. Students should review
these chapters before attempting the homework assignments.
Read OM text Ch. 12 – 14 before start of class 5A.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
25
Session 4B
MBA 630| Operations Management
Faculty Evening Session 5A
Learning Objectives
1.
2.
3.
4.
5.
Discuss MRP & ERP systems
Assess a firm’s operational performance through interpretation of its financial statements
Build an independent model
Develop and interpret control systems
Assess course material knowledge
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
In Class Activities
• Facilitate a conversation regarding the previous week’s discussion
question and assignments to further student comprehension of
course materials
• Facilitate an in-class discussion of concepts from Chapters 12 - 14
• Aggregate planning
• MRP & ERP systems
• Elaborate from the Rapid Review, select key material from each
chapter
• Review key terms within each chapter in class
• Assess students’ learning with self test questions at end of chapter
• Assign chapter problems to work in class.
Team Activity
Multimedia “Socratic Seminar”
1. Prepare
•
formulate a list of eight to nine discussion questions
from this week’s reading and/or textbook review
•
keep these open-ended to allow free discussion
•
be conscious of cultural, religious and gender
sensitivities
2. Setup
•
post each of these on a virtual whiteboard (you can
use a blank PowerPoint slide, or a web resource such
as: Scriblink, Web Whiteboard, CoSketch,
RealtimeBoard, Scribblar etc.)
•
have students sit in circles or arrange seats in an open
forum
•
encourage students to use critical thinking skills,
dialogue, the dialectical method, to facilitate discussion
3. Engage
•
refer to the textbook or pull online sources (such as
Google images) as you are discussing
•
“cluster” or graphically organize what students say in
“branching bubbles” and “graphic mapping” (you can
use Web 2.0 resources such as Bubbl, MindMeister,
Mindomo, Exploratree)
•
you can also use PowerPoint’s “SmartArt” to create
cluster maps and graphic organizers
home
about
expectations
resources
- Have the students split into small groups. Each group
should choose a local organization and suggest how it might
employ a level, chase, or mixed strategy to best meet demand.
The students should be able to explain how their suggestion
would enable the firm to best meet their typical demand in a
way that minimizes cost or maximizes profit. Have each
group share its findings with the class.
- Break the class up in groups and have them discuss the
Ethical Dilemma, found in the chapters. Ask each group their
answers and any differing opinions from within the group.
PROBLEM or PROJECT BASED LEARNING
Teams should work on PBL Step 6, determine what they
need to know.
Step 6: Make a Proposal
Create a proposal outlining the solution. Crticially
examine if the solution is optimal
Instructor should develop activities that help students
develop a written proposal supported by research and
data.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
26
Session 5A
MBA 630| Operations Management
Faculty Evening Session 5B
Learning Objectives
1.
2.
3.
4.
Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.
Analyze and explain the importance of control systems and the role it plays in the building of a successful company.
Apply the material in chapters 12 - 14 to assist in the discussion with your current group.
Actively engage the students by sharing your current knowledge of operations management and how you believe the
interaction can benefit everyone involved.
Activities, Assignments and Assessments
All assignments and assessments must be completed by the next
F2F session. Written assignments should be submitted to the
appropriate dropbox. Discussion Questions should be completed on
D2L.Other assignments are due in F2F class
DELIVERABLES
INDIVIDUAL ACTIVITIES
Written Assignment
Assignments must be submitted to the Dropbox in D2L
before the start of Class 6A
Discussion Question
Topic – There are advantages and disadvantages to MRP &
ERP.
1) What are the requirements of an effective MRP system?
2) What are the typical benefits of ERP?
3) Compare and contrast MRP & ERP. Be sure to discuss
the advantages and disadvantages of both. I
4) n your role as a manager, what are key factors required
to determine which system to implement?
Throughout the readings brief cases, scenarios, and
narratives are used to illustrate ideas and concepts in
practical ways.
-
Read the case study, MRP at Wheeled Coach, p. 584.
Video can be accessed at www. myomlab.com Prepare a
case summary as follows: a) state any business problem
that the enterprise needs to resolve b)briefly summarize
relevant background information from the case c) describe
how the enterprise dealt with the issues, if relevant d)
Comment on the appropriateness of these actions based
on your reading and understanding of the chapter content
e) address questions 1 - 3 (p. 584) in your discussion
f)summary should be 2 – 4 pages in length.
-
On page 512, read the case study, Zhou Bicycle
Company and answer questions 1-3.
Peer Response Post
•
•
•
review peer posts to the Discussion Topic and/or
instructor’s posts and comments
respond to one of these posts engaging in a virtual
conversation
be sure to keep up positive dialogue with peers
The initial post must be made mid week, and the response
postings must be made prior to the start of class 5A.
Team Written Assignment
- In OM text, on pages 583-584, read the case study, When
Reading Assignment
Chapters 12 - 14 were covered in 5A. Students should review
these chapters before attempting the homework assignments.
Read OM text Ch. 15 – 16 before start of class 6A
home
about
expectations
resources
18,500 Orlando Magic Fans Come to Dinner and answer
questions 1 -3.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
27
Session 5B
MBA 630| Operations Management
Faculty Evening Session 6A
Learning Objectives
1.
2.
3.
4.
5.
Discuss and evaluate continuous improvement
Choose when a company should utilize JIT or TPS
Elaborate on scheduling and adapt to problems
Formulate strategies that increase productivity and quality to maximize a firm’s profitability in a global marketplace
Develop consistent ways to generate successful ideas.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
In Class Activities
• Facilitate a conversation regarding the previous week’s discussion
question and assignments to further student comprehension of
course materials
• Facilitate an in-class discussion of concepts from Chapters 15 & 16
• JIT (Just in time)
• Lean operations
• Elaborate from the Rapid Review, select key material from each
chapter
• Review key terms within each chapter in class
• Assess students’ learning with self test questions at end of chapter
• Assign chapter problems to work in class.
Team Activity
Multimedia “Socratic Seminar”
1. Prepare
•
formulate a list of eight to nine discussion questions
from this week’s reading and/or textbook review
•
keep these open-ended to allow free discussion
•
be conscious of cultural, religious and gender
sensitivities
2. Setup
•
post each of these on a virtual whiteboard (you can
use a blank PowerPoint slide, or a web resource such
as: Scriblink, Web Whiteboard, CoSketch,
RealtimeBoard, Scribblar etc.)
•
have students sit in circles or arrange seats in an open
forum
•
encourage students to use critical thinking skills,
dialogue, the dialectical method, to facilitate discussion
3. Engage
•
refer to the textbook or pull online sources (such as
Google images) as you are discussing
•
“cluster” or graphically organize what students say in
“branching bubbles” and “graphic mapping” (you can
use Web 2.0 resources such as Bubbl, MindMeister,
Mindomo, Exploratree)
•
you can also use PowerPoint’s “SmartArt” to create
cluster maps and graphic organizers
home
about
expectations
resources
- In chapter 15, the widely used Lekin software is discussed. It
is available for free at
www.stern.nyc.edu/om/software/lekin/download/html.
Show the program in class. Ask the students to generate
different collections of jobs needing processing. Then try
different priority rules on these sets of jobs. Record the
results and compare the performance of the various rules.
- Break the class up in groups and have them discuss the
Ethical Dilemma, found in the chapters. Ask each group their
answers and any differing opinions from within the group.
PROBLEM or PROJECT BASED LEARNING
Teams should work on PBL Step 7 – present and defend
conclusions.
Step 7: Present and Review
Present the developed materials and solicit feedback from
peers and instructors. Exchange materials with peers, and
create a portfolio of peers’ works
Instructor should develop activities that help students present
their findings and review the success of their action plans.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
28
Session 5A
MBA 630| Operations Management
Faculty Evening Session 6B
Learning Objectives
1. Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.
2. Analyze and explain the importance of continuous improvement and the role it plays in the building of a successful
company.
3. Apply the material in chapters 15 & 16 to assist in the discussion with your current group.
4. Actively engage the students by sharing your current knowledge of operations management and how you believe the
interaction can benefit everyone involved.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
DELIVERABLES
Discussion Question
All assignments and assessments must be completed by the next
F2F session. Written assignments should be submitted to the
appropriate dropbox. Discussion Questions should be completed on
D2L.Other assignments are due in F2F class
INDIVIDUAL ACTIVITIES
Discussion Question
Topic – Continuous improvement
1) What are the similarities and differences between JIT,
TPS and lean operations?
2) JIT, TPS, and lean operations are all philosophies of
continuous improvement.
3) In the role of manager, what determines why you select
one philosophy over the other.
4) Offer examples in your discussion.
Assignments must be submitted to the Dropbox in D2L before
the end of the course.
Written Assignment
- Complete and submit an executive summary of The Goal by
Goldratt. Format a table of three columns and ten rows to include
the following. This may be done in either Word or Excel.
a) In column 1, list the 10 Operations Management decisions as
found on page 8 of the Heizer & Render text.
b) in column 2 and for each OM decision, describe 1-3 examples
from The Goal that exemplify the type of problem or solution
relevant to the OM area. For example, for "Process Strategy",
describe a scenario in The Goal when Mr. Rago or his staff had to
deal with a problem in this area.
c) In column 3, describe a scenario from your work life that
exemplifies the same OM decision area.
Total summary should be in the 3-5 pages
-
Read the case study, JIT at Arnold Palmer Hospital, p. 646.
Video can be accessed at www. myomlab.com Prepare a case
summary as follows: a) state any business problem that the
enterprise needs to resolve b)briefly summarize relevant
background information from the case c) describe how the
enterprise dealt with the issues, if relevant d) Comment on the
appropriateness of these actions based on your reading and
understanding of the chapter content e) address questions 1 - 4
(p. 646) in your discussion f)summary should be 2 – 4 pages in
length,
-
On page 620, read the case study, Scheduling at Hard Rock
Café and answer questions 2-4
Peer Response Post
•
•
•
review peer posts to the Discussion Topic and/or
instructor’s posts and comments
respond to one of these posts engaging in a virtual
conversation
be sure to keep up positive dialogue with peers
The initial post must be made mid week, and the response
postings must be made prior to the start of class 5A.
Reading Assignment
Chapters 15 & 16 were covered in 6A. Students should
review these chapters before attempting the homework
assignments. No reading assignment
home
about
expectations
resources
Team Written Assignment
-
In OM text, on pages 645, read the case study, Mutual
Insurance Company of Iowa, answer questions 1-4.
PBL Step 8 – debrief your performance.
Assessment
Quiz 2 (chapters 8 – 14) online
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
29
Session 5B