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Operations Management
MGT 333
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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
MGT 333
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.
Operations Management
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
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Operations Management | MGT 333
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.
hallmarks of a Benedictine Education:
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About
Operations Management | MGT 333
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
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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4
Hallmarks
Operations Management | MGT 333
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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Expectations
Operations Management | MGT 333
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.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Operations Management | MGT 333
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
Operations Management | MGT 333
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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Library
Operations Management | MGT 333
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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Other Resources
Operations Management | MGT 333
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
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IDEA
Operations Management | MGT 333
Course Overview
Course Description
A study of theory, principles and computational procedures as applied to such areas as strategic
planning, forecasting, capacity planning, productivity and quality control.
Course Materials
Required Textbook and Materials
Schroeder, R.G., Goldstein, S.M. & Rungtusanatham, M.J. (2011). Operations Management,
Contemporary Concepts and Cases . (5TH ed.): NY: McGraw-Hill Irwin
ISBN-13: 978-0-07-340338-0 (instructor) ISBN – 10: 0-07-340338-5 (student)
Suggested Course Materials
McGraw-Hill/Irwin online (http://catalogs.mhhe.com/mhhe/home.do) offers numerous products to
assist in instruction (instructor only)
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
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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.
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Operations Management | MGT 333
Learning Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
•
•
•
Analyze the basic purposes of operations management
Evaluate key operational management concepts
Assess operational management principles
Individual Papers
(4 papers 65 points each)
260 pts
•
Group assignments
(8 assignments, 35 points
each)
280 pts
•
Rule on questions by assessing key operations management
concepts
Determine when to apply operations management
knowledge
Influence team members in a collective decision
•
•
•
Select and discuss key operations management terms
Elaborate on the logic of key course concepts
Examine key points of discussion
Discussion post & responses
( 4 questions - 10 points each)
•
•
Test for the basic principles of operations management
Determine application of course knowledge obtained from course
materials
Solve basic operations management problems
Quizzes
(each 100 points )
200 pts
Individual Case Studies
( 4 reports 55 points each)
220 pts
•
•
•
•
•
Determine proper operations management terminology and its
real world application
Evaluate how systems can fail or be successful
Recommend the role of management in a company’s operations
Total Points for course
40 pts
1000 pts
about Bloom’s Taxonomy
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Learning Outcomes
Operations Management | MGT 333
Weekend Classes: Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
The Operation Function &
Supply Chain Strategy
•
•
•
•
No pre-class reading. Instructor will review in class . Ch. 1, pp.
2 - 19 & Ch. 2, pp. 20-38
Activity in class ; Case Study, FHE, Inc., pp. 427-429.
Individual Assignments; see D2L
Group Assignments; Team Formation
01 B
online
Product Design & Process
Selection
•
•
•
•
Ch. 3, pp. 40-57 & Ch. 4, pp. 59 – 82.
Individual Assignments : See D2L
Group Assignments: See D2L
Discussion Topic: Mass customization
02 A
F2F
Service Process Design &
Process-Flow Analysis
•
•
•
•
Ch. 5, pp. 84-104 & Ch. 6, pp. 106-129
Activity in class ; , Case Study, The Field Service Division of
DMI, pp. 448-450.
Individual Assignments; see D2L
Group Assignments; see D2L
02 B
online
Lean Thinking and Lean
Systems &
Managing Quality
•
•
•
•
Ch. 7, pp. 131-155 & Ch. 8, pp. 158--180
Individual Assignments ; See D2L
Group Assignments; See D2L
Discussion Topic: Quality pioneers
03 A
F2F
Quality Control and
Improvement & Supply
Chain Management
•
•
•
•
Ch. 9, pp. 182-211 & Ch. 10, 213-239
Activity in class; Case Study, Quality at Gillette Argentina, pp.
474-481.
Individual Assignments; see D2L
Group Assignments; see D2L
03 B
online
Forecasting & Capacity
Planning
•
•
•
•
Ch. 11, pp. 241-270 & Ch. 12, pp. 275-309.
Individual Assignments; See D2L
Group Assignments; See D2L
Discussion Topic; Forecasting demand and sales
04 A
F2F
Scheduling Operations &
Project Planning
•
•
•
•
Ch. 13, pp. 313-331 & Ch. 14, pp. 333-359.
Activity in class ; end of chapter problems, pp. 330-331.
Individual Assignments; see D2L
Group Assignments; see D2L
04 B
online
Independent Demand
Inventory & Materials
Requirements Planning
•
•
•
•
Ch. 15, pp. 361-392 & Ch. 16, pp. 395-421
Individual Assignments; See D2L
Group Assignments; See D2L
Discussion Topic; Inventory management philosophy
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13
Course Schedule
Operations Management | MGT 333
Session 1A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Explain the terms operations and supply chain function.
Explain the importance of the operations function.
Elaborate on the linkages between operations and supply chain decisions..
Compare and contrast between operations management and supply chain management.
Identify the challenges facing operations in the future.
Describe how to formulate and implement an operations and supply chain strategy.
List what kind of factors might affect various types of operations.
Activities, Assignments and Agenda
Reading: No pre-class reading. Instructor will review in class .
Ch. 1, pp. 2 - 19 & Ch. 2, pp. 20-38
Individual Assignments
Case Study, pp. 424-426, Shipping Manufacturing/Co., questions 1 & 2. Prepare your case summary,
including your thoughts and comments to each of the case questions.
Group Assignments
Team Formation & Ch. 1. Complete , You Decide, p. 18, questions 1 & 2 (each question answer
should (at minimum) have a topic sentence and four supporting sentences)
In-Class Assignments
Review the course syllabus and course expectations. Facilitate an in-class discussion for chapters 1
& 2. You will find a list of discussion questions at the end of each chapter that can assist in selecting
key topics to discuss. Within each chapter, review the chapter’s key points. Review the key terms
listed at the end of each chapter. Encourage the students to perform the student internet exercises
(at the end of each chapter). Allow students to complete the individual assignment & group
assignment to ensure students have a grasp of the topics of each chapter. For an In-class activity,
Case Study, FHE, Inc., pp. 427-429.
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Love of Christ and Neighbor  Prayer  Stability  Conversation  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Session 1A
Operations Management | MGT 333
Session 1B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Explain the five types of product flow.
List the steps needed in new-product development
Describe value analysis and its relation to design for manufacturability (DFM)
List the five types of product flow.
Evaluate the role of mass customization on traditional forms of production processes.
List what environmental concerns as they relate to process selection decisions.
Compare and contrast between economies of scale and economies of scope.
Activities, Assignments and Agenda
Reading: Ch. 3, pp. 40-57 & Ch. 4, pp. 59 – 82.
Individual Assignments
Write a one - two page paper (double spaced) on the following topic –Why are assembly-line
processes usually so much more efficient but less flexible than batch processes? Give three reasons
in your discussion.
Group Assignments
Complete, You Decide, p. 56, answer the posed question (the question’s answer should have (at
minimum) a topic sentence and four supporting sentences)
Online
Facilitate an online discussion reviewing ch. 3 & 4. For ch. 3 review market pull, supply chain
collaboration, pilot production & testing, and value analysis. For ch. 4 review product-flow
characteristics, mass customization, and environmental concerns. Offer real world examples when
possible. Encourage students to engage in a virtual online discussion regarding their individual
assignments with you so you can facilitate a clear understanding of the material.
Discussion Question – Do you believe there has been an increase in product variety in our
economy? Give examples of why or why not.
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15
Session 1B
Operations Management | MGT 333
Session 2A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Explain the term service and its role in the service matrix.
List the pros and cons of a service contract.
Explain the importance of customer contact.
Evaluate the relationship between employee satisfaction and customer service.
Describe the process -flow analysis and what questions are asked.
Analyze a process-flow analysis and improvement flowchart.
Describe the term business process reengineering (BPR).
Activities, Assignments and Agenda
Reading: Ch. 5, pp. 84-104 & Ch. 6, pp. 106-129
Individual Assignments
Case Study, pp. 437-447, Southwest Airlines: Singin’ the (Jet) Blues., questions 1 & 3. Prepare your
case summary, including your thoughts and comments to each question.
Group Assignments
Ch. 5. Complete, You Decide, p. 103, answer the posed question (the question’s answer should (at
minimum) have a topic sentence and four supporting sentences)
In-Class Assignments
Facilitate an in-class discussion for chapters 5 & 6. You will find a list of discussion questions at the
end of each chapter that can assist in selecting key topics to discuss. Within each chapter, review the
chapter’s key points. Review the key terms listed at the end of each chapter. Encourage the
students to perform the student internet exercises (at the end of each chapter). Allow students to
complete the individual assignment & group assignment to ensure students have a grasp of the
topics of each chapter. For an In-class activity, Case Study, The Field Service Division of DMI, pp.
448-450.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
Operations Management | MGT 333
Session 2B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Explain lean thinking and apply the lean tenets.
Evaluate the Kanban method of production and its significance.
Identify forms of waste.
Describe the term quality and its importance in manufacturing.
List key quality pioneers and discuss their contribution to quality improvement.
Analyze how quality contributes to profitability.
Explain why some quality improvement efforts fail.
Activities, Assignments and Agenda
Reading: Ch. 7, pp. 131-155 & Ch. 8, pp. 158--180
Individual Assignments
Write a one - two page paper (double spaced) on the following topic – Discuss how lean thinking can
lead to a reduction of costs (material, labor, overhead) not including inventory. Be specific and offer
examples in your discussion. Take online quiz. Chapters 1 – 8
Group Assignments
Complete, You Decide, p. 152, answer the posed questions ( each question’s answer should have (at
minimum) a topic sentence and four supporting sentences)
Online
Facilitate an online discussion reviewing ch. 7 & 8. For ch. 7 review lean tenets, reducing setup time,
employee cross-training, and changing relationships with suppliers. For ch. 8 service quality, quality
pioneers, how quality leads to profitability and how quality improvement efforts can fail.. Offer real
world examples when possible. Encourage students to engage in a virtual online discussion regarding
their individual assignments with you so you can facilitate a clear understanding of the material.
Discussion Question – Compare and contrast the Deming and Juran approaches to quality
improvement. Which approach do you prefer and why?
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
17
Session 1B
Operations Management | MGT 333
Session 3A
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Explain quality control and identify the processes of quality control.
List the steps in designing a quality control system.
Identify the seven tools of quality control.
Explain Six Sigma and list the five steps.
Describe a typical supply chain.
Analyze exemplary issues and decisions for the purchasing and logistics functions.
List specific measures of performance for a supply chain.
Describe the bullwhip effect.
Analyze how technology may or may not improve supply chain management.
Activities, Assignments and Agenda
Reading: Ch. 9, pp. 182-211 & Ch. 10, 213-239
Individual Assignments
Case Study, pp. 482-483, Bayfield Mud Company, questions 1 & 2. Prepare your case summary,
including your thoughts and comments to each of the case questions.
Group Assignments
Ch. 10. Complete , You Decide, p. 238, (the question’s answer should (at minimum) have a topic
sentence and four supporting sentences)
In-Class Assignments
Review the course syllabus and course expectations. Facilitate an in-class discussion for chapters 9
& 10. You will find a list of discussion questions at the end of each chapter that can assist in selecting
key topics to discuss. Within each chapter, review the chapter’s key points. Review the key terms
listed at the end of each chapter. Encourage the students to perform the student internet exercises
(at the end of each chapter). Allow students to complete the individual assignment & group
assignment to ensure students have a grasp of the topics of each chapter. For an In-class activity,
Case Study, Quality at Gillette Argentina, pp. 474-481.
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
18
Session 1A
Operations Management | MGT 333
Session 3B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Explain the various decisions required in different forecasting methods.
Identify the four most important qualitative methods.
List the types of errors in forecasting and describe the importance of monitoring these errors.
Explain the collaborative, planning , forecasting and replenishment (CPFR) approach.
Describe the economies and diseconomies of scale.
Define the term aggregate planning.
Explain the basic strategies for adjusting supply.
Activities, Assignments and Agenda
Reading: Ch. 11, pp. 241-270 & Ch. 12, pp. 275-309.
Individual Assignments
Write a one - two page paper (double spaced) on the following topic – What problems are created by
simultaneously considering the capacity questions of how much, how large, when, where, and what
type?
Group Assignments
Complete, You Decide, p. 263, answer the posed question ( the question’s answer should have (at
minimum) a topic sentence and four supporting sentences)
Online
Facilitate an online discussion reviewing ch. 11 & 12.. For ch. 11 review forecasting methods, key
qualitative methods, errors in forecasting, and CPFR approach. For ch. 12 review capacity planning,
aggregate planning, and adjusting supply . Offer real world examples when possible. Encourage
students to engage in a virtual online discussion regarding their individual assignments with you so
you can facilitate a clear understanding of the material.
Discussion Question – Is there a difference between forecasting demand and forecasting sales?
Can demand be forecasted from historical sales data?
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
19
Session 1B
Operations Management | MGT 333
Session 4A
Learning Objectives
1. List the objectives of scheduling and .role of cross-functional coordination in achieving effective
scheduling.
2. Describe Gantt charting.
3. Explain the theory of constraints (TOC).
4. Describe the three objectives in projects and evaluate the role of trade-offs.
5. List three network scheduling methods.
6. Explain program evaluation review techniques (PERT) and perform a calculation.
7. Describe the critical path method (CPM) and analyze the formula.
Activities, Assignments and Agenda
Reading: Ch. 13, pp. 313-331 & Ch. 14, pp. 333-359.
Individual Assignments
Case Study, pp. 516-517, Merriwell Bag Company , questions 3 & 4. Prepare your case summary,
including your thoughts and comments to each of the case questions.
Group Assignments
Complete, You Decide, p. 327 (the question’s answer should (at minimum) have a topic sentence
and four supporting sentences)
In-Class Assignments
Review the course syllabus and course expectations. Facilitate an in-class discussion for chapters 13
& 14. You will find a list of discussion questions at the end of each chapter that can assist in selecting
key topics to discuss. Within each chapter, review the chapter’s key points. Review the key terms
listed at the end of each chapter. Encourage the students to perform the student internet exercises
(at the end of each chapter). Allow students to complete the individual assignment & group
assignment to ensure students have a grasp of the topics of each chapter. For an In-class activity,
end of chapter problems, pp. 330-331.
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
20
Session 1A
Operations Management | MGT 333
Session 4B
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
Identify the different types of inventories and ways to manage them.
Describe inventory management and evaluate what it affects.
Compare and contrast the continuous review system and the periodic review system.
Evaluate the concept of ABC inventory management.
Describe a materials requirements planning (MRP) and the philosophy behind it.
List the key elements and of a MRP system.
List the key attributes of a successful MRP system.
Activities, Assignments and Agenda
Reading: Ch. 15, pp. 361-392 & Ch. 16, 395-421
Individual Assignments
Write a one - two page paper (double spaced) on the following topic – What is the appropriate role of
inventory turnover as a measure for evaluating the management of inventory? Under what
circumstances is high turnover detrimental to a firm? Take quiz (chapters 9-16)
Group Assignments
Complete, You Decide, p. 385, answer the posed question ( the question’s answer should have (at
minimum) a topic sentence and four supporting sentences)
Online
Facilitate an online discussion reviewing ch. 15 & 16. For ch. 15 review purpose of inventories,
continuous review system, periodic review system, and ABC inventory management. For ch. 16 ,
review materials requirements planning, the key elements of a MRP system and key attributes. Offer
real world examples when possible. Encourage students to engage in a virtual online discussion
regarding their individual assignments with you so you can facilitate a clear understanding of the
material.
Discussion Question – With regard to inventory management, discuss the difference between a
replenishment philosophy and a requirements philosophy?
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
21
Session 1B