SCM 2160 – Section A04 Course Outline SUPPLY CHAIN AND OPERATIONS MANAGEMENT

SCM 2160 – Section A04
SUPPLY CHAIN AND OPERATIONS MANAGEMENT
Course Outline
Fall 2015
Instructor
Name:
Phone:
Email:
Office:
Office Hours:
Room #:
Class Time:
Debbie Finney
(204) 791-3897
[email protected];
356 Drake
30 minutes after each class or by appointment
117 Drake
Tuesday (1:00 – 2:15) and Thursday (1:00-2:15)
Course Description
Operations management concerns the management of the transformation process involved in turning
inputs (material, customers, information, staff, and facilities) into outputs (goods and services). It is the
management of the core of an organization and bridges the gap between vision and execution.
Strategic, tactical, and operational decisions regarding the designing, planning, direction, and control of
facilities, processes and activities are all elements of the operations management function. This course
covers the basic concepts of these features.
Course Objectives
The objective of this course is to introduce you to the fundamental concepts of operations management
from a general management perspective. Although you may not be involved in the direct management
of operations in current or future employment, it will be useful to understand the problems and
complexities faced by operations managers. As well, everyone in an organization is affected by, and
affects, the activities occurring under the operations and supply chain management umbrella. A major
objective of this course is to have you see what part you play in this realm in whichever career path you
may choose.
At the conclusion of this course, you should appreciate that operations management is not simply a set
of well-understood ‘nuts-and-bolts” techniques. Rather, it is primarily a management discipline that is
strategically important for survival in today’s more competitive environment.
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Course Material


Jacobs, F.R., Chase, R.B, and Balakrishnan J. (2013), Operations & Supply Chain Management:
The Core – 2nd Canadian Edition. Toronto: McGraw-Hill Ryerson
Package of cases and readings
Methods of Instruction
The main method of instruction for this course will be the analysis and discussion of case studies; each
highlighting an operations management situation in which a decision must be made in light of a number
of trade-offs and alternatives. These in class discussions require active student participation. Class time
will be devoted to discussing the situation, the managerial and technical implications of various options,
and the action to be taken to implement preferred options. There is no right answer to a case but there
are definitely approaches that address the issues and recognize the trade-offs involved. Ultimately, your
job, as a student, is to put yourself in the position of the decision maker and address the issue of what
should be done and why. You should be able to justify your decisions and opinions with information
obtained through the required readings and class lectures. For some classes, additional readings may be
recommended. Although not mandatory, these readings will help you to further understand the
concepts addressed in the case study.
For most case discussions, you have been assigned some “Questions for Consideration”. These questions
are for guidance to help you focus on certain aspects of a particular case. At a minimum, you should be
ready to address each question in class. Preparation is key to successful case study participation. It is
recommended that you set aside at least 2 hours to read, reflect, and prepare your contributions.
Other methods of instruction include: exercises, lectures, assignments, site visits, and group
presentations.
Performance Evaluation
Class Participation
Case Preparation
Case Study Assignment
Mini-Test
Group Presentation
Final Exam
30%
10%
15%
5%
10%
30%
(8 x 1.25% each)
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Class Participation
Participation is a very important element of this course. With 30% of your overall mark based on your
level of participation during case studies, it is critical that you come prepared to be involved in class
discussions. Although you are expected to attend every class, attendance is not the same as
participation. I expect you to participate by making a useful and justified contribution for each case
study.
In general, a useful contribution helps push the understanding of the class forward. Examples include,
but are not limited to, being involved in a discussion of case materials, arguing your point of view during
a case discussion, asking a relevant question, suggesting an alternate viewpoint, or redirecting our
attention to something else in need of discussion.
Outlined in the course content section of this syllabus are the class dates where participation marks will
be awarded. Please make yourself familiar with these dates. Marks will be given on a scale of 0 to 6
based on the grading rubric below. Every attempt will be made to post your scores on D2L within 2 days
of the discussion. However, there may be the odd occasion where you receive your marks later than
anticipated. For your participation mark it is important to note that quantity does not equal quality.
Comments which are relevant and reflect the understanding of the case and other students’ insights will
garner more marks than comments that provide little elaboration or reasoning.
In the unlikely event that you are not able to make it to class for one of these dates please email me or
let me know before the class. Your participation mark will be prorated, at my discretion, based on your
participation during the remainder of the course.
Class Seating and Name Cards. In order to objectively grade you for your class participation I will need
to learn your names quickly. By the beginning of the second session please choose a permanent seat for
the semester. As well, I will be providing you with name cards which you are to bring and place at your
seat for each session.
Guidelines for Evaluating Participation:
6 – Student comes to class prepared and puts together pieces of the discussion to develop new
approaches that take the class further; contributes in a very significant way to ongoing discussion: keeps
analysis focused, responds very thoughtfully to other students' comments, contributes to the
cooperative argument-building, suggests alternative ways of approaching material and helps class
analyse which approaches are appropriate; participates very actively in small groups.
5- Student comes to class prepared and makes comments which are relevant and reflect an
understanding of the course material; comments frequently and helps move the conversation forward;
shows interest in and respect for others’ views; actively and respectfully listens to peers and instructor;
participates actively in small groups.
4 – Student comes to class prepared but only occasionally contributes to class discussion; comments
sometimes enhance the conversation but do little to move it forward. Nevertheless, the student shows
interest in the discussion, listens attentively, and takes notes. Student participates actively in small
groups
(Continued next page)
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3- Student demonstrates some class preparation but does not voluntarily contribute to discussions and
offers only minimal answers. Student sometimes displays a lack of interest in discussions and
occasionally offers comments to move the conversation forward in small groups.
2 – Student demonstrates a complete lack of preparation, may radiate negative energy via bored
language, and displays a lack of interest in the class and groups.
0 – 1 Student participates in discussions but may talk too much, continually interrupts other students or
instructor with digressive questions, and demonstrates a lack of preparation. Student sometimes
displays a lack of interest in the discussion and offers little to conversations in small groups.
Case Preparation
As a means of facilitating your understanding of the case studies and assisting in your class discussions,
you will be required to submit a small analysis of any eight (8) of the nine (9) case studies that we will be
covering in class. Your brief analysis should be approximately 125 words in length and should discuss
what you feel are some basic issues of the case and their impact. No quantitative analysis is required.
You must personally submit this to me prior to each applicable class.
Applicable case studies are:
1) National Cranberry Cooperative
2) MacPherson Refrigeration
3) McLeod Motors
4) Illustrious Corporation
5) Deutsche Allgemeinversicherung (DAV)
6) Zara: IT for Fast Fashion
7) ITC e-Choupal
8) IDEO Product Development
9) Agile Electric: Quality Issues in a Global Supply Chain
Case Study Assignment: Chad’s Creative Concepts
At the mid-term point of the semester I will provide you with a short case study entitled “Chad’s
Creative Concepts”. You will be expected to answer the questions posed regarding the case. The
assignment will be valued at 15%. You must answer and submit your assignment into the UM Learn
course drop box by October 22nd at 1:00 pm. In answering the question you may draw reference to any
readings, case studies or lecture topics that we have discussed to enhance your justification. Please
familiarize yourself with the grading rubric for this assignment, posted on UM Learn. Please note that
when citing sources you must use APA guidelines and familiarize yourself with the Academic Integrity
note at the end of this document. Assignments that demonstrate plagiarism will receive an automatic
fail. Your assignment must be approximately 250 words per question, type written, and double spaced.
Please title your document: Assignment# 1_ your last name (Example: Assignment #1_Finney) and
ensure that your name is listed at the top of each page. The case study and questions will be posted on
UM Learn.
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Mini-Test
Mini-Tests are short, multiple chose tests based on the assigned readings for a number of sessions but
not the content of any cases. There will be one mini-test, consisting of 30 questions, during the semester
which will be valued at 5%. It will be administered twice, first individually (75%) and then as a group
exercise (25%). This serves two purposes. First, it encourages you to be prepared to do your fair share in
upcoming group activities. Second, it should increase your group’s level of understanding of the
assigned study material. More detail about the mini-test requirements and procedures will be specified
in a separate handout posted on UM Learn. There will be no extension given for the mini-test
Group Presentation
Within a small group (or alternate arrangements made), you will be expected to visit one operation in
the Winnipeg area. Your group will be responsible for making arrangements for this visit (including
choosing a site and lining up contacts). You will be given a release form that must be signed prior to this
visit. If you do not sign the release form you are not allowed to join your group on your site tour.
During the final 3 days of the course, a 15 - 20 minute presentation will be given by each group
discussing the observations that were made during these site visits. More details regarding the
expectations and requirements for this assignment will be provided mid-way through the course. This
presentation is worth 10% of your final grade.
Final Examination
The examination will be designed to test your knowledge of the assigned readings, cases and text
material. The exam will consists of reasonable open-questions (e.g., case scenarios, long answer, and
short answer), quantitative calculations, and multiple choice questions, designed to allow you to
demonstrate what you know, rather than feeding back memorized facts. I will not be directly testing
details of the cases we discuss in class, but I will assume you have a basic understanding of each case.
As we approach exam time, I will provide a handout with more detail about the nature of the exam.
Please note that the only electronic device allowed will be a calculator and the only other material
allowed will be an English language dictionary. Any other items require my permission well before the
exam. The exam will be worth 30% of your final mark.
Also, please note the following statement from the University of Manitoba, Undergraduate Calendar,
Academic Schedule: “Students are reminded that they must remain available until all examination and
test obligations have been fulfilled.”
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Other Information:
Final Grades. Final grades will be assigned as follows;
Cumulative Marks
90-100
80-89
75-79
70-74
65-69
60-64
50-59
Below 50
Grade
A+
A
B+
B
C+
C
D
F
GPA
4.5
4.0
3.5
3.0
2.5
2.0
1.0
0.0
Performance
Excellent
Very Good
Good
Satisfactory
Marginal
Unsatisfactory
Unsatisfactory
Unsatisfactory
Materials Available on Desire2Learn (D2L) – Learning Management System
The course will be set up in D2L. Here you will find presentations, hand-outs, grades and the discussion
boards. Follow the instructions below to log into D2L:
1. Go to http://www.umanitoba.ca/d2l
2. Log into D2L using your username and password
3. If you are having problems, contact IST Help and Solutions Centre. Phone: (204) 474-8600, or
email: [email protected]
4. Once logged on to D2L, click on the following course title: “SCM-2160-A04-Supply Chain and
Operations Management”
Note: No extensions will be provided for assignments, mini-tests, and/or group presentation. If you have
a valid medical certificate for missing any of the exercises mentioned above, your score will be adjusted
to the final exam. You will be allowed to a Def. final exam if you provide proper medical documentation
to the administrative office. Please see the course homepage in UM Learn for a medical absenteeism
form.
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Course Content
Date
CLASS PREPARATION
ACTIVITIES
September 10
Outline is available online only.
Please bring to class
Review and discuss course outline
September 15
Be ready to discuss how to
prepare for a case session and
expect to discuss a small case in
class
Preparing for case discussions
Case: Hillview Hospital: The Hand Soap Decision
(Handed out in class)
*Participation marks applicable*
September 17
Readings:
Jacobs et al., Chapters 1 & 2
Lecture: What is Supply Chain and Operations
Management?
September 22
Readings:
Harvard Business Review
Articles: Process Fundamentals
and Capacity Analysis (in case
package)
Instructions:
1. Study the material
thoroughly and make certain
that you understand the
concept, examples, and
terminology
2. Be prepared to explain the
concepts to the class or apply
the concepts to similar
material in class
Lecture: Process Fundamentals and Capacity
Analysis
Additional Readings:
Read Jacobs et al., Chapters 4 &
6
7
Process and capacity planning exercises
September 24
CASE:
National Cranberry Cooperative
(Abridged) (case package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: National Cranberry Cooperative
*Participation marks applicable*
- Calculate the capacity for each
stage in the process. See UM
Learn for the template
September 29
Reading:
The Goal: Synchronous
Operations (case package)
- Read and prepare to discuss
reading in class. Use “questions
for consideration” to guide your
preparation (see below)
The Goal: Synchronous Operations discussion
*Participation marks applicable*
Mini-Test Chapters 3, 8, 9,10 & 11
October 1
October 6
October 8
Demand Management and
Forecasting
Reading:
Jacobs et al., Chapter 3
Lecture: Demand management and forecasting.
Aggregate Production Planning
Reading:
Jacobs et al., Chapter 9
Lecture: Aggregate production planning
Group exercises
Group exercises
*Participation marks applicable
October 13
CASE:
MacPherson Refrigeration (case
package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: MacPherson Refrigeration
*Participation marks applicable
(There is a worksheet available
on UM Learn to help with
calculations)
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October 15
Inventory Management
Reading:
Jacobs et al., Chapter 10 & pages
168-170
Lecture: Inventory Management
October 20
CASE:
McLeod Motors (case package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: McLeod Motors
Master Production Scheduling
& Materials Requirement
Planning
Reading:
Jacobs et al., Chapter 11
Lecture: Master production scheduling and materials
requirement planning
October 22
*Participation marks applicable*
MRP exercises
Case Study Assignment: “Chad’s Creative Concepts”
Due in UM Learn Dropbox by
1:00 pm Deadline
October 27
October 29
November 3
CASE:
Illustrious Corporation (case
package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
- Complete the MRP for the next
ten weeks (There is a worksheet
available on UM Learn to help
with your calculations)
Case: Illustrious Corporation
Lean Principles
Reading:
Jacobs et al., Chapter 12
Lecture: Lean Principles
Quality Management
Reading:
Jacobs et al., Chapter 8
Be prepared to discuss and/or
do in-class group exercises
based on the assigned reading
Lecture: Quality Management
*Participation marks applicable*
Lean Simulation
Quality Tools exercises
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November 5
November 10
November 12
November 17
November 19
November 24
November 26
CASE:
Deutsche Allgemeinversicherung
(DAV) (Case package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
- Calculate the 3 sigma control
limits for the process
Supply Chain Management
Strategies
Reading:
Jacobs et al., Chapter 13
Case: Deutsche Allgemeinversicherung (DAV)
CASE:
Zara: IT for Fast Fashion (case
package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case:
Zara: IT for Fast Fashion
CASE:
ITC e-Choupal (case package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: ITC e-Choupal
Project management
Reading:
Jacobs et al., Chapter 5
Lecture: Project Management
Case:
IDEO Product Development
(case package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: IDEO Product Development
CASE:
Agile Electronics (case package)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case:
Agile Electric: Quality Issues in a Global Supply Chain
*Participation marks applicable*
Lecture: Supply chain management strategies
*Participation marks applicable*
*Participation marks applicable*
Group exercises
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*Participation marks applicable
*Participation marks applicable
December 1
Presentations
December 3
Presentations
December 8
Presentations
Case/Reading Preparation (Listed in chronological order)
CASE: National Cranberry Cooperative (Abridged) (case package)
Questions for Consideration:
1. Identify the production capacities at each stage of the process. Please do your analysis in barrels and
barrels per hour (Note: bbls. = barrels). See UM Learn for the template
2. What are the current bottlenecks and how might they change?
3. As Mel O’Brien, what facilities changes, if any, would you propose for RP1 for the 1981 season?
What influences your decision?
4. How would you implement your plan?
The Goal: Synchronous Operations
Instructions:
1. Record the interesting observations you make throughout the reading and prepare to discuss in class
2. What happens after lunch when the fastest ends up at the front of the line and the slowest at the
back? Did throughput improve? What happened to the inventory? Why?
3. How does Alex fix the line of scouts? What happens to the line? What happens to the inventory?
Why?
4. How does the group further improve the process?
CASE: MacPherson Refrigeration Limited (case package)
Questions for Consideration:
1. What are the relevant trade-offs at MacPherson
2. Construct an aggregate plan better than the ones shown in the case
3. What criteria and assumptions did you use?
4. How flexible is your plan?
5. How would your plan change if MacPherson produced to order rather than to stock?
6. What effect does the timing of peaks have?
7. What effect would additional periods have?
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CASE: McLeod Motors
Questions for Consideration:
1. What are some examples of specific form/function inventory combinations at McLeod Motors?
2. Prepare a process flow of the BN-88-55 production process. Identify where Work-in-Process (WIP)
inventory exists in the system.
3. Why might the WIP inventory level at McLeod Motors have increased?
4. As Sue Reynolds, what action would you recommend to John Ingram?
CASE: Illustrious Corporation (case package)
Questions for Consideration:
1. What is the different between dependent and independent demand?
2. As Nancy Barfield, prepare the operating plan for the next ten weeks (There is a worksheet available
on UM Learn to help with your calculations)
3. What does your plan tell you and what might you do about it?
CASE: Deutsche Allgemeinversicherung (case package)
Questions for Consideration:
1. Why is DAV using Statistical Process Control (SPC)? What are the primary challenges in applying SPC
to a service industry compared with manufacturing?
2. How large should each sample be for the experiment described by Schoss and Kluck?
3. The first twelve weeks of the data in Exhibit 4 represent the diagnostic period for the Policy
Extension Group. What are the 3-sigma control limits for the process? In which of the subsequent
weeks is the process out of control (if any?)
4. As Annette Kluck, what are your specific implementation plans? How do you intend to begin
improving the performance of the operation?
CASE: Zara: IT for Fast Fashion (case package)
Questions for Consideration:
1. As Mr. Salgado, what will you do concerning the issue of upgrading the POS terminals? Will you
upgrade to a modern operating system? Should the POS applications be rewritten to include any
additional functionality? If so, what functionality?
2. In your opinion, what are the most important aspects of Zara's approach to information technology?
Are these approaches applicable and appropriate anywhere? If not, where would they not work well?
3. What benefits does Inditex/Zara get from its IT infrastructure? How difficult would it be for a
competitor to acquire these same benefits?
4. What current or potential weaknesses do you see in Zara's IT infrastructure and IT strategy?
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CASE: The ITC e-Choupal Initiative (case package)
Additional Reading:
If you have time, you might want to check out the ITC website (222.itcibd.com)
Questions for Consideration:
1. What was ITC's motivation for creating the e-Choupal?
2. What were the old and new physical flows and information flows in the channel?
3. What principles did ITC employ as it built the newly-fashioned supply chain?
4. What barriers did ITC face in embarking on this project?
5. As Mr. Sivakumar, how do you plan to proceed to develop this platform for the future?
CASE: IDEO Product Development (case package)
Questions for Consideration:
1. How would you characterize IDEO's process, organization, culture, and management?
2. As Dennis Boyle, what advice would you give to David Kelley and why? That is, should IDEO accept the
Visor project as is (on a dramatically reduced schedule)? Should they try to persuade Handspring's
management to change its aggressive launch schedule? Or, should they simply decline the project?
Please consider both the IDEO and Handspring perspectives.
CASE: Agile Electric: Quality Issues in a Global Supply Chain
Questions for Consideration:
1. Should the complete recall/field failure and associated costs be charged to the tiered suppliers?
2. Was Automek’s decision to source the business from Agile a good one? Did Agile make the right call in
accepting the contract?
3. Do you see internal quality practices as having a major role in the case, considering all the supply
chain members? Are ISO9000 and TS16949 necessary and sufficient conditions for adequate process
knowledge and diffusion of internal quality practices?
4. Would Agile receive any benefits if it invested resources in developing its suppliers? Who is
responsible for accelerating the implementation of quality practices in lower-tier suppliers? Why
were ECPL and BIPL not interested in improving their processes and manufacturing practices?
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Academic Integrity
It is critical to the reputation of the I.H. Asper School of Business and of our degrees that everyone
associated with our facility behaves with the highest academic integrity. As the faculty that helps
create business and government leaders, we have a special obligation to ensure that out ethical
standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The
University of Manitoba Graduate Calendar addresses the issue of academic dishonesty under the
heading “Plagiarism and Cheating”. Specifically, acts of academic dishonesty include, but are not
limited to:
▪ Using the exact words of a published or unpublished author without quotation marks and
without referencing the source of these words
▪ Duplicating a table, graph or diagram, in whole or in part, without referencing the source
▪ Paraphrasing the conceptual framework, research design, interpretation, or any other ideas
of another person, whether written or verbal (e.g. personal communications, ideas from a
verbal presentation without referencing the source)
▪ Copying the answers of another student in any test, examination, or take-home assignment
▪ Providing answers to another student in any test, examination, or take-home assignment
▪ Taking any unauthorized materials into an examination or term test (crib notes)
▪ Impersonating another student or allowing another person to impersonate oneself for the
purpose of submitting academic work or writing any test or examination
▪ Stealing or mutilating library materials
▪ Accessing tests prior to the time and date of the sitting
▪ Changing name or answer(s)on a test after that test has been graded and returned
▪ Submitting the same paper or portions thereof for more than one assignment, without
discussions with the instructor involved
Many courses in the I.H. Asper School of Business require group projects. Students should be aware
that group projects are subject to the same rules regarding academic dishonesty. Because of the
unique nature of the group projects, all group members should exercise special care to insure that
the group project does not violate the policy on Academic Integrity. Should a violation occur, group
members are jointly accountable unless the violation can be attributed to a specific individual(s)
Some courses, while not requiring group projects, encourage students to work together in groups (or
at least do not prohibit it) before submitting individual assignments. Students are encouraged to
discuss this issue as it related to academic integrity with their instructor to avoid violating this policy
In the I.H. Asper School of Business, all suspected cases of academic dishonesty are passed to the
Dean’s office in order to ensure consistency of treatment.
Academic Regulations
Students are encouraged to contact Disability Services at 474-6213 or the instructor should special
arrangements need to be made to meet course requirements
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