SCM 2160 – Section A02 Course Outline SUPPLY CHAIN AND OPERATIONS MANAGEMENT

SCM 2160 – Section A02
SUPPLY CHAIN AND OPERATIONS MANAGEMENT
Course Outline
Summer 2015
Instructor
Name:
Phone:
Email:
Office:
Office Hours:
Room #:
Class Time:
Debbie Finney
(204) 791-3897
[email protected]; [email protected]
356 Drake
30 minutes before each class or by appointment
117 Drake
Tuesday (7:00 – 9:30) and Thursday (7:00 – 9:30)
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.
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 will 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 only, to help you focus on certain aspects of a particular case. At a minimum, you
should be prepared to address each question in class. However, each class discussion will typically
follow a sequence of:
Basic Issue(s)
Immediate Issues
Decision Criteria
Discussion/Analysis
Plan of Action
Other methods of instruction include: exercises, lectures, assignments, site visits, and student
presentations.
Performance Evaluation
Class Participation
Case Study Assignment
Mini-Tests
Group Presentation
Final Exam
30%
20%
10%
10%
30%
(2 x 5% 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 and class exercises, it is critical that you come prepared to be
involved in class discussions. I expect you make a useful and justified contribution in a fair number of
classes during the term.
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 assigned 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. You do not have to be a top participant in each
session, nor do you have to have the “right answer”. 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.
Although you are expected to attend every class, attendance is not the same as participation. On the
very rare occasions when you are unprepared for a class or do not wish to be included in the discussion,
please let me know in advance, but please attend. As well, please let me know if you plan to be absent.
You do not have to explain; I will simply expect more from you on other days.
At the end of each class I will award a participation mark on a scale of 0 to 6, where 6 indicates an
extensive contribution and 0 indicates no contribution. Mid-term I will post your participation grade to
offer you feedback and a chance to improve where required. At the end of the course, I will award a
grade based on your participation throughout the entire term.
Guidelines for Evaluating Participation:
6 – Student comes to class prepared; contributes readily but does not dominate it: makes thoughtful
contributions that advance the conversation; actively and respectfully listens to peers and instructor
and; participates actively in small groups.
5- Student comes to class prepared and makes thoughtful comments when called upon: contributes
occasionally without prompting although contributions are less developed and persuasive; shows
interest in and respect for others’ views; actively and respectfully listens to peers and instructor;
participations actively in small groups.
4 – Student comes to class prepared but does not voluntarily contribute to discussions. Nevertheless,
the student shows interest in the discussion, listens attentively, and takes notes. Student participates
actively in small groups
3- Student demonstrates some class preparation but does not voluntarily contribute to discussions and
gives only minimal answers when called upon. Student sometimes displays a lack of interest in
discussions and occasionally offers comments to move the conversation forward in small groups.
2 – 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.
3
0 – 1 – 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.
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 that you are to bring and place at your
seat for each session.
Case Study Assignment:
At the mid-term point of the semester I will provide you with a short case study. You will be expected to
answer the questions posed regarding the case. The assignment will be valued at 20%. You must answer
and submit your assignment into the D2L course drop box by the stated due date. 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 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 no more than 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 D2L.
Mini Tests
Mini-Tests are short, multiple chose tests based on the assigned readings for a number of sessions but
not the content of any cases. Each test 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.
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 2 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.
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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, short
answer) 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.
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.”
Other Information:
Final Grades. Final grades will be assigned as follows;
Cumulative Marks
86-100
80-85
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-A02-Supply Chain and
Operations Management”
Note: No extensions will be provided for assignments 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 D2L for a medical absenteeism form.
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COURSE SCHEDULE – Summer 2015
Date
June 23
CLASS PREPARATION
ACTIVITIES
Readings:
Jacobs et al., Chapters 1 & 2
Introduction to the course
Preparing for case discussions
Case: Hillview Hospital: The Hand Soap Decision
(Handed out in class)
Be ready to discuss how to
prepare for a case session and
expect to discuss a small case in
class
June 25
June 30
Lecture: What is Supply Chain and Operations
Management?
Readings:
Process Fundamentals and
Capacity Analysis (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
Additional Readings:
Read Jacobs et al., Chapters 4 &
6
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)
Reading:
The Goal: Synchronous
Operations (case package)
- Record any interesting
observations you make
throughout the reading and
prepare to discuss in class
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Mini Quiz: Chapters 4, 6, 3 & 9
Lecture: Process Fundamentals and Capacity
Analysis
Process and capacity planning exercises
Case: National Cranberry Cooperative
The Goal: Synchronous Operations discussion
July 2
Demand Management and
Forecasting
Reading:
Jacobs et al., Chapter 3
Lecture: Demand management, forecasting, and
aggregate production planning
Group exercises
Aggregate Production Planning
Reading:
Jacobs et al., Chapter 9
July 7
CASE:
MacPherson Refrigeration
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
(There is a worksheet available
with the case to help with your
calculations)
Mini-Quiz: Chapter 10, 8, 12, 13
Case: MacPherson Refrigeration
Lecture: Inventory Management
Inventory Management
Reading:
Jacobs et al., Chapter 10 & pages
168-170
July 9
CASE:
McLeod Motors
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Lecture: Inventory Management
Case: McLeod Motors
Lecture: Quality Management
Quality Tools exercises
Quality Management
Reading:
Jacobs et al., Chapter 8
Be prepared to discuss and/or
do in-class group exercises
based on the assigned reading
July 14
None
Guest Speaker - TBA
July 16
None
Guest Speaker – TBA
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July 21
July 23
CASE:
Deutsche Allgemeinversicherung
(DAV)
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: Deutsche Allgemeinversicherung
Master Production Scheduling
& Materials Requirement
Planning
Reading:
Jacobs et al., Chapter 11
Case Study Assignment Due
CASE:
Illustrious Corporation
- Read and prepare to discuss
case in class
- Complete the MRP for the next
ten weeks (There is a worksheet
available with the case to help
with your calculations)
Case: Illustrious Corporation
Lecture: Master production scheduling and materials
requirement planning
MRP exercises
Lecture: Lean Principles
Lean Simulation
Lean Principles
Reading:
Jacobs et al., Chapter 12
July 28
Supply Chain Management
Strategies
Reading:
Jacobs et al., Chapter 13
Lecture: Supply chain management strategies
Case: Supply Chain Management at International
Automotive
CASE:
Supply Chain Management at
International Automotive
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
July 30
CASE:
Agile Electronics
- 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
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August 4
CASE:
ITC e-Choupal
- Read and prepare to discuss
case in class. Use “questions for
consideration” to guide your
preparation (see below)
Case: ITC e-Choupal
Group presentations
Presentations
August 6
Presentations
Group presentations
August 8
Exam
Case Study Questions for Consideration:
CASE: National Cranberry Cooperative (Abridged) (case package)
Questions for Consideration:
1. Prepare a detailed flow diagram showing how “process fruit” is processed at RP1. Be sure to
distinguish between wet and dry berries
2. Identify the capacities at each stage of the process. Please do your analysis in barrels and barrels per
hour (Note: bbls. = barrels)
3. What are the current bottlenecks and how might they change?
4. As Mel O’Brien, what facilities changes, if any, would you propose for RP1 for the 1981 season?
What influences your decision?
5. How would you implement your plan?
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 (electronic spreadsheet
provided)
3. What criteria and assumptions did you use?
4. How flexible is your plan?
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? What was the previous level
of WIP inventory? What is the lowest possible level of WIP inventory?
4. As Sue Reynolds, what action would you recommend to John Ingram?
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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: Supply Chain Management at International Automotive
Questions for Consideration:
1. Among the supply chain management elements/benefits listed in the case, which 2 were the most
important for IAC?
2. What was the cause of overusing premium freight? Do you think the issue has been addressed by
IAC?
3. As far as warehousing is concerned, identify all the areas in which resources were being wasted. Do
you believe they have all been addressed?
4. What do you believe has been the most difficult challenge for Salinas?
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?
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 barriers did ITC face in embarking on this project?
3. What value did ITC create?
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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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