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

SCM 2160 – Section A02
SUPPLY CHAIN AND OPERATIONS MANAGEMENT
Course Outline
Winter 2014
Instructor
Name:
Phone:
Email:
Office:
Room #:
Class Time:
Debbie Finney
(204) 791-3897
[email protected];
356 Drake
140 Drake
Monday (8:30-9:45) and Wednesday (8:30-9:45)
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.
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
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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 each case discussion, 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:
Issues
Criteria
Discussion/Analysis
Plan of Action
Other methods may include article discussions, exercises, lectures, mini-tests, site visits, and student
presentations.
Performance Evaluation
Class Participation
Mini Tests
Class Presentations
Final Exam
30%
15%
15%
40%
Class Participation
Participation is a very important element of this class. I expect you to be prepared for every class and
participate by making 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”.
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 (either through voicemail or email) but please attend. As well, please let
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me know if you plan to be absent. You do not have to explain; I will simply expect more from you on
other days.
As a means of facilitating your understanding of the case studies and assisting in your class preparation,
by the 3rd class I will be assigning you into groups of 5 or 6 people. For each group, I will create a
discussion board forum in D2L that can only be viewed and contributed to by your group and myself.
You are to log into the system on a regular basis and post thoughts or questions to your peer group
regarding the week’s cases. You may generate as many topics or “threads” of discussion as you wish and
it is the expectation that you will assist each other in your learning. I will monitor these discussion board
postings and will offer ideas or questions to your groups as well. On the days that we will not be
discussing cases I will post some questions for you to consider and discuss regarding the required
readings for those days. Your number and caliber of postings will be considered, along with your in-class
discussions, in determining your final grade for participation in the course.
The discussion boards will be opened at 8:00 am on the Thursday before the following week’s classes.
One thread will be for the case to be discussed on Monday while another will be for the Wednesday
case. The board will be closed for the former at 11:59 pm on Sunday and the latter at 11:59 pm on
Tuesday.
I judge participate on a scale of 0 to 4, where 4 indicates an extensive contribution and 0 indicates no
contribution. A regular contribution, such as building on points made by others, is worth 1. At the end
of the course, I will determine overall participation by assigning grades to the best and worst
participators and scaling others accordingly. NOTE: This makes it possible for everyone to do well in
participation.
Classroom Presentation:
Within your study group, 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). During our third session you will be asked to sign a release form concerning these visits.
During the final 3 days of the course, an 8 to 10 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
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.
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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
Attendance. I start on time and I expect you to as well. As stated earlier, it is expected that you attend
every class but on the rare occasion that you are not able to, please let me know if advance (by email or
voicemail). You do not have to explain why you are not attending; I will simply expect more from you on
other days.
Class Seating and Name Cards. Please choose a permanent seat at the beginning of our second session.
As well, bring your name cards to each session. I need to learn your names quickly so that I can
objectively grade you for your class participation; these arrangements will help me do so.
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]
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4. Once logged on to D2L, click on the following course title: “SCM-2160-A02-Supply Chain and
Operations Management”
Further Operations Management Information. The student CD-ROM that accompanies the text contains
many links and other sources of information about supply chain and operations management. I will be
assigning very little – if anything – from this CD-ROM, but please explore it
Note: No make-up mini tests will be held. No extension will be provided for 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.
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COURSE SCHEDULE – WINTER 2014
Introduction
January 06
January 08
January 13
Introduction to the course
Preparing for case discussions
Case: Hillview Hospital: The Hand Soap Decision (Handed out in class)
Discussion: What is operations management and supply chain management?
Process Flow, Capacity, and Bottlenecks
January 15
Cases: Process Fundamentals and Capacity Analysis
Sample problems
January 20
National Cranberry Cooperative (Part 1)
January 22
National Cranberry Cooperative (Part 2)
January 27
Mini-test #1 (Chapters 1, 2, 4, 6 & 7)
Quality Management
January 29
Case: Deutsche Allgemeinversicherung (DAV)
February 3
Quality tools exercises
Planning and Control
February 5
Discussion: Demand management and forecasting
February 10
Case: MacPherson Refrigeration Limited
February 12
Discussion and exercises: Master production schedule and MRP
February 17
Mid-term break
February 19
Mid-term break
February 24
Case: Illustrious Corporation
February 26
Discussion and exercises: Inventory management
March 03
Case: McLeod Motors
March 05
Mini-test #2 (Chapters 3, 8, 9, 10, & 11)
Supply Chain Management
March 10
Discussion: Lean supply chains
March12
Discussion: Supply chains management strategies
March 17
Case: The ITC e-Choupal Initiative
March 19
Case: ZARA: IT for Fast Fashion
March 24
Case: Ford Motor Company: Supply Chain Strategy
Project Management
March 26
Discussion and exercises: Project management
March 31
Case: IDEO Product Development
April 02
Presentations
April 07
Presentations
April 09
Presentation
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Session Assignments (Note: Listed in chronological order)
Note: I have attempted to match the content of readings and cases/discussions to some degree.
However, there is no implied direct match; readings may contain concepts that are not in particular
cases/discussions and vice versa. As well, for the reading assignments, notice the use of the terms study,
read, and skim (where “study” means to gain enough understanding that you are ready to explain the
material, “read” means to become familiar with the material as you would a news article, and “skim”
means to be aware of the material)
Preparing for a case discussion
Readings: None
Instruction: Be ready to discuss how to prepare for a case session and expect to discuss a small case in
class (Hillview Hospital: The Hand Soap Decision – Handed out in class)
Discussion: What is Operations Management?
Readings:
Study Jacobs et al., Chapters 1 & 2
CASES: Process Fundamentals and Capacity Analysis (case package)
Additional Readings:
Study Jacobs et al., Chapters 4 & 6
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
CASE: National Cranberry Cooperative (Abridged) (case package)
Additional Readings:
Read Jacobs et al., Chapter 4 & 6
Read Capacity Analysis: Sample Problems (case package)
Study Jacobs et al., Chapter 7
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: Deutsche Allgemeinversicherung (case package)
Additional Readings:
Study Jacobs et al., Chapter 8
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?
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2. If you were to explain (in about thirty minutes) the concept of a p-chart to, say, a group of bank
tellers who have little background in SPC, how would do you it?
3. How large should each sample be for the experiment described by Schoss and Kluck?
4. 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?)
5. As Annette Kluck, what are your specific implementation plans? How do you intend to begin
improving the performance of the operation?
Quality Tools Exercises
Reading:
Read Jacobs et al., Chapter 8
Instructions:
Be prepared to discuss and/or do in-class group exercises based on the assigned reading
Discussion: Demand Management and Forecasting
Reading:
Study Jacobs et al., Chapter 3
CASE: MacPherson Refrigeration Limited (case package)
Additional Reading:
Study Jacobs et al., Chapter 9
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?
Discussion and Exercises: Master Production Schedule and MRP
Reading:
Study Jacobs et al., Chapter 11
CASE: Illustrious Corporation (case package)
Additional Reading:
Read Jacobs et al., Chapter 11
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
with the case to help with your calculations)
3. What does your plan tell you and what might you do about it?
4. What is closed-loop MRP? What does it mean to close the loop? Could MRP have been useful in any
of the companies we’ve studied?
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Discussion and Exercises: Inventory Management
Reading:
Study Jacobs et al., Chapter 10
CASE: McLeod Motors
Additional Reading:
Read Jacobs et al., Chapter 10
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?
Discussion: Lean Supply Chain
Reading:
Study Jacobs et al., Chapter 12
Discussion: Supply Chain Management Strategies
Reading:
Study Jacobs et al., Chapter 13
CASE: The ITC e-Choupal Initiative (case package)
Additional Reading:
Read Jacobs et al., Chapters 12 & 13
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: Zara: IT for Fast Fashion (case package)
Additional Reading:
Read Jacobs et al., Chapter 13
If you have time, you might want to check out Zara’s website (www.zara.com) and the following
Youtube video: “Hungry Beast ZARA business success key model”
(http://www.youtube.com/watch?v=9n0mikF1Esw)
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?
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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?
CASE: Ford Motor Company: Supply Chain Strategy (case package)
Additional Reading:
Read Jacobs et al., Chapter 13
Read Magretta, The Power of Virtual Integration: An Interview with Michael Dell (hand out)
Questions for Consideration:
1. Consider the experiences you (or friends or family members) have had in buying a car. Compare
these to the experience of buying a computer online. (If you have never done this, go to Dell’s
website – www.dell.com or www.dell.ca – and explore how online computer buying works). What
explains the differences?
2. What advantage does Dell derive from virtual integration? How important are these advantages in
the automobile business
3. What challenges does Ford face that are not also faced by Dell? How should Ford deal with these
challenges?
4. As Teri Takai, what do you recommend to senior management? To what extent should Ford attempt
to emulate Dell’s business model?
Discussion and Exercises: Project Management
Reading:
Study Jacobs et al., Chapter 5
CASE: IDEO Product Development (case package)
Reading:
Read Jacobs et al., Chapter 5
If you have time, you might want to check out the IDEO website [www.ideo.com].
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.
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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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