SCM 2160 (A04) Winter 2016 S C O

UNIVERSITY OF MANITOBA - FACULTY OF MANAGEMENT
DEPARTMENT OF SUPPLY CHAIN MANAGEMENT
SCM 2160 (A04) Winter 2016
SUPPLY CHAIN AND OPERATIONS MANAGEMENT
INSTRUCTOR
Name:
Imran Khan
Email:
[email protected]
Office Hours: 1pm-2:30pm & 8am-10am (by appointment); Monday/Wednesday; 374 Drake
Lectures:
10:00am-11:15am; Monday/Wednesday; 115 Drake
COURSE DESCRIPTION
This course covers the basic concepts of production systems, and operation and control of such
systems; that is, operations management. Operations management concerns the management
of the direct resources and value-added activities that transform inputs (e.g., material, labour,
capital, energy, and skills) into outputs (goods and services). Operations managers make
decisions, both strategic and tactical, in a number of contexts (e.g., capacity, facilities,
technology, sourcing, the workforce, quality, planning and control, and organization). Operations
management initially focused almost exclusively on manufacturing-related issues. Examples
from a wide variety of service organizations have been included to provide a contemporary view
of operations management.
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 complexity 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 MATERIALS (all available at the U of M Bookstore)
• Jacobs, F.R., Chase, R.B., and Balakrishan J. (2013), Operations & Supply Chain
Management: The Core, Canadian Edition: McGraw-Hill Ryerson
• Package of cases and readings
AACSB ASSURANCE OF LEARNING GOALS & OBJECTIVES
The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process
of continuous improvement of the School and our students. Part of “student improvement” is
ensuring that students graduate with the knowledge and skills they need to succeed in their
careers. To do so, the Asper School has set the learning goals and objectives listed below for
the Undergraduate Program. The checked goal(s) and objective(s) will be addressed in this
course and done so by means of the items listed next to the checkmark.
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Goals and Objective in the
Undergraduate Program
Goals and Objectives
Addressed in this
Course
Course Item(s)
Relevant to these
Goals and Objectives
A. Determine which quantitative
analysis technique is
appropriate for solving a
specific problem.
✓
Chapters 3, 4, 6, 8, 9,
& 11
Case analysis
B. Use the appropriate
quantitative method in a
technically correct way to solve
a business problem.
✓
Chapters 3, 4, 6, 8, 9,
& 11
Case analysis
C. Analyze quantitative output and
arrive at a conclusion.
✓
Case analysis
A. Use correct English grammar
and mechanics in their written
work.
✓
Group presentation
B. Communicate in a coherent and
logical manner
✓
Group presentation
C. Present ideas in a clear and
organized fashion.
✓
Group presentation
A. Identify ethical issues in a
problem or case situation
✓
Chapters 1, & 2
B. Identify the stakeholders in the
situation.
✓
Chapters 1, & 2
✓
Entire Course
1 Quantitative Reasoning
2 Written Communication
3 Ethical Thinking
C. Analyze the consequences of
alternatives from an ethical
standpoint.
4 Core Business Knowledge
METHODS OF INSTRUCTION
The primary method of instruction will be the analysis and discussion of case studies. This
requires active student participation. Each case presents an operations management situation
in which a decision must be made in light of a number of tradeoffs and alternatives. Class time
will be devoted to discussing the situation, the managerial and technical implications of various
options, and 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 tradeoffs
involved.
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The secondary method of instruction will be the analysis and discussion of theory using the
course textbook. This requires reading the assigned textbook chapters before class. Each
chapter provides essential information every student needs to know about operations and
supply-related activities in business. Class time will be devoted to discussing and applying the
theories in class group exercises.
Other activities will include discussions and presentations of a site visit.
PERFORMANCE EVALUATION
Individual Case Class Participation:
Individual Textbook Mini-Tests:
Group Textbook Exercises:
Group Site Visit Presentations:
Individual Final Examination:
25%
20%
10%
10%
35%
Individual Case Class Participation. During classes with an assigned case, participation is
very important. I expect you to actively participate in advancing the learning of the class.
Participation means making a useful contribution in a fair number of classes. Generally, you
may choose your moments. However, on a given class, I may call on you for your contribution or
I may include your name in a list of people from whom I expect to hear.
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 material, arguing your
point of view during a case discussion, asking a relevant question, suggesting an alternate
viewpoint, redirecting our attention to something else in need of discussion, or being actively
involved in in-class exercises and other activities. You do not have to be a top participant in
each class, nor do you have to have the "right answer.”
On those very rare occasions when you are unprepared for a class and do not wish to be
included in the discussion, please let me know in advance (e-mail), 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 later.
I judge participation for each class 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.
Individual Textbook Mini-Tests. During classes with assigned textbook chapter(s), at the
beginning of the class, there will be a 10-minute mini-test with each mini-test having about 10
multiple-choice questions from the assigned textbook chapter(s) for the class. These mini-tests
should encourage you to be prepared to do your fair share in upcoming group activities and
should increase your group's understanding of the assigned material.
Group Textbook Exercises. During classes with assigned textbook chapter(s), part of the
class will be used to do group exercises based on the assigned textbook chapter(s). All
members of the group will receive the same group mark unless the group advises otherwise.
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Group Site Visit Presentation. With your study group, you are encouraged to visit one
operation in the Winnipeg area. Your group will be responsible for making all arrangements for
the visit (including choosing a site and lining up contacts). Before the site visit, you will be
asked to sign a release form concerning these site visits. After the site visit, a 10-minute
presentation will be given by each group.
Note, if the group can not find an operation, it may pick a topic from the textbook with
permission from the instructor.
Individual Final Examination. The examination will be designed to test your knowledge of the
assigned readings, cases, and text material. The exam will consist of reasonably openquestions (e.g., case scenario, long answer, short answer, multiple-choice), 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 more detail about the
nature of the exam.
Also, please note that 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.”
Final Grades. Final grades will depend on the total marks accumulated during the semester
and on the overall performance of the class.
Note: Submission of late assignments is not allowed. No make-up mini-tests will be held. No
extension will be provided for the group presentation. If you have a valid medical certificate for
missing any of these course evaluation components, the missing course evaluation
component(s) will be added to the final exam.
MATERIALS AVAILABLE ON DESIRE2LEARN (D2L) – LEARNING MANAGEMENT SYSTEM
The course will be set up in D2L. Here you will find any supplemental information. 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 have problems contact IST at (204) 474-8600 or [email protected]
4.
Once logged on to D2L, click on the course title
OTHER INFORMATION
Attendance. I start on time and I expect you to attend each and every session.
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; these arrangements help me to do so.
Group formation. By the end of the second class, you should form a study group of six
students. The primary purpose of these groups is to (i) conduct group exercises during textbook
chapter class and (ii) perform site visit/presentation.
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TENTATIVE COURSE SCHEDULE – WINTER 2016
CLASS #
DATE
TOPIC
COMMENT
INTRODUCTION
Introduction to the Course
Chapter 1: Introduction to Operations & SCM
Chapter 2: Operations & Supply Chain Strategy
Discussion: Preparing for a Case Discussion
PROCESS FLOW, CAPACITY, & BOTTLENECKS
Wed, Jan 13 Chapter 6: Process Analysis
Mon, Jan 18
Case: Process Fundamentals
Wed, Jan 20 Chapter 4: Managing Strategic Capacity
Mon, Jan 25
Case: Capacity Analysis Sample Problems
Wed, Jan 27 Chapter 7: Strategic Process Design
Mon, Feb 1
Discussion: Synchronous Operations (Goldratt: Goal)
Wed, Feb 3
Case: National Cranberry Cooperative
QUALITY MANAGEMENT
Mon, Feb 8
Chapter 8: Managing Quality
Wed, Feb 10 Case: Deutsche Allgemeinversisicherung
Mon, Feb 15 LOUIS RIEL DAY (University Closed)
Wed, Feb 17 READING BREAK (No Classes)
PLANNING & CONTROL
Mon, Feb 22 Chapter 9: Sales & Operations Planning
Wed, Feb 24 Case: MacPherson Refrigeration
Mon, Feb 29 Chapter 11: Material Requirements Planning
Wed, Mar 2
Case: Ilustrious Corporation
Mon, Mar 7
Chapter 10: Inventory Management
Chapter 12: Lean Supply Chains
SUPPLY CHAIN MANAGEMENT
Wed, Mar 9
Chapter 13: Supply Chain Management Strategies
Mon, Mar 14 Case: ITC e-Choupal Initiative
Wed, Mar 16 Case Zara IT and Fast Fashion
Fri, Mar 18
VW DATE
PROJECT MANAGEMENT & FORECASTING
Mon, Mar 21 Chapter 5: Project Management & Scheduling
Wed, Mar 23 Case: IDEO Product Development
Mon, Mar 28 Chapter 3: Forecasting
SITE VISIT PRESENTATIONS
Wed, Mar 30 Presentation Day 1
Mon, Apr 4
Presentation Day 2
Wed, Apr 6
Presentation Day 3
1 Wed, Jan 6
2 Mon, Jan 11
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Mini-Test 1
Mini-Test 2
Mini-Test 3
Mini-Test 4
Mini-Test 5
Mini-Test 6
Mini-Test 7
Mini-Test 8
Mini-Test 9
Mini-Test 10
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.
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CASE DISCUSSION QUESTIONS
For each of the case/discussion classes, you have been assigned some Discussion Questions.
These are for guidance only, to help you focus on certain aspects of the material. For each
case, you should be prepared, at a minimum, to address each question in class. However, each
case discussion will normally follow a sequence of:
• Issues
• Criteria
• Discussion / Analysis
• Plan of Action
Overall, putting yourself in the position of the decision maker, the real issue is what should be
done and why. That is, as the decision maker, how do you plan to resolve the situation?
CLASS 4: Process Fundamentals
1. Study the case material thoroughly and make certain that you understand the concepts,
examples,and terminology.
2. Be prepared to explain the concepts to the class or apply the concepts to similar material in
class.
CLASS 6: Capacity Analysis: Sample Problems
1. Study the example problems in the case. Ensure that you understand how the various
calculations are made and why they make sense.
2. Be prepared to explain the concepts to the class or apply the concepts to similar material in
class.
CLASS 8: Goldratt (The Goal)
1. What are the analogies between the hike and a typical plant? For example, the troop hiking
along the trail represents raw material being processed. There are many others; what are they?
2. While on the hike, what does Alex realize about statistical fluctuations and dependent events?
How does this help him understand his plant?
3. While on the hike, what does Alex realize about a balanced plant? How does this help him
understand his plant?
4. What other lessons did Alex learn while on the hike? How might these help him to manage?
5. Which performance measures are appropriate at the operational level? Why?
Note: In the Goldratt material, the term throughput refers to throughput rate (i.e., capacity or
output rate), not throughput time.
CLASS 9: National Cranberry Cooperative (Abridged)
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?
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CLASS 11: Deutsche Allgemeinversicherung
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. 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 you do 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?
CLASS 13: MacPherson Refrigeration Limited
1. What are the relevant tradeoffs 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?
CLASS 15: Illustrious Corporation
1. What is the difference 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?
CLASS 18: The ITC e-Choupal Initiative
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?
CLASS 19: Zara: IT for Fast Fashion
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 (if any) do you see in Zara's IT infrastructure and IT
strategy?
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CLASS 21: IDEO Product Development
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.
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 faculty behaves with the highest academic integrity. As the faculty
that helps create business and government leaders, we have a special obligation to ensure that
our 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 instructors 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 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.
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