(A01) O S

OPM7120 (A01)
OPERATIONS AND SUPPLY CHAIN MANAGEMENT
WINTER 2016
INSTRUCTOR
Name:
Phone:
Fax:
Debbie Finney (Martens)
204-791-3897
Email:
[email protected]
Office Location:
356 Drake
Office Hours: 30 minutes before and after class, or by
appointment
Class Time: 2:30 – 5:45
COURSE DESCRIPTION
Operations and Supply Chain Management focuses on the management of processes that transform
inputs into valuable outputs within supply chains. This case method course will allow students to learn
systematic ways of seeing, thinking, and managing key related processes.
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. Supply
chain management involves the coordination and integration of material and information flows within
and external to an organization. It is dependent upon, as well as influences, the operational decisions
that are made in an organization.
Operations and Supply Chain Management together involve multi-faceted interdependent functions
which strive to create a competitive advantage for an organization. Strategic, tactical, and operational
decisions regarding the designing, planning, direction, and control of facilities, processes and activities
are all elements of these functions. 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 and Supply
Chain 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 and supply chain managers. Everyone in an
organization is affected by, and affects, the activities occurring under the operations and supply chain
management umbrella. The intention 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 and supply chain 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.
Upon completion of this course you should be able to:
 Identify the major components of operations and supply chain systems
 Identify, define, analyze and propose practical solutions to operational problems
 Analyze the important quantitative and qualitative factors in specific operations situations and
make appropriate trade-offs between them
 Evaluate the consequences of actions taken in the operations and supply chain area for other
parts of the organization and vice versa.
 Develop judgement regarding operations decisions
 Analyze the impact of operations and supply chain management to the bottom line and the
competitiveness of the organization
 Explain the importance of supply chain relationships
 Analyze the impact of globalization on supply chain and operations planning
AACSB Assurance of Learning Goals and Objectives.
The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous
improvement for 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 MBA 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.
Goals and Course Item(s) Relevant to
Objectives
these Goals
Addressed
and Objectives
Goals and Objectives in the MBA Program
in this
Course
1
Strategic Thinking Students will think critically and creatively about
solutions to organizational problems, considering short-term and long-term
goals, resources, risks, and opportunities.
A. Students are able to identify situations where strategic thinking is
necessary.
B. Students are able to identify different strategies.
C. Students are able to perform a basic strategic analysis.
2
D. Students are able to recommend strategic alternatives and their
implementations.
Global Perspective Students will adopt a global mindset in considering
organizational decisions.
A. Students have an awareness of global diversity, and multicultural
awareness.
B. Students have an awareness of different global perspectives.
C.
3
Students have been exposed to global business environments
through course materials




Case Study Analysis
Case Study Analysis
Written Assignment
Case Study Analysis
Written Assignment
Total Cost of Ownership Exercise
Case Study Analysis
Written Assignment


Case Study Analysis

Case Study Analysis

Case Study Analysis
Chapter 6 reading
Case Study Analysis
Total Cost of Ownership Exercise
Supply Chain Mapping Exercise
Ethical Mindset Students will consider ethical and moral issues when
analyzing and recommending solutions to organizational problems.
A. Students demonstrate an understanding of the responsibility of
business in society.
B. Students demonstrate an understanding of ethical decision making.
C. Students demonstrate moral development in ethical decision
making.
D. Students demonstrate an understanding of the responsibilities of a
leader’s role as it relates to ethics.
4
Quantitative and Financial Proficiency Students will
demonstrate the ability to approach organizational issues using quantitative
and financial analysis.
A. Students are able to identify that a problem containing a quantitative
aspect exists.
B. Students are able to apply financial methodologies in the answering
of business questions.
C. Students are able to demonstrate a basic financial proficiency in
understanding the role and flow of money in an organization.
D. Students are able to interpret the results of a financial analysis.

Case Study Analysis
Total Cost of Ownership Exercise
COURSE MATERIALS



Meredith, Jack R. and Shafer, Scott M (2015), Operations Management for MBAs, 6th Edition:
Wiley Publishing
Package of cases and readings
Access code for the Littlefield Technologies game
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 a few 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. These questions can be found at the end of the
course outline. 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.
COURSE ASSESSMENT
Student progress will be assessed through:
Class Participation
20%
Littlefield Simulation Group Report
10%
Reflective Analysis
10%
Case Study
15%
Site Visit Group Presentation
15%
Final Exam
30%
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
NOTE: Class attendance is required. Missing more than 20% of this course due to absences may
result in a failing grade. It is your responsibility to inform your professor in advance of your absence
and the reason for it (medical documentation or employer note if away for a work commitment) is
required. The professor decides how to deal with the impact of missed classes on your final grade.
Class Participation:
Participation is a very important element of this course. With 20% of your overall mark based on your
level of participation during case studies and class discussions, it is critical that you come prepared to be
actively involved in every session. Although you are expected to attend every class, attendance is not
the same as participation. I expect you to participate by making useful and justified contributions that
augment the classroom learning experience.
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.
Participation grades will be awarded for each class. Marks will be given on a scale of 0 to 5 based on the
grading rubric below. Every attempt will be made to post your scores on UM Learn 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/or discussion questions
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:
5 – 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
analyze which approaches are appropriate; participates very actively in small groups.
4- 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.
3 – 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
2- 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.
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.
Littlefield Technologies Game:
This is a web-based game played within your assigned group. The game will be available in suspended
mode for some time before it begins. Your group should use this time to become familiar with the
game, determine a strategy, and prepare to play. The game takes place outside of class time, over a
week. You will need to be in regular contact with your group members during the game, with the
methods and timing decided by your group. Please see the separate handouts for more details. Upon
completion of the game you will be required, as a group, to submit a 2 page report analyzing your
results, which is due by February 23rd at 2:30 (one per group). This will be worth 10% of your final
mark.
Reflective Analysis:
The purpose of a reflective analysis is to encourage evaluative thinking around the topics discussed in
this course. Through reflection we are able to see how these topics are relatable in our lives. For this
assignment you are expected to take any information from the readings, in class lectures and
discussions, or case studies and relate it to something in your current or past workplaces or business
environments that you frequent. You may wish to discuss a scenario or situation in which you saw one
of these topics at play, successfully or unsuccessfully. Or perhaps where the environment would have
been improved if a topic were to be implemented or simply understood.
There is one reflective analysis assignment during the semester which is due by March 8th at 2:30.
You must submit this through the drop box set up in UM Learn. The requirement for this assignment is
a 250 word type written document in Arial size 12 font double spaced. Please title your document:
Reflective Analysis__ your last name (Example: Reflective Analysis__Finney) and ensure that your
name is listed at the top of the page. Please note that if you are citing sources within your analysis you
must use APA guidelines and familiarize yourself with the Academic Integrity note at the end of this
document. Assignments that demonstrate plagiarism will be forwarded to the Academic Integrity
office for adjudication.
Site Visit 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 day of the course, a 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 in class. This presentation is worth 15% of your final
grade.
Case Study Assignment: Peak Nutrition Inc.
On the course homepage in UM Learn, under the “assignment information” tab, you will find short case
study entitled “Peak Nutrition Inc.” You will be expected to answer the questions posed following the
case reading. The assignment will be valued at 10%. You must answer and submit your assignment into
the UM Learn course drop box by March 29th at 2:30 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 be forwarded to the Academic Integrity office for adjudication. Your assignment must be
approximately 250 words per question, type written, and double spaced. Please title your document:
Case Study__ your last name (Example: Case Study__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.
COURSE SCHEDULE
Date
January 26
READINGS
Readings:
Meredith & Shafer sections:
1 - 1.1.7, 1.3 - 1.3.2, 1.3.4
ACTIVITIES
Introduction to the course
Preparing for case discussions
Case: Hillview Hospital: The Hand Soap Decision
(Handed out in class)
Lecture: What is Supply Chain and Operations
Management?
February 2
Case Package:
Process Fundamentals, Harvard
Business #9-696-023
Capacity Analysis, Harvard
Business #9-696-058
Lecture: Process Fundamentals and Capacity
Analysis
Case: National Cranberry Cooperative
Meredith & Shafer sections:
3.2.1, 4 - 4.1, 4.2
February 9
February 23
March 1
Case Package:
Aggregate Production
Management, Darden Business
Publishing #UV3494
Meredith & Shafter sections:
5 - 5.2.2, 5.3 - 5.3.1, 5.3.3
Case Package:
Note on Materials Requirement
Planning, Ivey Publishing
#907D05
Meredith & Shafer sections:
6-6.1, 6.5 - 6.5.4
Lecture: Demand Management, Forecasting, and
Aggregate Planning
Group Discussion Questions
Lecture: Master Production Scheduling and
Materials Requirement Planning
Case: AMD Technologies
(Handed out in class)
Littlefield Group Report due by 2:30 in UM Learn
drop box
Lecture: Inventory Management
Case: McLeod Motors (Handed out in class)
March 8
Meredith & Shafter sections:
9.1 - 9.2.1, 9.4 - 9.6
CME Presentation
Reflective Analysis Assignment due by 2:30 in UM
Learn drop box
March 15
Meredith & Shafer sections:
6.4 – 6.4.2
Lecture: Sourcing and Global Supply Chain
Management
Exercise: Supply Chain Mapping
Exercise: Total Cost of Ownership
March 22
Meredith & Shafer sections:
6.2 – 6.2.1, 6.3 – 6.3.1, 6.7
Lecture: Operations and Supply Chain Management
Strategies
Case: Agile Electric
March 29
None
Site Visit
Case Study Assignment: Peak Nutrition
Due by 2:30 in UM Learn drop box
April 5
None
Presentations
Case: ITC e-Choupal
Course evaluation and exam review
Case Preparation (Listed in chronological order)
CASE: National Cranberry Cooperative
Questions for Consideration:
1. Identify the issues that the National Cranberry Cooperative are facing. What impact do you think
they have on their operation?
2. Referencing the Decision Criteria handout from the first class, what one element do you think is
most important to the National Cranberry Cooperative and will ultimately influence the decisions
that they will make going forward
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)
Questions for Consideration:
1. What was ITC's motivation for creating the e-Choupal?
2. What principles did ITC employ as it built the newly-fashioned supply chain?
3. What barriers did ITC face in embarking on this project?
4. What value was created from the e-Choupal? For who?
Materials Available on UM Learn – Learning Management System
The course will be set up in UM Learn. Here you will find presentations, hand-outs, grades and the
discussion boards. Follow the instructions below to log into UM Learn:
1. Go to https://universityofmanitoba.desire2learn.com/d2l/login
2. Log into UM Learn 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: “OPM-7120-A01- Operations and
Supply Chain Management
ACADEMIC REGULATIONS
Students are encouraged to contact Accessibility Services at 474-6213 or the instructor should special
arrangements need to be made to meet course requirements. For further information please visit
http://umanitoba.ca/student/saa/accessibility/
EXAM RESCHEDULING POLICY
Students are expected to write ALL exams with their classmates at the scheduled exam time. Requests
for final exam rescheduling must be referred to the Graduate Program Office (rescheduling of midterm
tests is overseen by individual instructors) . Please refer to Missing a Test/Exam on page 14 of the MBA
Student Handbook for further information:
http://umanitoba.ca/faculties/management/programs/graduate/mba/media/Student_Handbook__August_2014.pdf
UNCLAIMED ASSIGNMENT POLICY
Pursuant to the FIPPA Review Committee’s approved recommendations as of August 15, 2007, all
unclaimed student assignments will become the property of the faculty and will be subject to destruction
six months after the completion of any given academic term.
ACADEMIC INTEGRITY
I.H. Asper School of Business, The University of Manitoba
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:
o
using the exact words of a published or unpublished author without quotation marks and without
referencing the source of these words
o
duplicating a table, graph or diagram, in whole or in part, without referencing the source
o
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
o
copying the answers of another student in any test, examination, or take-home assignment
o
providing answers to another student in any test, examination, or take-home assignment
o
taking any unauthorized materials into an examination or term test (crib notes)
o
impersonating another student or allowing another person to impersonate oneself for the purpose of
submitting academic work or writing any test or examination
o
stealing or mutilating library materials
o
accessing tests prior to the time and date of the sitting
o
changing name or answer(s) on a test after that test has been graded and returned
o
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 must exercise extraordinary care to insure that the group project does not violate the
policy on Academic Integrity. Should a violation occur on a group project, all group members will be held jointly
accountable, no matter what their individual level of involvement in the specific violation.
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 relates
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 involving a graduate student (i.e.
MBA, MSc or PhD student) will be reported directly by the instructor to the Dean of the Faculty of Graduate Studies.