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SCM 2160 – Section A02

SUPPLY CHAIN AND OPERATIONS MANAGEMENT

Course Outline Summer 2016

Instructor Name: Debbie Finney Phone: (204) 791-3897 Email: dcfinney1@gmail.com; martendc@umanitoba.ca Office: 664 Drake Office Hours: 30 minutes before and after each class, or by appointment Room #: 117 Drake Class Time: 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. 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.

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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 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 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. 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 student presentations.

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Performance Evaluation Class Participation/Contribution 20% Case Preparation 5% (5 x 1% each) Case Study Assignment 15% Mini-Tests 12% (2 x 6% each) Group Site Visit Presentation 8% Group Site Visit Written Report 10% Final Exam 30% Class Participation and Contribution 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 (with the exception of July 12th, July 25th & August

4th). Marks will be given on a scale of 0 to 6 based on the grading rubric below. Every attempt will be

made to post your scores on 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. If you do not email me ahead of class, I will not

prorate your mark.

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 class 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.

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Guidelines for Evaluating Participation: 6 – Student comes to class prepared and puts together pieces of the discussion to develop new approaches that take the class further; contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyse which approaches are appropriate; participates very actively in small groups. 5- Student comes to class prepared and makes comments which are relevant and reflect an understanding of the course material; comments frequently and helps move the conversation forward; shows interest in and respect for others’ views; actively and respectfully listens to peers and instructor; participates actively in small groups. 4 – Student comes to class prepared but only occasionally contributes to class discussion; comments sometimes enhance the conversation but do little to move it forward. Nevertheless, the student shows interest in the discussion, listens attentively, and takes notes. Student participates actively in small groups 3- Student demonstrates some class preparation but does not voluntarily contribute to discussions and offers only minimal answers. Student sometimes displays a lack of interest in discussions and occasionally offers comments to move the conversation forward in small groups. 2 – Student demonstrates a complete lack of preparation, may radiate negative energy via bored language, and displays a lack of interest in the class and groups. 1 - Student participates in discussions but may talk too much, continually interrupts other students or instructor with digressive questions, and demonstrates a lack of preparation. Student sometimes displays a lack of interest in the discussion and offers little to conversations in small groups. 0 – Student isn’t present in class and did not inform the instructor via email. Case Preparation As a means of facilitating your understanding of the case studies and assisting in your class discussions, you will be required to submit a small analysis of the case studies that we will be covering in class (see below). Your brief analysis should be approximately 125 words in length and should discuss what you feel are some basic issues of the case and their impact. No quantitative analysis is required. You must personally submit this to me prior to each applicable class. You will not be awarded any marks for submissions that merely summarize the case. Applicable case studies are: 1) National Cranberry Cooperative 2) McLeod Motors 3) Agile Electric: Quality Issues in a Global Supply Chain 4) Deutsche Allgemeinversicherung (DAV) 5) ITC e-Choupal

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Case Study Assignment: At the mid-point of the term you will be expected to read the Chad’s Creative Concepts case study

posted on UM Learn under the “case assignment” heading and answer the questions posed regarding

the case. The assignment will be valued at 15%. You must answer and submit your assignment into the

UM Learn course drop box by July 12th at 6:30 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

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 no more than 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, questions, and rubric will be posted on UM Learn.

If you require an extension on your submission you must contact me within 2 days of the assignment

deadline requesting permission. Any requests made within the 2 day time frame will not be granted an

extension. Grades will be deducted as follows:

Submissions made 1 day late, with permission: - 5% Submissions made 2 days late, with permission: -10% Late submissions made without permission: Will receive a mark of 0 Mini Tests Mini-Tests are short, multiple choice 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. There will be two (2) mini-tests this term, please see course schedule for dates. Each mini-test will be worth 6% of your grade, for a total of 12%. Mini-test requirements and procedures are posted on UM Learn. Please familiarize yourself with this document prior to the tests. 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). A release form (waiver) is posted on UM Learn and must be signed and submitted 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 8% of your final grade.

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Group Site Visit Written Report: In conjunction with the group site visit presentation, each group will be required to submit a written analysis of the company that they visited. Details on the assignment requirements will be posted on UM Learn and discussed in class closer to the date. The assignment is expected to be 1 – 2 pages in length and will be submitted and graded as a group. The assignment deadline is August 2nd and will be worth 10% of your final grade. Final Examination The examination will be designed to test your knowledge of the assigned readings, cases and text material. The exam will consists of multiple choice questions and one case study. All questions are 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 Grade GPA Performance

86-100 A+ 4.5 Excellent

80-85 A 4.0 Very Good

75-79 B+ 3.5 Good

70-74 B 3.0 Satisfactory

65-69 C+ 2.5 Marginal

60-64 C 2.0 Unsatisfactory

50-59 D 1.0 Unsatisfactory

Below 50 F 0.0 Unsatisfactory

Note: 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 write a deferred final exam if you provide proper medical documentation to the administrative office. Please see the course homepage in UM Learn for a medical absenteeism form.

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AACSB Assurance of Learning Goals and 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.

Goals and Objective in the Undergraduate Program

Goals and Objectives Addressed

in this Course

Course Item(s) Relevant to these Goals and Objectives

1 Quantitative Reasoning

A. Determine which quantitative analysis technique is appropriate for solving a specific problem.

Chapters: 3 & 8 Quantitative analysis in case assignments

B. Use the appropriate quantitative method in a technically correct way to solve a business problem.

Chapters: 3 & 8 Quantitative analysis in case assignments

C. Analyze quantitative output and arrive at a conclusion.

Chapters 3,4,6,8,9 &11 Quantitative analysis in case assignments

2 Written Communication

A. Use correct English grammar and mechanics in their written work.

Written case assignments Written case summaries

B. Communicate in a coherent and logical manner Written case assignments Written case summaries

C. Present ideas in a clear and organized fashion. Written case assignments

3 Ethical Thinking

A. Identify ethical issues in a problem or case situation

B. Identify the stakeholders in the situation.

C. Analyze the consequences of alternatives from an ethical standpoint.

D. Discuss the ethical implications of the decision.

4 Core Business Knowledge Entire course

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COURSE SCHEDULE/CONTENT

Date CLASS PREPARATION ACTIVITIES

June 21 Readings: Jacobs et al., Chapters 1 & 2 Be ready to discuss how to prepare for a case session and expect to discuss a small case in class

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?

June 23 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

Additional Readings: Read Jacobs et al., Chapters 4 & 6 Case: National Cranberry Co-operative - Read and prepare to discuss case in class. Use “questions for consideration” to guide your preparation (see below)

Lecture: Process Fundamentals and Capacity Analysis Case: National Cranberry Co-operative

*Handed out in class*

June 28 Reading: The Goal: Synchronous Operations (case package)

The Goal: Synchronous Operations discussion (See questions for consideration below) Mini Quiz: Chapters 3, 9, 10 & 11

June 30 Demand Management and Forecasting Reading: Jacobs et al., Chapter 3 Aggregate Production Planning Reading: Jacobs et al., Chapter 9

Lecture: Demand management, forecasting, and

aggregate production planning

Group exercises and discussion questions

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July 5 Reading: Jacobs et al., Chapter 11 Case: Illustrious Corporation (Handed out in class)

Lecture: Master production scheduling and materials

requirement planning

MRP exercises

Case: Illustrious Corporation

*Handed out in class*

July 7 Inventory Management Reading: Jacobs et al., Chapter 10 & pages 168-170 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

July 12 Lean Principles Reading: Jacobs et al., Chapter 12

Mini Quiz: Chapters 8, 12 & 13 Lecture: Lean Principles

Lean exercises & simulation

Case Study Assignment: “Chad’s Creative Concepts”

Due in UM Learn Dropbox by 6:30 pm Deadline

July 14 Sourcing and Global Supply

Chain Management

Reading: Jacobs et al., Chapter 13

Lecture: Sourcing and Global Supply Chain

Management

Exercise: Total Cost of Ownership

July 19

Supply Chain Management Strategies Reading: Jacobs et al., Chapter 13

SCM Strategies

Exercise: Supply Chain Mapping

July 21 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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July 25 None Guest Speaker:

Brian Bell, Director of Corporate Development:

Birchwood Automotive Group

July 28 Quality Management Reading: Jacobs et al., Chapter 8 Be prepared to discuss and/or do in-class group exercises based on the assigned reading Case: Deutsche Allgemeinversicherung (DAV) - Read and prepare to discuss case in class. Use “questions for consideration” to guide your preparation (see below)

Lecture: Quality Management

Quality Tools exercises

Case: Deutsche Allgemeinversicherung

*Handed out in class*

August 2 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

*Handed out in class*

Group presentations

Group Site Visit Written Report Due in UM Learn Dropbox by

6:30 pm Deadline (One submission per group)

August 4 None Group presentations

August 6 Exam

Case Study Questions for Consideration: CASE: National Cranberry Cooperative (Abridged) (case package) 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

3. What are the sources of variation in National Cranberry’s operation and what are the impacts?

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CASE: McLeod Motors (case package) Questions for Consideration: 1. Identify the issues that McLeod Motors are facing. What impact do you think they have on their operation? 2. What would be the benefit of part number rationalization in this case? 3. What would you do to fix the problem? 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. As Annette Kluck, what are your specific implementation plans? How do you intend to begin

improving the performance of the operation? CASE: Agile Electric: Quality Issues in a Global Supply Chain (case package) 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 was created from the e-Choupal? For who? 4. What principles did ITC employ as it built the newly-fashioned supply chain?

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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