MBA 6233: Operations (& Supply Chain) Management · PDF fileMBA 6233: Operations (& Supply...

MBA 6233: Operations (& Supply Chain) Management

EVENINGS SECTION TIMES LOCATION Tuesday 4594

6:15-9:30 pm Gerlach 365 (or as Notified) Thursday 4741

FACULTY PROFILE

M. JOHNNY RUNGTUSANATHAM, Ph.D. – University of Minnesota FCOB Distinguished Professor of Management Sciences

EMAIL [email protected] OFFICE LOCATION 636 Fisher Hall

OFFICE PHONE OFFICE HOURS

(614) 292-0680 4:30-5:30 PM (Tuesday / Thursday) By Appointment

M. JOHNNY RUNGTUSANATHAM is Fisher College of Business Distinguished Professor of Management Sciences at the Fisher College of Business, The Ohio State University. Previously, he spent five years with the Carlson School of Management (CSOM) at the University of Minnesota, eight years with the W. P. Carey School of Business (WPC) at Arizona State University, and three years with the School of Business at the University of Wisconsin–Madison. While at the CSOM, he served as the Academic Co-Director of the Joseph M. Juran Center for Leadership in Quality and the Ph.D. Coordinator for the Operations and Management Sciences Department. At the WPC, he served as Academic Director (with Executive Education) for the Chevron Advanced Certificate Program in Supply Chain Management and was the founding Faculty Director for the W. P. Carey MBA – Online Program. RUNGTUSANATHAM is an awards-winning faculty in both teaching and research. In teaching, RUNGTUSANATHAM received the 2015 Award for Teaching Excellence from the IE Business School, Spain. In 2014, he was recognized with the Daniel Westerbeck Undergraduate Teaching Award from the Fisher College of Business, The Ohio State University. He was selected in 2000 by the Full-Time MBA students at the WPC to be the first recipient of the John Teets Outstanding Graduate Professor Award. In the same year, he also received the distinction of Foreign Professor High Qualification from the Università di Padova, Italy. He authored Operations Management: Here, There, & Everywhere (Copley Custom Publishing), co-authored Operations Management: Contemporary Concepts and Cases (McGraw-Hill), and co-authored an introductory operations management textbook published in Italian, Fondamenti di Operations Management (Libreria Projecto). His teaching cases are available from the Institute for Supply Management, the University of Virginia Darden Business Publishing, and the Li & Fung Institute of Supply Chain Management and Logistics at the Chinese University of Hong Kong. In research, RUNGTUSANATHAM has been recognized in 2015 as a top 100 “individual researchers with greatest overall contribution to the field of Operations Management”. In 2011, he received the Citation of Excellence from Emerald Management Reviews for his 2007 article in the Decision Sciences journal, the 2004 Best Paper Award from the Production Planning & Control journal, the 2004 Best Paper Award from the Decision Sciences Journal of Innovative Education, and the 2005 E. Grosvenor Plowman Best Paper Award from the Council of Supply Chain Management Professionals Annual Conference. His research has also been recognized as a finalist for the 2005 Journal of Operations Management Best Paper Award and as a finalist

mailto:[email protected]




for the 2008 Chan K. Hahn Best Paper Award from the Operations Management Division of the Academy of Management. The Carlson School of Management at the University of Minnesota also recognized RUNGTUSANATHAM with the 2007 Annual Faculty Research Award. RUNGTUSANATHAM has conducted research, consulted with, and provided executive training for Arizona Public Services, CHS, Chevron Corporation, Deere & Company, eBags.com, E-Source, Honeywell, Intel, LG Electronics, Medtronics, ON Semiconductor, Phelps Dodge, Seaquist Closures, United Technologies, and Zytec. He is also currently involved with, NeuRenaisson, a startup business being launched out of Ohio State University.

TEACHING PHILOSOPHY

Everyone has the ability to learn . . . it is simply a matter of how. Some people learn from routine practicing. Some people learn from reading, memorizing, and understanding. Some people learn from observing and/or concentrated study. Still others learn from applications to real-world phenomena. Everyone has the ability to learn . . . it is simply a matter of degree – a matter of how much and how fast. Some people can absorb vast amounts of knowledge in a short period of time. Still others learn in tiny leaps and bounds. Everyone has the ability to learn . . . there is neither a right way nor a wrong way. As a provider of knowledge and facilitator of learning, my job is to help my students to learn in a manner satisfactory to their willingness and ability to learn.

COURSE DESCRIPTION Suppose that OMEGA is in the business of manufacturing and selling brake pads. To be successful and survive, OMEGA has to develop strategies, make decisions, and solve problems to ensure the effective and efficient flow of quality materials, as well as the requisite knowledge that accompany these materials, through its supply chain. Its supply chain comprises (a) different, often multi-tiered, layers of organizations who supply OMEGA, (b) OMEGA itself, and (c) different, often multi-tiered, layers of organizations who deliver what OMEGA manufactures into the hands of the customer. The operations (and supply chain) function within OMEGA is responsible for the creation and delivery of brake pads to customers. This function typically accounts for 75% of any organization’s total investment, comprises 80% of its personnel, and controls at least 85% of its expenditures for materials and equipment. Its goal is right 6TM:

To provide products and/or services with the right level of quality to the right customer in the right quantity, at the right place, at the right time, and for the right cost (or price).[1]

MBA 6233 is designed to provide students with an understanding as to how effective operations and supply chain management contributes to the competitiveness and survival of an [1] right 6TM and what it stands for is trademarked to Professor M. Rungtusanatham.




organization. Students will be introduced to concepts, principles, and techniques that can be leveraged to analyze, control, and improve critical processes responsible for efficiently making and delivering goods and services without losing sight of right 6TM as the goal. These critical processes reside in manufacturing, as well as service, organizations; these critical processes are evident in for-profit, as well as non-profit, organizations. Students will be exposed to key operational and supply chain challenges having strategic and tactical implications, as well as various conceptual aids and quantitative techniques to cope with these challenges. While quantitative techniques are discussed, the focus is on using these techniques to help make informed decisions to overcome operational and supply chain challenges. The course explicitly recognizes that the operations (& supply chain) function is embedded within an organization that is, itself, embedded within supply chains and, therefore, adopts a "systems" perspective in presenting relevant issues, problems, and decision tools.

COURSE OBJECTIVES 1. Identify how the operations (and supply chain) function contributes to the overall

competitiveness of any organization. 2. Define the different components of the operations (and supply chain) function in different

types of organizations – manufacturing or service; non-profit or for-profit; private or public. 3. Recognize problems and decisions facing processes and how these problems and

resolution decisions relate to and affect other processes within the organization. 4. Apply various conceptual aids and quantitative techniques to improve processes by

structuring, analyzing, and provide initial solutions to complex problems facing operations (and supply chain) managers.

COURSE LEARNING ENVIRONMENT

MBA 6233 is designed to maximize active learning. Active learning engages students in the sharing of knowledge, demonstration of acquired understanding of knowledge, and application of acquired knowledge. Class time is reserved for case, video, and real-life discussions; demonstrations of technical or quantitative content; hands-on experiential activities; and short PowerPoint lectures on topics that may be difficult to grasp from just reading. Note that some PowerPoint lectures for topics are intended to reinforce assigned readings and will not be presented in class. These are made available to help students focus takeaways from assigned readings and will be duly noted in the DETAILED SCHEDULE file (from Syllabus in the CANVAS course site). Although attendance is not mandatory, it is strongly encouraged. A strong correlation between class attendance and student performance has historically been observed. Furthermore, attendance provides an avenue for students to engage in class participation, which is a component of STUDENT EVALUATIONS. Activities outside of class are designed to prepare students for active learning.




REQUIRED COURSE MATERIALS

1. TEXTBOOK (Required)

Schroeder, R. G., S. M. Goldstein, and M. J. Rungtusanatham. 2013. Operations Management in the Supply Chain: Decisions and Cases and Cases. 6th Edition. New York, NY: McGraw-Hill.

• Purchase Options A. From OSU Bookstore

o Buy Print (New): ~$275 o Buy Print (Used): ~$207 o Rent Print (New): ~$250 o Rent Print (Used): ~$100 o Buy eBook: ~$135 o Rent eBook: ~$80 (for ~ 30 days)

B. Search and buy online o Pricing Varies

2. READINGS & LECTURE NOTES (Required)

Assigned non-textbook readings and lecture PowerPoint decks. o Available through the CANVAS course site for

download and print

3. SIMULATION Access Codes (Required)

Access codes for one or more web-based simulations.

• Purchase Instructions – Please follow precisely ($18) 1. Go to http://mgr.responsive.net/Manager/ShowClient 2. Click "create a new account" 3. Select "Ohio State University" for your institution and fill

out the rest of the form and submit 4. Purchase the code for "OM Games to MBA 6233"; be sure

it is for MBA 6233 since there are other courses using simulations from the same provider

o Write down the code; it is not e-mailed to you and you will use that code to register in your respective section

o REMEMBER . . . if you forget your purchase code, you can always find it by accessing your account with Responsive Learning Technologies

http://mgr.responsive.net/Manager/ShowClient




STUDENT EVALUATIONS Your Final Course Grade will be computed based on the following evaluation categories and subject to the Academic Misconduct policy (see the OTHER RELEVANT POLICIES section): [1] Team-Based Midpoint Integration Activity and PowerPoint Deck Team 25 points [2] Team-Based Applied Project: PowerPoint Deck and Poster

Presentation Team 25 points

[3] Comprehensive Final Exam Individual 40 points [4] Class Attendance and Participation Individual 10 points 100 points Team-Based Midpoint Integration Activity and PowerPoint Deck

Some learn from role playing, observing, and reflecting . . . Halfway through the course, you will engage in the Team-Based Midpoint Integration Activity, involving a web-based simulation. This web-based simulation is intended to help you pull content together. More specifically, you will be required to:

• Work in teams of 6 members, with teams formed as class progresses • Prepare for the Team-Based Midpoint Integration Activity by reviewing relevant

information and strategizing before the scheduled date for this simulation o Relevant information will be provided to you approximately two weeks

before the scheduled date for this simulation via CANVAS and/or email • Bring an Internet-accessible laptop to class on the scheduled date of this simulation • During the simulation, you will play by:

o Making operations (& supply chain) management decisions as a team over, approximately, two hours

o Recording team decisions made • At the end of the simulation, you will put together an outline of a PowerPoint

presentation: o Providing justification for team decisions based on analyzable data provided

during the simulation and justifying your team ranking • The Team-Based Midpoint Integration Activity PowerPoint Deck will be due at the start

of the next class o The Team-Based Midpoint Integration Activity PowerPoint Deck will be graded

on the basis of 100 points and is worth 25% of the Final Course Grade o The team that is ranked 1st at the end of the simulation automatically

receives a bonus of 10 points o Your individual grade depends on your contributions and efforts to the

team




Team-Based Applied Project: PowerPoint Deck and Poster Presentation

Some learn from applying . . . As part of this course, you will work in a team of 6 members to apply the learnings from this course, choosing one of two options.

Option 1: Diagnose and propose a solution to an operational problem at work This type of project involves application of one or more methods from coursework to diagnose a specific operational problem and propose potential solutions for problem resolution. For example, your team may wish to improve the throughput time of a process by applying value stream mapping. Alternatively, your team may wish to rationalize the inventory cost of non-essential materials supporting your organization by determining appropriate levels of safety stocks. Finally, your team may wish to develop a control charting approach to monitor some specific quality dimension. Successful projects include detailed diagnosis and actions plans.

Option 2: Develop an operations (& supply chain) plan for a new product or service offering This type of project is well suited to those of you who wish to start your own business. The focus is on articulating an operational plan that covers the entire gamut of decisions affecting the transformation process and its ability to achieve right 6TM. For example, your team may wish a launch a business selling organic baby food. A new service example may be a concierge shopping service for busy students. Again, successful projects are comprehensive in thinking through the various operation (& supply chain) decisions and providing data – do not guess, for example, how long it takes to drive to the outlet mall (pick one) to shop for a client . . . use Google map or drive it and figure out the mileage and gas cost.

To ensure progress, class time is allocated to allow teams to work on their projects. In addition, teams are required to formally submit project updates in the form of a “living” PowerPoint deck for reaction, feedback, and partial grade at three specific points during the semester. The completed Team-Based Applied Project will be presented in SESSION 14. Please see the DETAILED SCHEDULE file (from Syllabus in the CANVAS course site) for other relevant dates. The Team-Based Applied Project constitutes 25% of the Final Course Grade, broken down as follows:

• Three Team-Based Applied Project updates (10%) • Final Team-Based Project PowerPoint Deck and Poster Presentation (15%)




Comprehensive Final Exam

Some learn by reading, synthesizing, and understanding . . . A Comprehensive Final Exam is scheduled for the last class session. This Comprehensive Final Exam is:

• Cumulative and closed-book and closed-notes in nature • Intended to offer students an opportunity to integrate required reading materials, video

presentations, lecture notes, experiential activities, project learnings, and class discussions into a coherent whole

• In the form of “short answer” and “problem” questions • Worth 40% of the Final Course Grade

o Details about the structure of the Comprehensive Final Exam, as well as how to best prepare, will be provided later at an appropriate time

• Note that: o As a general rule, no make-up, late, or early exams will be given except for

excused absences due to documented medical emergencies, university-sanctioned activities, or professional responsibilities beyond your control

Class Attendance and Participation

Some learn by participating in conversations, debates, and activities . . .

Attendance is not mandatory but strongly encouraged. However, those of you who consistently show up to class and who participate in the learning environment will do well in this course. I recognize, nonetheless, that this is a part-time program, with all of you juggling competing family and work constraints. As such, if you are signed up for the Tuesday (or Thursday) section and have to miss a particular class session, you are welcome to come to the corresponding session for the Thursday (Tuesday) section. Please note that class attendance is not the same as participating (and contributing) to the class session. To participate in, and contribute to, class, you can:

• Answer questions in class when called upon, • Engage in peer-to-peer or student-faculty discussions, and/or • Share relevant insights in class from work or from the public media (e.g., “breaking

news” on TV or in newsprint media), especially when these insights reflect course materials in real settings

At the end of the semester as I sit down to assign scores for Class Attendance and Participation, I will use the following scoring rubric:




0 points Student was absent most of the time and when present was generally inattentive or disruptive in class

1-3 points Student was present and paid attention but did not participate in the learning process

4-7 points Student contributed actively in class but contributions were obvious, did not show evidence of analysis or logic, or simply repeated an insight already provided with different words

8-10 points Student made superb contributions that changed the direction of class discussion or surfaced insights that had not been core to the discussion

Despite this rubric, please realize that there remains some level of subjectivity in my assessments that cannot be avoided. That there are many students taking this course at the same time (two sections with at least 40 students each) makes this task more difficult. To minimize this subjectivity, please work to help me associate your name to your face in a positive manner.




OTHER RELEVANT POLICIES A. Academic Misconduct

Academic integrity is essential to maintaining a learning environment that fosters excellence in teaching, research, and other educational and scholarly activities. The Ohio State University and the Committee on Academic Misconduct expect that all students have read and understand the Code of Student Conduct, and that all students will complete all academic and scholarly assignments with fairness and honesty. “Academic Misconduct” occurs when there is an intentional failure by students to follow the rules and guidelines established in the Code of Student Conduct and those established specifically for this course. In particular, any material submitted for course credit must be the work of an individual student for an individual-based assignment or the work of a team of students for a group-based assignment. Plagiarism is a serious offense. Students should not discuss, read, text message, e-mail, provide access to documents, or share the work, thoughts, ideas, or solutions regarding graded evaluation categories with other individuals or teams of students. When outside references are used, they must be properly referenced. Students are recommended to protect their own work from being copied or plagiarized by others, such as by collecting printed materials from the lab printers and disposing of rough drafts at home. Written assignments that are similar to current or past written assignments beyond statistical chance may result in the initiation of serious disciplinary action. Please remember that when a student is suspected of having committed “Academic Misconduct” in this course, I am obligated to report my suspicions to the Committee on Academic Misconduct. Such suspicions will be investigated and when determined to be in violation of the Code of Student Conduct will result in sanctions ranging from failing the course (“E” grade) to suspension or dismissal from The Ohio State University.

B. Disability Accommodation

Students with a disability should arrange an appointment to meet with me as soon as possible so that we can discuss the course format and explore potential accommodations. Please remember that I will be relying on the Office for Disability Services for assistance in verifying need and developing accommodation strategies. The verification process should begin as soon as possible.




OTHER RELEVANT POLICIES (Continued)

C. Peer Evaluations

Students will be offered the opportunity to evaluate the contributions of peers on their team. Evaluations, while subjective in nature, are expected to be conducted in an honest manner and to fairly reflect the efforts that peers have expended in completing any team-based assigned work. For example, a student who chooses to “opt out” should be evaluated by other team members to indicate that he or she did not participate. How Will You Provide Peer Evaluations? Peer Evaluation forms can be downloaded from CANVAS (from Modules: SESSION 0 – MISCELLANEOUS Files in the CANVAS course site). Peer Evaluation forms must be turned in to me in person and by the date of the Comprehensive Final Exam. What If a Student Does Not Provide Evaluations of His or Her Team Members? If you choose to not evaluate your team members, you are, by default, signaling that all members contributed equally. How Will Peer Evaluations Be Used? Peer evaluations become inputs into the grade that a student receives for the submission of graded team-based activities. Generally:

• A student whose peers consistently evaluate as having made significant contributions will receive a grade equivalent to that given to the team-based activity

• A student whose peers consistently evaluate as having made marginal contributions will receive a grade lower than that given to the team-based activity by 25%

• A student whose peers consistently evaluate as having made subpar contributions



6:15 – 9:30 pm Gerlach 365 (or as Notified) Thursday 4741

DETAILED SCHEDULE

SESSION 1 Tuesday, August 22 Thursday, August 24

Introductions, the Operations Function, and Operations & Supply Chain Strategy

Prepare for Class

• Read/hear the brief welcome (from Announcements in the CANVAS course site)

• Download and review the syllabus (from Syllabus in the CANVAS course site)

• Download and complete the Student Profile Form (from Modules: SESSION 0 – MISCELLANEOUS Files in the CANVAS course site)

• Download and complete the Pre-COURSE Assessment (from Modules: SESSION 0 – MISCELLANEOUS Files in the CANVAS course site)

• Read TEXTBOOK: Chapter 1 (All Sections) • Read TEXTBOOK: Chapter 2 (All Sections) • Download and review SESSION 1 PowerPoint Deck (from Modules:

SESSION 1 in the CANVAS course site) • Download and prepare Eat Well Food Service (EWFS), Inc. for class

discussion (from Modules: SESSION 1 in the CANVAS course site)

Bring to Class

• Your preparatory notes for Eat Well Food Service (EWFS), Inc. • The completed Student Profile Form • The completed Pre-COURSE Assessment

In-Class

SHORT POWERPOINT

LECTURES

[1] What is the Fuss with Operations (& Supply Chain) Management? • Operations and Supply Chain Decisions • Importance of Operations and Supply Chain

Decisions

[2] How Can Firms Compete through Effective Operations and Supply Chains? • Operations and Supply Chain Objectives • Functional Linkages • Competitive Strategy Linkages (Not presented in class; for review only)

EXPERIENTIAL ACTIVITIES

A. Introduce faculty and some students B. Discuss syllabus and bilateral expectations C. Grade Pre-COURSE Assessment D. Participate in the O(&SC)M in the News exercise E. Discuss Eat Well Food Service (EWFS), Inc.

Work after Class

• Finalize Team name and member • Explore potential Team-Based Applied Project focus




DETAILED SCHEDULE

SESSION 2 Tuesday, August 29 Thursday, August 31

Process Selection

Prepare for Class

• Read TEXTBOOK: Chapter 4 (Skip Section 4.6) • Read TEXTBOOK: Chapter 5 (Skip Section 5.6) • Read TEXTBOOK: Eastern Gear (pp. 450-452) • Download and review SESSION 2 PowerPoint Deck • Go and experience a meal at Noodles & Company

o Consider using this opportunity to bond with team members • Finalize Team name and members

Bring to Class

• Your preparatory notes for Eastern Gear

In-Class

SHORT POWERPOINT

LECTURE

[3] Do You Have the Right Type of Transformation Process in Place? • Product-Process Life Cycles • Service Delivery System


A. Participate in the Thera-Aid Medical Devices exercise B. Discuss the Eastern Gear case C. Watch and discuss Service Process Design at

Noodles & Company

Work after Class

• Finalize Team-Based Applied Project focus




DETAILED SCHEDULE

SESSION 3 Tuesday, September 5 Thursday, September 7

Capacity Planning: Managing the Bottleneck

Prepare for Class

• Read TEXTBOOK: Chapter 12 • Read TEXTBOOK: Chapter 13 (Skip Sections 13.1, 13.2, 13.3, 13.6) • Download and review SESSION 3 PowerPoint Deck

Bring to Class

• DUE: Team-Based Applied Project Update 1 o A printed copy of the Team-Based Applied Project PowerPoint

deck with the following slides: Title slide with Team Name, names of team members,

and project title Option 1: Slides for problem definition (business

opportunity), background information (competitive analysis), project goals, data to be analyzed, and project completion schedule

Option 2: Slides for business opportunity, justification of need, competitor analysis, and project completion schedule

In-Class

SHORT POWERPOINT

LECTURE

[4] How Many Units Can You Make? How Many Customers Can You Serve? • Strategic Capacity Decisions • Bottleneck Identification • Dispatching Rules and Performance

(Not presented in class; for review only)


A. Watch and discuss The Goal B. Participate in the Hand Puppet Simulation exercise C. Discuss the State Automobile License Renewals case

Work after Class

• Continue to work on Team-Based Applied Project




DETAILED SCHEDULE


Capacity Planning: Managing Waiting in Services

Prepare for Class

• Read TEXTBOOK: Paediatric Orthopaedic Clinic . . . (pp. 459-464) • Download and review SESSION 4 PowerPoint Deck • Download

o Drive-Up Teller Service Window Operations WORKSHEET o Managing People Waiting in Lines WORKSHEET

Bring to Class

• Your preparatory notes for Paediatric Orthopaedic Clinic . . . • Drive-Up Teller Service Window Operations WORKSHEET • Managing People Waiting in Lines WORKSHEET

In-Class

SHORT POWERPOINT

LECTURES + EXERCISE

[5] How Many Units of Resources Do You Need? • Queuing Systems • Waiting Psychology

+ Drive-Up Teller Service Window Operations

EXPERIENTIAL

A. Watch and discuss Queuing at Walt Disney B. Discuss the Paediatric Orthopaedic Clinic . . . case C. Participate in the Managing People Waiting in Lines

exercise

Work after Class

• Continue to work on Team-Based Applied Project • Complete purchase of the simulation access code




DETAILED SCHEDULE


Team-Based Applied Project Working Meeting 1

In-Class

NO In-Class Session . . . teams can meet and work in Gerlach 365 or anywhere that is more convenient


Inventory Planning

Prepare for Class

• Read TEXTBOOK: Chapter 15 • Read TEXTBOOK: Southern Toro Distributor, Inc. (pp. 520-526) • Download and review SESSION 5 PowerPoint Deck • Download

o Industrial Cameras WORKSHEET

Bring to Class

• Your preparatory notes for Southern Toro Distributor, Inc. • Industrial Cameras WORKSHEET

In-Class

SHORT POWERPOINT

LECTURES + EXERCISE

[6] What Do You Call the Things You Make or Buy? • Inventory: Types, Purpose, Costs, and Performance

Metrics • Inventory Management Decisions

[7] How Do You Manage Independent Demand Inventory? • Q versus P Systems • The EOQ Model

+ Industrial Cameras

EXPERIENTIAL

A. Discuss the Southern Toro Distributor, Inc. case

Work after Class





DETAILED SCHEDULE

SESSION 7 Tuesday, October 3 Thursday, October 5

Team-Based Midpoint Integration Activity

Prepare for Class

• Be sure to have purchased the web-based simulation code (see page 4 of the Syllabus)

• Download and review: o Team-Based Midpoint Integration Activity_CASE o Team-Based Midpoint Integration Activity_INSTRUCTIONS o Team-Based Midpoint Integration Activity_ASSIGNMENT

Bring to Class

• Each team should bring at least one laptop that can access the web-based simulation

In Class EXPERIENTIAL

A. Compete in the web-based simulation B. Discuss preparation of the post-simulation PowerPoint

deck

Work after Class

• Team-Based Midpoint Integration Activity PowerPoint Deck




DETAILED SCHEDULE


Improving Operations: The Lean Perspective

Prepare for Class

• Read TEXTBOOK: Chapter 6 • Read TEXTBOOK: Chapter 7 • Download and review SESSION 8 PowerPoint Deck

Bring to Class




opportunity), background information (competitive analysis), project goals, data analyzed and remaining data to be analyzed, and updated project completion schedule

Option 2: Slides for business opportunity, justification of need, competitor analysis, progress describing elements of operational (& supply chain) plan, and updated project completion schedule

• DUE: Team-Based Midpoint Integration Activity PowerPoint Deck

In-Class

SHORT POWERPOINT

LECTURES

[8] How to Begin Analyzing and Improving Processes? • Drawing a Process • Asking Good Questions

(Not presented in class; for review only)

[9] How to Improve Processes via Lean? • Lean Principles • Forms of Waste • Lean Methods • Value Stream Mapping

EXPERIENTIAL

A. Watch and discuss Toast Kaizen

Work after Class





DETAILED SCHEDULE


Team-Based Applied Project Working Meeting 2

In-Class

NO In-Class Session . . . teams can meet and work in Gerlach 365 or anywhere that is more convenient


Improving Operations: Value-Stream Mapping

Prepare for Class

• View How to Read a Value Stream Map • Download and review:

o The Emergency Department (ED) at the Burton Group Hospital

Bring to Class

• The VSM Metrics slides from SESSION 8 • Your preparatory notes for The Emergency Department (ED) at the

Burton Group Hospital

In-Class EXPERIENTIAL

A. Discuss The Emergency Department (ED) at the Burton Group Hospital case and learn how to draw Current State Map

Work after Class





DETAILED SCHEDULE

SESSION 11 Tuesday, October 31 Thursday, November 2

Quality Planning

Prepare for Class

• Read TEXTBOOK: Chapter 8 • Read TEXTBOOK: The Mount Rundle Hotel Banff (pp. 476-478) • Download and review SESSION 10 PowerPoint Deck • Download

o Cost of Quality at Ulrich Company WORKSHEET o Managing for “+” Customer Experience WORKSHEET

Bring to Class

• Your preparatory notes for The Mount Rundle Hotel Banff • Cost of Quality at Ulrich Company WORKSHEET • Managing for “+” Customer Experience WORKSHEET

In-Class

SHORT POWERPOINT

LECTURE + EXERCISE

[10] Are You Managing Your Business to Deliver Quality Outcomes? • Process, Product, and Service Quality Dimensions • TQM Paradigms • Strategic Value of Quality and TQM • Cost of Quality • Customer Service and Customer Satisfaction

+ Cost of Quality at Ulrich Company

EXPERIENTIAL

A. Discuss The Mount Rundle Hotel Banff case B. Participate in the Managing for “+” Customer

Experience exercise

Work after Class





DETAILED SCHEDULE

SESSION 12 Tuesday, November 7 Thursday, November 9

Stabilizing and Improving Processes for Six Sigma Quality

Prepare for Class

• Read TEXTBOOK: Chapter 9 • Download and review SESSION 11 PowerPoint Deck • Download

o Process Capability Assessment WORKSHEET

Bring to Class




opportunity), background information (competitive analysis), project goals, completed data analyses, identification of potential solutions, and updated project completion schedule

Option 2: Slides for business opportunity, justification of need, competitor analysis, further progress describing elements of operational (& supply chain) plan, and updated project completion schedule

• Process Capability Assessment WORKSHEET

In-Class

SHORT POWERPOINT

LECTURE

[11] Is Your Process Stable and Capable of Producing and Delivering Quality Output? • Conformance quality as statistical variability • Statistical process control concepts and tenets • Cp and Cpk • Defining Six Sigma

EXPERIENTIAL

A. Participate in the Can You Hit the Target? exercise

Work after Class





DETAILED SCHEDULE


Team-Based Applied Project Meeting with Professor

In-Class

NO In-Class Session . . . teams meet one-on-one with Professor to receive final feedback

SESSION 13+ Saturday, December 2

Morning: 9 am-Noon Location: Mason Hall Rotunda

Afternoon: 1 pm-4 pm Location: Mason Hall Rotunda

Operations across the Supply Chain: Supply Chain Dynamics

In-Class

This is a special session . . . when I run this exercise in my consulting, clients typically pay me $5000-$12,000 for a three-hour session with a group of approximately 30 participants. During this session, we will be playing a board game to better understand supply chain dynamics. As an incentive, refreshments will be provided. I hope you will accept my invitation. More information will be provided later as to signing up for the session.




DETAILED SCHEDULE


Team-Based Applied Project Presentations

Prepare for Class

• Complete the Team-Based Applied Project PowerPoint Deck and Poster Presentation

Bring to Class

• DUE: o Team-Based Applied Project PowerPoint Deck and Poster

Presentation

In Class EXPERIENTIAL

A. Team-Based Applied Project Poster Presentations

Work after Class

• Begin preparing for Comprehensive Final Exam

SESSION 15 TBD

Comprehensive Final Exam

In-Class

TBD

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