BUS 380 - Operations Management
Summer 2008
Prerequisites: BUS 250 - Statistics or consent of Instructor
Instructor: Lanny Wilke Office: Brockmann 210G, Office Phone: 265-4165 Home Phone: 265-3196 (please don't call after 9:30)
Class Schedule: Monday, Wednesday, Friday from 10:00 - 10:50 in Brockmann 214.
Office Hours: Monday, Wednesday, Friday - 11:00 - 12:00; Tuesday, Thursday - 10:00 - 11:00
Required Text
Principles of Operations Management (7th Ed.) by Heizer & Render
Course Overview
In this course, we will study management processes applied to design and operation of a production or service system. This course includes various methods of forecasting sales, linear programming, inventory and material management, physical facilities design, critical path and PERT scheduling, and quality control.
Course Objectives
This course is a hands-on management course. The course assumes the student has taken all 100 and 200 level business courses. In addition, students should have taken BUS 300, Management in Organizations, and BUS 335, Principles of Marketing, and have met the exit competencies of those courses. The knowledge from those two courses will be applied in the operations class without prompting from the instructor. Students will display their knowledge of these subjects during class discussions and in the application portion of the course.
Parts of the course are made simpler if the student has taken BUS 250, Business Statistics. However, the use of the computer in doing statistical analysis simplifies the statistical work in the class and thus, BUS 250 is not as critical a factor. The necessary statistical functions will be explained in class. BUS 350, Financial Management, also provides valuable tools for this class. Some financial techniques are reviewed as a second exposure for those techniques and will be identified throughout the class.
Exit Competencies:
There are twenty-four identified outcomes for this course. These twenty-four items encompass the general field of operations management and provide the minimum knowledge for entrance into the field of operations management. The lectures and applied activities will all be directly related to these outcomes.
OUTCOMES:
1. The student will be able to recite the definition of operations management as well as identify and define terminology relating to the field.
2. The student will have the ability to explain the Operations Transformation System and its relationship to the organization’s internal and external environments.
3. The student will recite and explain the four common objectives of operations.
4. When provided a specific industry, the student will articulate the New Product Development Process for that industry.
5. The student will compile information and apply Quality Function Deployment to develop a product “House of Quality”.
6. The student will cite the importance of a cross-functional design process.
7. The student will discuss the concept of Product Flow and outline its relationship to Process Selection.
8. The student will diagram and explain the Product-Process Matrix.
9. When given a specific product, the student will create a Service-Product Bundle.
10. The student will compare and contrast CAD, CAM, CIM, and ERP.
11. The student will develop a Technology Strategy.
12. The student will apply Process Flow Analysis and its subsets:
a. Flowchart Analysis/Service Blueprinting
b. Material Flow Analysis
c. Information Flow Analysis
13. The student will communicate how to plan, control, and improve Quality Management.
14. The student will formulate and explain Control Charts:
a. Attribute Control
b. Variables Control
c. Pareto Analysis
d. Six Sigma
15. The student will be able to list the Seven Tools of Quality Control.
16. The student will be able to discuss the techniques for evaluating Supply Chain Performance.
17. The student will demonstrate the following qualitative forecasting techniques:
a. Delphi Technique
b. Market Surveys
c. Life Cycle Analysis
d. Informed Judgment
18. The student will demonstrate the following quantitative forecasting Techniques:
a. Time Series Analysis
b. Moving Average
c. Exponential Smoothing
d. Box-Jenkins Method
e. Regression Analysis
19. The student will break down operational costs as necessary for Aggregate Planning.
20. The student will illustrate and explain:
a. GANTT Charts
b. Finite Capacity Scheduling
21. Given project parameters, the student will prepare and explain a Critical Path using both a PERT analysis and a CPM analysis.
22. The student will establish costing for Inventory and demonstrate the use of:
a. EOQ
b. ABC Inventory Management
23. The student will diagram and discuss a Closed-Loop MRP System.
24. The student will compare and contrast the American JIT system with the Japanese Kanban system.
Connections to Program Outcomes:
The faculty of the Business Program has identified the content knowledge as well as the dispositions, skills, traits, and habits that are vital for the efficacy of our graduates. The content knowledge requirements represent the "material" of the core disciplines within the business area, while the dispositions, skills, traits, and habits represent "threads" that run through, and tie together, the various content areas. Each instructor will evaluate the appropriate content knowledge as well as all of the "threads" as they apply to every class.
Content Knowledge - Graduates of the MSU-Northern Business Program will:
1. Understand how to effectively and efficiently use resources to accomplish organizational goals,
2. Understand how to create, maintain, and enhance exchanges,
3. Understand how to generate, evaluate, and utilize quantitative information in a business context, and
4. Understand how to analyze and evaluate the external environment to determine and implement effective strategy.
Dispositions, Skills, Traits, and Habits - Graduates of the MSU-Northern Business Program will:
1. Appropriately apply technological tools to communicate and collaborate and to assist in making decisions and solving problems,
2. Communicate effectively, both orally and in writing, to include presentations and business correspondence,
3. Collaborate with others to complete projects and solve problems,
4. Utilize critical and creative thinking skills to solve problems,
5. Value and practice ethical and socially responsible behavior, in both the personal and professional arenas, and
6. Exhibit self-direction, responsibility, accountability, and initiative in education to remain continually engaged in learning and to appreciate the need for lifelong learning.
Outcomes Relationship to Graduate Knowledge
I. All twenty-four outcomes apply directly to the first goal of effectively and efficiently using organizational resources to accomplish organizational goals. While concentrating specifically on the Operations function, the use of the cross-functional approach to operations allows for connectivity to other organizational functions as well.
II. The following are listed in relationship to the second program outcome. All of the following course outcomes are related to the student through a marketing concept and its formation of exchanges:
Outcomes: 2, 4, 6, 9, 11, 16, 17, and 19
III. Many parts of Operations Management are directly related to the use of quantitative techniques. The following course outcomes are designed specifically to introduce students to quantitative techniques and develop their ability to apply those techniques:
Outcomes: 14, 18, 20, 21, and 22
IV. The teaching of Operations Management as an open loop function inherently includes the discussion of its relationship to the organization’s external environment. Although external analysis is part of many concept discussions, those outcomes that are directly related to the external environment are:
Outcomes: 2, 4, 9, 11, 16, 17, and 24
An overall relationship between course material and the strands is shown below. However, each individual lecture and assignment will also be related to the strands.
Technology Strand:
There are two ways that technology is linked to the Operations Management course material. The first way is the requirement that all assignments submitted to the instructor will be done using Microsoft Word and/or Microsoft Excel. In addition, a variety of templates developed by the textbook author will be used in the calculation of a variety of quantitative techniques used for Operations Management. The second connection to technology is through the student development of a technology strategy for the course project. Students are required to identify and plan for new technology used in a factory setting.
Communication Strand:
Student communication is developed through both oral and written assignments. Assignments will require oral reports by each student, written summarizations of course activities, as well as demonstration techniques. Assignments require both student-to-teacher communication and student-to-student communication.
Collaboration:
The course project, the building of a product, is designed to facilitate the simulation of a factory production unit. Students will be divided into several production groups all of which require the input and effort of other groups for success. This collaboration is enhanced through connectivity with students who are taking the course at a distance. The use of email, regular mail, and/or telephone is required for the distance collaboration. The team concept is the basis for productivity in the simulation.
Critical Thinking:
Critical thinking skills are demonstrated in several activities for the course. These skills are demonstrated during product planning, process design, and distribution networking. The project simulation also allows for unforeseen problems to crop up in the manufacturing process. Students will then analyze the problems and implement solutions to the problem.
Ethics/Social Responsibility:
Ethical principles and social responsibility are intertwined with several chapter topics in the textbook. In addition, during the class project, certain ethical dilemmas are presented to different groups during the production process. Chemical waste from the factory is a major issue for student problem solving.
Self-Directed Learning:
The student’s ability to direct his/her own learning is demonstrated through the types of materials each student contributes to his/her group and to the entire production process. Not all answers to problems posed during the class can be found in the textbook or lecture material. Additional research by the student will be required in those instances. Quantity and quality of research has a direct bearing on self-directed learning.
Course Procedures
I have set up a "discussion group" for this class.
Periodically, I will post questions to be discussed. Some questions may be
"opinion" questions (no research required). Some questions will require
you to back your comments with references and examples (from the book, from magazines or
journals - with citation, or from the Internet - once again, with a proper citation).
You may also post questions for discussion. You will be required to provide
comments to this group at least twice a week (yes, no, I don't know, or I agree, are not
sufficient responses). It is also my intention that you use this forum to discuss
any technical problems you encounter as we work through our assignments. Help each other
out. I will only respond to a posted "technical" question if it becomes
obvious that the group is stuck for an answer.
My intention is to use class time as follows (again, ballpark): Part of
the class will be spent talking about the important aspects of your reading assignment. Part
of the class will be spent going over the specific pieces of the applicable
information that you will need to know to complete your assignment. Part of
the class will be used to practice what we're learning.
Students with Special Needs
All students attending Montana State University - Northern are entitled to equal access to academic programs and services. By federal law, students with documented disabilities are entitled to reasonable accommodations in order to fully participate in the student experience. Students with disabilities are encouraged to advocate for themselves to the extent possible, and Disability Services provides support and assistance in determining what accommodations are best suited to each individual. It is recommended and encouraged that students contact their professor within the first two weeks of class.
To be eligible for these special services students with disabilities must provide the required documentation. For more information and to register with Disability Services, please contact Randy Bachmeier, Library 103, Extension 4152.
Grading and Available Points
Percentage Grade
93 - 100% A
87 - 92% B
77 - 86% C
70 - 76% D
Below 70% F
Available Points
Daily Quizzes: 40 @ 20 points = 800
Chapter Quizzes 14 @ 100 points = 1,400
Tests: 3 @ 100 points = 300
Homework: 37 @ 100 points = 3,700
Projects:
E-Mail 1 @ 50 points = 50
Webboard 16 @ 50 points = 800
Your Personal Grade Worksheet in Excel 6 submissions @ 25 points per submission = 150
Total points possible: 7,200
Copyright © 2006, 2007, 2008 by Lanny Wilke. All rights reserved. Originated 11/24/06. Last revision: 26 September 2008 10:39 AM