course syllabus evening classes MBA 630 Operations Management

course syllabus evening classes MBA 630 Operations Management
blended model instructor version evening classes MBA 630 Operations Management Cover Benedictine Hallmarks STABILITY  STEWARDSHIP next

Managerial Accounting
MBA 601 Managerial Accounting instructor version about this document about Moser College about blended learning hallmarks of a Benedictine education student expectations attendance policy financial aid submission of work library resources services for students with disabilities Academic Honesty Policy APA formatting and style netiquette course overview required textbooks grading scale IDEA objectives IDEA description learning outcomes course schedule content links index Content Links

About Your Program at Benedictine University – Moser College
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management About Your Program at Benedictine University – Moser College About This Document This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning. About Moser College The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*. * web path Benedictine Univ Academic Programs Moser College About Blended Learning Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online. hallmarks of a Benedictine Education: About

The Ten Hallmarks of a Benedictine Education
MBA 630 | Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community The Ten Hallmarks of a Benedictine Education A Benedictine Education Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”. The Ten Hallmarks Each academic year Moser College will be celebrating two of the Hallmarks. This academic year , the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are: Love of Christ and Neighbor Prayer: a Life marked by liturgy, lection and Mindfulness Stability: commitment to the daily life of this place, its heritage and tradition Conversatio: the way of formation and transformation Obedience: a commitment to listening and consequent action Discipline: a way toward learning and freedom Humility: knowledge of self in relation to God, others and creation Stewardship: responsible use of creation, culture and the arts Hospitality: openness to others Community: call to serve the common good Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria Hallmarks

MBA 630 | Operations Management
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management Student Expectations Expectations of Students In order to get the maximum use of the time available, it is expected that you will: Read the material to be covered in the class and complete required assignments prior to attending the class/session; Arrive/login to class/session prepared to participate actively; Be prepared to actively participate in the collaborative activities of each class/session; and Always feel free to seek additional help from the instructor when the need arises. Attendance Policy Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course. financial aid information Submission of Work All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Important criteria concerning the submission of work: Make-up examinations may differ from the original class examination. Per University policy, assignments cannot be accepted by an instructor after the last day of the course. Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. information concerning netiquette: Expectations

Financial Aid Information
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management Financial Aid Information Applying for Financial Aid A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance. Types of Financial Aid Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.“ After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s). Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid. Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest. Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck. Applying for Financial Aid – All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA). FAFSA – Free Application for Federal Student Aid The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at If you are providing parent information, one parent must also sign you FAFSA. Financial Aid

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management About Netiquette What is Netiquette? "Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well. Netiquette Basics Follow the Golden Rule (“One should treat others as one would like others to treat oneself”) Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may not be appropriate in a classroom or in an online conversation with an instructor Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments Copy the minimum number of people – it is tempting to send “ ” or “message blasts” because it is easier for the poster, but it is not easier for the reader Inappropriate Online Usage Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity. Flaming is neither productive nor appropriate for the learning environment Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar, punctuation and spelling corrections Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often seen as a form of aggression Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language Confidentiality and Privacy , messaging and posting are forms of written record and are just as permanent as a letter or document Do not publicize your own or others’ personal information (such as , phone numbers, last names etc.) Respect copyright and cite any and all sources Do not expect that your communications are private, instead assume all communications are public For more information please review Netiquette by Virginia Shea Netiquette

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management Resources for Success Benedictine’s Library Resources Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online. The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access: Entry into academic databases and most Library resources must be made through the Benedictine Library Website at Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access Your Library ID number is a combination of the Benedictine Library prefix and your seven-digit student ID number (also called your “b” number). Thus XXXXXXX is the Library ID number with X’s being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at or Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might have additional resources for student success: home about expectations resources course overview learning outcomes IDEA schedule & sessions Library

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management Resources for Success University Academic Honesty Policy The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community. To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: APA Formatting and Style All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if a publication or other work is being referenced. For more information on APA, please see the APA Style section at the website of the American Psychological Association, linked here: APA resources for students: Services for Students with Disabilities Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program. Other Resources

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management Individual Development and Educational Assessment IDEA Objectives Acquiring skills in working with others as a member of a team. Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.) Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.) Developing skill in expressing oneself orally or in writing. Learning how to find and use resources for answering questions or solving problems. Developing a clearer understanding of, and commitment to, personal values. Learning to analyze and critically evaluate ideas, arguments, and points of view. Acquiring an interest in learning more by asking questions and seeking answers. IDEA Description The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated. A Focus on Learning “The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: IDEA

Faculty Evening Course Overview
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630 | Operations Management Faculty Evening Course Overview Course Description Operations Management is the function that acquires, organizes, manages, and controls resources to provide a service or create a product. This course endeavors to help students develop an understanding of the strategic role of operations and to develop an appreciation for operations activities and how to improve them. Topics include productivity, theory of constraints, process design, capacity planning, inventory, aggregate planning, forecasting, logistics, project management, and continuous quality improvement. Course Materials Required Textbook and Materials Heizer, J. & Render, B. (2013). Operations Management (11th ed.). ISBN Goldratt, E. (2004). The goal: A process of ongoing improvement (3rd ed.) ISBN Students should obtain access to the video library - ISBN Suggested Course Materials Instructor’s Resource Manual, Instructor’s Solutions Manual, Prentice Hall Video Library and powerpoint presentations available at Technological Computer Requirements Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing. The Course Grading Scale Discussion Forum Guidelines To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 5 points and the total Response Posts are worth up to 5 points total. Each discussion will total up to 10 points. A = 4.00 % EXCELLENT B 3.00 80 – 89% GOOD C 2.00 70 – 79% SATISFACTORY D 1.00 60 – 69% PASS F 0.00 BELOW 60% FAIL I INC INCOMPLETE Course Overview

Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Wk Bloom’s Level Learning Objective Benedictine Hallmark and/or IDEA Objective Assignment Pts 1A Level 3 Applying Evaluate operation management practices for personal and professional growth. IDEA Obj 2: Learning fundamental principles In class activity Team charter 20 pts Engage active learning scenario and brainstorm solutions IDEA Obj 3 : Learning to apply course materials PBL: Brainstorm Introduce the PBL topic and brainstorm solutions (Step 1) Targeting operations management opportunities through the strategic process and creating organizational value IDEA COI: Social Hallmark: Community Discussion Post and two Response Posts on D2L 10 pts 1B Level 5 Evaluating Apply course concepts in an explanatory case study, exploring causation and underlying standards IDEA Obj 11: Learning to analyze and critically evaluate Case Analysis 1 25 pts 2A Level 4 Analyzing Investigate scholarly or expert source(s) allowing adult learners to develop course materials IDEA Obj 3 : Learning to apply course materials Student directed Team Activity Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Case Analysis 2 Case Summary Stimulate learning through the problem scenario and explore prior knowledge PBL: Problem Statement – Step 2 Use prior knowledge to develop the problem statement PBL will total 200 pts 2B Targeting operations management opportunities through forecasting, alliances and product strategy 3A IDEA Obj 3: Learning to apply course materials Case Analysis 3 IDEA Obj 3: Learning to apply course materials Student case summary IDEA Obj Learning to analyze and critically evaluate Team supported case analysis PBL – Step 3 about Bloom’s Taxonomy Learning Outcomes

MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Wk Bloom’s Level Learning Objective Benedictine Hallmark and/or IDEA Objective Assignment ts 3B Level 3 Applying Targeting operation management opportunities through global positioning using a qualitative versus a quantitative approach IDEA COI: Social Hallmark: Community Discussion Post and two Response Posts on D2L 10 pts Level 5 Evaluating Assessing new knowledge, new skills and mastery of concepts. IDEA Obj 2: Learning fundamental principles In class quiz 100 pts 4A Level 4 Analyzing Investigate scholarly or expert source(s) allowing adult learners to develop course materials IDEA Obj 3: Learning to apply course materials Student learning activity Case Analysis 4 25 pts Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Team case solving activity 20 pts Level 6 Creating Design critical thinking opportunities by creating a proposal IDEA Obj 11: Learning to analyze and critically evaluate PBL: Step 4 Create a proposal PBL will total 200 pts 4B Targeting operation management opportunities in relation to HR strategy & labor standards 5A Case Analysis 5 Student case summary IDEA Obj 3: Learning to apply course materials Team case analysis activity Quiz # 2 100 pts Develop a marketing presentation (extended elevator pitch) for a new product, service, brand and/or corporate identity PBL Proposal Create a presentation – Step 5 PBL will total 200 pts about Bloom’s Taxonomy Learning Outcomes

MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Wk Bloom’s Level Learning Objective Benedictine Hallmark and/or IDEA Objective Assignment ts 5B Level 3 Applying Targeting operation management opportunities through operational performance and fiscal control IDEA COI: Social Hallmark: Community Discussion Post and two Response Posts on D2L 10 pts 6A Targeting marketing opportunities through internal/external influences Level 4 Analyzing Investigate scholarly or expert source(s) allowing adult learners to develop course materials IDEA Obj 3: Learning to apply course materials Case Analysis 4 25 pts Scrutinize the text for key ideas and concepts, to be used as “talking points” IDEA Obj 2: Learning fundamental principles Team case solving activity 20 pts Level 5 Evaluating Evaluate and craft an executive summary on the type of problems and solutions relevant to operations management IDEA Obj 11: Learning to analyze and critically evaluate Executive summary activity 125 pts Level 6 Creating Develop and propose a formal marketing plan for a new product, service, brand and/or corporate identity IDEA Obj 12: Acquiring an interest in learning PBL – Project & Presentation 200 pts 6B about Bloom’s Taxonomy Learning Outcomes

MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Course Outcomes Based in Bloom’s Taxonomy Total Points for the Course Discussion Questions 10 pts ea x 6 = 60 pts 6% of the total points Written Assignments 25 pts ea x 11 125 pts ea x 1 = 275 pts = 125 pts 27.5% of the total points 12.5% of the total points Team Assignments 20 pts ea x 7 = 140 pts 14% of the total points Quizzes 100 pts ea x 2 = 200 pts 20% of the total points PBL project/presentation 200 pts x 1 =200 pts = 1000 pts Learning Outcomes

Faculty Evening Course Schedule
MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Course Schedule Session Loc. Class Title Assignments 01 A F2F Operations & Productivity and Operations Strategy No preclass reading OM Chapter Review (Ch. 1-2) Group Formation & Review Group Project PBL: Introduce the PBL topic and brainstorm solutions – Step 1 01 B online Project Management & Forecasting OM Ch. 3-4, pg Group assignment, p. 53, questions 1-3 Case Summary, pp Discussion on Mission and Strategy 02 A Design of Goods and Services OM Ch. 5, pg. 153 – 204. Case Study, p questions 1-3 Learning Group Exercise PBL: Use prior knowledge to develop the problem statement – Step 2 02 B Managing Quality OM Ch. 6 , pg & Goldratt Ch Group assignment, pp questions 1-3 Case Summary p. 231 Discussion on TQM 03 A Process Strategy and Sustainability OM Ch. 7, pg – 324. Case Study, p , questions 1 -3 Group Ethical Dilemma discussion PBL: Write a problem statement – Step 3 03 B Location Strategies OM Ch. 8, pg. 325 – 354 & Goldratt Ch Quiz 1 & Case Summary, pp Group assignment, p. 350 Discussion on Location decisions Course Schedule

Faculty Evening Course Schedule
MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Course Schedule Session Loc. Class Title Assignments 04 A F2F Layout Strategies & HR, Job Design, and Work Measurement OM Ch , pg – 428. Case study , p. 426, questions 1-4 Chapter review PBL: Create a proposal by listing solutions and actions to be taken in a timeline (Steps 4 & 5) 04 B online Supply-Chain Management OM Ch. 11, pg Group assignment, p. 455 Discussion on Supply chain management 05 A Inventory Management & Aggregate Planning OM, Ch , pg Individual case study, p. 512 PBL Step 6 – What do we need to know. 05 B Material Requirements Planning and ERP OM Ch. 14 , pg & Goldratt, ch Group assignment , pp Discussion on MRP & ERP 06 A Short-Term Scheduling & JIT and Lean Operations OM Ch , pg Individual case study, p. 620 PBL Presentations – Present & defend conclusions – Step 7 06 B Continuous Improvement Final Quiz Group Assignment, p. 645 Discussion on maximizing firm’s profitability Course Schedule

Faculty Evening Session 1A
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 1A Learning Objectives Discuss mission & strategy Define & apply the concepts of productivity and production Illustrate operations management decision making Distinguish operation strategies in a global environment Identify and discuss key ethical dilemmas in operations management Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES In Class Activities Encourage students and review course expectations & syllabus Review Chapters 1 & 2 Facilitate an in-class discussion of concepts from Chapters 1-2 Operations management & Issues in strategy Productivity variables Assign chapter problems to work in class. Elaborate from the Rapid Review, select key material from each chapter Review key terms within each chapter in class Assess students’ learning with self test questions at end of chapter Multimedia “Socratic Seminar” Prepare formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review keep these open-ended to allow free discussion be conscious of cultural, religious and gender sensitivities Setup post each of these on a virtual whiteboard (you can use a blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.) have students sit in circles or arrange seats in an open forum encourage students to use critical thinking skills, dialogue, the dialectical method, to facilitate discussion Engage refer to the textbook or pull online sources (such as Google images) as you are discussing “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree) you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers Note: Illustrate where students can access From this link the students will find thirty-one videos cases and online tutorial sessions available. Each video offers a discussion on key topics and questions to answer. GROUP ACTIVITIES Team Assignment After students organize their teams and create a team charter, the teams should begin discussion on the Problem Based Learning assignment. Each group will take on the role of an operations management team. Each team will be offering a proposal on solving a transportation problem for their selected company (Examples are a national car rental company, a factory or store transporting supplies (perishable or non-perishable goods) to its warehouses or stores). What company have you selected? What transportation issue will you be addressing at your selected company? What models and/or rules will you be using to help find a least-cost solution to your transportation issue? What special issues (i.e. demand not equal to supply, degeneracy) are you concerned about and how will you address these special issues? How will you know if an optimal solution has been reached? Each team will base their presentation on articles and/or websites relating to their problem. A written presentation summary report (five double-spaced pages) with reference to the article(s) and/or websites used must be submitted at the time of the class presentation. Links to articles and websites along with the PowerPoint presentation and summary should be distributed to the class prior to the scheduled presentation. Students are encouraged to use Excel for forecasting, quality, and inventory /materials/ production management applications; and Microsoft Project for project management. (Note: instructor should approve the each team’s defined problem) The instructor will take on the role of company owner reviewing the proposals. PROBLEM or PROJECT BASED LEARNING The instructor should describe the seven steps of Problem Based Learning so that students understand the required output of each step. Have them use the following steps to help their thought process. This methodology will help bring consistency to their decision making process. 1. Define the problem (must be well defined) (complete 1A) 2. Brainstorm for possible solutions 3. Decide on the best solution 4 .Implement the selected solution 5. Observe to ensure your solution and implementation corrected the problem. If not, go back to step 1 and start again. 6. Make a proposal 7. Present findings 8. Debrief team’s performance Session 1A

Faculty Evening Session 1B
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 1B Learning Objectives Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience. Analyze and explain the importance of operation strategy and the role it plays in the building of a successful company. Apply the material in chapters 1-2 to assist in the discussion with your current group. Actively engage the students by sharing your current knowledge of operations management and how you believe the interaction can benefit everyone involved. Activities, Assignments and Assessments All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class INDIVIDUAL ACTIVITIES Discussion Question Topic - Mission and Strategy Companies must have a mission & strategy in place to be successful. What is a mission and strategy? How might a company’s mission and strategy have different purposes? Say you own a tire store. What would be your mission and strategy? What are the manifestations of the 10 OM decisions at the tire store? In other words, how is each of the 10 decisions accomplished? Peer Response Post review peer posts to the Discussion Topic and/or instructor’s posts and comments respond to one of these posts engaging in a virtual conversation be sure to keep up positive dialogue with peers The initial post must be made mid week, and the response postings must be made prior to the start of class 2A. Reading Assignment Chapters 1-2 were covered in 1A. Students should review these chapters before attempting the homework assignments. Read OM text Ch before start of class 2A. DELIVERABLES Assignments must be submitted to the Dropbox in D2L before the start of Class 2A Written Assignment Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. - Read the case study, Hard Rock Café’s Global Strategy (p. 54). Videos can be accessed at www. myomlab.com Prepare a case summary as follows: a) state any business problem that the enterprise needs to resolve b)briefly summarize relevant background information from the case c) describe how the enterprise dealt with the issues, if relevant d) Comment on the appropriateness of these actions based on student’s reading and understanding of the chapter content e) address questions (p. 54) in student’s discussion f)summary should be 2 – 4 pages in length Team Written Assignment - In Chapter 2, on page 53, read the case study, Minit-Lube and answer questions 1-3. Team Charter Assignment - Once teams are assigned, team members will create a team charter for submission Session 1B

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 2A Learning Objectives Translate and demonstrate time-based competition Discuss and evaluate TQM Model a decision tree applied to product design Evaluate and discuss key ethical dilemmas in operations management Apply Operations Management tool strategies to product design and product life cycle to improve the firm’s performance Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES In Class Activities Facilitate a conversation regarding the previous week’s discussion question and assignments to further student comprehension of course materials Facilitate an in-class discussion of concepts from Chapters 3 - 6 Adaptive forecasting Service design by the “moment of truth” Elaborate from the Rapid Review, select key material from each chapter Review key terms within each chapter in class Assess students’ learning with self test questions at end of chapter Assign chapter problems to work in class. Multimedia “Socratic Seminar” Prepare formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review keep these open-ended to allow free discussion be conscious of cultural, religious and gender sensitivities Setup post each of these on a virtual whiteboard (you can use a blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.) have students sit in circles or arrange seats in an open forum encourage students to use critical thinking skills, dialogue, the dialectical method, to facilitate discussion Engage refer to the textbook or pull online sources (such as Google images) as you are discussing “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree) you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers GROUP ACTIVITIES Team Activity Split the class into small groups. Have each group select a service business and then identify the “moments of truth” text p. 175 for that company. Q- How should operations be designed to meet or exceed customers’ expectations during those moments? Have each student group report its ideas to the whole class on this question. Break the class up in groups and have them discuss the Ethical Dilemma, found in the chapters. Ask each group their answers and any differing opinions from within the group. PROBLEM or PROJECT BASED LEARNING Step 2: Prior Knowledge Teams should work on PBL Step 2 and develop a list of what they know about the problem. Instructor should develop activities that help students share what they know; structure this using charts, graphs, graphic organizers etc. Session 2A

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 2B Learning Objectives Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience. Analyze and explain the importance of product strategy and the role it plays in the building of a successful company. Apply the material in chapters 3 -6 to assist in the discussion with your current group. Actively engage the students by sharing your current knowledge of operations management and how you believe the interaction can benefit everyone involved. Activities, Assignments and Assessments All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class INDIVIDUAL ACTIVITIES Discussion Question Topic - Total Quality Management is tool often used in business. What are the seven tools of TQM? List the seven concepts that are necessary for an effective TQM program. How are these related to Deming’s 14 points? Which 3 of Deming’s 14 points do think are most critical to the success of a TQM program? Offer examples in your discussion. Include in your discussion as to whether improving quality can lead to reduced costs Peer Response Post review peer posts to the Discussion Topic and/or instructor’s posts and comments respond to one of these posts engaging in a virtual conversation be sure to keep up positive dialogue with peers The initial post must be made mid week, and the response postings must be made prior to the start of class 3A. Reading Assignment Chapters 3 – 6 were covered in 2A. Students should review these chapters before attempting the homework assignments. Read OM text Ch. 7 & 8 and Goldratt text Ch before start of class 3A. DELIVERABLES Assignments must be submitted to the Dropbox in D2L before the start of Class 3A Written Assignment Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. In OM text, On page 183, read the case study, De Mar’s Product Strategy and answer questions 1-3. Read the case study, The Culture of Quality at Arnold Palmer Hospital., p Video can be accessed at www. myomlab.com Prepare a case summary as follows: a) state any business problem that the enterprise needs to resolve b)briefly summarize relevant background information from the case c) describe how the enterprise dealt with the issues, if relevant d) Comment on the appropriateness of these actions based on your reading and understanding of the chapter content e) address questions (p. 231) in your discussion f)summary should be 2 – 4 pages in length, plus the fishbone diagram Team Written Assignment - In OM text on pages , read the case study, Southwestern University and answer questions 1-3. Session 1B

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 3A Learning Objectives Discuss location decision making Assess capacity and enhance operating leverage via break-even analysis Determine and apply EMV to capacity decisions Evaluate the theory of constraints Assess course material knowledge Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES In Class Activities Facilitate a conversation regarding the previous week’s discussion question and assignments to further student comprehension of course materials Facilitate an in-class discussion of concepts from Chapters 7 & 8 Capacity planning Location decision making Elaborate from the Rapid Review, select key material from each chapter Review key terms within each chapter in class Assess students’ learning with self test questions at end of chapter Assign chapter problems to work in class. Multimedia “Socratic Seminar” Prepare formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review keep these open-ended to allow free discussion be conscious of cultural, religious and gender sensitivities Setup post each of these on a virtual whiteboard (you can use a blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.) have students sit in circles or arrange seats in an open forum encourage students to use critical thinking skills, dialogue, the dialectical method, to facilitate discussion Engage refer to the textbook or pull online sources (such as Google images) as you are discussing “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree) you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers GROUP ACTIVITIES Team Activity - Show the video Process Analysis at Arnold Palmer Hospital ( 7 minutes) - you will find the video in your Video Library (instructional packet). Open for discussion the following questions, What do you think might be involved in pre-registration? How does pre-registration streamline operations? Why is this particularly useful for expectant mothers? (Note: further information can be found in your Instructor’s Resource Manual) - Break the class up in groups and have them discuss the Ethical Dilemma, found in the chapters. Ask each group their answers and any differing opinions from within the group. PROBLEM or PROJECT BASED LEARNING Teams should work on PBL Step 3 and develop and write out the problem statement. Step 3: Develop the Problem Statement The Five W’s: Start with who, what, where, when and why in order to develop a problem statement Vision: Predict the outcome or what the outcome would look like if the problem was solved Issue: Specifically define the issue or dilemma Method: List possible methods to solve the problem Instructor should develop activities that help students formulate problem statements that are specific , written and accurate. Session 3A

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 3B Learning Objectives Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience. Analyze and explain the importance of location decision making and the role it plays in the building of a successful company. Apply the material in chapters 7 & 8 to assist in the discussion with your current group. Actively engage the students by sharing your current knowledge of operations management and how you believe the interaction can benefit everyone involved. Activities, Assignments and Assessments All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class INDIVIDUAL ACTIVITIES Discussion Question Topic - Location decision making is integral to operations management. What are the major factors that companies consider when choosing a country in which to locate? What are the advantages and disadvantages of a qualitative (as opposed to quantitative) approach to location decision making? Why do so many U.S. firms build facilities in other countries? Peer Response Post review peer posts to the Discussion Topic and/or instructor’s posts and comments respond to one of these posts engaging in a virtual conversation be sure to keep up positive dialogue with peers The initial post must be made mid week, and the response postings must be made prior to the start of class 4A. Reading Assignment Chapters 7 & 8 were covered in 3A. Students should review these chapters before attempting the homework assignments. Read OM text Ch. 9 – 11 before start of class 4A. DELIVERABLES Assignments must be submitted to the Dropbox in D2L before the start of Class 4A Written Assignment Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. Read the case study, Locating the Next Red Lobster Restaurant, pp Video can be accessed at www. myomlab.com Prepare a case summary as follows: a) state any business problem that the enterprise needs to resolve b)briefly summarize relevant background information from the case c) describe how the enterprise dealt with the issues, if relevant d) Comment on the appropriateness of these actions based on your reading and understanding of the chapter content e) address questions (p. 351) in your discussion f)summary should be 2– 4 pages in length. On pp , read the case study, Capacity Planning at Arnold Palmer Hospital, answer questions 1-3. Team Written Assignment - In OM text, on page 350, read the case study, Southern Recreational Vehicle Company and answer questions 2 -4. Assessment Quiz 1 (chapters 1 – 7) online Session 3B

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 4A Learning Objectives Create a layout strategy Analyze an effective HR strategy Elaborate on supply chain management Adapt and elaborate on labor standards Evaluate the role of ethics in operations management Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES In Class Activities Facilitate a conversation regarding the previous week’s discussion question and assignments to further student comprehension of course materials Facilitate an in-class discussion of concepts from Chapters Human resource management Supply chain management Elaborate from the Rapid Review, select key material from each chapter Review key terms within each chapter in class Assess students’ learning with self test questions at end of chapter Assign chapter problems to work in class. Multimedia “Socratic Seminar” Prepare formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review keep these open-ended to allow free discussion be conscious of cultural, religious and gender sensitivities Setup post each of these on a virtual whiteboard (you can use a blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.) have students sit in circles or arrange seats in an open forum encourage students to use critical thinking skills, dialogue, the dialectical method, to facilitate discussion Engage refer to the textbook or pull online sources (such as Google images) as you are discussing “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree) you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers GROUP ACTIVITIES Team Activity - Most universities have an area that needs attention to the layout. Select such a spot and have the student groups prepare a proposed layout change based on the material presented in the chapter. Have each group present its findings to the class. - Break the class up in groups and have them discuss the Ethical Dilemma, found in the chapters. Ask each group their answers and any differing opinions from within the group. PROBLEM or PROJECT BASED LEARNING Teams should work on PBL Step 4 and list possible solutions and then PBL Step 5, list actions to be taken with a timeline. Step 4: Brainstorm Solutions Use various tools to come up with solutions, such as: graphic organizers, sticky notes, whiteboard sessions, analogy, anti-solution, channeling, and/or brainstorming Step 5: Develop an Action Plan Create measureable milestones and break up large tasks into smaller, manageable chunks. Put time lines on all action items. Schedule the plan. Instructor should develop activities that help students brainstorm and list possible solutions and hypotheses. And create action plans and strategies to implement their solutions. Session 4A

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 4B Learning Objectives Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience. Analyze and explain the importance of location decision making and the role it plays in the building of a successful company. Apply the material in chapters to assist in the discussion with your current group. Actively engage the students by sharing your current knowledge of operations management and how you believe the interaction can benefit everyone involved. Activities, Assignments and Assessments All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class INDIVIDUAL ACTIVITIES Discussion Question Topic – Metrics is commonly used in measuring supply-chain management performance. What are the objectives of supply-chain management? What metrics are used to measure supply-chain performance in your discussion. What is SCOR, and what purpose does it serve? How does Darden Restaurants, described in the Global Company profile (pp ) find competitive advantage in its supply chain Peer Response Post review peer posts to the Discussion Topic and/or instructor’s posts and comments respond to one of these posts engaging in a virtual conversation be sure to keep up positive dialogue with peers The initial post must be made mid week, and the response postings must be made prior to the start of class 5A. Reading Assignment Chapters were covered in 4A. Students should review these chapters before attempting the homework assignments. Read OM text Ch. 12 – 14 before start of class 5A. DELIVERABLES Assignments must be submitted to the Dropbox in D2L before the start of Class 5A Written Assignment Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. Read the case study, Supply Chain Management at Regal Marine pp Video can be accessed at www. myomlab.com Prepare a case summary as follows: a) state any business problem that the enterprise needs to resolve b)briefly summarize relevant background information from the case c) describe how the enterprise dealt with the issues, if relevant d) Comment on the appropriateness of these actions based on your reading and understanding of the chapter content e) address questions 2 & 3 (p. 456) in your discussion f)summary should be 2– 4 pages in length. On page 426, read the case study, Hard Rock’s Human Resource Strategy and answer questions 1-4 Team Written Assignment - In OM text, on page 455, read the case study, Darden’s Global Supply Chains and answer questions 1-4. Session 4B

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 5A Learning Objectives Discuss MRP & ERP systems Assess a firm’s operational performance through interpretation of its financial statements Build an independent model Develop and interpret control systems Assess course material knowledge Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES In Class Activities Facilitate a conversation regarding the previous week’s discussion question and assignments to further student comprehension of course materials Facilitate an in-class discussion of concepts from Chapters Aggregate planning MRP & ERP systems Elaborate from the Rapid Review, select key material from each chapter Review key terms within each chapter in class Assess students’ learning with self test questions at end of chapter Assign chapter problems to work in class. Multimedia “Socratic Seminar” Prepare formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review keep these open-ended to allow free discussion be conscious of cultural, religious and gender sensitivities Setup post each of these on a virtual whiteboard (you can use a blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.) have students sit in circles or arrange seats in an open forum encourage students to use critical thinking skills, dialogue, the dialectical method, to facilitate discussion Engage refer to the textbook or pull online sources (such as Google images) as you are discussing “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree) you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers GROUP ACTIVITIES Team Activity - Have the students split into small groups. Each group should choose a local organization and suggest how it might employ a level, chase, or mixed strategy to best meet demand. The students should be able to explain how their suggestion would enable the firm to best meet their typical demand in a way that minimizes cost or maximizes profit. Have each group share its findings with the class. - Break the class up in groups and have them discuss the Ethical Dilemma, found in the chapters. Ask each group their answers and any differing opinions from within the group. PROBLEM or PROJECT BASED LEARNING Teams should work on PBL Step 6, determine what they need to know. Step 6: Make a Proposal Create a proposal outlining the solution. Crticially examine if the solution is optimal Instructor should develop activities that help students develop a written proposal supported by research and data. Session 5A

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 5B Learning Objectives Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience. Analyze and explain the importance of control systems and the role it plays in the building of a successful company. Apply the material in chapters to assist in the discussion with your current group. Actively engage the students by sharing your current knowledge of operations management and how you believe the interaction can benefit everyone involved. Activities, Assignments and Assessments All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class INDIVIDUAL ACTIVITIES Discussion Question Topic – There are advantages and disadvantages to MRP & ERP. What are the requirements of an effective MRP system? What are the typical benefits of ERP? Compare and contrast MRP & ERP. Be sure to discuss the advantages and disadvantages of both. I n your role as a manager, what are key factors required to determine which system to implement? Peer Response Post review peer posts to the Discussion Topic and/or instructor’s posts and comments respond to one of these posts engaging in a virtual conversation be sure to keep up positive dialogue with peers The initial post must be made mid week, and the response postings must be made prior to the start of class 5A. Reading Assignment Chapters were covered in 5A. Students should review these chapters before attempting the homework assignments. Read OM text Ch. 15 – 16 before start of class 6A DELIVERABLES Assignments must be submitted to the Dropbox in D2L before the start of Class 6A Written Assignment Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. Read the case study, MRP at Wheeled Coach, p Video can be accessed at www. myomlab.com Prepare a case summary as follows: a) state any business problem that the enterprise needs to resolve b)briefly summarize relevant background information from the case c) describe how the enterprise dealt with the issues, if relevant d) Comment on the appropriateness of these actions based on your reading and understanding of the chapter content e) address questions (p. 584) in your discussion f)summary should be 2 – 4 pages in length. On page 512, read the case study, Zhou Bicycle Company and answer questions 1-3. Team Written Assignment - In OM text, on pages , read the case study, When 18,500 Orlando Magic Fans Come to Dinner and answer questions 1 -3. Session 5B

Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community MBA 630| Operations Management Faculty Evening Session 6A Learning Objectives Discuss and evaluate continuous improvement Choose when a company should utilize JIT or TPS Elaborate on scheduling and adapt to problems Formulate strategies that increase productivity and quality to maximize a firm’s profitability in a global marketplace Develop consistent ways to generate successful ideas. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES In Class Activities Facilitate a conversation regarding the previous week’s discussion question and assignments to further student comprehension of course materials Facilitate an in-class discussion of concepts from Chapters 15 & 16 JIT (Just in time) Lean operations Elaborate from the Rapid Review, select key material from each chapter Review key terms within each chapter in class Assess students’ learning with self test questions at end of chapter Assign chapter problems to work in class. Multimedia “Socratic Seminar” Prepare formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review keep these open-ended to allow free discussion be conscious of cultural, religious and gender sensitivities Setup post each of these on a virtual whiteboard (you can use a blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.) have students sit in circles or arrange seats in an open forum encourage students to use critical thinking skills, dialogue, the dialectical method, to facilitate discussion Engage refer to the textbook or pull online sources (such as Google images) as you are discussing “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree) you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers GROUP ACTIVITIES Team Activity - In chapter 15, the widely used Lekin software is discussed. It is available for free at Show the program in class. Ask the students to generate different collections of jobs needing processing. Then try different priority rules on these sets of jobs. Record the results and compare the performance of the various rules. - Break the class up in groups and have them discuss the Ethical Dilemma, found in the chapters. Ask each group their answers and any differing opinions from within the group. PROBLEM or PROJECT BASED LEARNING Teams should work on PBL Step 7 – present and defend conclusions. Step 7: Present and Review Present the developed materials and solicit feedback from peers and instructors. Exchange materials with peers, and create a portfolio of peers’ works Instructor should develop activities that help students present their findings and review the success of their action plans. Session 5A

MBA 630| Operations Management Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community Faculty Evening Session 6B Learning Objectives Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience. Analyze and explain the importance of continuous improvement and the role it plays in the building of a successful company. Apply the material in chapters 15 & 16 to assist in the discussion with your current group. Actively engage the students by sharing your current knowledge of operations management and how you believe the interaction can benefit everyone involved. Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES Discussion Question All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class Topic – Continuous improvement What are the similarities and differences between JIT, TPS and lean operations? JIT, TPS, and lean operations are all philosophies of continuous improvement. In the role of manager, what determines why you select one philosophy over the other. Offer examples in your discussion. Peer Response Post review peer posts to the Discussion Topic and/or instructor’s posts and comments respond to one of these posts engaging in a virtual conversation be sure to keep up positive dialogue with peers The initial post must be made mid week, and the response postings must be made prior to the start of class 5A. Reading Assignment Chapters 15 & 16 were covered in 6A. Students should review these chapters before attempting the homework assignments. No reading assignment DELIVERABLES Assignments must be submitted to the Dropbox in D2L before the end of the course. Written Assignment - Complete and submit an executive summary of The Goal by Goldratt. Format a table of three columns and ten rows to include the following. This may be done in either Word or Excel. a) In column 1, list the 10 Operations Management decisions as found on page 8 of the Heizer & Render text. b) in column 2 and for each OM decision, describe 1-3 examples from The Goal that exemplify the type of problem or solution relevant to the OM area. For example, for "Process Strategy", describe a scenario in The Goal when Mr. Rago or his staff had to deal with a problem in this area. c) In column 3, describe a scenario from your work life that exemplifies the same OM decision area. Total summary should be in the 3-5 pages Read the case study, JIT at Arnold Palmer Hospital, p Video can be accessed at www. myomlab.com Prepare a case summary as follows: a) state any business problem that the enterprise needs to resolve b)briefly summarize relevant background information from the case c) describe how the enterprise dealt with the issues, if relevant d) Comment on the appropriateness of these actions based on your reading and understanding of the chapter content e) address questions (p. 646) in your discussion f)summary should be 2 – 4 pages in length, On page 620, read the case study, Scheduling at Hard Rock Café and answer questions 2-4 Team Written Assignment In OM text, on pages 645, read the case study, Mutual Insurance Company of Iowa, answer questions 1-4. PBL Step 8 – debrief your performance. Assessment Quiz 2 (chapters 8 – 14) online Session 5B

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