Write 2 pages memo about What have you learned in this course.

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Write a memo! about the below question:

- What have you learned in this course?

- Compare and contrast the cases and Readings to establish the most important lessons you have learned from them.

- Which cases and readings (text and articles and ‘notes’ were the most ‘powerful’ in your learning process?

- How has/will the ideas in this course change your behavior?

- What parts of the course were most important to you? Why?

- What could I do to improve the learning experience?

- What changes would you suggest in this course?


NOTE: I have attached the syllabus of this course. Its contains all the materials and the work that we have learned during the semester. Generally, I have done the follwoing: Writing about case study, PPT presentation, analysis, and simulations. All of these work done by you except the simulations.


Any how, once you read the sayllabuse you will come to know what we have learned from this course during the semester. so, please go through the syllabus carefully and write the memo according to that.


Limit: 2 pages long, double space.

Due Date: 2 Days from now.


Thanks.

Unformatted Attachment Preview

SYLLABUS AMBA 513: OPERATIONS AND TECHNOLOGY MANAGEMENT I. COURSE MATERIALS The essential learning materials for this course are contained in the Textbook; and the Simulations, Notes, Articles and Cases contained in the “HBS Case Package” plus additional materials to be provided by the Instructor. The textbook and other reading assignments are suggested to help students develop a set of useful ‘models’, tools, concepts and techniques that will enable them to develop their Critical Thinking’ skills; in order to better analyze the case studies and to develop creative and elegant and ‘Evidence-Based’ solutions to the problems illustrated. These materials will rarely be directly discussed in class. The Case Study Handbook by William Ellet is a ‘must read’ for anyone without extensive experience in a case method course; as is the use of The Case Analysis Coach, available in the HBS Case Package. These are especially useful for anyone wishing to get a ‘head start’ and do some ‘prep’ work before the course begins. Required Materials: 1. 2. (SBJ) OPERATIONS MANAGEMENT (7th Edition) by Slack, Brandon-Jones and Johnston (Prentice Hall/FT, 2013) ISBN: 978-0-27377620-8 (NOTE: If you have access to a 6th Edition it is close enough for you to use, but the Chapter Assignments may be slightly different.) The best deal on this book is likely to be via Amazon or similar website. (WE) The Case Study Handbook: How to Read, Discuss and Write Persuasively About Cases by William Ellet (HBS Press, 2007) ISBN: 978-1-4221-01) VERY 2 IMPORTANT!!! 3. The Case Package (HBS); AMBA 513_SUMMER 2018- Operations Management; will be available electronically from Harvard Business School. THE MATERIALS ARE DIVIDED UP INTO 3 DIFFERENT COURSE PACKS – ALL LABELED AMBA 513_SUMMER 2018. All students must purchase their own case package. Go to: http://cb.hbsp.harvard.edu/cbmp/access/79554112 (Cases and Readings #1) http://cb.hbsp.harvard.edu/cbmp/access/79554429 (Cases and Readings #2) http://cb.hbsp.harvard.edu/cbmp/access/79554594 Readings) (Simulations and Core ➢ NOTE: In order to reduce the total cost of the materials for this course; I have marked as ‘Optional’ the cases for some sessions where Teams are presenting different cases. For these sessions, you may choose to buy only the case assigned to your Team. This also means that your Team Presentation CANNOT ASSUME that the rest of the class is familiar with the details of your Case; and you will need to include more case ‘fact’ and background in your presentation, along with your Analysis and recommendations for Action. ➢ STUDENTS WISHING TO BE FULLY PREPARED FOR CLASS SHOULD READ AND ANALYZE THE OTHER TEAMS’ CASES AS WELL AS THEIR OWN TEAM ASSIGNMENT Also, many of the HBR Articles that are listed under READ: are marked ‘Optional’ because they are available on-line from the Galvin Library. Reading them is NOT ‘Optional’ – only choosing to purchase them is ‘optional’. Other Readings that are listed as ‘Optional – For Greater Depth’ will also be marked ‘Optional’ in the Course Pack. NOTE: The HBR Articles are also available FREE and On-Line from the Galvin Library. Students can access the Harvard Business Review from 1922 to 2018 from anywhere. If they're off campus, they'll be prompted to log in with their IIT account name and password, and if they're on campus they will just get access automatically. They can follow this link, or search for the Harvard Business Review on this page. ➢ ➢ FINALLY – IT IS DIFFICULT TO PROPERLY READ AND ANALYZE A CASE ON YOUR COMPUTER. I RECOMMEND THAT YOU PRINT OUT THE CASES AFTER DOWNLOADING. You need to be able to move back and forth between case text and exhibits. USE A HIGHLITER and read the case at least twice 3 before starting your analysis. Sometimes it is useful to read the case the second time; backwards, starting with the exhibits RECOMMENDED: 1. THE ENCYCLOPEDIA OF OPERATIONS MANAGEMENT by Arthur V. Hill (Annual Editions, Clamshell Beach Press, www.ClamshellBeachPress.com) A useful reference with definitions of common (and uncommon) terms, techniques and tools used in Operations Management. II. Introductory Note: This course seeks to help the student develop an understanding of the concepts and skills needed for the design and control of operations in both services and manufacturing organizations. We take a Strategic and ‘General Management’ approach to the design of an “Operating System”; and it’s supporting organizational structure and ‘infrastructure’ of Information Systems, Human Resource Management, Rewards, Technology and Financial Policies. Our focus is on the strategic role of operations and technology decisions as a ‘Source of Competitive Advantage’ for the firm; with an emphasis on the integration of R&D/ Design/HRM, Engineering, Operations and Marketing; within the context of the Business Unit’s strategy; and the organizational structure and skills needed to ‘execute’ and manage the ‘Operating System’. Our overall ‘goal’ is to create and achieve and maintain ‘Operational and Organizational Effectiveness’. The course will emphasize the analytical tools and techniques that are useful in making decisions about: production facilities and capacity, choices of technology and equipment, task and process design, organizational architecture, human resources management; and the physical and managerial control of operations. Concepts and techniques from all of the other MBA core courses will be drawn upon; especially Cost Accounting, Financial Analysis, Economics, Organizational Behavior and Design, Statistics and Marketing. MBA 513 assumes that most students have taken and/or are familiar with the basic substance and techniques of the other required courses in the MBA ‘Core’; or are taking these courses concurrently. Students will gain an understanding of the economics of operations including; trade-offs among fixed and variable costs, marginal/incremental analysis to identify relevant vs. sunk costs, optimization, asset utilization and productivity measurements for both capital and labor. Case studies will provide opportunities for students to develop their skills in process design and choice, process mapping, critical thinking, identification of “problems” vs. “symptoms”, 4 process improvement, and capacity measurement in the context of the business strategy; while the simulations will provide an opportunity to practice the management of particular operating systems. Students will also gain an understanding of how human behavior and organizational design, along with quantitative ‘optimization’; forms the theoretical underpinning of Operations Management. Most importantly, Students will learn how to analyze and manage TIME. PROCESS SEQUENCE, TASK DESIGN and TIME ‘STANDARDS’ are the most basic variables in Operations Management. What tasks are required to produce the desired product or service and in what sequence must they be accomplished. How long will, or should, it take to complete a task or process? When should it begin? When will it be finished? Or, more importantly: when does the task or job need to be finished and then how long will it take and, therefore, when does it need to be started. Time may be measured in seconds or minutes or days and months and will need also to relate to the realities of the task and technology (Think about washing a car vs. building an aircraft vs. exploring outer space.). ‘Task Time’ may be set by human activity, or a ‘Recipe’ or the technology of a machine or process. It may also be changed by the amount of work or capacity available for any particular task. Operations Management requires students to consider the relationships between; vendors and customers; people and technology; costs and profits: the relationship between flows of materials and flows of information; and the relationship between physical work and knowledge work. Process design includes: task sequences; task design, which often controls task time; choice of technology, facilities and equipment, capacity, location and layout; planning, coordination, and control of the flows of materials; labor skills and information; and the design of Human Resource Management policies and systems. The goal is to create internal consistency and “fit” among these ‘operating systems’ variables; a “fit” between the operating system, product design, engineering, marketing and finance functions and decisions and policies; a ‘fit’ between business strategy, structure/infrastructure and operations/tactics; and a ‘fit’ (alignment) over time, with the changing demands of the marketplace and the needs of Employees and Investors. This is the meaning of the ‘General Management’ approach to Operations. The purpose of this design/fit activity is to create sustainable competitive advantage in order to maximize the profitability of the Strategic Business Unit (SBU). Sometimes this can be accomplished by minimizing the costs of operations. Other times, profit maximization will require the integration of product design, operations, and marketing decisions; and making Business trade-offs that might increase operations costs in order to support higher prices and higher margins. (e.g.: through greater product variety or faster response to new product designs). The key analytical “tools” are Process Planning and “mapping”, time and cost analysis, systems thinking, common sense, and the search for “fit” or “mismatch” between/among the elements of the operating system; and also recognition of the fit/mismatch between/among operations, other business functions, and the strategy and competitive environment of the Strategic Business Unit (SBU). 5 Our goal is to create and manage effective operations that support strategy and become a major driver for profitability of the Strategic Business Unit/Firm. This requires a strong “fit” (alignment) between operations and other business functions and the integration of business functions with business strategy. It also requires internal consistency within functions, and an organization/management structure that is capable of learning and change (flexibility) in order to be able to adapt to (and sometimes lead) the inevitable evolution of the industry (caused by changes in market structure, customer demands, product life cycle, and technology). 6 In order to support strategy and profitability at the lowest possible cost consistent with the demands of the marketplace; we need to design an operating system that has a good “fit” between its inputs, activities, and outputs: and that has internal consistency among its various elements. This will eliminate excess transaction costs, unneeded work, confusion, and lost time. In other words, a “strategic” approach to the design and management of operations in the creation of a competitive advantage; both supporting and driving the strategy of the business unit. Operations Management is about ‘getting things done’ – the execution of plans and strategies and ideas. It is a central skill for all managers, in every function: in ‘goods’ and service businesses; as well as non-profit, volunteer and military organizations. How we get a car or an airplane or a toaster or a drug “built” is the same challenge as ‘making’ a movie, preparing a clean hotel room, staffing up a sales force, designing a product, making a bank loan, writing computer software, planning and ‘producing’ a wedding or other ‘event’, or giving people haircuts. The ability to: do accurate and precise process mapping and design; set accurate time standards; forecast demands and technology changes; make capacity decisions to balance supply and demand; design coordination mechanisms; develop a “sociotechnical system” and a “systematic” approach to organizing people, knowledge and technology to accomplish a task (once or many times); perform economic analysis and trade-offs; and design HRM and other managerial tasks: are a set of personal skills and tools that are fundamental to job success in marketing, engineering, finance and general management as well as in operations; and in small businesses/entrepreneurial start-ups as well as in larger organizations. These skills will also be useful in your personal life as you plan a party or a trip, layout a kitchen, organize the kids to clean the house, design your office or home, plan a school function, prepare meals efficiently, make investment decisions, and organize/manage your own time and work activities. These skills are fundamental to the success of all business, finance, governmental, health care and military activities and they will support your career and personal success wherever you may go and whatever you choose to do in life. Whether this is your first class as you enter the operations management specialization; or your last and only course in operations management; this course is designed to provide you with a few specific useful techniques, a wide range of concepts, and breadth of view. There will be many more questions than answers. Most importantly, you should leave this course with the ability to ask the right questions; as well as to answer them; and to solve the correct ‘Problems’ as well as identify them and then to take action to get results. The Strategic Approach to Operations Begins by Asking: 1. What business are we/they in? (Who is the customer? What problem do we solve for them? Why should they come to us for that solution?) What does this business (SBU) unit have to do well (better than anyone else) for success? What is our source of ‘COMPETITIVE ADVANTAGE’? Is it ‘Sustainable’? What does the Business need to do to sustain its Competitive Advantage over time? 7 2. What are the observable symptoms of success or failure and what are the underlying problems or causes of these symptoms/results? (Search for causality, NOT correlation!!) Seek to solve ‘Problems’, not ‘Symptoms’. Make sure you are solving the correct ‘Problem’! 3. What does operations have to be “good” (or at least better than anyone else) at doing; for success in this business? How can we use operations and technology to create and sustain competitive advantage? How does Operations align itself with Marketing and Design/Engineering and Human Resources Management and Finance; within the context of the Strategy of the Business Unit? 4. How do we make that happen? What is the “Operating System” or “Value Chain” or “Network of Activities” that implements strategy and creates and sustains competitive advantage? What actions should management take? What Organization Structure is required to support the Operating System(s)? 5. How is the business environment changing and what will operations have to do to sustain the business’s effectiveness and efficiency (profitability)? What actions are required? 6. How do we know that these actions will solve the fundamental causes/ problems we have Always justify your action recommendations with analysis and supporting evidence! identified and change the observed outcomes to ones we prefer? These are the essential questions to ask at the start of the analysis of each case study. If your analysis and solution/recommendations answer these questionsyou have probably done a through job on the case study (or a real life situation). This is an introductory course and requires no advanced quantitative or computer preparation beyond the core courses. Cost accounting and marketing are particularly useful prior courses and computer “literacy” is assumed. The course is intended for students in all areas of management and is not especially designed for operations or manufacturing management majors. Rather, the course assumes that for most students in the room MBA 513 is the ‘last and only’ course in OM and is designed to provide the a broad overview and the most essential skills of OM, in a General Management/Strategic Competitiiveness context that will help all managers gain an understanding and appreciation of the strategic and structural issues and opportunities presented by operations and manufacturing decisions; in their own firms as well as in customer and supplier organizations, and in potential investment and/or employment opportunities. 8 In summary, MBA 513 has eight major learning objectives: a. To learn to differentiate between; symptoms (observations) that can usually be measured but usually not ‘fixed’ and the problems/underlying causes that create the observed symptoms that can be ‘fixed’, but usually can’t be measured. To find the most fundamental Cause and effect’ relationships. To understand the difference between “correlation” and “causality.” To learn to ask ‘Why’; sometimes many times, until the most fundamental causes are identified. These will usually be behavioral in nature, as opposed to the symptoms that can usually be expressed in numbers. b. Understanding the choice and design of operating systems and the relationships between systems design, technology and process choice, operating procedures and productivity. Linking process design choices to market demand and business strategy. c. Learning to MAP, analyze, execute, and improve operations d. Developing a feeling for the problems involved in the ongoing management of operating systems, i.e.; mapping the process and “Making It Work”. e. Gaining an appreciation of the relationship between operations/production of both ‘goods’ and ‘services’ products, factory vs. services operations, other functional areas, and Business Unit Strategy (SBU). Understanding the impact of new technology, especially computers; on traditional manufacturing systems and generalizing the lessons learned in factory settings to other operating systems such as offices, hotels, banks, etc... Understanding how operations and technology can be a source of “competitive advantage”. f. To begin to think like an operations management executive. g. To improve critical thinking, judgment, and communication skills. h. To further develop your personal skills in time/work management, teamwork and leadership. III. LEARNING, GRADING, AND WORKLOAD This is a ‘Student Centered Learning’ Course. We use cases and simulations to develop your Critical Thinking Skills. This places responsibility upon each student to be present and 9 prepared at each class and Team Meeting and to participate actively in class and Team discussion and work. The textbook and readings are offered to help your thinking about the case analysis and, in some cases, to offer specific techniques that may prove useful. Team case presentations should not assume that everyone in the class has also read and analyzed their case and must be prepared for challenges to their analysis and recommendations. (This is as close to a ‘Real World’ situation as I can create in the Classroom.) The quality of Class discussion following a team case presentation will affect the Presenting Team’s grade. (So-do unto others....., etc.) This is a GRADUATE course. The major responsibility for learning belongs to the student. Substantial outside effort is expected. Most students will be able to master this subject with a commitment of around 3 to 4 hours of homework per hour of class time/credit hour per week. Don’t wait for the night before class to begin your preparation!!! A 3 hour class is actually 3 one-hour classes offered in a more convenient schedule. The ‘time standard’ for MBA 513 is 15 hours per 3 hr. class session! (In the 6 week summer ‘TURBO’ Schedule you should plan on doubling your time commitment.) Learning in this course is continuous and cumulative - each session (both in class and with your team) is important. BE THERE! There will be no formal examinations (and no chance to cram and recoup at the end of the term). Grades will be based 1/3 upon team written and oral assignments and 1/3 upon individual written assignments, and 1/3 upon your contributions to class discussion and problem solving. ALSO: This is a ‘Cold Call’ class. You must be prepared to be called upon to either open the class discussion on a case or reading assignment; or to contribute to the ongoing discussion ant any/all times. IT IS GENERALLY NOT POSSIBLE TO ACHIEVE THE HIGHEST POSSIBLE GRADE IN THE COURSE WITHOUT DEMONSTRATING YOUR MASTERY OF THE CONCEPTS AND TOOLS OF THE COURSE THROUGH ACTIVE AND CONTINUING AND HELPFUL PARTICIPATION IN CLASSROOM DISCUSSIONS OF CASES AND TEAM ACTIVITIES. INSTRUCTIONS for WRITTEN HAND-INS: ➢ Late papers will generally not be accepted. Written assignments are due at the beginning of the session during which the case/simulation is scheduled for discussion. ➢ No absentee or late or email submissions allowed (except under very unusual and prearranged circumstances). 10 ➢ All written assignments should be printed out with page numbers, stapled; use at least 12 point font, and be double spaced. Exhibits and figures should, to the extent possible, be integrated into the text; and all exhibit/figures must be numbered and titled and referred to in the text of the assignment. Sources of information and data should be clearly indicated. You written works represent YOU. It should always be ‘Professional’ with proper vocabulary and grammar and spelling; well organized and offer easy to follow logic and reasoning. Use paragraphs and bullets and ‘Side Heads’ and color to help your reader understand your points, and to follow your logic and analysis easily. ➢ Never ask your ‘Reader’ to do your work for you! Make it easy for your reader to agree with you! ➢ In other words – treat this course as a ‘Job’ and the homework assignments as professional work tasks with appropriate expectations for quality. ➢ SPECIAL NOTE: I DO NOT USE BLACKBOARD OR FACEBOOK OR LINKEDIN OR TWITTER OR TEXT MESSAGING. PLEASE CONTACT ME ONLY BY EMAIL AND TELEPHONE, or IN PERSON. Also – Please do not TEXT – Email or voice ONLY. FINAL COMMENTS: Class discussions are a group problem solving exercise - not a contest and not an occasion for each individual to impress the instructor at the expense of others in the class.. High marks will be given for participation that aids the flow of analysis and contributes to the overall work of the class. If someone else makes your point - move along to the next logical step – don’t announce that you had the idea also. Class contribution is one of quality rather than quantity and becomes obvious to all as a pattern of participation during the term. We seek to develop a combination of Critical Thinking and Creativity in analysis and action for the Business and Operations problems presented now, in the case studies; and in the future, for the problems and challenges you will encounter as Professional Managers and Entrepreneurs. SPECIAL NEEDS AND PLAGIARISM: “Reasonable accommodations will be made for students with documented disabilities. In order to receive accommodations, students must obtain a letter of accommodation from the Center for Disability Resources and make an appointment to speak with me as soon as possible. My office hours AND CONTACT NUMBERS are indicated at the beginning of the syllabus. The Center for Disability Resources is located in the Life Sciences Building, room 218, 312567-5744 or disabilities@iit.edu.” The current Stuart School RULES ON ACADEMIC INTEGRITY AND PLAGIARISM (SEE APPENDIX A) and the ‘universal’ restrictions on cheating and stealing apply to this course. However, because it is a ‘case/discussion’ course you are encouraged to collaborate and discuss the cases/analyses with each other (but not non-class members) before class. The more you 11 do prior to class, the more we will be able to do in class. Individual written assignments must be done without help, but you may – and should- discuss the cases before beginning to write. But your paper must represent your own individual ‘best efforts’ to develop an analysis and solutions/recommendations. Don’t assume that anyone else in the class knows any more than you do. The same ‘rules’ apply to Team papers/presentations – they need to represent the best efforts of the team. Finally, grades are subjective and represent results, not level of effort. However, it is highly unusual for a student to earn a superior grade without a high level of effort. Keep in mind, however; there is no ‘curve’ in this course – so any efforts you expend to help others in the class better understand the material will not affect your grade in any negative manner. In general, a rising tide lifts all boats – a hard working class as a whole will generally result in a higher grade for everyone. IV. HINTS ON OPERATIONS MANAGEMENT CASE ANALYSIS: a. READ THE CASE – AT LEAST TWICE – ONCE BACKWARDS. LOOK FOR IMPORTANT NUMBERS. IDENTIFY THE ‘PROBLEM(S)’ THAT NEEDS TO BE SOLVED. See what the ‘Exhibits’ tell you. Look for the cause/problem – effect/symptom relationships. b. MAP (draw) THE PROCESS (ES) – IN DETAIL. Identify the sequence of tasks that need to be performed to produce the product (goods or services or both) and map out which must be done in series and which may be done in parallel. Remember there may be more than one ‘process’ going on; either in series or parallel. For each process; identify in detail each task (design/equipment/people/knowledge, time standard and capacity) and identify the ‘bottleneck’ in any multi-stage process sequence. c. Work the numbers!! Analyze each process for Cycle Time and Lead time and don’t confuse the two. Consider capacity, scheduling and productivity/asset utilization for each task and for the process as a whole. d. Step back – look at the product/service the process is designed to produce and ask if there is a good ‘fit’. What ‘business’ is the organization in? Who is the Customer? What Problem does the ‘process’ solve for that customer/market segment? Why do they come to us (we are either ‘better’ or lower cost/cheaper priced) and how does the process support that ‘sustainable competitive advantage’? e. Identify the ‘4 V’s’ – See the Slack book. How many products/services is the process trying to produce and do they conflict? Is the process trying to support more than one ‘business’ and do they conflict with or support each 12 other? f. Work the Economics and Financial numbers. Is this process profitable? Will recommended changes improve profitability? How? Why? g. Think again about the fundamental problems that need to be fixed. Will fixing those help the customer and/or make the SBU more profitable? h. Create solutions to the problems identified – be creative. Then go back and redo d – g. More than once if necessary. i. ‘Step back’ again and look for ‘fit’ between your process changes, other functions, and the organization structure and strategy of the SBU. j. FINALLY, review for logic, proper use of ‘evidence’, ‘fit’, flow of ideas, persuasiveness of your ‘argument’, proper grammar/vocabulary/organization of ideas. k. MOST IMPORTANTLY, READ/STUDY THE ELLET BOOK and do the CASE ANALYSIS COACH Simulation Exercise. V. SCHEDULE AND ASSIGNMENTS WEEK ONE – Saturday, July 7, 2018 Morning Session (9 am – Noon) Topic A: INTRODUCTION TO OPERATIONS & TECHNOLOGY MANAGEMENT Fundamentals of Process Analysis and Design: Tasks – Sequences – Flows and The ‘4V’ Model of Operations LECTURE: Concepts and Skills of Operations Management and Managers. VIDEO TAPES: Advances in Operations Management and Michael Porter on Competitive Strategy (Time Permitting) NOTE: 1.Organize 3 case analysis/presentation and Simulation Teams (I - III). 2. Fill out and hand in the student information sheet at end of Syllabus. READ: • SBJ; Chs. 1 (Read 2 times; p. 23-29) and 2 and 3 and 16 (2X p.506-511) • WE; Introduction and Chs. 1, 2, 3, [VERY IMPORTANT] • “What is Strategy” by Michael Porter (HBR, Nov-Dec, 1996) [VERY IMPORTANT] • “The Five Competitive Forces That Shape Strategy” by Michael Porter (HBR Jan 2008) 13 • CORE READING: OPERATIONS STRATEGY • Process Fundamentals • Core Reading: Process Analysis VIEW: http//www.youtube.com/embed/8_lfxPl5ObM?rel=0 DO: Case Analysis Coach Exercise CASE PREPARATION FOR CLASS DISCUSSION: Anderson Associates (To be distributed by email) Can Anderson meet the customer’s needs? How? Can he make a profit? What is the production process/sequence? Cost? MAP THE PROCESS!! What is the MOST IMPORTANT Question Mr. Anderson must answer? What should Mr. Anderson do? [HINT: What is the difference between a ‘list’ of ‘tasks’ and a ‘process’ or a ‘plan’? What is the ‘problem’ that Mr. Anderson has to ‘solve’?] Topic B: Process Planning: Mapping and Analysis • • • • Batch vs. continuous flow vs. Hybrid Processes Batch size and set up time/cost – the “EOQ” Cycle-time, Mfg lead-time and effective capacity/asset utilization/productivity Identify the Bottleneck location/task READ: • ‘An Informal Note on Knowledge Management’ by Roger Bohn (Very Important Paper! You will find his ‘Model’ useful in most cases in the course) • SCJ; Chs. 4 (very important) and 5 (Especially useful for ID Students). • Note on Work Simplification (a key skill in all situations) • How to Get a Competitive Edge • CORE READING: MANAGING INVENTORY NOTE: Most ‘Readings’ are either in the Text or the HBS Course Pack or will be sent to you via email. Cases and Articles in the HBS Course Pack are NOT in Course Session order – you may have to hunt around for the ones you need for each class. All HBR articles are available on-line from the Galvin Library. NOTE: The HBR Articles are also available FREE and On-Line from the Galvin Library. Students can access the Harvard Business Review from 1922 to 2018 from anywhere. If they're off campus, they'll be prompted to log in with their IIT account name and password, and if they're on campus they will just get access automatically. They can follow this link, or search for the Harvard Business Review on this page. SIMULATIONS: 14 A. Do the OPERATIONS MANAGEMENT SIMULATION: PROCESS ANALYTICS (in the HBS Online ‘package’). You may work on this individually or in ‘ad hoc’ small groups; or as a Team. This is an especially useful assignment if you feel uncertain about your understanding of basic concepts such as process planning/mapping, cycle time, bottlenecks, capacity at the task vs. system level, lead time, impact of batch size, etc. Individual Hand In#1A: Summarize, and justify/illustrate the important ‘Lessons Learned’ (Ideas and concepts worth remembering) from the Process Analytics Simulation. LIMIT: 2 pages plus Exhibits (maximum). B. Project Management Simulation: Scope, Resources, Schedule V2 ASSIGNMENT: Work as Individuals to do the ‘Project Management’ Simulation. Individual Written Hand-In #1B: Lessons Learned from the Project Management Simulation. Limit: 2 Pages+ Exhibits (maximum). CASE PREPARATION FOR CLASS DISCUSSION: Kristin’s Cookie Company (A) Is this a ‘good’ business idea? Why? How many cookies can she make (Capacity)? How much money can she make (Profitability)? Analyze the production process and suggest and justify (in financial terms) appropriate changes. What are the marketing issues in this case? Map the process. Where is the ‘bottleneck’? Should she buy a 2nd oven? Why? Calculate: Cycle Time, Mfg. Lead Time and Capacity for the one oven and 2nd oven options. How might the process change with a second oven? Should there be a reallocation of tasks between Kristin and her roommate? Why? Map the changes in the process. What would be the ‘ideal’ physical ‘layout’ of K’s kitchen? How might the physical layout affect the implementation of the process? What is the difference between ‘process plan’ and ‘layout and how are they related? AGAIN: WHAT ‘PROBLEM(S)’ DOES SHE NEED TO ‘SOLVE’ AND WHAT DECISIONS WILL SHE NEED TO MAKE? What should Kristin do? How much profit can she make in an Academic Year? Should she work the summer term? Afternoon Session (2 -5pm), 7/7/2018 Topic A: Process Analysis and Improvement 15 • Impacts of Variety, Customization, Automation and Digital Technology on Task Design and Process Flows READ: • Note on Graphical Method of Linear Programming (Most important for Sherman Motor Car Case Team) • “How You Should Organize Manufacturing” by Hayes and Schmener, (HBR. JanFeb, 1978 • Core Reading: Designing, Managing and Improving Operations • Note on The Economic Order Quantity OPTIONAL FOR GREATER DEPTH: • Capacity Analysis Sample Problems In – Class Case Preparation and Team Assignments/Presentations • STONEHAVEN, INC. – TEAM I Analyze the operating system, suggest improvements and design (re-engineer?) a new/improved operation. Justify your changes by showing and quantifying the improvements in efficiency and effectiveness that your system will deliver. Why are these changes important? What are the strategic implications? How do they relate to marketing tactics and the demands of the customer/market? What business problem do you need to fix? What are the cycle times, batch sizes and manufacturing lead times for the existing system and after your improvements? Labor content? Efficiency? Productivity? Ability to support the strategy of the business? Economics and costs? (HINT: Is Stonehaven a ‘job shop’ or a ‘production line’? Why? Is it a ‘continuous flow’ or a ‘batch’ process? Or, a ‘hybrid’ of both? Why? MAP THE PROCESS) Oral Presentation: 20 Min MAX B. SHERMAN MOTOR COMPANY – TEAM II What recommendations would you make to the President of SMC? Work out the economics of expanding production by outsourcing engines. Show the new production levels/mix and present the pro-forma profit and loss statement for the new – ‘optimized’ production levels. How much can SMC afford to pay for additional engines? How would you analyze the opportunity to invest in additional engine capacity? Additional body capacity? Additional assembly capacity? How do you determine the ‘value’ of ‘releasing’ a ‘constraint’? (See the Note on Graphical Method of Linear Programming) ORAL PRESETATION: Limit 20 Minutes A. EXECUTIVE SHIRT COMPANY, INC. – TEAM III Map the Process, analyze the ‘operating system’ and the physical ‘layout’; and make suggestions for improvements. Should ESC go into the custom shirt business? Why? How should they organize their custom business production and their regular product line production? Why? Should they adopt Mike’s Plan or Ike’s plan or do you have a better idea? Pay attention to cycle time, manufacturing lead time, batch size, capacity, labor utilization, quality, flow & bottlenecks, costs, timeliness, inventory and profitability. Map each process alternative. Develop a good presentation graphic to highlight the key 16 points you want to make. What is /could be the strategy of ESC. Inc.? (Hint: Is ESC a ‘job shop’ or a ‘production line’? Why? Is it a ‘batch’ or a ‘continuous’ flow process? Or a hybrid? (Why?) ORAL PRESETATION: Limit 20 Minutes WEEK TWO: 7/14/2018 Morning Session (9 am – Noon) Topic : PROCESS DESIGN: FACILITIES and TECHNOLOGY CHOICE • FLEXIBILITY and CAPACITY; • Make to Order vs. Make to Stock READ: • SBJ; Chs. 6 (Focus on Capacity Planning –Skim the Supplement on forecasting.) and 7 (Helpful for the McD and BK cases and most others in the course. Consider the distinction between the ‘Process Design’/Task Sequence’ and the Physical ‘Layout’ of the tasks – The ‘work’ will always follow the ‘Process’; that is the sequence of tasks required to produce the product or service, no matter where the people and equipment for performing each task are physically located. to the Jones • WE; Chs. 4, 5, 6, and 7 • Note on Throughput vs. Cycle Time (Don’t confuse ‘Cycle Time’ – How often a task is performed per unit of time [Frequency]; which defines the capacity of the task[And in a multi-task process – the slowest task will define the capacity of the process as a whole]: with ‘Throughput Time’ which defines how long it takes to complete a specific unit of product/service; which determines the schedule for completion/delivery. When and How might these two ‘Metrics’ be related? • Supplemental notes on McD • ‘Operations-Based Strategy’ by Robert H. Hayes and David M. Upton (CMR Vol. 40, No. 4, Summer 1998) • Note on Service Mapping • ‘Service Blueprinting’ by Mary Jo Bittner • CASE PREPARATION and FIELD TRIP ASSIGNMENTS #2 PART A: Analyze the McDonald CORP. and BURGER KING CORP. CASES – Map the process sequence and the physical ‘Layout’, identify the ‘Bottleneck’ and analyze the design, operational, and cost, differences between the McDonald and Burger King Outlets in Hillybourne; as described in the cases. How do these differences relate to each company’s method of competing in the marketplace? How well positioned are the operating systems for changes in product design or market demand? What implications do the different operating systems and technologies have for the management of these operations and their future 17 strategies? Pay specific attention to the “man-machine” interfaces, the production rates, the Human Resource Policies and capacity vs. demand. What is the role/location of Inventory at each? How does the inventory location affect the producer – customer relationship? What is the difference between a ‘Make to Stock’ and a ‘Make to Order’ system? How does this choice affect the customer? What impact does it have on profitability? Calculate the costs and profits as a function of variation in demand level over the course (by the hour) of a typical day. What happens? Why? What are the implications for the business strategy? (Hint: Map the processes at each. Work the numbers-capacity, WIP, cycle time, cost and profits). How do costs and profits vary at each with the hourly variation in demand? Discuss the implications of grill vs. broiler technology and ‘make-to-stock’ Vs ‘maketo-order’ operations strategy decisions. How does the location of inventories affect the productivity and flexibility of each process? PART B: THE McDonald’s FIELD TRIP: In 2001, and again a few years later, McD’s made major changes in their operations process and layout. Recently, they announced another set of changes in both process and Menu and in their ‘Business Model’. Use the McD Supplemental ‘Handouts’ plus search the Internet for upto-date information to understand and analyze the series of ‘NEW” process designs. Visit one or more McD’s and identify and analyze the process in use. Interview the manager if you can and observe the operation. Map the process and the ‘layout’. Take photos or a video if allowed, or make a sketch. How does it differ from the “old” system described in the case? (Batch vs. Continuous Flow; Job Shop vs. Production Line; Make-to-Order vs. Make-to-Stock; Fixed vs. Variable Costs, Human resource Management; Technology & Process Design; Etc.?) Is it better? How? Why? Diagram (map) the process and the layout. Use Google to find more recent articles/videos about the changes at McDonalds since 2001. How have these more recent process and product innovations changed the 4 V’s and the capability for service speed, customization, new product introduction and profitability? Evaluate the economics of the system? What are the competitive advantages of the new system vs. the old system? Was the change a good idea? Why? What happens next? Why has McD’s undergone so many process and product and ‘Business Model’ changes since 1980 and 2,000? PART C: FIELD TRIP TO A DIFFERENT RESTAURANT: Choose a rival to McD’s or an entirely different kind of Restaurant and do the same analysis as above for the McD visit. Each Team must choose a different venue to visit. TEAM CLASS PRESENTATIONS: (NOTE: No Written Paper Required.) Note: Please feel free to use the Internet to find information about more recent events and Executive Actions at McD and use this information in your presentation. Discuss the results of your analysis of the ‘old’ McD and BK Cases; then describe, analyze and discuss the ‘Operating System’ at the ‘NEW’ McDonalds and at the ‘Other’ Restaurant. How is the current ‘Process System’ at McD’s different from the ‘Original’ system described in the cases written about the Hillybourne McD’s and BK in 1980? Is it 18 better than the ‘old’ system? HOW? WHY? (Process Map, Layout, Facilities, $ V’s, Flows and Stocks of materials and People, Product Design, Role of the Customer, Cycle time and Capacity, Lead time, etc.) (HINT: There is a lot of information on McD on the Internet.) How is the ‘Other’ Restaurant you visited similar or different as compared to McD’s (and if you wish, BK)? What did you learn from this ‘Other’ venue visit? What does your comparison of the old and new systems and McD vs. its rivals or other facilities teach us about Process Design and Operations Strategy; as they relate to Business Success and the concept of ‘Sustained Competitive Advantage’? (Pay particular attention to the location and role of ‘Inventory’.) How might McDonalds further improve its current (2016) ‘operating system’? What impacts would you expect your suggested improvements to have on McD’s PROFITABILITY? Based on your analyses of the Old vs. New McD and what you learned from the BK case and your visit to the ‘Other’ restaurant: Make one or more recommendations for change/action to the CEO of McDonalds. Justify your recommendation with analyses and evidence and suggest how this change will improve McD’s ‘Competitive Advantage’ and profitability. LIMIT: 30 Minutes (Maximum). Practice and Edit your Presentation HAND-IN: a COPY OF YOUR PPT SLIDES. OPTIONAL INDIVIDUAL EXTRA CREDIT PAPER #1: What did you, personally, learn from this assignment, including the case analyses, the field trips and your experiences working in your Team? (Limit: 3 Pages – double spaced- plus Exhibits) Afternoon Session (2 – 5 pm) 7/14/2018 Topic A: PROCESS IMPROVEMENT • JOB and TASK DESIGN • TIME STANDARDS • PRODUCTIVITY IMPROVEMENT, • Vertical Integration and ‘Make or Buy’ Decisions READ: • SBJ; Ch 9 (+ Supplement) and 10 and 4-7 (review) • BLURRING THE BOUNDARIES by Goldhar and Berg • “Fix the Process, Not the Problem” by Sirkin and Stalk (HBR, July-Aug 1990) • Comments on Standard Times and Division of Labor [Very Important] • WE, Ch. 8 • ‘Lessons in the Service Sector’ by James L. Heskett (HBR March 1987) • Coordination – An Overview CASE PREPARATION and TEAM Class ASSIGNMENTS A. Team I: AMERICAN CONNECTOR CORP How should ACC respond to the potential entry of DJC into the U.S. market? Simulate DJC’s 19 costs in the U.S. Analyze ACC’s and DJC’s cost structure and performance. WORK THE NUMBERS! What should ACC’s future Strategy and Operations be?(HINT: Consider costs due to “strategy” vs. costs due to “operations”). TEAM PRESENTATION AND HAND-IN: Your Analysis and Action recommendations. How should ACC respond to the JCC ‘Threat’ and how urgently should they do it? Why? Oral Limit: 20 minutes – 8 slides (max) B. Team II: FABRITEK CORPORATION- 1992 Analyze the production process (es) at Fabritek. (Carefully analyze exhibit 2). Why is Arthur Moreno unhappy? Why is the Pilgrim order in trouble? What is the cause of the “sudden” increase in poor quality work? What can/should be done to get the order out? To make Moreno “happy”? Are there any ethical issues involved? What are they and why? a. What should Frank Deere do? b. What should Stewart Baker do? c. What are the underlying causes of “symptom” we see at Fabritek? d. Is this a ‘problem’ that should be brought to the attention of the General Manager of Fabritek? Why? TEAM PRESENTATION AND HAND-IN: Your Analysis and recommendations to Frank Deere and Stewart Baker for improving productivity. Oral Limit: 20 minutes – 8 slides (max) C. Team III: Bergerac Systems: The Challenge of Backward Integration What are the Business and Operational Challenges facing Bergerac? Should they integrate backwards into the manufacture of injection-molded parts? If so, how? Analyze the economics of ‘make or buy’ and ‘in-house’ capability development vs. acquisition. What other advice would you offer Ian Wycoff about his manufacturing operations? About his Business? TEAM PRESENTATION AND HAND-IN: See above questions. Oral Limit: 20 minutes – 8 slides) max) Topic B: (Time Permitting) LECTURE AND DISCUSSION: • The STS Model and Worksheet • Introduction to SocialTechnicalSystems Analysis CASE: Dashman Company (To be sent by email) Explain the behaviors observed at Dashman Company. What are they doing? Why (Root Causes) are the people behaving as they are? (Use the STS Model and concepts in the Goldhar/Finan Note. See under ‘READ’ for Week Three below)) 20 WEEK THREE: 7/21/2018 Morning Session (9 am – Noon) Topic A: HUMAN BEHAVIOR, ORGANIZATION DESIGN and CORPORATE CULTURE in OPERATIONS MANAGEMENT READ: • Notes on Organization Theory and Design for Operations Management (Goldhar and Finan) and/or Revised STS Note by Lauritsen • George Homans, ‘Exchange Theory’ article (to be emailed) • Note on Organization Structure (HBS) • What is an Organization’s Culture? (HBS Note) • ‘Organigraphs: Drawing How Companies Really Work’ by Henry Mintzberg and Ludo Van der Heyden (HBR Sept. 1999) • Note on Power, Dependence and Effective Management • The Economics of Organizational Architecture [VERY IMPORTANT] • TAPES: The nature of Work CASE PREPARATION FOR CLASS DISCUSSION A. THE SLADE PLATING DEPARTMENT If you were Ralph Porter; would you ‘blow the lid off’ the ‘punch out system’? Why or Why Not? Use the STS model and worksheet to ‘map’ and analyze the behavior of the individuals and small groups of workers in the Plating Room. What is happening? Why do they behave as they do? What are the ‘observed’ types and ‘patterns’ of behaviors? What are the underlying ‘causes’ of these behaviors? What are the formal and informal ‘rules’ (‘norms’) that the individuals and small groups follow? Why do some individuals ‘join’ groups while others don’t? What do they get out of group membership? What do they give? What is the impact of the production process, technology and layout on the behaviors of individuals and groups? What are the ‘6R’s (Rules/Roles/Relationships/Responsibilities/Resources/Rewards ) at Slade? Are there ‘formal’ vs. ‘informal’ ‘R’s’ at Slade? How do they differ? What is the ‘culture’ of the Slade Company as a whole? Of the Plating Room? Of the Sarto Group? Are they different? If so, WHY? What are the ‘personalities’ of the individuals? How do personality and culture interact? Is the behavior pattern of the ‘Sarto Group’ good or bad for the firm? Why? What are the ‘results’ of their behaviors? What is their impact on the profitability of the Slade Company? How 21 does the ‘Sarto Group’ impact the behavior of other individuals and groups? (How) should Ralph Porter try to change it? What might be the results of such an effort? Be predictive!! Recommend a course of action to R.P. Finally, consider the ethical issues. What are they? Would you want to work in the Sarto Group? The Slade Company? As a Manager? As an Owner? Why/Not? Have you had any personal experiences similar to the organization and behavior of the Slade Plating Room? What, if any, changes would you make in the organization structure and/or the operating system of the Slade Plating Department? The Slade Company? B. Understanding Communications in One-on-One Relationships Be prepared to ‘Role-Play’ in Class! TopicB: ‘FRONT LINE’ MANAGEMENT CHALLENGES (The Interface of Operations, Organization Structure and Leadership) READ: • What it Really Means to Manage: Exercising Power and Influence • ‘Managing Your Boss’ by Gabarro and Kotter (HBR Jan. 2005) • Note on Organizational Effectiveness • Building Effectiveness in One-on-One Relationships • ‘Six Basics for General Managers’ by Andrall Pearson (HBR July-Aug. 1989) [VERY IMPORTANT] CASE PREPARATION FOR CLASS DISCUSSION C. NUCLEAR TUBE ASSEMBLY ROOM (A) And PROCESS ENGINEERING PROPOSAL Is Ralph Langly a ‘good’ manager? Why? What does he actually do? Is the NTA room an effective organization? What are the behaviors and structural variables that help produce such high productivity and satisfaction? Why do the NTA Room workers behave as they do? What are the ‘norms’ of the room? Why? What do they get out of it? What needs are being met? How? What is the impact of the process design, layout and product design of the NTA room workers’ behaviors? How different are the formal and informal organizational structures? What accounts for the improvements in productivity? Is the improvement ‘sustainable’? What needs to be done next? What about Harold Singer? What is his role? What are his motivations? Why? Is his behavior ‘functional’ (positive) or ‘dysfunctional’ (negative)? Why? Any advice for him? Read and evaluate the PROCESS ENGINEERING PROPOSAL. What impact will it have on 22 the NTA workplace? Productivity? Satisfaction and Morale? Why? What should Neil Goodrich do? Why? What should Ralph Langly do? Why? (HINT: reconsider the issue of what are the rewards of working in the NTA room?) How will the Socio-Technical-System of the NTA room change? Will this be positive or negative for the workers, for the firm, for Ralph Langley? Is there a ‘conflict’ between the needs of the workers and the needs of the firm?’ If so, can this conflict be solved? How? INDIVIDUAL HAND IN#2: Discuss the above questions on the NTA room and the Process Engineering Proposal. Is the process change necessary for the firm? If so, how should it be introduced and implemented? What should happen to the current workers and to Ralph Langley? Can Ralph manage the ‘new’ system? What should be the roles of Ralph Langley, Herb Singer, Neil Goodrich and the current NTA room workers if the change is deemed needed? Finally; would things have been different in the NTA room if ‘Ralph’ had been ‘Rachael’? In what ways? How might the implementation of the PEP proceed differently? (Hint: do the STS Worksheet and analyze the ‘5 R’s’ for before and after the PEP. How do they change/differ?) LIMIT: 3 PAGES + EXHIBITS Afternoon Session (2 pm – 5 pm) 7/21/2018 Topic: OPERATIONAL EFFECTIVENESS AND ORGANIZATION STRUCTURE READ: • ‘Flaw of Averages’ (VIP!) • The Psychology of Waiting Lines • Identity Issues in Teams • A Note on Team Process • WE; Ch. 8 (review) and Ch. 9 • ‘What is an Organization’s Culture? (HBS Note) OPTIONAL FOR GREATER DEPTH: • Framework for Analyzing Work Groups CASE PREPARATION and TEAM ASSIGNMENTS #4: 23 A. TEAM I: THE ARMY CREW TEAM What is the difference in this case between the ‘Team’ and the ‘Boat’? Are they ‘job shops’ or ‘production lines’? Why? How is it possible for a team or a boat to ‘less than the sum of its parts’? Analyze the situation in terms of the S-T-S and ‘5 R’s’models. Explain what is happening on the Varsity and the JV teams and in their competition with each other vs. other schools? What can/should the Coach do? How does being a Coach differ from being a Manager (and vice versa)? How is their behavior and results affected by the culture of the United States Military Academy? How does the Army Crew Team differ from the Slade Plating Room and the NTA Room? What are the similarities? TEAM ASSIGNMENT: ORAL PRESENTATION - 30 Minutes maximum. Written Team Paper: 5 Pages + Exhibits and Slides (max). B. TEAM II: MOUNT EVEREST – 1996 Why did this tragedy occur? What is the ‘root cause(s) of this disaster? Why did the participants behave as they did? Are tragedies like this just inevitable on Mount Everest and similar environments – or could some of the lessons of Operations and Supply Chain Management be helpful (Be specific)? What is your evaluation of Scott Fischer and Rob Hall as leaders? Were they ‘Managers’? Should they have been? What are the lessons for Operations Managers? Can you compare Mount Everest in 1996 to a business situation? (Try to use both Operating systems concepts and S-T-S theory to develop your analysis and recommendations.) What changes would you make to the Operating System and the Organizational Structure to increase the ‘profitability’ of the ‘Climbing Mt. Everest Business’? Can it be scaled up? TEAM ASSIGNMENT: ORAL PRESENTATION - 30 Minutes maximum. Written Team Paper: 5 Pages + Exhibits and Slides (max). C. TEAM III: ZIPCAR: INFLUENCING CUSTOMER BEHAVIOR What ‘business’ is ZIPCAR in? What are the critical operational factors for success? How can ZIPCAR organize it operating system to deliver the critical factors? What does it mean for operational effectiveness when the customer is part of both the operating system and eh socio-technical-system? How can/should ZIPCAR ‘manage’ the behavior of its customers? What changes in operations strategy/process design and organization structure would you recommend to ZIPCAR? TEAM ASSIGNMENT: ORAL PRESENTATION - 30 Minutes maximum. Written Team Paper: 5 Pages + Exhibits and Slides (max). 24 OPEN CLASS DISCUSSION: THE REDGROVE AXIAL WORKSHOP Use the STS Framework AND THE ‘Maslow Hirearchy of Needs’ to analyze the situation at Redgrove. What is going on? Why? What are the ‘Root Causes’ of the observed behaviors? How ‘Big’ a ‘Problem’ is this? Why? Does it affect the ‘effectiveness’ of the Axial Workshop Team? Does that matter? How does the Workshop ‘Operate’? What is its ‘Culture’? Would you want to work in this organization? Why/Why not? What might happen if the current behavior is ‘forbidden’ or ‘punished?’ What would YOU do if you were Marc Fontaine? Why? Have ever personally experienced a similar situation? What can we learn from our experience? What should Marc Fontaine do? Remember, He also has personal goals and objectives! How well are the needs/goals/objectives the Firm, the Workers and Fontaine ‘aligned? What is the impact of the alignment of the needs of all the ‘Players’ on the effectiveness/profitability of the organization? WEEK FOUR (7/28/2018) Morning Session (9 am – Noon) Topic A: Review of ‘Industrial Engineering Basics’ in Operations Management (Process Design – Inventory – Productivity) READ: • SBJ Ch. 11 (Important for the next several classes/cases.) OPTIONAL FOR GREATER DEPTH: • CORE READING: Managing Queues • ‘Fast Cycle Capability for Competitive Power’ (HBR) • ‘Fix the Process, Not the Problem’ (HBR) (again!) • ‘Just in time Production Controlled by Kanban’ (HBR) Simulations and Exercises: Do the: Operations Management Exercise – Inventory Basics Be prepared to report on ‘Lessons Learned’ in Class. CASE PREPARATION and TEAM ASSIGNMENTS A. TEAM I: OPHTHALMIC CONSULTANTS of BOSTON and DR. BRADFORD J. SHINGLETON What should OCB do? WHY? What does BJS do that works so well? How can he and OCB get others to join in? Should all the MD’s emulate BJS? Why/Not? What is (should be) the strategy of OCB? How does the operations system support/implement the strategy? (Work 25 the Numbers!) ORAL ONLY: 20 minutes max. Turn in Copy of Slides B. TEAM II: CHAIRCRAFT CORPORATION, 1988 What are the major problems in controlling frame parts manufacture? Why? What overall changes in the production process and its control would you suggest? Why? What should Mr. Johnson do next? Why? What business are they in? How do the market trends in the business affect the design of the operating system? (Consider make-to-stock vs. make-to-order and contrast to the McD/BK cases.) (Hint: Review the Notes on Production Inventories and on EOQ) Pay particular attention to the location, amounts and role of Inventory in this process. ORAL ONLY: 20 minutes max. Turn in Copy of Slides C. TEAM III: CRP Products What recommendations for changes should Bruce Ballantyne make to Jamie Bailey? Why? ORAL ONLY: 20 minutes max. Turn in Copy of Slides D. JONES MANUFACTURING COMPANY (Non HBS Case – Open Class Discussion) Design a production process and physical layout/organization of resources that will allow JMC to meet the demand for Part No 5324-B2. (Is the new order a ‘strategy’ change for JMC?) Show/map the process and physical layout. What are the total costs in your system? (Fixed vs. Variable) What is the impact of total volume/time horizon on your operating System design and cost structure? Map the old and new processes. Are they a job shop or a production line? Why? Is it a ‘batch’ process or ‘continuous flow’? Why? Should Jones have accepted the order for Part No. 5324-B2? Why? Did they have choice? (Hint: How does the volume/variety of the new order affect the choice of process and layout? Why?) Individual Written Assignment #3: Summarize your analysis. Describe, and justify, your solution to the ‘problem’ at Jones. Limit: 3 – double spaced – pages + exhibits. (HINT: Back to ‘Basics’!) Afternoon Session (2 – 5 pm) 7/28/2018 Topic B: PROCESS DESIGN: CAPACITY/DEMAND BALANCE BUSINESS STRATEGY – CREATING THE ‘FIT’ READ • W/E; Chs. 11 • ‘Why Some Factories are More Productive Than Others’ (HBR) • “Lessons from the Service Sector” by Heskett (HBR) [Very Important] 26 Simulations and Exercises: a. Do the Operations Management Exercise: Balancing Process Capacity b. Do the Operations Management Exercise: Push vs. Pull Production c. Do the Operations Management Exercise: System Utilization in Service Management Be prepared to discuss ‘Lessons Learned’ from all 3 ‘Exercises’ in Class. CASE PREPARATION for CLASS DISCUSSION A. DONNER COMPANY - Analyze and “map” the Process: materials and information flows, bottleneck, cycle and lead times, etc. and determine the underlying ‘problems’ (as compared to observed ‘symptoms’) facing Donner and suggest specific actions to Mr. Plummer. (Hints: Pay special attention to the distributions of events, orders, and materials, etc. as shown in the exhibits.) Is Donner a job shop or a production line? (Or something else?) Is it a ‘Factory’ or a ‘Service’ operation? Why? What is the impact of batch/order size on capacity/bottlenecks? What business is Donner in? What do they have to do well for success in that business? Why? How does this affect the design of the operating system? NOTE: Stay with technology available at the time of the case. B. ENGINEERING INSPECTION and INSURANCE COMPANY- What are the most critical underlying “problems” faced by EIIC at the time of the case? How serious are they? What should Ernest Cole do? Why? In what sequence? Compare and contrast EIIC with Donner Corp. Same questions apply. Is EIIC a job shop or a production line? Batch or continuous flow? Factory or Service operation? Hint: Analyze and Map the process. Calculate the cycle time/capacity, identify the bottleneck, and calculate the lead-time. How should they measure productivity? Where is the bottleneck? Is this a continuous or a batch flow shop? Are they organized as a “production line” or a “job” shop/process? Why? What is their ‘capacity’: a. For underwriting Policies? B. For performing Inspections? INDIVIDUAL WRITTEN HAND-IN #4: Prepare an ‘integrated’ analysis of the above two business situations? How are the two similar/different? How do DONNER and EIIC compete in their respective markets? What businesses are they in? Do they produce ‘goods’ or ‘services’? Are they ‘Factory’ or ‘Service ‘Operations??? Job Shops or Production Lines or? Who is their customer? What problem do they solve for the customer? How well are they doing? What are the major trends in their Industries? Analyze and discuss the key managerial, organizational, operations, and strategic problems and choices at each. How are they ‘organized’ to execute their operating system? What are the most important short-term operations actions to take? What should EIIC and DONNER 27 management do over the long term to position their companies for further growth and success? (Hint: For each case; Map the process. Analyze the layout/organization of resources. Calculate cycle time & Lead time & capacity and productivity? Where are the bottlenecks? What are the causes of the bottlenecks?) WHAT ARE THE GENERALIZABLE LESSONS TO TAKE AWAY FROM THE ANALYSIS OF THESE TWO CASES? (HINT: pull back a take a high level General Management point of view after you have mastered the operational and organizational details.) What do we learn from the similarities/differences of their ‘problems’ and appropriate solutions? MAX LIMIT: 4 Pages + Exhibits (note: CONSIDER THIS THE EQUILAVENT OF A TAKE HOME EXAM) NOTE: You may - and should - discuss these cases with your study team; but please write the papers individually. If you choose to use an exhibit that was prepared by/with someone else or by your team; be sure to reference the same and note that the analysis is “shared” work. C. ZARA: FAST FASHION What are the distinctive features of ZARA’s operations strategy that support its business strategy? How? Work the numbers! Compare ZARA to an ‘average’ retailer with similar posted prices. (Assume that the retail price is twice the manufacturer’s selling price to the trade.) What are ZARA’s advantages and disadvantages? How are ZARA’s operational and strategic ‘choices’ linked together to support its quick-response capability and to create sustainable competitive advantage and overall long term profitability? Are there any ‘weaknesses’ in ZARA’s system – any challenges to continued growth and increasing profits? How should ZARA grow? What recommendations would you make to Inditex CEO Jose Maria Castellano? WEEK FIVE: 8/4/2018 Morning Session (9 am – Noon) Topic: Operations Planning & Control: Capacity Planning and Inventory Management • Forecasting Demand/Make to Stock • JIT/Make to Order • Technology’s impact on capacity and productivity • Role of Inventory in Process Design • Factory vs. Services Operations READ • SBJ; Chs. 12(See especially p. 379-386) and 15 (very important) and 11 (review) and 6 (+ supplement on Forecasting) • Coordination – An Overview (Review ) • Core Reading: Supply Chain Management OPTIONAL FOR GREATER DEPTH • Just –in –Time Controlled by Kanban 28 • • • Process Based Capabilities: A Principal Focus of Operations Management ‘The Triple A Supply Chain’ by Hau Lee, HBR SBJ Ch. 14 and 1 CASE PREPARATION and Team ASSIGNMENTS A. TEAM I: FoldRite Furniture: Planning to Meet a Surge in Demand What action recommendations would you make to Martin Kelsey in February 2010? Be specific and provide analytical support for your recommendations. These recommendations should also be suitable for presentation to the upper management of FoldRite. Hint: Analyze the options and create an Aggregate Plan for production and inventory to meet anticipated demand for the next 6 months. What happens after that? Consider both immediate production management and longer term strategic issues. TIME LIMIT: 20 Minutes PAGE LIMIT: 5 Pages + Exhibits B. TEAM II: The Morrison Company Identify and analyze the operations ‘problems’ (remember the distinction between ‘observed symptoms’ and ‘underlying causal problems’) occurring at the Morrison Company. Explain the differences between the production processes for the pharmaceutical product line compared with those of the retail product line. Why are they different? What action recommendations would you offer Shauna Breen to address the underlying causal issues you have identified and how will these actions/changes affect ‘results’? Be specific about any policies or organizational changes you propose. (Remember S-T-S and the ‘5 R’s”) TIME LIMIT: 20 minutes PAGE LIMIT: 5 Pages + Exhibits (Max) C. Team III: SCHARFFEN BERGER CHOCOLATE MAKER Analyze the proposal to acquire the ‘ball mill’. [NOTE: WORK THE NUMBERS!!!] What are your conclusions? As Jim Harris, would you proceed with the implementation of that change? How? Analyze the production process? What problems does it have? (Hint: where are the bottlenecks and what is their cause?) For calculations purposes; assume that all the production is semi-sweet (62%) chocolate. What changes beyond the addition of the ball mill will you need to increase your capacity by 150%? Given your strategy to increase capacity; what expansion step(s) would give you the greatest concern? Why? What should Jim Harris do? How might the expansion ‘strategy’ affect the quality of the product? TIME LIMIT: 20 MINUTES Exhibits (Max) PAGE LIMIT: 5 Pages + OPEN CLASS DISCUSSION: HANK KOLB What should Hank Kolb do? Immediately? Over the longer term? What are the observed 29 “symptoms” verses the sources/causes of quality “problems” in this production process? Differentiate and integrate technical, organizational and human behavior problems. How should he go about establishing his authority and developing other’s support for his actions? How did the situation get this bad? What are the ethical responsibilities of the various individuals? Of the firm? Can Hank use ideas of “ethics”, “fairness”, “right vs. wrong”, etc., to make his point? (HINT: Map the process) and do a “fishbone” diagram) Afternoon Session (2 – 5 pm) 8/4/2018 Topic: MANAGING OPERATIONS : Scale-Up and Quality Control READ: SBJ, Ch. 17 and 18 • The Four Things a Service Business Must Get Right’ by Francis X. Frei, HBR April, 2008 • ‘Discovering New Points of Differentiation’ by MacMillan and McGrath (HBR Jan. 1997) • ‘Breaking the Trade-Off Between Efficiency and Service’ by Francis Frei (HBR, Nov 2006) OPTIONAL FOR GREATER DEPTH: • • • • ‘Will You Survive the Services Revolution?’ by Uday Karmarkar (HBR, June 2004) ‘My Week at the Ritz’ by Paul Hemp (HBR, June 2002) CORE READING: Managing Queues ‘Power, Dependence and Effective Management’ by John Kotter (HBR July-August 1977) • Building Effective One-on-One Relationships • ‘What Effective General Managers really Do’ by John Kotter (HBR March 1999) • ‘What Leaders Really Do’ by John Kotter (HBR Feb. 2000) • CORE READING: Managing Quality With Process Control Simulations and Exercises: A. Operations Management Simulation: Quality Analytics Work as Individuals to do the Quality Analytics Simulation. Individual Written Assignment: ‘Lessons Learned’ about Quality Management. LIMIT: 2 – double spaced - page + Exhibits. ‘ B. Do the Operations Management Exercise: Multiple Server Queues Be prepared to discuss ‘Lessons Learned’ in Class C. Global Supply Chain Management Simulation V2 30 Work in Teams (I-III) to do the Global Supply Chain Simulation. Written Hand In: Lesson Learned about Supply Chain Management. How is it similar/different compared to the single facility situations we have seen in the cases thus far? Team Hand-In: Limit: 3 Pages + Exhibits CASE PREPARATION and Team ASSIGNMENTS A. Team I: Class Presentation and Written Hand In Playa Dorada Tennis Club Analyze the demand for tennis and the options facing Doug Hall. What is his “dilemma”? His goal? Develop and justify short and long-term capacity plans for the tennis operation. How does the tennis capacity decision affect the profitability and long-term strategy of the Tennis Club? How does it affect the overall Playa Dorada Resort business? Be prepared (have an overhead) to present your analysis of the demand for tennis at Sea Pines and your recommendations for action. Be specific and support your decisions with appropriate economic analyses. What is the impact of ‘seasonality’, weather, time of day and annual growth rate on Doug’s plans and the potential profitability of PD Tennis and the PD Resort as a whole? What operations policy and business strategy decisions and marketing recommendations would you make to the CEO of Sea Pines? To John Baker? (Consider future demand growth, pricing, profitability and marketing tactics.) HINT: Consider the monthly variation in demand vs. capacity. Don’t confuse operating costs & revenues with investment costs. TIME LIMIT: B. 20 MINUTES TEAM II: Class PRESENTATION AND WRITTEN HAND - IN CORNING GLASS WORKS – THE Z GLASS PROJECT What is at stake in the Z Glass Project? Why is this project important to the future of Corning Glass? How can a manager reconcile “science” with “experience”? Should Mac Tavish be fired? Would that be “fair”? Why? What should Davidson do? Hint: Think about what you learned in Organization Behavior! Hint: Review the Roger Bohn article from Session One. TIME LIMIT: 20 Minutes EXHIBITS C. TEAM III : CASE PRESENTATION AND WRITTEN HAND – IN THE RITZ- CARLTON HOTEL COMPANY What ‘Business’ is R-C in? What is the essence of the R-C experience? How does the R-C create ‘Ladies and Gentlemen’ in only 7 days? How often can it do that? What are the critical operational and strategic choices that link together to give R-C a sustainable competitive advantage? Is R-C a ‘job shop’ or a ‘production line’? Why? (Is the start-up of a new R-C a ‘Job Shop’ or a ‘Production Line’? Why?) How should James McBride respond to Brian Collins’s request that he lengthen the training 31 period for his hotel? Why? Should he consider any changes in the hotel opening process? If yes, what should he change and how should he go about doing it? TIME LIMIT: 20 MINUTES OPEN CLASS DISCUSSION THE LINCOLN ELECTRIC COMPANY Analyze and describe Lincoln’s approach to the organization and motivation of their employees? What exactly do they do? What are the underlying ‘economics’ of their ‘system’? Why does it work? Could it work at any/every other firm? Why/Why not? What role has the approach played in the firm’s business success or the past decades? How does the production process relate to the HR policies and to the firms business strategy? (Hint: consider the economics as well as the social and cultural factors of the ‘system’.) Will the Lincoln ‘system’ continue to work in the 21st century? What are its weaknesses? Can it withstand globalization? Employee diversity? Which of the other firms we have studied in this course might the system work at and where would it most likely be a failure? Why? What about in your firm/employer? Individual Written Assignment#: Analyze Lincoln Electric. Why does their ‘system’ work? Is it ‘sustainable’? Why? What have they done in Economic terms to the structure of the organization and to their financial and cost structures? To their production processes and technology? Limit: 3 pages + exhibits/graphics
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Attached.

Running head: REFLECTION MEMO

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Reflection Memo
Name
Institution

REFLECTION MEMO

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To: Professor
From: Student
Date: August 6, 2018
Subject: Lesson Learned from AMBA 513
One of the significant lessons learned from my participation on this course is that the
effectiveness of the operations for organizations in the manufacturing and service industries is
dependent on the right application of information on the economic dimensions of the business in
the decision-making process. While operation managers and other functional ones make the vital
decision daily in their organizations, the understanding of the elements that influence the
interactions between the behavioral tendencies of the workforce and organizational structure
remains the mos...


Anonymous
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