Opeman Regis (March 2015)

Ateneo Graduate School of Business
Rockwell Center, Makati City
OPERATIONS MANAGEMENT
Ateneo-Regis MBA Program
Revised: March 2015

OPERATIONS MANAGEMENT CLUSTER
Ateneo Graduate School of Business
Rockwell Center, Makati City
COURSE TITLE: OPERATIONS MANAGEMENT
COURSE CODE: OPEMAN
COURSE DESCRIPTION:
The course provides students with the concepts, techniques, and application tools of
contemporary production and operations management (OM). It covers strategic, tactical
and operational issues involved in both manufacturing and service operations. In addition
to the traditional OM topics, the course also includes quality management, supply chain
management, and sustainability. While providing students with technical and quantitative
tools, it will focus more on the managerial aspect of operations, as well as on the ethical
and social implications of OM decisions.
COURSE OBJECTIVES:
Upon completion of the course, students are expected to:
1. Understand the different Operations Management (OM) concepts and their relevance
to improving productivity in the workplace;
2. Apply operational tools and techniques that can be helpful in making informed
decisions under certain situations;
3. Evaluate the relevance of OM decisions to other functions (i.e. marketing, finance,

and HR) and vice versa;
4. Develop a keen sense of global awareness, strategic thinking, customer focus and
quality consciousness in the performance of operational duties;
5. Understand the ethical and social implications of OM decisions and their effects on
the organizations competitiveness, on the environment, and on societys health, well-
being, and safety.
COURSE OUTLINE:
WS Chapter Topics Case Study
Hard Rock Caf:
- Course and Class Introduction
Operations
1 Page 60
Management in
1 Operations and Productivity
Services
1
Operations Management
March 2015
5 Product Design Green Manufacturing
& Sustainability @ Page 238
5S Sustainability Frito-Lay
2
Process Analysis at
7 Process Design Arnold Palmer Page 329
S7 Capacity Planning Hospital
The Global Environment and Operations Hard Rock Cafs Page 89

2
Strategy Global Strategy
3 and/or Where to
8 Location Decisions
Place the Hard Rock Page 387
9 Layout Decisions Cafe
Culture of Quality @
Quality Management & International Arnold Palmers
6
Standards Hospital and/or Page 267
4
JIT, Lean Operations, & the Toyota Quality at the Ritz- Page 268
16 Carlton Hotel
Production Systems
Company
10 Job Design and Work Measurement Hard Rocks HR Page 462

5
Strategy
15 Scheduling for the Short Term
12 Managing Inventory
Managing Inventory
6 Materials Requirements Planning (MRP) @ Frito-Lay Page 549
14
and ERP
11 Supply Chain Management Dardens Global Page 491

Supply Chain or
7
S11 Supply Chain Modeling Arnold Palmers Page 492
Supply Chain
Course Integration and Final

8 - - none -
Presentations
Note: The Facilitator may change some or all of the assigned case studies listed above.
COURSE REQUIREMENTS:
1. Attendance:
The class will meet once a week, for four hours at a time, for a total of eight weeks.
The highly accelerated pace of the course requires students to accept a great deal of
responsibility for achieving their own learning outcomes.
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Students are expected to attend all classes for this course. If an absence is
unavoidable, the facilitator should be notified prior to class, at least within 24-hours.
Arrangements will be made at the time for additional assignments if justified.
However, class participation grades will be affected by each absence.
2. Class Participation:
Each learner is expected to actively participate in discussions on the assumption that

each brings a wide range of experiences to the learning process. Active participation
may include asking thoughtful questions, being willing to consider new ideas, helping
the class understand complex ideas, having a cooperative attitude and a sense of
humor, and helping others comprehend the material. However, consideration of other
students is strongly encouraged to avoid dominating class discussions.
The facilitator also has the discretion to include pop quizzes and graded recitations,
among others, to encourage this to assess the performance if this respective
organizations.
3. Written Assignments:
An important component of this course is the completion of written assignments by

students on a weekly basis. All written work is expected to meet graduate level
standards. Case Studies are one of the methods to evaluate student progress in this
course. Students are encouraged to apply case materials to their own businesses,
and compare and contrast the performance of the company in the case study with
their own organization.
The following rubric will be used in assessing the quality of written assignments:
STUDENT NAME ID SUBJECT SECTION TERM/YEAR EVALUATOR

(Last, First, Middle) NAME/SIGNATURE DATE
RUBRIC OBJECTIVE (based on AGSB learning outcome)
To assess the quality of written assignments. Weights as shown may be modified to put emphasis on specific criteria.
MEASUREMENTS
NO
CRITERIA WEIGHTS EXEMPLARY PROFICIENT SATISFACTORY UNACCEPTABLE SCORE COMMENTS
GRADE
4 3 2 1 0
3
March 2015
Has very Has good Has limited Has inadequate No report
effective content and content and content and submitte
content and development, development, development, fails d.
development, develops develops ideas to develop ideas,
develops ideas clearly, briefly and using no business
ideas fully using inconsistently, concepts or terms.
using business using limited
appropriate concepts and business
Content and business terms, concepts and
1 25
Development concepts and presents terms.
terms, thorough
presents analysis of
insightful and most issues
thorough identified.
analysis of all
issues
identified.
Gives Gives Gives insufficient Lacks detail and No report

thorough sufficient detail and relevant relevant submitte
detail and detail and information, information, d.
relevant relevant problem is stated problem is not
information, information, but perhaps stated, constraints
problem and problem is poorly, no or not explained,
constraints clearly stated, limited discussion assumptions not
2 Completeness 25 and constraints of constraints and listed, conclusions
assumptions and assumptions. not stated.
are complete assumptions
and clear as are clearly
to enhance listed.
impact of
report.
Writing Writing is Writing lacks Writing is No report

demonstrates accomplished clarity or unfocused, submitte
a in terms of conciseness and verbose, or d.
sophisticated clarity and contains contains serious
clarity, brevity conciseness numerous errors, errors, poorly
Writing
3 25 and and contains lacks organization organized
Mechanics
correctness, only a few
extremely well errors, well
organized organized
Submitted on Submitted a Submitted within a Submitted after a No report

time. day after the week from the week from the due submitte
4 Timeliness 25 due date. due date. date. d.
TOTAL 100%
OVERALL COMMENTS
4. Presentations:
Presentations of the topics assigned by the facilitator will be made in this class.
Students, either individually or in groups, will be required to prepare written analyses
of the assigned cases and may also be required to present the same in class.
Presentations made are to be professional in nature. The presentations should be
well organized, with the topics thoroughly covered and, in case of a case study
presentation, all discussion questions answered. Handouts and/or visual aids are can
be provided to support the presentation. Presentations should not exceed the time
limit prescribed by the facilitator.
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The following rubric will be used in assessing the quality of the presentation:
STUDENT NAME (Last, First, Middle) SUBJECT SECTION TERM/YEAR EVALUATOR

NAME/SIGNATURE DATE
RUBRIC OBJECTIVE (based on AGSB learning outcome)
To assess the quality of class presentations. Weights as shown are equally applied but may be modified to put emphasis on specific criteria.
The first four criteria may apply to individual presentations within the group, while the last three criteria may apply to the overall group presentation.
MEASUREMENTS
NO
CRITERIA WEIGHTS EXEMPLARY PROFICIENT SATISFACTORY UNACCEPTABLE SCORE COMMENTS
GRADE
4 3 2 1 0
Demonstrates Is at ease Is uncomfortable Presents little to no No
full knowledge with with information valuable material attempt
by answering expected and is able to and cannot answer is made
Subject all class answers to answer only questions about to
1 Knowledge/ 15 questions with all questions, rudimentary subject. present.
Content explanations without questions.
and elaboration.
elaboration.
Is well Has Shows minimal Lacks organization No

organized, organizing signs of and has little attempt
well prepared ideas but organization or evidence of is made
and easy to could have preparation. planning prior to to
2 Organization 15
follow. been much presentation. present.
stronger with
better
preparation.
Shows high Shows Shows Shows lack of No
confidence in general inconsistent confidence in attempt
delivery and confidence confidence in delivery, has too is made
does an with strong delivery, uses weak voice for the to
excellent job moments in low voice for majority to hear, present.
Verbal
in engaging delivery, people at the talking pace is
3 15
class, uses uses a clear back to hear, has consistently too
Communications
clear voice voice and inconsistent slow or too fast.
and precise appropriate talking pace.
terms. talking pace.
Holds Uses Reads mostly Reads the entire No

attention of consistently from notes, report from notes, attempt
entire direct eye displays minimal appears is made
audience with contact with eye contact with disengaged from to
Nonverbal
4 10 direct eye audience, but audience. the audience present.
Communications
contact, still returns to
seldom notes.
looking at
notes.
Visual aids Visual aids Visual aids are Visual aids show No
are clear, are clear, clear and correct no creativity or attempt
correct, correct, but are very clarity, have errors is made
usually reasonably wordy or could and are often to
creative and creative and have been more difficult to read present.
5 Visual Tools 15 easy to read, easy to read, helpful. weakening the
greatly enhancing presentation.
reinforcing presentation
and sometimes.
enhancing the
presentation.
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Shows Finishes Finishes beyond Seems unaware of No
exceptional within the the allotted time. the time or how to attempt
Time
6 15 time allotted time. manage it. is made
Management
management to
skills. present.
Is participated Is Is presented by Is presented by No
equally by all participated some group only one group attempt
group in by all members. member. is made
members with group to
Teamwork/ teammates members but present.
7 15
Collaboration working from only some
others' ideas. teammates
are carrying
the
presentation.
TOTAL 100%
OVERALL COMMENTS
5. Examinations:
The facilitator will give midterm and final examinations, and/or quizzes, to evaluate
the students understanding of the concepts presented and discussed.
6. Research Work:
AGSB recommends the use of standard style guides with preference to that of the
American Psychological Association (APA). The following websites are suggested as
guide references:
http://www.aresearchguide.com/styleguides.html
http://apastyle.org/electref.html
http://www.bedfordstrmartins.com/online/shrttoc.html
GRADING CRITERIA:
The specific grading criteria will be left to the course facilitator which will be explained in
details in Session One (1).
SPECIAL ACCOMMODATIONS:
If a student is in need of course adaptation or special considerations due to certain

constraints, it should be discussed with the Instructor ASAP.
ACADEMIC INTEGRITY POLICY:
Each learner is responsible to know the standards of conduct and expectations of

academic integrity that apply to class work. Academic dishonesty will not be tolerated
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March 2015
and will result to the maximum penalty allowable as defined in the Student Guidebook.
The following are considered serious violations per Guidebook:
Cheating during exams.

Submitting spurious reports copied from previous materials other than his/her
own.
Plagiarism.
In understanding what constitutes Plagiarism, see the following sites:
http://www.engl.niu.edu/conskills/students/plagiaris/Plagiarism.html
http://www/ehhs.cmich.edu/~mspears/plagiarism.html
In addition to what is stated in the Guidebook, the following are examples of academic
dishonesty, which are pertinent to the requirements of this course:
Copying another students work including assignments and reports

Use of crib sheets or other hidden note for a quiz or an exam
Receiving assistance from anyone else with take-home quizzes.
MATERIALS OF INSTRUCTION:
1. Textbook: Heizer, Jay and Render, Barry

OPERATIONS MANAGEMENT, SUSTAINABILITY &
SUPPLY CHAIN MANAGEMENT, GLOBAL EDITION,
11th EDITION
Pearson Education Inc. 2014
2. Other References:
Cachon, Gerard, MATCHING SUPPLY AND DEMAND:
AN INTRODUCTION TO OPERATIONS MANAGEMENT,
3RD EDITION
New York, NY: McGraw-Hill, 2013
F. Robert Jacobs, Chase, Richard B. and Aquilano,

Nicholas J., OPERATIONS AND SUPPLY
MANAGEMENT, 12th EDITION
McGraw-Hill International
Schroeder, Robert G.
OPERATIONS MANAGEMENT: CONTEMPORARY
CONCEPTS AND CASES, 4th EDITION
Irwin McGraw-Hill, 2008
Meredith, Jack R. and Shafer, Scott M.

OPERATIONS MANAGEMENT FOR MBAs, 3RD EDITION
John Wiley and Sons, 2006
3. Web References:
The following APS online library resources are available for access:
a. EBSCO
b. Accessing Marketline Advantage Online
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March 2015
(See Appendices A & B)
The following internet resources can also be used:
http://www.quickmba.com/ops/vendor-managed- A discussion of the features of the vendor-managed
inventory/ inventory (VMI) approach and the challenges that must be
overcome for successful implementation.
http://www.bola.biz/operations/prodesign/index.html Lectures in product design and operations.
http://www.bola.biz/operations/service/index.html Discussions about designing service operations, topic
includes service design issues, engineering a service,
designing from a customer service and quality perspective.
http://www.bola.biz/operations/types.html Provides the type of production systems.
http://www.bola.biz/operations/capacity.html Lectures about capacity planning, also includes the
capacity planning considerations such as forecasting, pros
and cons of chasing demand or producing to a level
capacity, planning systems, job shop planning and linear
programming.
http://www.bola.biz/operations/prodenviron.html Discussions about operations and the work environment.
http://www.bola.biz/operations/prodesign/valueanal. Lectures about value analysis and engineering.
html
http://www.bola.biz/operations/technol.html Provides discussions about operations management and
technology.
http:/www.bola.biz/operations/index.html Contains detailed lectures about work measurement and
method study.
http://www.bola.biz/operations/jobissues.html Provides the production technology and job/employment
issues.
http://www.bola.biz/operations/index.html Discussions in inventory management.
http://www.bola.biz/operations/purchasing Discussions in operations management and purchasing.
/index.html
http://www.bola.biz/operations/project/index.html Lectures and learning archive in project management
http://www.bola.biz/quality/ Discussions about quality management systems.
http://www.bola.biz/bpr/bpr.html Lectures about business process re-engineering.
http://www.quickmba.com/ops/bullwhip-effect/ An introduction on the phenomenon of the bullwhip effect
observed in supply chains. Lists some causes and
countermeasures.
http://www.quickmba.com/ops/inventory- Describes a fixed time period inventory model for
management/ generating optimal order quantities in the presence of
demand variability.
http://www.themanager.org/Knowledgebase/Operatio Information on quality and standards on management
ns/Quality.htm portal.
http://www.informs.org/ Institute for operations research and the management
sciences. Good central resource for materials in these
fields.
http://www.quickmba.com/ops/lp/ Linear programming, include a problem formulation
checklist, linearity tricks, sensitivity analyses, simulations,
and more.
http://www.mapnp.org/library/ops_mgnt/ops_mgnt. Operations management focuses on carefully managing the
htm processes to produce and distribute products and services.
http://www.ent.ohiou.edu/~manhire/cmba611/chap_02 PowerPoint presentation on operations strategy factors.
/tsld015.htm
http://www.pom.edu/p304/ch2ppt/tsld001.htm PowerPoint presentation: operations strategy and
competitiveness.
http://www.quickmba.com/ops/qp/ Production system topics, including benefits and costs of
inventory, conveyor belt and production cell systems,
variability and queues in quality and productivity.
http://maxwideman.com/pmglossary/index.htm Provides a project management glossary index.
http://www.bola.biz/operations/opstrat/ Provides specified, consistent achievable objectives and
sound implementation strategies on operations strategy.
http://www.quickmba.com/ops/make-to-order/ Some factors that a firm should consider when deciding
whether to implement a make-to-order production system.
http://www.quickmba.com/ops/scm/ Topics in supply chain management.
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SESSION 1
INTRODUCTION TO OPERATIONS MANAGEMENT

OPERATION and PRODUCTIVITY
Assignments to be completed prior to Session 1:
1. Read Chapter 1 of the textbook.

Be prepared to answer Discussion Questions 8, 10 and 12 on page 56.
Solve Problems 1.6 and 1.10 on pages 57-58 Be ready to present the solutions
in class.
2. Read the assigned Case Study (see Course Outline on page 3) and make a paper
answering the discussion questions at the end of the case (for submission). Be ready
to discuss your answers in class.
3. Research on Philippine productivity and competitiveness versus those of its

neighboring countries and be ready to participate in class discussion.
Learning Objectives:
At the end of this session, students are expected to:
1. Understand the course, requirements, and criteria for grading;
2. Define operations management, production, and productivity and their importance to

organizational success.
3. Discuss how to measure and improve ones/own companys productivity;
4. Identify the 10 OM decisions;
5. Apply the input-process-output (IPO) framework; and
6. Compare Philippine productivity with other countries, and be able to assess the
possible reasons that are relevant to Operations for being ahead of, or behind,
neighboring countries.
Instructions/Activities:
1. The facilitator and class members introduce themselves.
2. The facilitator discusses the course objectives, course requirements, and grading
criteria.
3. The facilitator forms groups and gives the assigned case studies.
4. The facilitator discusses Operations Management and demonstrate the different

methods by which students can discuss the case studies and other topics.
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5. The class discusses the case study assigned for this session. Students may be
divided into small groups. Discussions will also include answers to the Discussion
Questions and Problems assigned for this meeting.
6. Groups will brainstorm and discuss productivity levels of Philippine companies

focusing on the operational issues or factors affecting productivity.
7. The facilitator synthesizes the discussion drawing from the students the lessons
learned from the readings, the group exercise, and the discussions.
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SESSION 2
PRODUCT DESIGN, SUSTAINABILITY, PROCESS DESIGN AND

CAPACITY PLANNING
1. Read Chapters 5, 5S, 7, and 7S of the textbook.

2. Prepare a written analysis of the assigned Case Study (see Course Outline on page
3).
1. Differentiate between goods and services in terms of Design and Process Strategy;
2. Describe the product life cycle identifying the appropriate strategies for the different
stages in the product life cycle;
3. Discuss the concept of Sustainability and how it can be implemented in their

respective companies;
4. Apply the Product-Process Matrix (Four Process Strategies) and determine the
appropriate process for their existing products or services;
5. Understand the concepts of capacity, line balancing, and bottlenecks; and
6. Appreciate the importance of designing products and services that will contribute to
societys well-being, health, and safety.
1. The class starts with a brief review of topics discussed in the previous session.
2. The facilitator highlights the key concepts of Product Design, Sustainability, Process
Design, and Capacity Planning. Students are expected to join in the exchange of
views on the significance of coming up with environment-friendly designs.
3. The facilitator will discuss the case study. The discussion should mainly cover the
questions at the end of the case study, with emphasis on how the other functions of
the organization (i.e. finance, marketing, human resources, etc.) support the overall
product strategy of the company. Alternatively, a group may be assigned prior to this
session to present the case. This part of the session may also touch on the assigned
discussion questions and problem(s) assigned for this meeting.
4. The facilitator asks the students to identify a major product or service of their
company, determine where that product is in the product life cycle, determine the
appropriate strategy options; likewise determine the appropriate process for that
product based on the Product Process Matrix.
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5. The facilitator initiates a group discussion on the importance of designing products
and services that will work for societys well-being and help improve health and
safety. This may also include brainstorming as to possible products and/or services
that will cater to the C, D, and E markets, with the objective of making the product not
only affordable to this social classes but also provide employment for the people in
these communities.
(Another option is for another group to be assigned, before this meeting, to propose a
product or service that can address the needs of this market and provide
employment at the same time.)
6. The facilitator explains the requirements for the final project (for presentation and/or
submission in Workshop 8). The final project may consist of a final presentation and
a final paper. Following are the options, among others, as may be assigned by the
facilitator:
a. A research paper on any operations-related topics with critical analysis and
application and/or recommendations;
b. Plant visit: A critical analysis of the operations of a company chosen by the
students/groups with respect to the 10 OM Decisions, and coming up with
recommendations for improvement.
7. To wrap up the discussion, the facilitator draws from the students the main lessons
learned from the readings and discussions.
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March 2015
SESSION 3
THE GLOBAL ENVIRONMENT AND OPERATIONS STRATE,

LOCATION AND LAYOUT DECISIONS
1. Read Chapters 2, 8, and 9 of the textbook.
2. Draw or secure a floor layout of ones existing office or plant. Using the concepts of
facility layout, analyze and make recommendations as to how the layout can be
improved. Be prepared to discuss the same in class.
3. Research on Philippines companies competitiveness in the world market. Be ready

to analyze the factors affecting the same. Where possible, benchmark the students
company with an identified world-class performer.
4. Prepare a written analysis of the assigned Case Study (see Course Outline).
At the end of this session, students are expected to competently:
1. Discuss the different global operations strategies and how they can help achieve
competitive edge;
2. Explain the impact of globalization on Operations Management;
3. Identify the factors to be considered when deciding where to locate a certain

business establishment;
4. Identify the different types of layout used in manufacturing or service facilities,

discussing the advantages and disadvantages of each (i.e. in which case a particular
layout pattern is useful); and
5. Discuss the characteristics that affect facility layout decisions in various

organizations, specifically service companies.
1. The class starts with a brief review of previous sessions topics.
2. The facilitator discusses the highlights of the key concepts of Globalization, Layout,
and Location Strategies.
3. The facilitator will discuss the competitiveness of Philippines companies in the world
market. This is conducted with the objective of determining the competitive levels of
local companies, the factors influencing this, and how to improve the same.
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(Another option is for a group to be assigned before this meeting to research on
global competitiveness, identify how the Philippines compares with other countries,
and offer suggestions on what operational strategies local companies should adapt to
be more competitive.)
(Another option is to research on a Philippine company that has successfully entered

the global market and determine how they achieved success. E.g. Jollibee, PNOC-
EDC, Oishi, etc)
4. Students are divided into small groups to discuss and analyze the existing location
and layout in their respective organizations. At the end of the exercise, each group is
asked to present their analysis of one specific layout and one specific location with
emphasis on their alignment to the concepts. They will also recommend how to
improve the layout and/or location (if the latter is possible) for better business
performance.
5. The facilitator leads the discussion of the case study assigned for this meeting.
Alternatively, a group may be assigned prior to this session to present and/or lead
the discussion of the case.
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SESSION 4
QUALITY MANAGEMENT & INTERNATIONAL STANDARDS

JIT, LEAN OPERATIONS, AND THE TOYOTA PRODUCTION SYSTEMS

1. Read Chapter 6 and 16 of the textbook.
2. Study the seven TQM tools and be prepared for an exercise in class.
3. Read about the Consumer Act and the Generics Act of the Philippines and be
prepared to discuss their relevance to improving products and services in the
Philippine market today.
4. Read about ISO 9000, Philippine Quality Award (PQA), and similar quality
certification programs and be ready to discuss their impact on a companys
operational sustainability and competitiveness.
5. Prepare and submit a written analysis of the assigned Case Study (see Course
Outline).
1. Understand the importance of Quality and of satisfying customers;
2. Discuss the concepts of JIT and Lean Operations and their application to their
respective companys products and/or services.
3. Use the different TQM tools, including Process Flowcharting, in solving problems and
in undertaking continuous improvement projects in the workplace;
4. Understand the general features of the Consumer Act and Generics Act of the
Philippines and their relevance to providing products and services of good quality,
are healthy, and safe; and
5. Discuss how ISO 9000, Philippine Quality Award (PQA) and similar certification
schemes help improve Philippine companies sustainability and competitiveness.
1. The facilitator delivers a lecturette or discuss the highlights of Quality Management,

JIT and Lean Operations.
2. The facilitator or an assigned group presents the video on the Toyota Production
System. The facilitator will elicit reactions from the students and draw out what good
practices at Toyota can be emulated.
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3. A group of students may be asked to present the salient features of the Consumer
Act and Generics Act of the Philippines that focus on quality, health, and safety
issues. A discussion of the same follows.
4. The facilitator will discuss the case study assigned for this workshop to answer the
questions and to emphasize the application of the TQM tools. Alternatively, a group
may be assigned prior to this session to present and/or lead the discussion of the
case.
5. The facilitator leads the class in creating a fishbone diagram on how to increase
productivity in the workplace. Five groups will be formed and each group will be
assigned one of the factors; Men, Machine, Materials, Methods and Environment
(4Ms & 1E). Each group will brainstorm and come up with the most number of ideas
on how their assigned factor can help increase productivity in the workplace. Or
what can they do to their assigned factor so that productivity can be increased. The
group should assign a secretary and presentor.
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March 2015
SESSION 5
JOB DESIGN and WORK MEASUREMENT

SCHEDULING FOR THE SHORT-TERM
1. Read Chapters 10 and 15 of the textbook.
2. Analyze your existing job description and:
a. Determine the presence and extent of the following characteristics:

i. Skills variety
ii. Job Identity
iii. Job Significance
iv. Autonomy
v. Feedback
b. Describe how you can enlarge or enrich your job.
3. Research or read about stories or issues on the work conditions or practices in

Philippine companies with regards to job design and scheduling, etc.
At the end of this session, students are expected to competently:
1. Discuss the key concepts in Job design, Job Specialization, Job Enlargement and
Enrichment and Ergonomics;
2. Identify the requirements of a good job design and apply the principles of Job design
in reviewing and re-designing their jobs; and
3. Define the different scheduling rules and determine their applicability to the
workplace.
2. The facilitator delivers a lecture on the key concepts of Job Design, Work
Measurement and Scheduling.
3. The facilitator will ask for volunteers to discuss their job descriptions and analyze the
same with respect to the five job characteristics. The facilitator draws from the
students the lessons learned from the Job Analysis exercise.
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4. Students will be divided into small groups to discuss the following:
a. the working conditions in Philippine companies
b. the conformance to the requirements of good job design, and
c. the ethical dimension and social implication of Job Design and Scheduling rules.
(Another option is for a group to be assigned before this meeting to research on the
prevailing working conditions in the Philippines and make a presentation touching on
Instruction/Activity 4b and 4c above.)
5. The facilitator then leads a discussion of the case study assigned for this workshop.
Alternatively, a group may be assigned prior to this session to lead a discussion of
the case.
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March 2015
SESSION 6
INVENTORY MANAGEMENT
MATERIAL REQUIREMENTS PLANNING (MRP) AND ERP
1. Read Chapters 12 and 14 of the textbook.
2. Read and be ready to discuss the assigned Case Study (see Course Outline).
1. Discuss the significance of inventory management including ABC Analysis and

setting Service Levels;
2. Set service level standards and appreciate the importance of meeting service level
agreements in satisfying customers; and
3. Apply MRP.
2. Facilitator presents a lecture on the key concepts of Inventory Management that

touches on ABC Analysis, Cycle Counting, Service Levels, and MRP. Discussion on
these concepts may include exercises on ABC Analysis and/or setting Service
Levels.
3. The facilitator will discuss the assigned case study. Alternatively, a group may be
assigned prior to this session.
4. The Facilitator also demonstrates how a typical MRP works.
4. To wrap up the discussion, the facilitator draws from the students the lessons learned
from the readings and discussions.
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March 2015
SESSION 7
SUPPLY CHAIN MANAGEMENT,
SUPPLY CHAIN MODELING
1. Read Chapters 11 and S11 of the text.
3. Research and learn about Customs and Logistics (i.e. Customs procedures,
Forwarding, Incoterms, etc.).
4. Research on the Supply Positioning Model (Krajiks model) and determine how it can
be applied to ones organization.
1. Understand the Concept of Supply Chain Management;
2. Discuss the various supply chain strategies that can be applied to the students
organization;
3. Discuss the Six Sourcing Strategies, the Supply Positioning Model and their
applicability to their respective companies
4. Appreciate the social and ethical implications of Supply Chain design and decisions
e.g. outsourcing, import facilitations, brokerage, etc.
1. Short review of the previous workshop.
2. The facilitator conducts the Assembly Line Game, or any similar game, with the
class to highlight supply chain relationships, followed by a class discussion.
3. The facilitator leads the discussion about the principles of Supply Chain
Management, the Six Sourcing Strategies and the Supply Positioning Model.
4. A group will present the research on Customs Procedures and Logistics, the social
and ethical implications of the usual practices in these areas.
20
March 2015
5. The facilitator will discuss the case study assigned for this workshop. Alternatively, a
group may be assigned prior to this session to present and/or lead the discussion of
the case.
6. The facilitator will provide a synthesis of the main points tackled during this meeting.
7. The facilitator clarifies the requirements for the assignments for the final workshop.
21
March 2015
SESSION 8
COURSE INTEGRATION and FINAL REPORTING
Assignment to be completed prior to Session 8:
1. Prepare presentation on the topics assigned to students/groups. The presentation

should include possible application of the different OPEMAN concepts (i.e. 10 OM
Decisions), with critical analysis and recommendations to address apparent
operational issues; and offer suggestions for improvement.
2. Recall your lessons on, or read about the Balanced Scorecard (BSC). Discuss the 10
OM Decisions and for each decision, determine one or two operational measures
(i.e. Key Results Area or KRA, and Key Performance Indicators or KPI) for each
decision that are relevant to the Internal Business Process perspective in the BSC.
1. Exhibit mastery of the Operations Management concepts;
2. Apply the recent OM concepts relevant to their assignments;
3. Measure operational effectiveness by identifying metrics for each of the OM

Decisions vis--vis the Internal Business Perspective of the Balanced Scorecard; and
4. Explain Operations Management and its role in business, the impact of OM decisions
to their companys viability and competitiveness, to society and to the environment.
1. Group presentation on the assigned topics. Discussion on the Internal Business

Process perspective follows.
2. The Facilitator leads the discussion to integrate the OM topics from the last seven
workshops. The discussion may consider the following questions:
a. What operational challenges, issues, or realities arise from current trends like
professional emigration (i.e. nurses, engineers, doctors, etc.), massive
outsourcing, tough competition from China and other developing countries, etc.?
b. In what ways can the adverse effects of these trends be possibly reversed?
c. Which of the Opeman concepts discussed can directly help our local SME's,
NGO's, or Cooperatives increase their productivity and competitiveness? Give
examples of specific concepts or tools and how they can work for these
organizations.
d. What will I do to implement the Opeman concepts to increase productivity in my
organization and ultimately achieve competitive edge.
22
March 2015

Opeman Regis (March 2015)

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Ateneo Graduate School of Business

Rockwell Center, Makati City

Revised: March 2015

COURSE TITLE: OPERATIONS MANAGEMENT

COURSE CODE: OPEMAN

Upon completion of the course, students are expected to:

3. Evaluate the relevance of OM decisions to other functions (i.e. marketing, finance,

The Global Environment and Operations Hard Rock Cafs Page 89

10 Job Design and Work Measurement Hard Rocks HR Page 462

11 Supply Chain Management Dardens Global Page 491

Course Integration and Final

Each learner is expected to actively participate in discussions on the assumption that

An important component of this course is the completion of written assignments by

STUDENT NAME ID SUBJECT SECTION TERM/YEAR EVALUATOR

RUBRIC OBJECTIVE (based on AGSB learning outcome)

Gives Gives Gives insufficient Lacks detail and No report

Writing Writing is Writing lacks Writing is No report

Submitted on Submitted a Submitted within a Submitted after a No report

STUDENT NAME (Last, First, Middle) SUBJECT SECTION TERM/YEAR EVALUATOR

RUBRIC OBJECTIVE (based on AGSB learning outcome)

Is well Has Shows minimal Lacks organization No

Holds Uses Reads mostly Reads the entire No

If a student is in need of course adaptation or special considerations due to certain

ACADEMIC INTEGRITY POLICY:

Each learner is responsible to know the standards of conduct and expectations of

Cheating during exams.

Copying another students work including assignments and reports

1. Textbook: Heizer, Jay and Render, Barry

F. Robert Jacobs, Chase, Richard B. and Aquilano,

Meredith, Jack R. and Shafer, Scott M.

INTRODUCTION TO OPERATIONS MANAGEMENT

Assignments to be completed prior to Session 1:

1. Read Chapter 1 of the textbook.

3. Research on Philippine productivity and competitiveness versus those of its

At the end of this session, students are expected to:

1. Understand the course, requirements, and criteria for grading;

2. Define operations management, production, and productivity and their importance to

3. Discuss how to measure and improve ones/own companys productivity;

4. Identify the 10 OM decisions;

5. Apply the input-process-output (IPO) framework; and

1. The facilitator and class members introduce themselves.

4. The facilitator discusses Operations Management and demonstrate the different

6. Groups will brainstorm and discuss productivity levels of Philippine companies

PRODUCT DESIGN, SUSTAINABILITY, PROCESS DESIGN AND

Assignments to be completed prior to Session 2:

1. Read Chapters 5, 5S, 7, and 7S of the textbook.

At the end of this session, students are expected to:

3. Discuss the concept of Sustainability and how it can be implemented in their

5. Understand the concepts of capacity, line balancing, and bottlenecks; and

THE GLOBAL ENVIRONMENT AND OPERATIONS STRATE,

Assignments to be completed prior to Session 3:

1. Read Chapters 2, 8, and 9 of the textbook.

3. Research on Philippines companies competitiveness in the world market. Be ready

At the end of this session, students are expected to competently:

2. Explain the impact of globalization on Operations Management;

3. Identify the factors to be considered when deciding where to locate a certain

4. Identify the different types of layout used in manufacturing or service facilities,

5. Discuss the characteristics that affect facility layout decisions in various

1. The class starts with a brief review of previous sessions topics.

(Another option is to research on a Philippine company that has successfully entered

QUALITY MANAGEMENT & INTERNATIONAL STANDARDS

Assignments to be completed prior to Session 4:

At the end of this session, students are expected to:

1. Understand the importance of Quality and of satisfying customers;