This course provides overview of the operations management process. The operations management field includes the primary functions of business. These central functions of an organization are responsible for the creation and delivery of goods and services. This course will assist the student in developing both quantitative and qualitative skills to utilize current methodologies, systems, and technology to plan, execute, implement, and analyze performance of the organization and its resources. The topic area of quality management is a significant segment of this course.
The course is a required course in the Master of Business Administration.
A main goal for this course was to provide intuitive eLearning. The course is organized using weekly folders. At the beginning of each week, student learning outcomes are identified, and a weekly to-do list is provided for students.
Important information for students is shared in resource folders. Certain resource folders are provided each week and have consistent assignments throughout the semester. These resource folders are:
Synchronous Class Information & Resources
Textbook-Related Assignments
Simulation-Related Assignments
Capstone Project Assignments
These folders contain videos related to the textbook reading, videos and reports related to the business simulation, assignments, project requirements, and grading rubrics.
Other content folders pertinent to that particular week may include topics such as:
Harvard Business Review Case Assignment (quiz and discussion board)
LinkedIn Learning Assignment (completion of training video and certificate for LinkedIn profiles)
Visuals related to the folder and operations management provide visual stimuli. Résumé bullet points highlight skills students learned that week from the assignments, project, or simulation for their own résumés.
SAMPLE MODULE ORGANIZATION
OCM 607 is developed with an emphasis on real-world eLearning activities and projects. Examples of engagement built into the course are:
Process improvement capstone project with an industry partner
Synchronous and asynchronous opportunities to compete in a team business simulation where mistakes are learning opportunities and successes are celebrated
Weekly discussion boards
Reflection of learning (i.e., Students are provided the opportunity to reflect on their learning in the course and how it applies to their future careers. Students develop their own résumé bullet points in addition to the résumé bullet points provided by the instructor.)
BACKWARDS DESIGN
By using backwards course design, I first identified the following student learning outcomes in measurable terms:
1. Students will be able to describe the strategic importance of operations management and supply chain design, planning, and operations in today’s business.
2. Students will be able to understand and describe operations management concepts such as production/service, lead time, forecasting, scheduling, capacity planning, quality and quality control.
3. Students will be able to contrast the current trends in business (such as JIT, LEAN and Six Sigma) relevant to operations management.
4. Students will be able to synthesize current methodologies, systems, and technology to plan, execute, implement, and analyze performance of the organization.
5. Students will be able to apply analytical-thinking ability to solve operations management problems.
Working backwards, I then developed the assessments, learning activities, and methods to deliver the content. Lastly, each semester I take feedback from students and my own teaching experiences and reflect and revise the course.
Class Participation/Attendance Policy
Students are encouraged to attend synchronous live classes and actively participate in the discussions as well as in-class simulations. However, not attending the live class session will not affect your class participation grade. The class participation grade will consist of your responses to the weekly discussion boards and the completion of quizzes over the Harvard Business Review articles assigned. Active class participation is key to your own and your classmates’ learning experience in the weekly discussion board and during synchronous class meetings. Students should seek to add value in each discussion and ensure I hear your “voice” (thoughts, ideas, and insight) throughout the class. For grading, what matters is the quality of your comments, not the quantity.
Textbook Quizzes
Online quizzes will test your knowledge of information in the weekly reading assignments. For the most part, these quizzes will be short answer.
Online Assignments
Involvement in the ERPsim games and relating debrief and reports will be graded. Since you must participate, understand, and synthesize the ERPsim, not participating in the simulation setup and execution with your team will have serious consequences on your grade.
The online assignments and reports will include videos or lectures to watch. Other aspects of the online learning modules include completing reports and reflections.
Adding operations management Lean Process Improvement skills to your professional resumes is a goal of this course. The two required LinkedIn Learning video trainings can be added directly to your profile. As evidence of completion, you will submit a certificate of completion to BBL.
Working effectively online in your teams will be evaluated through CATME midterm and final evaluations. You will evaluate members of your team and receive feedback from your team members through CATME.
Capstone Project
The tools of business process improvement are transferable to different disciplines and even one’s own personal life. The purpose of this assignment is to implement a process improvement initiative using a lean methodology. You will practice using systematic organization methods to achieve business process improvement as well as identify reasons for why the process may be out of control. At the beginning of the term, you have the choice to complete the project either as a team or individually. Detailed assignment requirements, rubrics, and project examples are available on BBL.
When this class moved to an all-online format due to the COVID-19 crisis, I changed the simulation I was using to one that is more conducive to an online learning format. This required redesigning all of the report requirements, activities, and grading rubrics.