《运营管理Catalog Course Description》课程教学大纲

PRODUCTIONANDOPERATIONSMANAGEMENTCatalogCourseDescriptionAddressesactivitiesrequiredintheprocessofproductionofproductsanddeliveryofservices.Backgroundofconcepts,processesandinstitutionsintheproductionofgoodsandserviceswillbecovered.Computerapplicationsareanintegralpartofthiscourse.CourseOverviewThiscoursewillpresentthestudentwithanintroductiontothescopeofoperationsproblemsthatarecommonwithinindustry.Problemswillincludethosesolvedundercertainty(e.g.facilitylayoutandlocation)aswellasunderrisk(qualitycontrolandprobabilisticinventory).Thetopicswillrangefrompurelydescriptivetomathematicallyrigorous.Studentswillalsosurveyandlearnabouttrendsandinnovationsinoperations,andtheimpactofthesetrendsonaglobalsociety.Course‐LevelLearningGoalsAnoteonSchoolofManagementCourse‐LevelLearningGoals:Learninggoalsarepartitionedintothosethatareinsupportoftheprogrammaticlearninggoals(Invariant),specifictothelocalizedregionofdelivery(Contextualized),andspecifictothedomainexpertiseoftheinstructor(Instructor‐Specific).Theformertwocategoriesarerequiredforallcourses.Invariant“AssuranceofLearningValidations”arespecificallylinkedtotheassociatedprogrammaticlearninggoalandobjective,withcourse‐levellearninggoalsrepresentingtheprogrammaticgoalasitappliestothecontextofthecourse.Learninggoalsthatfocusonknowledgeacquisition(Bloom’sTaxonomy)arenotspecificallyornecessarilyincludedintothecourse‐levellearninggoals,althoughitisassumedthatknowledgeacquisitionofallrelevantbusinesscorefundamentalsisaddressedwithineachcourse.Examinationsinclassareusedtoprovidefeedbackconcerningknowledgeandcomprehensionforthepurposeofensuringthatstudentswhohavenotmasteredthesewillnotadvancethroughthecurriculum.Attainmentofknowledgewithineachcoreareaisassessedbywayofstandalonetestingofeachstudentasarequiredpartoftheinstructionalprogrampriortograduation(e.g.ETS).(A)InvariantLearningGoals(InsupportoftheBSBAProgrammaticLearningGoal(s)):Uponthesuccessfulcompletionofthiscourse,thestudentwillbeableto:1.Makeoperationaldecisions(e.g.inventory,facilitylocation,scheduling);2.DevelopProjectManagementplans;3.Applysoftwaretosolveoperationalproblems;4.Discusstheresultsofoperationsanalysiseffectively;and5.Integratefunctionalareastogethertheoperationsfunction.AssuranceofLearningValidations(LinkedtotheBSBAProgrammaticLearningGoal(s))AnoteonSchoolofManagementAssuranceofLearningScoring:Scoresformthemetricforthedegreetowhichthevalidation(e.g.learningoutcome)satisfiestheassociatedlearninggoalorobjective.Assuranceoflearningvalidationdescriptionsidentifythecriteriaforeachscorethatistobegiven.Scoresarescaledusingprogramsorconcentrationrubrics.Itmustbenotedthatscoresaretobedifferentiatedfromgrades.Scoresformacriterionfromwhichaninstructorwillascertainanoverallgradeforanyinstrumentofassessment,andtheoverallassessmentthestudentreceivesforaninstrumentisa“grade.”Ascoreisanextractionthatspecificallymeasuresthedegreeofattainmentofalearninggoaland/orobjective. AnoteonSchoolofManagementAssuranceofLearningScoring:Scoresformthemetricforthedegreetowhichthevalidation(e.g.learningoutcome)satisfiestheassociatedlearninggoalorobjective.Assuranceoflearningvalidationdescriptionsidentifythecriteriaforeachscorethatistobegiven.Scoresarescaledusingprogramsorconcentrationrubrics.Itmustbenotedthatscoresaretobedifferentiatedfromgrades.Scoresformacriterionfromwhichaninstructorwillascertainanoverallgradeforanyinstrumentofassessment,andtheoverallassessmentthestudentreceivesforaninstrumentisa“grade.”Ascoreisanextractionthatspecificallymeasuresthedegreeofattainmentofalearninggoaland/orobjective. A1.CaseStudyPresentation:Studentteamsmustprepareanendofchaptercase.Eachteamofapproximatelyfivestudentswillleadtheircasediscussionduringthefinalweekofclass.Theleadingteamshouldpreparethecase,necessaryslides,chartsandanalysis.Allclassmembersareexpectedtoparticipateincasediscussion.Thegroupgradeforthecasestudyisbasedonfivegroupscores.Thecriteriaforthefirstgroupscoreisthestudentteam’sabilitytoarticulateclearlythekeyissuesofthecaseandtheirsolutions(G1O1).Thecriteriaforthesecondscoreistheclarityofthepresentationandthelevelofengagementoftheaudience,whichtheteammustencourage(G1O2).Forthethirdscoreaconfidentialevaluationofeachteammemberwillbeconducted(G1O3).Thecriterionforthisscoreisthedegreetowhichtheteammatesevaluatecontributionsmadebyeachofthegroupmembers.Thecriteriaforthefourthscore(M2O2)istheappropriatechoiceanduseofsoftware,eitherthatfoundinthetextorExcel‐based,andtheteam’sabilitytoimplementthatsoftwarecorrectlyinsolvingthecase.Thecriteriaforthefifthscore(M2O4)isthevisualappeal,readabilityandappropriatenessofthePowerPointslidesusedinsupportoftheoralpresentation.A2.StudentProject:Eachstudentshouldbeassignedtooneoftwoprojects,below:a.ProjectManagement:Thestudentshouldidentifyatypicaloperationsmulti‐stageproject,collectinformationontheprojectflowfromapublicsource,anddeveloptheappropriateprojectmanagementanalysisandflowchart,includingtheidentificationofcriticalactivities,theimpactofuncertaintyofactivitytimes,andtheappropriateallocationofadditionalmanpowercapacity.Thewrittenprojectreportbyeachstudentwillbegradedbytheinstructor.b.TimeSeriesProject:Eachstudentwillberequiredtocollectdataaboutthestocksofthreemulti‐nationalcompaniesandforecastpriceusingMovingAverage,ExponentialSmoothing,andNaïveMethods.ThegoalofthisprojectwillbetoselectthemethodwhichleadstothelowestMAD,MSE,orMAPE.Thestudentshouldbeencouragedtousedifferentparameterswhichleadtothebestresults,andpresentthoseinthefinalprojectreport.Acomparativeanalysisbetweenallofthecompanieswillthenbeperformedandanalysisofthefactorsthatmightinfluencewhythechosencompanyforecastsaredifferentbyrelatingthetrendstosocio‐economicorglobalmarketfactorsthatarerelevantandsupportedbythebusinesspress.ThewrittenTimeSeriesprojectbyeachstudentwillbegradedbytheinstructor.Foreachprojectfivescoresaregiven.Thecriteriaforthefirstscore(M2O1)isthequalityandappropriatenessofthedata.Thecriteriaforthesecondscore(M2O2)istheuseofcorrectExcelformulas/toolstoforecastandevaluatethemeasuresofperformance,orbuildtheflowchartandconducttherequestedanalysis.Thecriteriaforthethirdscore(M2O4)istheabilityofthestudenttopresentthedataprofessionallyinthereport.Thefourthscore(M4O1)isbasedonthestudentabilitytosupporttheusefulnessoftheprojectoutcomeinformulatingorganizational/business*plans.Thefifthscorebasedontheabilitytojustifyrelevantfactorsfromthebusinesspressthatmightsupportwhycompaniesinacommonsectorindifferentmarketsdisplaydifferentforecasttrends(G3O1).*ThisarticulationofscoringcriteriaisincludedtofacilitatestudentachievementofM4O1.A3.ProblemonaQuiz:Eachstudentmustdemonstratetheabilitytosolveandfindsolutionstoamathematicalproductionandoperationsmanagementproblem.Atotaloffivequizzeswillbeconducted.Onescoreisgiventoeachstudentoneachquizbasedontheappropriatenessofthemathematicalanalysis(M1O2).Specificproblemsforthequizshouldbebasedon:a.Developademandforecast;b.Chooseafacilitylocation;c.ProjectmanagementorJust‐In‐Time;d.Developasafetystockpolicy(integratingstatistics)orinventorymanagementplan;e.Schedulejobsaccordingtovariouscriteria(e.g.minimummeanwaittime);orf.Constructaqualitycontrolchart.(B)Contextualized(Globalized)LearningGoal(s):Uponthesuccessfulcompletionofthiscourse,thestudentwillbeableto:1.Analyzeandjustifyalternativetrendsforforecastdataoffirmsinacommonsectorthattradeinalternativeinternationalmarkets.AssuranceofLearningValidation(InsupportoftheContextualized(Globalized)LearningGoal(s)):B1.StudentProject:AcomparativeanalysisbetweenallofthecompaniesconsideredinA2willbeperformedandanalysisofthefactorsthatmightinfluencewhythechosencompanyforecastsaredifferentbyrelatingthetrendstosocio‐economicorglobalmarketfactorsthatarerelevantandsupportedbythebusinesspress.(C)InstructorSpecificLearningGoal(s):1.Toidentifythesupplychainmanagement(SCM)/TotalQualityManagement(TQM)practicesimplementedbytheservice/manufacturingcompanylocatedinNewYorkCityAssuranceoflearningvalidation:C1.IndustryTeamProject:Studentteamsshouldvisitonemanufacturing/servicefirmlocatednearertoNewYorkCitybeforethemiddleofSpringsemestertostudywhattypeofoperationsstrategythiscompanyadoptsandhowSCM/Inventorymanagementpracticesareimplementedinthiscompany.Thisteamshouldsubmit4‐5pagesreporton15April2015thatshouldfocusondescribingnatureofthebusinessofthefirm,operationstrategy,andhowSCM/Inventorymanagementpracticesareimplementedandproposeinnovativewaystoimprovesupplychain.Tomeasurelearninggoals,thefollowingscorewillbegiven:Score1:RelevanceofidentifiedpracticesofSCM/Inventorymanagementandinnovativewaystoimprovesupplychain/inventory(M3O2)6.TeachingandLearningMethodologyTheSchoolofManagement’steachingandlearningstrategyisinformedbycontemporaryindicators/sourcesthatderivefromitstargetmarket,specificallythemillennialgeneration.Inparticular,behavioraltraitsforthisgenerationareidentifiedandformthebasisofemphasisfortheschools’teachingandlearningmethodologies.Thesemethodologiesarereflectedintheschool’smissionstatementbywayofitsTEMPOScampaignTeachingandLearningStrategies:”TEMPOSandtheMillennials,”revisedSeptember2008..Inaddition,teachingandlearningstrategiesareinformedbyinstitutionalindirectassessmentresults,periodicallycollectedandreviewedbytheOfficeofPlanningandAssessmentandtheschool’sfaculty4.Teachingandlearningstrategiesarealsoexternallyreferencedsystematically(e.g.,theAnnualStakeholder’sConference)throughcontinuingconsultationswithnon‐boardkeystakeholdergroups,includingemployers,businessandcommunityleaders,accreditationandministerialagencies,alumni,students,peerinstitutions,andbusinessandgovernmentalagencyrepresentatives.Acomponentofallcourses,asapartoftheteachingandlearningstrategies,istomaintainacademicrigorandtobeintellectuallychallenging.Thisisvalidatedininstitutionalsurveyresults.However,SchoolofManagementfacultymembersutilizeanoverallcollectiveportfolioofstrategies/initiativesthatobtainfromtheaforementionedsourcesindelineatingthosethataremostappropriateoremphasizedinthecoursestheylead.Inthiscourse(QANT300),four(4)prioritizedteachingandlearningstrategiesfocuson:1.activestudentengagementintothelearningprocess;2.innovativeandcreativethinking;3.relevantcontenttostudentfuturecareers/goals;and4.case‐basedlearning.Allfacultymembersthatinstructthiscourseshouldconsiderhowtoexecutethecoursetoemphasizethesekeycomponentsofthestrategiesconsidered.Followingareviewoflearningoutcomes,facultymembersconsiderhowre‐orientationofteachingandlearningstrategiesmightresultinstrengtheningtheseoutcomes,andadjustmentsaremade,accordingly.FacultymembersalsoconsiderhowtheSchoolofManagementTriplePlatformsofExcellence(ProfessionalEnrichment,ExperientialEducation,andStudentAdvancement)mightbeleveragedasapartofthisstrategy,andproviderecommendationstotheDirectorsofthoseplatforms.Theschoolalsoreviewsthedistributionofidentifiedteachingandlearningstrategiesperiodicallytoensurecomprehensionandtheintegrationofeach(fromthedesignatedlistofapproximately20‐25strategies)withinthecurriculum.Finally,resultsfromstudentteachingevaluationsalsoprovideindicationsofhowvariousteachingandlearningstrategiesareintegratedintothecoursedelivery.Thefollowingissues(indicatornumberisprovided)areamongthoseintheevaluationsthatbearonthisreviewandanalysis:7.Theinstructorwasresponsivetostudentquestions.8.Theinstructorwasavailableforcourserelatedconsultationandadvice.9.Theinstructorgradedandreturnedstudentworkandexamspromptly.10.Theinstructorincorporatedinformationtechnology(puterortheInternet)inthecourse.11.Theinstructorwasresponsivetostudentneedsandconcerns.12.Theinstructorassignedchallengingcoursework.13.Theinstructorprovidedhelpful,constructivefeedbackonassignmentsandcoursework.14.Theinstructoracknowledgedculturaldifferencesanddiversityamongstudents.15.Theinstructorhelpedmeunderstandthesubjectmatter.Alongwithteachingandlearningstrategies,thenotionofstudenteffort/timeontaskisalsoconsidered,althoughitisnotnecessarilydrivenbymetrics.Itisnotedthatthenotionofstudenteffort,specificallymetricdriven,isnotauniversallyadoptedapproach.5.However,ifaninstanceoccurswherestudentlearningoutcomesdonotmeettargetedacademicstandards,theSchoolofManagementutilizesindirectinputsinthisareatoexploretheinterdependenciesbetweenfactorsincludingtheamountofworkrequiredinthecourse,thedegreeofchallengeinthecoursework,andlevelofcriticalanalysis,amongothers.6.Thiscourseintroducesstudentstomathmodelsbywayofutilizingexistingmodelstructurestosolveoperationsproblems.ThesemodelsbuilduponQA201forthosethatarestochasticinnature.TeachingmethodologyisSocraticandproblemoriented,supplementedbydiscussionsconcerningimplicationstomanagementpolicy.Softwareisusedforthepurposeofderivingsolutionstotheproblemsandmodelspresented.7.RequiredResource(s)HeizerJ.,andRenderB.(2013).PrinciplesofOperationsManagement.9thEdition.Pearson‐PrenticeHall.ISBN013:9780132968362.8.ReferenceResource(s)Stevenson.(2006).OperationsManagementwithStudentDVD.9thEdition.McGraw‐Hill.ISBN13:9780073290942.9.AssessmentMtodooyandGradngGudelnesInstruetPoitsTests3inlass)45oits15eah)MokNegtiatonA1)10oitsReportA4)15oitsomeworkAssignmentsA2)20oits10pontsea)Quizinlass)A3)10oitsTOTAL100ponts10.Gradinguielines:hefinalgradeortheoureillbealculaedusingnerntinalgrdingsale:UndergrduteCursesPercetageGradeLter96-00A91-A-87-83-B79--75-71-C67--63-D+60-Delow60Fail11.AttndnePolicy:tentsareexpectdtoatndeveryclasssessin.Istrutrsilliformsuentsoftheexactnuberofabenesadlte-arrivalsermiteduringteseester.tdetshoexedtheselimitsmaybeubecttoailure.Ifatdetmisssanyclassortet,teistrutrasherightoeithrgrantordenyanopounitytomaeupterkthtasmissd.Inhases,henstutorhallethesoleudefthevaldityfasudnt'sexplaationfravingmissdhelassrest.12.DeutinsorLterrial,EarlyDeprure,ndUneusedbsnes:13.PolicyforMae-UpAssinmentsorQuzzes:14.Clasroomehavio:eaviorhatdisuts,ipars,inerferesih,rstrutsteoderlynut,proesses,ndfntinsithinanacadeiclassroomorlaoratoryvioatesthesudntodeofondutandmayresutndisiplnaryactin.hisnludsinerfringihtheacdemicmissinfNYITorindiviuallassromrnteferngihafacutymember’sornstuto’sroletoarryutteomalacademicoreuatinalfuntionsofhislassromorlbortory,nldigteahngndresearh.15.StudentswithPhysicalorEducationalChallenges:ItisthepolicyofNewYorkInstituteofTechnologytoprovidereasonableaccommodationsforstudentswhoareotherwisequalifiedbuthavedisabilities,includinglearningdisabilities,healthimpairments,andotherdisablingconditions.Possibleaccommodationsinclude,butarenotlimitedto,testschedulemodifications,classrelocation,andpossibleassistanceinacquisitionofnecessaryequipment.Thecollegehasaninterestinhelpingstudentswithdisabilitiestobecompetitiveinthisacademicenvironment.Therefore,reasonableaccommodationswillbemadeuponproofbothofdisabilityandneedfortheaccommodations.Itmustbeunderstoodthataccommodationsaremeanttofacilitateeducationalopportunities.AdmissiontoNYITandaccommodationsdonotguaranteesuccess.Therefore,inadditiontoaccommodations,thecollegeencouragesutilizationofauxiliaryservicesavailabletoallstudentstomaximizeopportunitiesforsuccess.Studentswhosedisabilitiesmayrequiresometypeofaccommodationmustcompletearequestforaccommodationsformandanintakeinterviewwiththeircampusservicescoordinatorpriortotheacademicsemester.Accommodationsmayberequestedatanytimeduringthes