|
|
|
|
|
|
|
|
|
|
|
|
|
|
BA
561 Supply Chain Management
Winter
2006
[Schedule] [Overheads] [LP Assignment] [Simulation Assignment]
[Example test questions] [Team member evaluation]
Instructor: Mark Pagell, Ph.D.
Office: 400
Office Phone: 737-6036
Home Phone: 541-431-3950
E-mail: pagellm@bus.oregonstate.edu
Office hours:
Wednesday 3-5
Friday 10-11
If these times are not convenient I will gladly schedule an appointment at another time with appropriate notice. Please do not just “drop in” outside of regular office hours without an appointment.
PURPOSE OF THE COURSE:
This course serves two main purposes. The first is to expand your knowledge of supply chain management. Topics will be covered in a manner such that the information should be applicable to managing and improving the operations of all organizations, and supply chains.
The second function of the course is to get you to use skills that employers have identified as important. Chief among these will be communication skills, both oral and written. In addition, you will be expected to work in teams when appropriate. Finally, where applicable, you should make use of the appropriate computer technologies to perform your work.
Specific Learning outcomes:
1. Have a working knowledge of key supply chain topics
2. Be able to apply key topics to actual supply chain decisions
3. Be able to apply linear programming tools in a supply chain decision making context
4. Understand the linkages between key supply chain members
5. Demonstrate the ability to work in groups
6. Demonstrate the ability to make a professional presentation of a business case
REQUIRED
Course Pac: Available in library – course reserve number VR 301
Cases – available from Harvard Business School Publishing Online. www.hbsp.harvard.edu and the European Case Clearing House www.ecch.com
OPTIONAL REFERENCE TEXTBOOKS:
Monczka,
Robert, Robert Trent and Robert Handfield. 2005. “Purchasing and
Supply Chain Management 3rd edition”
Stock, James
R. and Douglas M. Lambert. 2001. “Strategic Logistics Management.”
EXPECTATIONS:
No course teaches itself. And no professor can make up for lack of effort on the student’s part. If you want to get the most out of this class you must: 1) have the required prerequisites, 2) be prepared for class, 3) participate in class, 4) be a useful member of your group, 5) display mastery of the subject matter, and 6) act professionally.
ACADEMIC HONESTY
All students are expected to abide by the university’s rules on academic honesty. Failure to do so will result in failing the class. Students should be aware of what constitutes cheating as well as plagiarism.
STUDENTS WITH SPECIAL NEEDS
If you have any special needs that will need to be addressed please contact me during the first week of the term.
PERFORMANCE APPRAISAL:
Individual Work
Test
There is one test scheduled for the term. The test will be comprised of essays and problems. Anything we do in class is testable. However, the purpose of the test is to ensure that you have mastered core concepts covered in class, especially topics that were not directly covered in a case or assignment.
Linear programming problem
The linear programming problem is due at the beginning of class in week 4. This will be an individual assignment. You are to develop your models on your own. Collaboration on this assignment is not allowed. You may discuss the basics of building LP models or of using the software, but you can not discuss the actual building of the model for the case. If you collaborate on this assignment you will fail the class.
Simulation problem
The simulation problem is due at the beginning of class in week 8. This will be an individual assignment. You are to develop your models on your own. Collaboration on this assignment is not allowed. You may discuss the basics of building simulation models or of using the software, but you can not discuss the actual building of the model for the case. If you collaborate on this assignment you will fail the class.
Participation – in class
This class was designed under the assumption that all members of the class would be active participants. Therefore you are expected to participate in class. Participation is the way that you disseminate information to other members of the class, as well as to me. Participation is a way to show me that you understand a topic, as well as a way to inform me that a topic has not been fully explained. Participation is not just attending class, although attendance is a necessary condition to participate.
This class only meets once a week. And due to their nature, case discussions can not be made up. Therefore this class will have an attendance policy. Students may miss one class with no questions asked. However, additional absences should be discussed with the professor. Anyone who has more than 3 absences will fail the class.
In addition to attending class, all students are expected to engage in class conversation, answer questions, be willing and prepared to discuss the cases, and work in formal and informal groups. Students who do not meet these expectations can expect their grades to suffer, significantly. You will not get full credit for participation just for showing up to class.
Participation - in group
One of students’ persistent complaints about working in teams is that regardless of the professor’s intentions one or two team members end up doing the vast majority of the work, while the remainder of the team is guilty of “social loafing”. In order to try and control social loafing this class will have 2 control mechanisms.
First, all students will receive a grade from their team based on their individual contribution to the team- as assessed (anonymously) by the rest of the team. As part of participation all students will turn in a written evaluation of their team and the team process (on the last day of class) using a form I will post on the web. Students who do not perform this task will harm their own grades. The assessment will be used to adjust each team members’ grade for the case presentation and briefs. Your team’s score will be multiplied by your individual evaluation (the average from your team members) to give you an adjusted grade for the team work. For example if your team received an 80% for the case presentation and your average participation score was a 75%- you would get 60% (80% * 75%) for the presentation. So it is possible for a very poor performer to receive no credit from the team- and hence no credit for the group work.
Second, it is your responsibility to make every attempt to work with your team. However, there are occasionally team members who will not pull their own weight. If your team has such a member you can fire the offending person (they will fail the class) if you follow the procedure below.
1. Have a team meeting to discuss the problem. Inform me of the meeting as well as the results. I would suggest that at this stage you set formal expectations of all members of the team. I will not attend this first meeting.
2. If the problem persists set up a time to meet with me. I will meet with the members individually and collectively, as I see fit. The end result of these meetings will be a formal contract for all of the group members that will specify what each person will do, as well as when and how; for the remainder of the term.
If a member of the team breaks the contract, the team must send me a memo that they intend to fire the person. I will once more meet with the offending team member. Unless they can prove serious extenuating circumstances they will be fired.
Note: in special circumstances the process to fire a team member can / will be expedited
Group Work
Your group will do a number of formal and informal tasks throughout the term. Key among these is the preparation and presentation of cases. There are 5 cases scheduled throughout the term. Each group will have to present one case.
Case presentation
Each group will be assigned one case to formally present. This group will be expected to lead class discussion on the day the case is discussed. Each case is different and there is no set time limit for discussions. You will not be graded on the amount of time you use, but you will be expected to make good use of the class’s time.
In class your group will formally present the information with an emphasis on the analysis and recommendations. Please do not waste a great deal of time restating the case or your grade will suffer significantly. The presentation is expected to be professionally done and will be judged by both the professor and the class. We will formally discuss the expectations for case presentations during the second day of class. Criteria for the presentation include:
a. Identification of problem (15 points) – did the group get to the core problem or did they focus on symptoms?
b. Quality of analysis and recommendations (35 points) – was the group thorough? Did they overlook anything important? Did they do a good job integrating supply chain theory into the discussion? Did they do a good job integrating theory from other functional areas (if applicable)?
c. Quality of presentation (35 points) – Was the group professional? Did they read or talk? Were visual aides well done and appropriate?
d. Degree of preparedness in answering questions (15 points) – was the group able to answer questions? Were they prepared for questions that should have been “obvious”?
Case briefs:
Your group will be responsible for preparing a short (2 page maximum) brief for the cases you are not presenting. Briefs will be due by noon on the Tuesday of the week the case is being discussed in class. E-mail submission is required. Late submissions will not be accepted. Each brief will be graded on a 5 point scale. The group presenting the case to the class does not need to prepare a brief for the case they will present. Each brief will detail:
a. The problem being solved- especially if you think that the root cause of the issues in the case is not well stated in the case problem given you by the Dr. Pagell.
b. Assumptions and key facts. What data did you find pertinent? What assumptions did you have to make?
c. Your recommendation based on a and b above.
Note- if you prefer (or if your schedule requires it) you may prepare briefs individually. Dr. Pagell must be made aware of this decision before the first brief is due.
GRADES:
Case presentation – 20%
Simulation Problem – 10%
Linear programming assignment – 5%
Briefs - 20% - 5% each
Final – 25%
In class participation 20%
Grades are assigned as follows:
|
Grade |
Percentage |
|
A |
93 up to 100 |
|
A- |
90 up to 93 |
|
B+ |
87 up to 90 |
|
B |
83 up to 87 |
|
B- |
80 up to 83 |
|
C+ |
77 up to 80 |
|
C |
73 up to 77 |
|
C- |
70 up to 73 |
|
F |
Less than 70 |