Syllabus Summer 2020 S2DB PDF

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COURSE INFORMATION SHEET MGT 3121 Service Operations Management Semester Course Section Class Days/Times Location Login Information Zoom Meeting ID Login Password Department Instructor Email Office Hours

Summer 2020 (July 13th – August 13th) MGT 3121, Service Operations Management S2DB Monday, Wednesday, Thursday 5:30pm-8:00pm Online via Zoom https://baruch.zoom.us/j/93664227740 936 6422 7740 654641 Narendra Paul Loomba Department of Management Dr. Alex Gorod [email protected] By appointment via Zoom

DESCRIPTION This is an introductory course intended to provide the student with a mix of theoretical and practical knowledge about managing service operations in businesses such as financial services, retail hospitality, healthcare, transportation, and small business. This course is organized around principles including the strategic role of operations for competitiveness and sustainability, and the design of processes, service offerings, and supply chains. Students will learn the use of tools and techniques for planning, control, and continuous improvement of service delivery processes. 3.0 hours; 3.0 credits. PREREQUISITES Completion of math requirement for the BBA degree (MTH 2205/2207/2610 or equivalent and STA 2000, i.e., calculus and business statistics). COURSE OBJECTIVES Upon completing MGT 3121, a student will be able to do the following: 1. 2.

3.

4.

5. 6.

7.

Explain the principles of managing business operations and how operations executes a firm’s strategy and interacts with marketing, finance, information technology, and accounting. Apply business process analysis skills to enable students to manage business operations—to map processes, break them into individual steps, quantify financial flows, identify value, manage variability, and match capacity with demand. Use business process improvement tools such as Lean, Six Sigma, and Statistical Process Control to remove waste and variability from processes, identify defects, and continuously improve quality operations. Manage inventory and supply chains, including using tools and techniques for handling perishable and nonperishable inventories, and being able to make strategic and tactical supply chain decisions. Build analytical forecasting models to predict operational demand, understand the role of the forecasting function, and assess the likely accuracy of forecasts. Employ project management fundamentals to map projects, analyze and identify critical tasks, monitor progress, identify variances, and allocate resources correctly to deliver on specifications, under cost, and under time. Strengthen quantitative reasoning skills and build analytical models for operational decisionmaking throughout the course.

Zicklin School of Business

MGT 3121 Syllabus

Page 1

BBA LEARNING GOALS ADDRESSED The faculty of the Zicklin School of Business has adopted seven (7) “Learning Goals” for BBA students. The purpose of these goals is to create a common understanding between students, faculty and potential employers of the core objectives for a business education. The seven goals, together with assessment criteria, can be viewed at http://zicklin.baruch.cuny.edu/zk/resources/teaching/aol/undergraduate/bba The following Zicklin BBA Learning Goals will be addressed in this course: 1. 2. 3. 4. 5.

6. 7.

Analytical Skills: Students will possess the analytical and critical thinking skills to evaluate issues faced in business and professional careers. Technological Skills: Students will possess the necessary technological skills to analyze problems, develop solutions and convey information. Oral Communication Skills: Students will have the necessary oral communication skills to convey ideas and information effectively and persuasively. Written Communication Skills: Students will have the necessary written communication skills to convey ideas and information effectively and persuasively. Civic Awareness and Ethical Decision-Making: Students will have the knowledge base and analytical skill to guide them when faced with ethical dilemmas in business. Students will have an awareness of political, civic and public policy issues affecting business. Global Awareness: Students will know how differences in perspectives and cultures affect business practices around the world. Proficiency in a Single Discipline: Students will possess a deep understanding of and intellectual competence in at least one business discipline.

Zicklin School of Business

MGT 3121 Syllabus

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COURSE SCHEDULE Class

Day

Topic Covered

Readings: Cachon & Terwiesch, 1st ed.

Introduction to Operations Management

1

Mo 7/13

Learning Objectives: • Course syllabus • Introduction to managing business operations and key operational decisions a firm needs to make to match supply with demand • Connection between a firm’s strategy and operational levers available to deliver that strategy • The Service Economy • The Nature of Services and Systems Thinking

1) Textbook Ch 1, “Introduction to Operations Management.” 2) Instructor’s slides

Introduction to Operations Management (cont’d.)

2

We 7/15

Learning Objectives: • Strategy and Strategic Service Vision • Porter’s Five Forces Model • SWOT Analysis • Triple Bottom Line (TBL) • Service Design • Radical Innovations vs Incremental Innovations • Service Blueprints • Service Encounter Triad

1) Textbook Ch 20, “New Product Development.” 2) Instructor’s slides

Quality and Improving Operations

3

Th 7/16

Learning Objectives: • Service Quality Gap model • Quality service by Design • Taguchi Methods • Poka-yoke • Cost of Quality and Return on Quality • Lean thinking: the “7 deadly wastes” embedded in operations • Reengineering processes to remove waste • Value stream mapping • Toyota Production System: pull systems, just-in-time production, and kanban control

1) Textbook Ch 8, “Lean Operations and the Toyota Production System.” 2) Instructor’s slides

Quality and Improving Operations (cont’d.)

4

Mo 7/20

Learning Objectives: • Overview of statistical process control • Normal vs. assignable fluctuations; investigating assignable causes • Capability and conformance analysis; x-bar and r charts. • Six Sigma DMAIC methodology • ISO 9000 & 9001

Fundamentals of Managing Business Processes 5

Learning Objectives: • Process flow diagrams • Key process metrics: cycle time, capacity, flow rate, flow time, resource utilization, and inventory

Zicklin School of Business

MGT 3121 Syllabus

1) Textbook Ch 9, “Quality and Statistical Process Control.” 2) Instructor’s slides

1) Textbook Ch 2, “Introduction to Processes,” Textbook Ch 3, “Process Analysis,” Textbook Ch 7, “Process Interruptions.”

Page 3

We 7/22

Kaizen Plan-Do-Check-Act (PDCA) Tools for process improvement Evaluating 3 process metrics with Little’s Law Identifying the bottleneck and capacity in a multi-step process • The connection between process flows and financial performance • • • • •

2) Instructor’s slides

Fundamentals of Managing Business Processes (cont’d.)

6

Th 7/23

Learning Objectives: • The financial benefits of process capacity improvements • Choosing a staffing level to meet demand • Off-loading the bottleneck • Balancing a process • Workforce Scheduling • Location set covering problem • Competitive clustering • Saturation Marketing

Advanced Process Analysis; Applications in Services

7

Mo 7/27

Learning Objectives: • An overview of yield management in services • Business characteristics that make yield management more effective • Methods for overbooking service capacity • Allocating capacity among customer segments • (Dynamic) pricing of service capacity • Financial impact of yield management strategies

1) Textbook Ch 4, “Process Improvement,” Textbook Ch 5, “Process Analysis with Multiple Flow Units.” 2) Instructor’s slides

1) Metters, King-Metters, Pullman, & Walton. (2006). Successful Service Operations Management, 2nd ed., Ch 12, “Yield Management” Thompson/Southwestern (available as a free PDF by kind permission of the authors). 2) Instructor’s slides

Advanced Process Analysis; Applications in Services (cont’d.)

8

9

We 7/29

Learning Objectives: • Impact of variability in processes; overview of waiting lines • Psychology of waiting lines • Components of a waiting line system: the arrival process, queueing process, and service process • Key operational performance metrics of waiting lines • Single- and multiple-server models • Economies of scale and pooling in queues

Th 7/30

Mo 8/3

2) Instructor’s slides

MIDTERM EXAM Inventory and Supply Chain Management

10

1) Textbook Ch 16, “Service Systems with Patient Customers,” Textbook Ch17, “Service Systems with Impatient Customers.”

Learning Objectives: • Types of inventory and the reasons for holding inventory • Characteristics of and strategies for managing nonperishable inventory items

Zicklin School of Business

MGT 3121 Syllabus

1) Textbook Ch 10, “Introduction to Inventory Management,” Textbook Ch 12, “Inventory Management with Steady Demand,”

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• • • • • • • •

Metrics of inventory: turns, days of supply, stockout costs, holding costs, ordering costs Economic Order Quantity (EOQ); cost function and optimal order quantity Characteristics of perishable inventory Strategies for managing perishable inventory items Newsvendor model; the critical ratio, optimal order quantity, and performance measures Mismatching costs in newsvendor model Continuous Review System Periodic Review System

Textbook Ch 13, “Inventory Management with Perishable Demand.” 2) Instructor’s slides

Inventory and Supply Chain Management (cont’d)

11

We 8/5

Learning Objectives: • Supply chain structure and roles • Metrics of supply chain performance • Overview of strategic and tactical supply chain decisions • Managing variability in supply chains: disruptions, variable demand, and bullwhips • Production Distribution Game (aka, “The Beer Game”) • Bullwhip effect in supply chains, causes and preventions • Strategies for improving supply chain coordination • Outsourcing

1) Textbook Ch 11, “Supply Chain Management.” 2) Instructor’s slides

Project Management

12

Th 8/6

Learning Objectives: • Overview of great projects and project management failures • Types of projects • The components of managing a project (project selection, budgeting, scheduling, and execution) • Key objectives and metrics of project management • Delineating project tasks; immediate predecessors and task time estimates • Critical Path Method (CPM): project network diagrams, early vs. late start/finish times, slack times, and critical activities • Gantt charts • Work Breakdown Structure (WBS) • Program Evaluation Review Technique (PERT) • Managing projects with uncertain activity times • The Triple Constraint • The phases of team development and leadership

1) Textbook Ch 19, “Project Management.” 2) Instructor’s slides

Globalization and Systemic Interdependencies

13

Mo 8/10

Learning Objectives: • Growing global complexities • Systemic Failures • Expansion Strategies • Franchising • The Nature of the Borderless World • International Elements of the Strategic Service Vision The Small-World Phenomenon

Zicklin School of Business

MGT 3121 Syllabus

Instructor’s slides

Page 5

Forecasting and Demand Planning

14

15

We 8/12

Learning Objectives: • Forecasting framework and overview of the forecasting function • Summary of judgmental vs. quantitative forecasting techniques • Evaluating forecast quality; Bias, MSE, MAD, MAPE • Smoothing forecasting methods: naïve, moving averages, and simple exponential smoothing • Incorporating trends in the forecast • Accounting for seasonality in the forecast • Sources of forecasting biases

Th 8/13

1) Textbook Ch 15, “Forecasting.” 2) Instructor’s slides

FINAL EXAM

GRADES AND EXPECTATIONS FROM STUDENTS All submissions in this course will be graded by me and/or my teaching assistant. Grading is to a standard that I will communicate with you, not to a curve. The course deliverables are weighted as follows in determining your overall course grade. Point Value 100 100 100 300 350 50 1000

Homework 1 Homework 2 Homework 3 Midterm Exam Cumulative Final Exam Attendance & Participation TOTAL

% of Final Grade 10% 10% 10% 30% 35% 5% 100%

Accumulated points will be calculated as a percentage and reported as a letter grade using the following scale (source: Baruch College Faculty Handbook). % of Points Earned 93.0–100.0 90.0–92.999 87.0–89.999 83.0–86.999 80.0–82.999 77.0–79.999 73.0–76.999 70.0–72.999 67.0–69.999 60.0–66.999 Below 60.0

Zicklin School of Business

Letter Grade A AB+ B BC+ C CD+ D F WU WN PEN

MGT 3121 Syllabus

GPA Value 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0 0.0 0.0 0.0

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Attention Please note that you MUST pass (minimum score 60%) at least one of the exams (Midterm or Final), as well as earn a minimum overall course weighted percentage score of 60%, in order to pass the course. A summary of my grading rules and expectations follow. 1. No extra credit is given in this course. 2. I do not round grades up or down for any reason (e.g., 89.999% is a B+). 3. Classes start and end on time. 4. I don’t accept anything late, for any reason. 5. Cheating and plagiarism are not tolerated, and have severe consequences. 6. If you don’t follow my instructions, you will not be given a second chance to do it right.

MATERIALS •

Required. Operations Management by G. Cachon and C. Terweisch, McGraw Hill, 2017. There are 3 versions: Loose leaf paper (ISBN 9781260037821, Net Price $83), eBook (ISBN 9781260037814, Net Price $102), and hardbound text (ISBN 9781260037819, Net price $136). Students can use any version of the textbook.

•

Optional. The Goal by Eliyahu Goldratt, North River Press, 30th-Anniversary Edition, 2014, $24.95.

STUDENT TUTORING SERVICES Baruch’s Student Academic Consulting Center (SACC) helps more than 5,000 students each year in a wide range of subjects and employs more than 100 students as peer tutors. If you feel you are having difficulties learning the material that cannon be rectified during my normal office hours, consider the tutoring option. See http://www.baruch.cuny.edu/sacc for more information.

AUDIO & VIDEO RECORDING POLICY Please note that no recording of any nature is allowed of instructor lectures or class discussions or of persons in class, without explicit prior written permission from the instructor. Further, no material pertaining to the class should be disseminated or posted or re-posted anywhere in any format, excepting on the course Blackboard site, without first obtaining explicit written permission from the instructor. Violations of this policy will be viewed as an infringement of Baruch’s integrity policy with attendant consequences, including failure in the course and additional penalties. Surreptitious or covert video recording of class or unauthorized audio recording of class is also prohibited by law. In order to accommodate students with disabilities, some students may be given permission to record class lectures and discussions. Therefore, students should understand that their comments during class may be recorded.

ATTENDANCE Attendance is mandatory. Students are required to attend every session of their courses. Some students observe religious holidays during which classes meet. Such absences should be considered excused absences. Students are responsible for making up any missed work. Religious holidays are listed by the City of New York at http://www.nyc.gov/html/dot/html/motorist/alternate-side-parking.shtml.

Zicklin School of Business

MGT 3121 Syllabus

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Please note that it is your responsibility (not mine) to ensure that you attend every class session of the course. Please note that while it is expected that attendance shall be taken regularly, roster may not be called on a specific day, if circumstances do not permit. You are required to attend class, regardless of whether roster is called or not. Attendance will be marked for individual sessions - claims that you were present at a session when the roster shows you were absent shall not be entertained, unless you approach the instructor immediately at the end of that particular session. Relatedly, claims of being ‘present’ in a session where roster could not be taken, cannot be used to compensate for a noted absence in another session. According to Baruch policy, you shall be automatically dropped from the course with a WN grade, in case the attendance roster shows that you have not attended a single class session prior to the attendance certification date. No prior notice shall be provided. Please note that the “WN” grade cannot be changed later for the purpose of allowing the student to officially withdraw from the course. A WU grade will be given to freshmen and sophomores for unexcused absence in excess of twice the number of weekly hours the class meets, as also may be given to juniors or seniors for excessive absences. For example, for a class that meets face-to-face once a week, the total # of permissible absences in a semester would be two. A WU is the grade for excessive absences. A WU given prior to a student applying for a W takes precedence, and counts as an F. Please check with the Registrar and the Baruch site for last date(s) deadlines for dropping courses with a W grade and other information.

STUDENTS WITH DISABILITIES Students with disabilities may be eligible for a reasonable accommodation to enable them to participate fully in courses at Baruch. If you feel you may be in need of an accommodation, please contact the staff at the Office of Services for Students with Disabilities, Newman Vertical Campus, Room 2-271, in person or by phone at (646) 312-4590. For more information, see http://www.baruch.cuny.edu/studentaffairs/ossd/disabilityServices.htm.

ACADEMIC INTEGRITY Academic dishonesty penalizes your hard work and integrity, demeans the value of your degree, and harms your reputation as a Baruch graduate. If you see something, say something. You are required to adhere to Baruch College's policy on Academic Honesty, which states, in part: "Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the college's educational mission and the students' personal and intellectual growth. Baruch students are expected to bear individual responsibility for their work and to uphold the ideal of academic integrity. Any student who attempts to compromise or devalue the academic process will be sanctioned”. Any student caught violating college academic policy will earn a failing grade in the course, incur additional sanctions at the instructors and school’s discretion, carry a permanent academic dishonesty record on his/her transcript, as well as face possible expulsion from the school. College policy requires me to submit a report of suspected academic dishonesty to the Office of the D...