UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (Singapore)

Operations Management

BMGT3009S

STUDY GUIDE

BBS26 FT / Singapore

Copyright November 2017

1
Author: Roberto Chavez (2017)

This manual was prepared for University College Dublin as a comprehensive support for
students completing the above-mentioned Degree programme.

© This publication may not be reproduced, in whole or in part without permission in from
University College Dublin.

Module Co-ordinator: Roberto Chavez

Email: roberto.chavez@ucd.ie

Local lecturer: KC Chan

Email: wholistic_kcchan@singnet.com.sg

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 TABLE OF CONTENTS

PAGE

WELCOME MESSAGE 4

1. INTRODUCTION 5
a. Background details
b. Module aims
c. Programme goals

2. MODULE OUTLINE 8
a. Module learning outcomes
b. Themes and topics
c. Programme goals

3. MODULE DELIVERY SCHEDULE 12

a. Session arrangements
b. Student engagement
c. Office hours arrangements

4. ASSESSMENT DETAILS 15
a. Assignments
b. Module assessment components
i. Assignment: Team project
ii. Examination

5. GRADING 19
a. University grading policy
b. Grade descriptors for assessment components

6. CONCLUDING COMMENTS 23

APPENDICES 24

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WELCOME MESSAGE

As a co-ordinator of the Operations Management (OM) module, I wish to welcome you to the
module. OM is an exciting and challenging topic. It is at the forefront of change in the
business world and OM has never had a higher status within the boardrooms around the
world for providing competitive advantage as it does now. OM is about creation, the creation
of products and services on which we depend - large or small, manufacturing or service, for
profit or not for profit. In this course, you will discover the information; knowledge and skills
that will help you establish a solid foundation in OM thinking and practice.

Should you require clarification on any matter pertaining to the module, please do not
hesitate to contact me.

Roberto Chavez, PhD and KC Chan, PhD

Module Coordinator

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PART 1: INTRODUCTION

This Study Guide is designed to provide you with details of OM, the learning outcomes,
delivery and assessment arrangements. The Study Guide consists of 6 parts.

Part 1 gives background details to the subject area are provided and the broad aims of the
module are set out.

Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the
themes and topics to be explored are explained along with the (c) learning supports to be
used.

Part 3 gives details of the module delivery arrangements. It sets out the session
arrangements and the expectations in relation to your prior preparation and student
engagement.

Part 4 provides details of the assessment techniques used in this module explaining the
assessment components, their rationale.

Part 5 explain the UCD grading policy is explained and grade descriptors drawing on the
university document are given for each assessment component (i) Assignment 1, (ii)
Assignment 2, Group Project and (iii) Examination (closed book).

Part 6 the concluding comments are presented.

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Background Details

a. Background to the Topic

OM plays a vital role in achieving a company’s strategic plans. Since the operations function
produces the goods and provides the services, it typically involves the greatest portion of a
company´s employees and it is responsible for a large portion of its capital assets. It has a
major impact on cost, service and quality and is often the visible face of the company in
terms of dealing with the customer.

b. Module Aims
The aim of this course is to review the issues that operations managers face and the
decisions and actions that are required to manage operations effectively. This course thus
provides a set of frameworks, analytical tools and concepts needed to design, implement
and execute operations strategies. The assessment tasks for this module have been
designed with this in mind as detailed later in the study guide.

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c. Programme Goals
Programme Code: BMGT3009S

Programme Title: Bachelor of Business Studies

Pathway: Management; Logistics & Supply Chain Management

Programme Goals Programme Programme

Learning Outcomes Learning
Outcome
Assessed

Programme Goal 1: Programme Learning Exam

Outcome 1a:
1) Informed Thinkers: Our
graduates will be Demonstrate an
knowledgeable in their advanced conceptual
fields, supported by a strong and practical
research foundation, understanding of
thought leadership, and business and OM
richly varied learning
experiences. Programme Learning Exam
Outcome 1b:

Demonstrate strong
in-depth knowledge
and critical thinking
skills arising from
their knowledge of
OM

Programme Learning In-class group

Outcome 1c: work

Demonstrate
management skills
and leadership skills
during a collaborative
team based
assessment.

Programme Goal 2: Programme Learning In-class group

Outcome 2a work
2) Agility and a Development
Mindset: Our graduates will Demonstrate strong
understand and continually communication and
work on their capacities, interpersonal skills as
including communication, a result of a
collaboration, creativity and presentation.
critical thinking.   They will
have encountered Programme Learning In-class group
transformational learning Outcome 2b: work
experiences that help them

7

value the role of
professional and personal
development in navigating a
dynamic and changing
world.  They will have the
ability to engage with
diverse perspectives and
diverse settings with agility
Programme Goal 3:
3) Ambition for Action and
Contribution:  Our graduates
will be able to talk about,
apply and act upon what
they know and have the
ambition and courage to
collaborate, solve problems
and contribute to business
and society.
4) Programme Goal 4:
Our graduates will have
developed their analytical
competence, reflective
capacity and critical
thinking, enabling them to
apply judgement, to act with
integrity and to work with
others to make sound,
socially responsible
decisions.
Develop collaborative
learning and team-
work skills by
engaging in module-
related team
activities.
Programme Learning In-class group
Outcome 2c: work
Plan and execute a
small-scale primary
research project on a
business related
topic.
Programme Learning
Outcome 3b:
Demonstrate an
understanding of how
to contribute to
business and society
in a collaborative and
ethical fashion.
Programme Learning Paper Analysis
Outcome 3c:
Display the ability to
think critically and
analytically about
business practices
and their impact on
society.
Programme Learning
Outcome 4a:
Demonstrate the
capacity to be
reflective regarding
their personal actions
and module
assessment.
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PART 2: MODULE OUTLINE

Module Title: Operations Management

Module Code: BMGT3009S

No. of ECTS: 10

Module Learning Outcomes

1. Examine the main aspects of OM ranging from operations strategy design to its
execution, in both manufacturing and service companies, stressing its importance in
shaping competitive advantage.
2. Provide methods and techniques to facilitate decision-making in the field of OM in a
variety of business situations.
3. Read, analyse and discuss case studies and selected reading material relevant to
theoretical concepts introduced in class.
4. Stimulate critical thinking on emerging concepts and ideas in the field of OM.

On completing the (BMGT3009S) module, students will be expected to be able to:

Display an in-depth knowledge of the OM field; to think strategically and critically about OM;
to display creative thinking skills; to form a strategic focus and the ability to apply concepts
and to work effectively in groups.

Module Text:

Operations and Process Management: Principles and Practice for Strategic Impact (4th
Edition) by Nigel Slack, Alistair Brandon-Jones, Robert Johnston and Alan Betts, Pearson
Education (ISBN: 9781292017846)

Themes and Topics

This module will provide students with an overview of the OM field. The first topic,
Operations and Processes, introduces some of the underlying ideas in OM as well as the
strategic role of operations. This looks at how the operations function in the business sees
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itself and its purpose. Next, Operations Strategy explains the long-term issues of how to
manage resources to produce products/services. In Process Design, students will gain an
insight into how a company’s core business activities – its business processes - are
designed. The fourth topic, Design of Products, explores deeper into the design issue and
explains how to go about designing the products that are needed to ensure competitiveness
in a market. After deciding what products or services to make and how to make them,
companies must determine how to ensure that their product or service reaches the end
customer. Capacity and Inventory Planning discusses how organizations ensure that
current and future demand for their products and services is met, and together with Lean
Operations, explain the importance of maintaining a smooth, uninterrupted flow of materials
from supplier to factory to end customer. Highly linked to the latter topic, Quality
Management examines the implications of quality, particularly in relation to continuous
improvement, which places quality at the heart of the organization’s strategy. The next topic:
Supply Chain Management will look beyond the borders of the organization to managing
multiple organizations, and students will gain an insight into the development of this
challenging topic. Finally, Sustainable Operations examine current issues in today’s OM,
and provides managerial tools to analyse and reduce environmental and social impact.

Learning Materials

For this module, please read the assigned chapters in the prescribed text and the additional
readings (optional) (see list below).

Reading material (for in-class group assignments and discussions):

1. Wheelwright, S.C., Hayes, R.H., 1984. Manufacturing Strategy. Defining the missing
link. Strategic Management Journal. 5(1), 77-91.

2. Schmenner, R.W., 2001. Looking ahead by looking back: Swift, even flow in the
history of manufacturing, Production and Operations Management. 10(1), 87-96.

3. Womack, J., Jones, D., 1994. From lean production to the lean enterprise. Harvard
Business Review. 72(2), 93-103.

4. Hackman, J.R., Wageman, R., 1995. Total quality management: Empirical,

conceptual, and practical Issues. Administrative Science Quarterly. 40(2), 309-342

5. Fine, H., 2000. Clockspeed-based strategies for supply chain design, Production and
Operations Management. 9(3), 213-221.

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 6. Lubin, D.A., Esty, D.C., 2010. The sustainability imperative. Harvard Business
Review. 88(5), 42-50.

Students completing the module (BMGT3009S) are expected to participate in session

discussions and learning activities and be familiar with recent developments in the business
world. To facilitate this, the following source material is useful
 The Economist
 The Wall Street Journal
 The South China Morning Post
 The Straits Times
 The Financial Times
 Business Week
 Fortune

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PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students’ ability to engage in prior preparation, to seek
confirmation and clarification as appropriate and to be actively engaged during the sessions.

Session Arrangements

Each student is expected to attend and be prepared for all sessions. Table 1 below outlines
the structure for the sessions of (22 Jan – 14 March, 2018).

Table 1: Module Delivery Schedule – themes, readings, cases

No. Theme /Topic Date / Time Text Papers

chapters
title articles/
Readings*

1 Operations and processes: 1 -Wheelwright, S.C.,

Introduction Hayes, R.H., 1984.
22 Jan 2018 Manufacturing Strategy.
2 Operations strategy 2 Defining the missing link.
1:30pm – 6:00pm

3 Process and layout design 5 -Schmenner, R.W., 2001.

Looking ahead by looking
4 New product design 23 Jan 2018 4 and 5 back: Swift, even flow in
the history of
1:30pm – 6:00pm
manufacturing,

5 Capacity planning and 8 and 9 -Womack, J., Jones, D.,

inventory management 1994. From lean
24 Jan 2018 production to the lean
6 Lean management 11 enterprise
1:30pm – 6:00pm

7 Quality management 25 Jan 2018 12 -Hackman, J.R.,

Wageman, R., 1995. Total
8 Supply chain management 1:30pm – 6:00pm 7 quality management:
Empirical, conceptual,
and practical Issues

-Fine, H., 2000.

Clockspeed-based
strategies for supply chain
design

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9 Sustainability in operations -Lubin, D.A., Esty, D.C.,
management 2010. The sustainability
26 Jan 2018 PPT8 imperative

1:30pm – 5:30pm

10 Integration of people, MGT: 29 Jan 2018 3

process, and tools in supply
network design 8.30am – 11.30am

LSCM: 26 Feb 2018

12pm – 3pm

11 Designing the innovation MGT: 30 Jan 2018 6 Chan, KC and Eko RI,
process 2017. Design thinking in
8.30am – 11.30am management, leadership,
technopreneurship
LSCM: 27 Feb 2018

12pm – 3pm

12 Resource planning and MGT: 5 March 2018 10 Case analysis of Sinar

control Mas Group for MRPI,
8.30am – 11.30am MRPII, DRP and ERP
SAP system
LSCM: 5 March 2018

12pm – 3pm

13 Risk and resilience MGT: 6 March 2018 14 Chan, KC and Goh, C,

2018. Enterprise wide risk
8.30am – 11.30am management

LSCM: 6 March 2018

12pm – 3pm

14 Project management MGT: 12 March 2018 15 Chan, KC 2017. Strategic

project management for
8.30am – 11.30am supreme execution
capability, PMI
LSCM: 12 March 2018
Conference in Asia

12pm – 3pm

15 Group presentations MGT: 13 March 2018 Refer to case assignment

and questions
8.30am – 11.30am

LSCM: 13 March 2018

12pm – 3pm

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16 Revision on key chapters MGT: 14 March 2018 Selected Alignment of learning
chapters of objectives to learning
9am – 11am the text book outcome in the real world
of operations
LSCM: 14 March 2018
management

1pm – 3pm

(Revision)

*Some chapters in the text may be assigned for one theme.

Preparation Required in Advance of Sessions / Seminars

In addition to have read the textbook chapter in advance, students are expected read the
papers indicated in the module delivery schedule. These readings are an important learning
source and supplement the session for group discussions Thus, students are expected to be
fully familiar with them.

Student Engagement

During the sessions, students are expected to be able to discuss issues arising from the
assigned chapters and readings for the topics as scheduled above.

Session participation is a vital element in the design of this module. Therefore, all students
are expected to engage in class discussion and debate in order to facilitate the formation of
their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions)
may need to be upgraded / modified during or following the sessions depending on the
issues raised.

Office Hours

Students may contact the module coordinators through e-mail with any academic queries,
and with responses normally within five working days.

In addition, the lecturer can be met in the classroom for one hour after each class if students
have any questions or issues. Administrative queries should be directed to the Programme
Manager.

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Class Sessions

Students are asked to be aware that lecturers provide suitable class material to support
student learning. We are aware that some students on occasion may like to record class
sessions. Where this is the case, permission must be sought to record the session. This is to
make not only the lecturer aware and ask their permission out of courtesy but to ensure
classmates are also happy to be recorded. We are grateful for your full support in this
regard. 

PART 4: ASSESSMENT DETAILS

This module has two assessment components with specific weightings and marks awarded
totalling 100i. The purpose of each assessment is as follows:

 Continuous Assessment aims to focus your learning by ensuring understanding of

business structures and theories. You will be asked to evaluate business papers and
display your ability to apply it to real situations through a variety of assessment
strategies. Continuous Assessment is intended to promote inter-active learning through
group work while assessing your understanding of directors’ duties and its’ academic
versus practical applications. Continuous Assessment has been designed so that you
will be assessed through multiple assessment types. These assessments may come in
the form of a report, class participation, group work or any alternative combination.
 The Examination is the formal examination which aims to get insights on your
understanding of issues (theory and practice) addressed in the module.

Students are expected to complete all assignments ensuring that they are submitted by the
specified date. All submissions must be typed, be well laid out, written in an academic style
with appropriate headings (introduction, main part and concluding comments) and sections.
Please ensure that all submissions are entirely your own work – for UCD’s policy on
plagiarism click on the link below (please see Appendix 2 for further information on
Plagiarism and the policy on the Late Submission of Coursework):
https://sisweb.ucd.ie/usis/plagiarism_policy
The weighting assigned for each component is shown in Table 2 below. (I = Individual; G =
Team)

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Table 2 – Assessment Components

Assessment components Weighting Individual /Team

1. Continuous Assessment* 40% I/G

2. Examination 60% I

As the Overseas Programme modules are worth 10 ECTS they should be graded out of 200 marks.
*While the criteria detailed above refer to A – D grades (inclusive) only, please note that all bands

*With regards to Continuous Assessments, students are asked to expect one final grade for
this assessment component. All graded elements will be taken into consideration and
calculated to create one final grade.

Module Assessment Components

In the following pages, further details of each assessment component are presented along
with expectations in relation to prior preparation and completion.

Continuous Assessment (40 %):

 Part One (20%)

This assessment comes in the form of in-groups papers analysis. This activity requires that
students read all six papers in advance of the sessions. A list of all papers used for this
assessment is on page 10 of this study guide. Every paper has been selected for its
relevance to the topics. These readings are available through the UCD Library and through
the Blackboard page for this module. Students will be provided with assignment -questions-
to analyse and apply theoretical content in each class session. Students will need to answer
these questions in class and within their assigned groups. These answers will be taken by
the lecturer during each class session. The purpose of this exercise is to facilitate student
development of a practical understanding of business and GL through a paper. At the end of
the activity, assignments will be submitted, discussed and summarised together with the
lecturer.

Groups should have a maximum of five students per groups. Students will be assigned into
groups by their Programme Manager.

 Part Two (20%)

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This is a team presentation for the given case study. Students are required to form groups,
with up to 6 students per group (minimum 4 students). Each group must prepare a 20-minute
PowerPoint presentation on the assigned case for presenting in class on 13th March 2018
addressing the case study questions. The presentation guidelines are listed below.

Team Presentation on 13th March 2018 (20%)

Q1. Highlight the three key bottleneck areas facing ASAAP in meeting the delivery schedule.
Use the lateral thinking approach of Edward De Bono to evaluate the six different
alternatives to resolve the challenges.

Q2. What is the key characteristic of the operations in ASAAP? Can group technology layout
be applied or other techniques like cycle time reduction, process reengineering, etc.
Recommend the most appropriate solution to enhance the productivity of the factory layout.

Q3. What are the relevant techniques that you have learnt in this course can be applied to
reduce the turnaround time (TAT) from 47 days to 30 days in the next two months, i.e. lean
six sigma techniques?

Q4. How can Jacques derive a workable change management plan acceptable to Joe for
implementing the Six Sigma Program required by the Chairman and CEO of AlliedSignal?
Provide a detailed breakdown on the process from initiating to achieving the quality culture.
(This is to answer the remarks made by Jacques, “Given the high variability and complexity
of the shop environment, what should be my goal? How can I get Joe to buy in and give me
the time to implement it? Apply the 8-steps of John Kotter change management process for
the transition management to minimize resistance to change.

Table 2B – Assessment Deadlines

Continuous Assessment Date Assignment Due

Deadlines

Continuous Assessment: Part Completed in each class session

One

Continuous Assessment: Part Presentation in class: 13 March 2018

Two
Submission: 26 March 2018

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Examination (60%):

The examination (3 hours) will focus on module themes and the material covered in the
textbook, slides, assigned readings, presentations and class discussions. The examination
question format will be designed to allow you show your understanding of the topics
discussed and also reveal your learning (new and prior). Questions are essay type. The
exam comprises a number of questions. Out of 6 questions you are requested to answer 4.
Each question 25 points; total 100 points. More specific guidelines regarding the
examination paper format and questions will be provided during the final session.

A recent past examination paper is included in Appendix 4 of this Study Guide, please be
prepared for slightly different style of question.

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 PART 5: GRADING

This section of the Study Guide provides students with details of the UCD grading system
and also explains criterion referenced grading (UCD Policy). Under criterion referenced
grading, students are graded on the quality of their work without reference to other students
(norm referenced). For instance, the submission that meets the required guidelines in terms
of writing style, analysis, description and / or summary will be awarded according to the
standards set out. All students’ work is graded to indicate the standard attained using the
criterion referenced approach.

Table 3: UCD Grading System

Grade Description Grade Point

A+ 4.2

A Excellent 4.0

A- 3.8

B+ 3.6

B Very good 3.4

B- 3.2

C+ 3.0

C Good 2.8

C- 2.6

D+ 2.4

D Acceptable 2.2

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D- 2.0

E Marginal 1.6

F Fail (unacceptable, no compensation) 1.0

G Fail (Wholly unacceptable; no compensation) 0.4

NG Fail (Wholly unacceptable; no relevant attempt) 0.0

More specific grade descriptors are set out for your assessment components in the following
pages. Table 4 below provides descriptors for the Continuous Assessment component –
paper group presentations and analysis.

Table 4: Grade Descriptors – Continuous Assessment (Group-based)

Grade Characteristics

A deep and systematic engagement with the topic (i.e., paper), with consistently
impressive demonstration of a comprehensive mastery of the subject matter,
A
reflecting:

 A critical and comprehensive appreciation of the paper.

 An exceptional ability to organize, analyse, and present arguments fluently

with a high level of critical analysis, supported by evidence, citation or
quotation.

A substantial engagement with the topic (i.e., paper), demonstrating:

B  A thorough familiarity with the paper

 A well-developed capacity to analyse issues, organize material, present

arguments clearly and cogently well supported by evidence, citation or
quotation.

A substantial engagement with the topic (i.e., paper), demonstrating:

C  Evidence of a reasonable familiarity with the paper

 Good developed arguments, but more statements of ideas.

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  Adequate arguments but not well supported by evidence, citation or
quotation.

An adequate level of intellectual engagement with the topic (i.e., paper),

demonstrating:
D
 Some familiarity with the paper.

 Statements of ideas with limited development of arguments.

 Limited use of evidence, citation or quotation.

 Limited critical awareness displayed.

E An acceptable level of intellectual engagement with the topic (i.e., paper),

demonstrating:

 Little familiarity with the paper.

 Statements of ideas with little development of argument.

 No use of evidence, citation or quotation.

F An acceptable level of intellectual engagement with the paper (i.e., paper),

demonstrating:

 Poor familiarity with the paper.

 Poor development of arguments.

 No use of evidence, citation or quotation.

G An poor level of intellectual engagement with the topic (i.e., paper), demonstrating:

 No familiarity with the paper

 Poor development of arguments

NG An inadequate level of intellectual engagement with the topic (i.e., paper),

demonstrating:

 No familiarity with the paper

 No development of arguments

 No use of evidence, citation or quotation

21
NB All students are advised to read the UCD Business School Code of Practice for
Group work – see Appendix 1.

TABLE 6: Grade Descriptors – Formal Closed Book Examination

Grade Characteristics

A Students demonstrate a comprehensive, highly structured, focused and concise

response to the exam questions. Students demonstrate an extensive and detailed
knowledge of the subject matter.

B Students demonstrate a thorough and well-organized response to the exam

questions. Students demonstrate a broad knowledge of the subject matter.

C Students demonstrate adequate and competent response to the exam questions.

D Students demonstrate adequate but incomplete knowledge of the subject matter in

the exam questions.

E An acceptable response to the exam questions with basic grasp of subject matter.

F An acceptable response to the exam questions, but somewhat lacking in focus and
structure.

G Response to the exam questions is poor.

NG An inadequate response to the exam questions.

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PART 6: CONCLUDING COMMENTS
This Study Guide is designed to assist and guide your learning for this module. It is
important that you read it regularly and do so in conjunction with the core text, the assigned
readings and session materials. Should you need clarification on issues covered, please let
me know during the seminar sessions.

I hope you enjoy the module and wish you good luck with the rest of your study and for the
future.

Roberto Chavez and KC Chan

November 2017

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APPENDIX 1

UCD SCHOOL OF BUSINESS

STUDENT CODE OF PRACTICE – GROUP WORK1

There are many reasons for using group work in higher education such as enhancing
student learning, promoting social interaction among students, developing generic skills
(including negotiation, delegation and leadership) and the individual students’ strengths and
expertise. There is an onus on the group to ensure that individual members provide
maximum effort in completing the assigned task/project. There is evidence to suggest that
individuals frequently exert less effort on collective tasks than on individual tasks (Williams
and Karau, 1991)2. As the group size increases the Ringlemann Effect emerges: there can
be an inverse relationship between the size of the group and effort expended. It is fair to
assume that group effectiveness will increase when members work on tasks that are
mutually important and when each member believes they are contributing to an end goal.

UCD School of Business personnel are obliged to ensure that the operation and
management of assigned group-work are consistent with the integrity of the university
assessment process. It is also expected that, where the group-work contributes to a module
grade, members are awarded grades that accurately reflect their contribution to the
completion of the task.

This Code of Practice is developed to guide the work of student groups within an academic
setting and safeguard the integrity of group-based projects as part of our assessment of
student learning outcomes.

1. All Group members (whether assigned or self selected) are expected to contribute
actively and equitably to the completion of the exercise/project
2. All groups will set out and agree basic ground rules for their group in terms of group
communication procedures, performance targets, arranging and organizing meetings,
records, progress reports, solving problems, finalizing the project and signing off.
3. Roles (such as leader, convener or facilitator) might be assigned to particular group
members to facilitate the working of the group and specific milestones (weekly) agreed.
4. Group membership diversity (cultural, professional etc.) needs to be acknowledged,
valued and utilized as appropriate.

1
Members of the School of Business Teaching and Learning Committee contributed to the
development of this protocol.
2
Williams, K.D., & Karau, S. J. (1991). Social loafing and social compensation: The effects of
expectations of co-worker performance. Journal of Personality and Social Psychology, 61(4), 570-
581.
24
5. Group work undertaken by UCD School of Business students is subject to UCD policy on
academic programmes. For further details on this policy go to
http://www.ucd.ie/registry/academicsecretariat/student_code.pdf
6. UCD promotes an environment upholding the dignity and respect of all students as set
out in its policy on Dignity and Respect –

University College Dublin is committed to the promotion of an environment for work

and study which upholds the dignity and respect of the individual and which supports
every individual’s right to study and/or work in an environment which is free of any
form of harassment, intimidation or bullying.

The university recognizes the right of every individual to such an environment and
requires all members of the University community to recognize their responsibilities
in this regard.

Students are advised to read this policy document – click on:

http://www.ucd.ie/equality/policieslegislation/dignity_respect_policy.pdf

7. Any group member who is concerned about a member’s contribution to the group work
(and associated activities) must firstly communicate this (at the earliest time possible) to
the group members, and they must strive to resolve the problem.
8. If a group member believes that his/her concerns have not been addressed satisfactorily
within the group, the matter should be brought to the attention of the module coordinator.
The module coordinator/learning support officer (LSO) should strive to resolve the issue
at group level. Where this has not been achieved, the Academic Coordinator and/or the
School Head of Teaching and Learning will be informed.
9. Should the issues not be resolved, the parties above, taking into consideration the
stipulations of this code and the University policy documents to which it refers, will to
seek to mediate to find a solution, which is acceptable to group members and which
retains the integrity of the group work assessment process.

25
APPENDIX 2: TWO IMPORTANT DOCUMENTS

You are advised to read the important documents before you commence your studies on this
module:

1. Guidelines for the Late Submission of Coursework

This document provides a detailed outline of the rules and regulations surrounding the
presentation, submission and marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks. Further details on

www.ucd.ie/registry/academicsecretariat/late_sub.pdf

2. A Briefing Document for Students on Academic Integrity and Plagiarism.

The University understands plagiarism to be the inclusion of another person’s writings or
ideas or works, in any formally presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations) which form part of the
assessment requirements for a module or programme of study, without due
acknowledgement either wholly or in part of the original source of the material through
appropriate citation. Further details please go to
www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that

you have presented information or ideas belonging to someone else falsely as being your
own original thoughts on a subject.

All assessments/projects submitted must be the result of your own work.

The following statement must be included on the cover page of all assignments
submitted:
I declare that all materials included in this essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed, electronic or personal.

Signed: Student name/s, student number

Date:

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APPENDIX 3: Past Examination Paper

Note to Students: Providing a copy of this paper does not signify that future papers
will follow the exact same format.

Instructions for Candidates

Question 1.

Write short notes on each of the following items:

i. Supply Chain Management

[5 Marks]

ii. Operations Strategy

[5 Marks]

iii. Mass Customization

[5 Marks]

iv. Operational Performance Objectives

[5 Marks]

v. Kanbans

[5 Marks]

[Total: 25 Marks]

Question 2.

A) Illustrate the transformation process model of operations management and describe

the different inputs to a process. Support your answer with practical examples.

[15 Marks]

B) Describe, using examples, the different levels of operations analysis.

[10 Marks]

[Total: 25 Marks]

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Question 3.

The following are characteristics of three separate business processes; firstly, a bank’s
cheque clearing process; secondly, a financial advisory process; thirdly, a customer contact
process.

1. Bank Cheque Clearing Process

o Cheques arrive at the bank’s headquarters in London by courier from branches

across the UK.
o Cheques are processed through computerised encoding machines.
o Cheques arrive at headquarters between 12:00n and 7:00pm.
o On a weekly basis, the busiest day is Monday because retailers deposit their
weekend takings.
o On a yearly basis, the busiest time is the period leading up to Christmas.
2. Financial Advisory Process

o Customers are typically in a position to invest significant amounts of money; such

customers expect quality attention.
o Customer requirements tend to be very specific.
o Customers are used to dealing with personal contacts.
o No advance warning is given as to when a customer will make contact.
3. Customer Contact Centre

o It is very difficult to predict when staff will have to handle a lot of telephone calls;
however, the day shift is always much busier than the night shift.
o Analysis of call monitoring data reveals that Monday morning is the busiest time of
the week for customer queries.
o Staff turnover is a big problem with as many as 25 operators leaving the contact
centre every week; this creates a burden for recruitment and training of new staff.
o It takes several weeks before a new operator can reach target levels of productivity.

A) Determine the similarities & differences between three processes using the “four Vs”
method.

[15 Marks]

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B) What are the implications of the “four Vs” you have identified for the operations
management of the three processes?

[10 Marks]

[Total: 25 Marks]

Question 4.

A) Describe, using examples, what the four different process layout types are.
[10 Marks]

B) How does an operations manager decide what layout type is most appropriate for his
or her business?

[5 Marks]

C) Describe, using examples, what the different manufacturing and service process
types are

[10 Marks]

[Total: 25 Marks

Question 5.

A) Describe, the types of waste that the lean philosophy tries to eliminate.

[10 Marks]

B) What types of lean methods and techniques should an operations manager apply to
eliminate waste? Please discuss.

[15 Marks]

[Total: 25 Marks]

Example 1:

1. Explain three of the following concepts:

a) Total Cost of Ownership
b) Value Analysis
c) Bullwhip Effect
d) Enterprise Resource Planning (ERP)

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 2. Supply chain partnerships are a Japanese phenomenon, which cannot be replicated
elsewhere in the world. Discuss

3. a) The decision to use on line an auction is determined by both market complexity

and strategic importance. Discuss.

b) Critically discuss the implementation of eProcurement for an industry/firm of your

own choice.

4. ‘Purchasing and supply is a key function of modern businesses’

a) Describe the strategic stages in the development of the purchasing function

b) Outline three current trends in Supply Chain Management

5. ‘Risk is inherent in all aspects of supply management’

a) What is meant by Incoterms and what purpose do these serve in international

supply?
b) Define a commodity and explain using examples why the price of commodities is
more volatile relative to the price of finished goods?

Example 2:

Question 1: A supply chain includes only the organizations directly involved in

supplying components needed for manufacturing.

True

False

Question 2: Please name the typical stages of a supply chain

Question 3: Please name the three macro supply chain processes of a firm

Question 4: The cycle view of a supply chain holds that the processes in a supply
chain are divided into a series of cycles performed at the interface between

30
successive stages.

True

False

Question 5: The push/pull view of a supply chain holds that the processes in a
supply chain are divided into two categories depending on whether they are initiated
in response to or in anticipation of customer orders.

True

False

Question 6: The decision phases in a supply chain include?

a. Production scheduling

b. Customer relationship management

c. Supply chain operation

d. Supply chain orientation

e. All of the above

Question 7: Please identify the first step in achieving strategic fit between
competitive and supply chain strategies

Question 8: Please name the facility-related metrics that influence supply chain
performance and should be monitored by management

Question 9: A reduction in supply uncertainty dramatically increases the inventory

level

True

False

Question 10: The bullwhip effect reduces the profitability of a supply chain by
making it more expensive to provide a given level of product availability

True

False

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Example 3

1. It has been suggested that for any company to be successful, its supply chain
management (SCM) strategy and competitive strategy must fit together. Explain this
assertion and the steps to achieve strategic fit?

2. SCM is not simply a static group of functions. Certain characteristics of the environment
such as the distortion in the demand can determine the SCM strategy.

a) Explain the “bullwhip effect”

b) How can the “bullwhip effect” be mitigated throughout the supply chain?

3. A product cannot be considered as sustainable unless its supply chain is also sustainable.
Discuss this statement and explain how supply chain operations can contribute to
sustainable development?

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APPENDIX 4: TEAM AGREEMENT FOR TEAM X [DATE: ]

TEAM MEMBERS CONTACT DETAILS

MOBILE EMAIL
1
2
3
4
5
INFORMAL COMMUNICATION

We have decided

1)
2)
3)
MEETINGS

We have decided

1)
2)
3)
MAKING DECISIONS

We have agreed

1)
2)
3)
4)
SANCTIONS

We hope to work in harmony together. We have different strengths. We accept that this is a group
piece of work and we are all responsible for doing our best. However we agree now that

 If individuals have difficulties in working with the team or on the task, we will try to sort
them out promptly by talking with each other
 We will seek advice - as soon as is possible - from our tutor for those serious problems which
we cannot resolve ourselves.
SIGNED

33
34
i
As the Overseas Programme modules are worth 10 ECTS they should be graded out of
200 marks.