DOCUMENT: SYLLABUS COURSE: OPERATIONS MANAGEMENT/TQM COPIES ISSUED TO:

EVP OFFICE
COURSE CODE: BBOPERMX FACULTY, CBA
DATE OF EFFECTIVITY: 01 August 2021 DEAN AND PROGRAM CHAIR, CBA
CENTRAL FILE AND ACCREDITATION ROOM
VISION CORE VALUES
We are National University, a dynamic private institution committed to
nation building, recognized internationally in education and research. 1. Integrity 2. Compassion 3. Innovation 4. Resilience 5. Patriotism

MISSION GRADUATE ATTRIBUTES

Guided by the core values and characterized by our cultural heritage of INTENDED FOR NATIONALIANS INSTITUTIONAL LEARNING OUTCOMES (ILOs)
Dynamic Filipinism, National University is committed to providing relevant, (GAINs)
innovative, and accessible quality education and other development a. Exhibit the capacity for self-reflection
programs. b. Exhibit the willingness to engage in self-
We are committed to our: 1.Conscientious and Reflective
appraisal
Leader
STUDENTS, by molding them into ethical, spiritual citizens and self- c. Apply moral and ethical standards in leading
directed agents of change. others
FACULTY and EMPLOYEES, by enhancing their competencies, 1.Significant Contributors towards d. Express ideas effectively
simulating their passions, cultivating their commitment and providing a Social Transformation e. Effectively use various ICT tools to convey ideas
just and fulfilling work environment. 3. Possessing an Entrepreneurial f. Participate actively in community-oriented
Mindset advocacies that contribute to nation building
ALUMNI, by strengthening their sense of pride through engagement,
g. Produce alternative solutions, processes, and
loyalty .and love to their alma mater
approaches
INDUSTRY PARTNERS and EMPLOYERS, through active 4. Knowledge Creator h. Apply problem-solving skills
collaborations, by providing them Nationalians who will contribute to their i. Provide solutions to challenges in respective
growth and development. areas of specialization
COMMUNITY, by contributing to the improvement of life’s conditions and 5. Competent Communicator and
well-being of its members. j. Work effectively in teams of different cultures
Collaborator
k. Engage in continuing personal and professional
development

ILO
Program Learning Outcomes (BSBA Major in Marketing Management)
a b c d e f g h i j k
1. Prepare business correspondence and presentation skills in product handling (4Ps) ü ü ü ü ü ü ü ü ü

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 2. Interpret and analyze marketing data including SWOT analysis. ü ü ü ü ü ü ü ü ü
3. Identify consumer needs and market segmentation. ü ü ü ü ü ü ü ü ü ü ü
4. Coordinate promotional campaigns and establishing good rapport with clients, suppliers and sponsors. ü ü ü ü ü ü ü ü ü ü ü
5. Design and develop marketing strategies and sound marketing plan (SMART). ü ü ü ü ü ü ü ü ü ü ü
6. Formulate marketing/advertising campaign. ü ü ü ü ü ü ü ü ü ü ü
7. Enhance presentation skills through competition within the college and within industry linkages. ü ü ü ü ü ü ü ü ü ü
8. Formulate comprehensive and feasible business plan. ü ü ü ü ü ü ü ü ü

ILO
Program Learning Outcomes (BSBA Major in Financial Management)
a b c d e f g h i j k
1. Create a business research on financial analysis/or cash management. ü
2. Analyze basic financial management such as data gathering and forecasting of budgets. ü
3. Study/review capital structures of the companies and give recommendations. ü
4. Analyze/review financial data and interpret results. ü
5. Identify risks and problems that may rise and provide solutions or improvements. ü

ILO
Program Learning Outcomes (PLO) for BS. Management Accounting (BSMA)
1 2 3 4 5 6 1 2 3 j k
1. Resolve business issues and problems, with a global and strategic perspective using their knowledge
and technical proficiency in the areas of financial accounting and reporting, cost accounting and √ √ √ √ √ √ √
management, management accounting and control, taxation, and accounting information systems.
2. Conduct Management Accounting research through independent studies of relevant literature and
√ √ √ √ √ √
appropriate use of accounting theory and methodologies
3. Employ technology as a business tool in capturing financial and non-financial information, generating
√ √ √ √ √ √ √ √ √
reports, and making decisions
4. Apply knowledge and skills that will enable them to successfully respond various types of assessments
√ √ √ √ √ √ √ √ √
(including professional licensure and certifications)
5. Confidently maintain a commitment to good corporate citizenship, social responsibility, and ethical
√ √ √ √ √ √ √ √ √ √ √
practice in performing functions as an accountant

COURSE DESCRIPTION
Operations Management/TQM is a holistic management approach and customer-oriented philosophy for leading and operating an organization, aimed at
continually improving performance in the long run by focusing on customers while addressing the needs of all stakeholders. Operations Management/TQM
enables the organization to radically transform its business through progressive changes in the attitudes, practices, structures, and systems. The bottom line
of Operations Management/TQM is results: increased productivity, efficiency, customer satisfaction/delight, and world-class performance. While Operations
management emphasizes quantitative methods of analysis, to solve major economic decision problems in the operations area. Typical problems addressed
are scheduling production, managing complex distribution systems, choosing locations for production facilities, and maintaining the quality of physical goods
and services. The course is design to help students learn operation concepts and problem-solving techniques, using both qualitative and quantitative
techniques. It helps them understand the transformation of Operations Management/TQM inputs into "outputs" that, when distributed, meet the needs of
customers.

PRE-REQUISITE(S)

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Integrated Business Principles, Marketing Management/ Product Management, Human Resource Management

COURSE LEARNING OUTCOMES (CLO)

PLO (Marketing Management)
At the end of the course, the student must be able to (CLO):
1 2 3 4 5 6 7 8
CLO1: To use the concept and applications of Design, Forecasting, Capacity Planning, Location ü ü ü ü ü ü ü ü
Decision, Inventory, Scheduling, JIT system and Project Management (PERT-CPM) in the actual
production process.
CLO2: To evaluate the importance TQM in the production industry. ü ü ü ü ü ü ü ü
CLO3: To integrate the basic concepts of TQM platform, using the philosophies of Deming, Juran, and ü ü ü ü ü ü ü ü
Crosby into operations management.
CLO4: Apply problem identification and problem-solving processes. ü ü ü ü ü ü ü ü
CLO5: Design and develop a process on identified areas with opportunities for improvement including ü ü ü ü ü ü ü ü
steps to maintain and manage the process.
CLO6: To develop KAIZEN ideas using the 7 Quality tools and the Lean six-sigma approach that is ü ü ü ü ü ü ü ü
important to the continuous improvement of their respective industry.

CREDIT
3 Units
TIME ALLOTMENT
4 hours lecture every week
2 hours Synchronous
2 hours Asynchronous

COURSE REQUIREMENTS
1. Summative Assessment: Midterm and Final Examination
2. Formative Assessment: Quiz, Seat Work,
3. KAIZEN IMPROVEMENT PLAN PAPER

CLASS POLICIES
Synchronous Class:

1. Be in MS Teams classroom at least ten (10) minutes before the scheduled class to resolve connection issues.
2. Wear smart casual attire. Sleeveless and sandos are not allowed. From time to time, your professor may ask you to turn on your camera. This is true
especially during class recitation.

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 3. You should be seated for the duration of the meeting and if you need to attend to urgent matters during class that will take some time, please inform
your instructor using the chat box and wait for his/her approval.
4. Find a quiet place conducive for learning and turn off or put into silent mode any cellphones, TV, and radio.
5. Discipline: Students are expected to act as mature individuals at all times. You are expected to observe usual norms of etiquette, politeness and
courtesy to your professors, administrators and staff. Students should be quiet and observe proper decorum while classes or student activities are on-
going.
6. Use headphones/earphones during class.
7. Mute the microphone when you are not speaking. If you have any question or clarification, please do one of the following:
 Click the “Raise Hand” function on the MS Teams Screen and wait to be called/recognized before unmuting your microphone. When done,
mute your microphone again.
 If you have any question, you may use the chat box.
8. Attendance will be monitored every session.
9. Utilize the chat box regularly for messages like when you cannot see or hear what is being discussed, and others.
10. Instructor should leave the meeting only after ALL the students have left and signed out.
11. Show respect to your faculty and address them as Dr., Prof., or Ms. or Mr.
12. Observe courtesy at all times.

Asynchronous Class:
1. You are expected to read, review or study the materials made available for you in MS Teams.
2. Your Professor will be online to answer all queries pertaining to the subject/course during your regular class schedule.

ACADEMIC DISHONESTY AND INTEGRITY

CHEATING. The following are considered cheating:
 Copying from another student during a test, seatwork with or without the other student’s knowledge; (BOTH will be marked ZERO)
 Allowing another student to copy his work (assignment, test, seatwork, project, paper).
 Using notes not permitted/allowed during a test or examination.
 Submitting work done by someone else
 A student who will be caught cheating will automatically get a grade of ZERO for that particular assessment. 

PLAGIARISM
 Students should always be careful in distinguishing his own ideas taken from other sources.
 Students should cite the sources and properly acknowledge them in their work/submission.
 Assignments and projects are analysis of what you have researched, read and learned in class and therefore, “copy-paste” submission is not
acceptable.
A student may get a grade of zero and will be referred to the Discipline Office.

GRADING SYSTEM
CLASS STANDING: FINAL COMPUTATION OF GRADES:
35 % Quizzes Midterm: 50%
8 % Seatwork Finals: 50%
7 % Assignment -------------------------

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 50 % Midterm / Finals TOTAL 100%

--------------------------------- ==============
100 % Total
====================
COURSE CONTENTS

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES

The essence of State the Vision, Mission and Synchronous: CBA – provided House Interpersonal
Patriotism, Resilient, Core Values of NU-CBA and Orientation Rules Communication
Compassion, Integrity relate it to the course. Interaction Course Outline
and Innovation can be
applied to: Explain classroom PowerPoint Question and
management, house rules Presentation Answer
and grading system.
 To determine the Group Discussion
definition, history Discuss Course Outline and
importance of quality Final requirement (Group
work)
 To distinguish the  Definition, History &
Deming, Juran and Importance of Quality
Crosby Philosophies in  The Deming, Juran and
1 relation to Productivity, Crosby Philosophies
Competitiveness and  Productivity,  PowerPoint  3-minute Pause
Strategy. Competitiveness and  Lecture / Discussion  Video Clip
CLO2 Strategy  Video Presentation  Video:  Assignment – “My
CLO3 - “Operations https:// Personal Quality
Management” www.youtube.com/ Checklist” with
- “What is Quality watch?v=FbbGlVle3oU Rubric
Management?”
- “Deming, Juran,
and Crosby”

 Develop “My Personal

Quality Checklist”

Asynchronous: KAIZEN PAPER:

Professor to discuss a
 Upload reading
topic regarding
materials on the Creativity, Innovation, &

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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
Principles of Change (CIC). (For the
Deming, Crosby KAIZEN PAPER
and Juran.
The essence of Synchronous:
Compassion, Integrity Forecasting: The  Lecture / discussion  Online sources:  Case Analysis
and Innovation can be Customer’s needs and  Twin-Pair-Share https://onlinelibrary.wile (with rubric)
applied to: wants.  Case Study y.com/doi/abs/10.1002/  Quiz
 Features Common to All  Video watching smj.4250160105
 To evaluate how Forecast “A Scenario in
forecasting affects  Elements of a good forecast Demand Forecasting  https://
customers satisfaction  Steps in the forecasting Method” www.youtube.com/
process watch?
CLO1
 To apply the different  Approaches to forecasting v=ASX68ShGkyc _______________
CLO2
2 forecasting approaches,  Understanding customer Submission of
CLO3
to ensure product needs  Reference: Continuous Group Members &
CLO4
availability.  Linking Customer Needs to Quality Improvement Group Name for the
Design Asynchronous: Upload and Perf Excel., by Kaizen Ideas
 To analyze the case activity on J.Evans Festival
Importance of Forecasting.
understanding customer  Operations
needs and assess the Management with
effect of customer TQM, 2019, McGraw-
satisfactions. Hill

The essence of PRODUCT AND SERVICE Synchronous:

Patriotism, Resilient, DESIGN:  Online  “Two Roses and a
Compassion, Integrity  Lecture / Discussion  Ref: Operations Thorn” (with
and Innovation can be Objective of Product and Management with Rubric)
applied to: service Design.  Video Presentation TQM, 2019, McGraw-
CLO1 Phases in Product Design “7 Basics about Hill  Assignment
 To apply the concept of and Development. Creativity, Innovation, Advance Reading
CLO2
3 product and service Service design and Change”  Video Clips
CLO3
CLO4 design. Phases in the Service
Design Process. https://
 To evaluate the Innovation www.youtube.com/
importance of quality in watch?v=xZhpovD4d5k
each product and
service design. ________________

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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
_____
 To identify the stages of Asynchronous: Upload Submission of
new product material samples for Company Name for
development process. KAIZEN the Kaizen Ideas
Assignment: Do Festival
 To evaluate each steps advance reading on
of product development capacity planning and
to ensure product process Selection
success.
CAPACITY PLANNING Synchronous:
The essence of Resilient  Utilization and Efficiency  Lecture  Reference: Total
and Innovation can be  Cost-Volume-Profit  Discussion Board Quality Management -
applied to:  Break- Even Point Dale H.
Besterfield et al
PROCESS SELECTION AND
 To evaluate the different FACILITY LAYOUT:  Operations
process design, control  FGD Management with
and improvement. (PROCESS FOCUS)  Video Watching TQM, 2019, McGraw-
Process Type “Focus on the Hill
CLO1  To distinguish process Automation Process, not the  Actual Business
CLO4 and service layout Facilities Layout Outcome” Enterprise info
4
CLO5 Design Process Layout  Online:
CLO6 Process Design “Simple Explanation of https://
Process Control Six Sigma” www.youtube.com/
Process Improvement watch?
v=JTqkrHX3YM0
Design of work system
Process Improvement and
https://
Six Sigma  Critique Paper
Asynchronous: www.youtube.com/
Six Sigma Assignment Advance watch?
Implementing six Sigma reading on Dealing with v=Kz_7njsDUMQ
Using the DMAIC Process 8 Badly waste Prelim Exam

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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
The essence of Resilient, Dealing with the 8 Deadly Synchronous:
Integrity, Industry and Wastes in operations and Easel sheets/cartolina Formative
Innovation can be applied the 7 Quality Tools  Lecture / Discussion Assessment :
to: Overview  Research Online:  Reflective Essay
8 Deadly Wastes  Games/Simulation
CLO1  To evaluate the 7 quality 7 Quality Tools (FGD) https://
CLO2 tools, how it works in The Baldridge Framework  Video www.youtube.com/
CLO3 different quality for Performance Excellence watch?  Assignment
5 management issue. v=VWN8NrJ7LE8
CLO4 The Criteria for Performance LEAN: 8 Wastes Group / Individual
CLO5 Excellence Rubric
 To categorize the 8 International Quality and
deadly waste, on how it Performance  Group Research
affects the business
operation. Asynchronous:
Assignment:To work on
 To assess the Baldridge the profile and
framework for information of the
performance Excellence company subject for
KAIZEN STUDY

The essence of Resilient, LOCATION PLANNING AND Synchronous:

Integrity, Industry and ANALYSIS:  Lecture / Discussion  Industry Information
Innovation can be applied  Collaborative  Online sources:  Best Scenario
to: The need for location Discussion https://onlinelibrary.wile Analysis (with
CLO1 decision. y.com/doi/abs/10.1002/ rubric)
 Industry base Case
CLO4  To apply the general The Nature of Location smj.4250160105
Study
CLO5 procedures in location decision.  Quiz
 Ref: Operations
CLO6 decisions. General Procedure for Management with
Making Location Decisions TQM, 2019, McGraw-
 To Evaluate the factors Factors that affects location Hill
that affects location decision. Asynchronous:
decision and its Service and Retail Location  Upload quiz
alternatives Global Locations material
Evaluating location  Students
 To assess why location alternatives. Monitoring
decision is important.

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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
The essence of Integrity, STATISTICAL METHODS IN Synchronous:
and Innovation can be QUALITY MANAGEMENT  Lecture / Discussion  Ref: Statistical  Seatwork
applied to:  Research Methods for Quality (Mathematical
CLO1  Basic Probability Concept  FGD Improvement by: T Problem analysis)
CLO2  To identify the basic Pyran  Group
6
CLO3 probability concept Presentation (with
CLO4  To apply the probability Asynchronous: Rubric)
CLO5 concept, in the Upload seatwork
managing quality material Interim Exam

KAIZEN IMPROVEMENT LONG QUIZ  Rubric

7 CLO1 - 6 PLAN PAPER (SECTIONS 1-  Peer Rating # 1
4)

INVENTORY Synchronous:
The essence of Integrity, MANAGEMENT:  Lecture / discussion  Ref: Operations  Reflection paper
Industry and Innovation  Case Study Management with  Case
CLO1 can be applied to: The Nature and importance  Research TQM, 2019, McGraw- Presentation (with
8 CLO2 of Inventories  Video Presentation Hill rubric)
CLO3  To distinguish the Requirements for effective “8 Best Practices for  Operations  One Sentence
CLO4 importance of Inventory Management. Inventory” Management with summary
CLO5 inventories. Demand forecast and lead- Total Quality
 To evaluate the time. Management, (2020). ________________
requirements for How much to order: EOQ Collier, Evans, and __
effective inventory Model. Asynchronous: Lindsa, Cengage Kaizen Paper
 To assess demand When to reorder (EOQ) Upload case material for  Online Consultation
forecast and lead-time Ordering Inventory Management https://
helps in EOQ process www.youtube.com/
watch?v=3qLV6tfLfk0

The essence of Integrity, JUST IN TIME Synchronous:

CLO1 Industry and Innovation SYSTEM/LEAN  Lecture  Ref: Operations  5S Practical
CLO2 can be applied to: OPERATION:  Collaborative Management with Application
CLO3 Discussion TQM, 2019, McGraw-
9  To analyze the Toyota The Toyota Approach
CLO4  FGD Hill
CLO5 approach of JIT and the Lean Production  Video Watching  Operations
Just in sequence system 5S The Practice of Good “Lean Management – Management with
 To distinguish JIT and Housekeeping 14 Principles ofThe Total Quality
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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
the Lean Production Just in Sequence System Toyota Way” Management, (2020).
 To analyze the Transitioning to JIT System Collier, Evans, and
importance of “Just in Time by Toyota: Lindsa, Cengage  Long Quiz
transitioning to JIT The Smartest
system Production System in  Online:
The World”
https://
www.youtube.com/
watch?v=42C2JL-
SZ64
Asynchronous:
Upload reading https://
materials on JIT www.youtube.com/
Assignment: advance watch?
reading on Scheduling. v=cAUXHJBB5CM

http://
leanmanufacturingtools
.org/192/what-is-5s-
seiri-seiton-seiso-
seiketsu-shitsuke/

 Actual Business
Enterprise info

10 CLO1 The essence of Integrity, Synchronous:

CLO2 Industry and Innovation SCHEDULING:  Lecture / Discussion  Ref: Operations  Case
CLO3 can be applied to:  Industry base Case Management with Presentation (with
CLO4 Scheduling Operations Study TQM, 2019, McGraw- rubic)
 To distinguish Scheduling in a high and  FGD Hill
scheduling in a high and low volume system  Operations  Assignment:
low volume system Loading and Sequencing Management with Advanced
 To apply the loading and Scheduling Services Total Quality Reading
sequencing procedure. Management, (2020).
Asynchronous: Collier, Evans, and
Upload case materials Lindsa, Cengage
for Scheduling
 Online info

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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES

 Actual Business
Enterprise info
The essence of Integrity, Synchronous: To discuss
Industry and Innovation PROJECT MANAGEMENT:  Lecture / Discussion  Ref:  Research rubric
can be applied to:  Research Operations
 Industry base Case Management with
 To evaluate how project Study Total Quality
evaluation and critical  FGD Management, (2020).
CLO1 path method works in PERT-CPM  Video Watching Collier, Evans, and
CLO2 operations and how it Lindsa, Cengage
CLO3 assures quality “Project Scheduling -
12 Asynchronous:
CLO4 operation. PERT/CPM | Finding  Online info
CLO5 Completion of final KAIZEN Critical Path” Peer Rating # 2
CLO6 PAPER. https:// (Kaizen Final
www.youtube.com/ Paper)
watch?v=-TDh-5n90vk

 Actual Business
Enterprise info

12 KAIZEN PAPER MOCK DEFENSE/CONSULTATION

13 KAIZEN PAPER PRESENTATION

REQUIRED RESOURCES
REFERENCES:
 Operations Management with Total Quality Management, (2020). Collier, Evans, and Lindsa, Cengage
 Operations Management with Total Quality Management, (2019), McGraw Hill
 Total Quality Management Philippine Edition by James R. Evans and William M. Lindsay, Cengage Learning Asia Pte Ltd., 2013
 Statistical Methods for Quality Improvement, Third Edition by Thomas Pyran, A John wiley and Sons Inc. Publication.
 Merle Crawford @ Anthony Di Benedetto (2011), New Product Management, International Edition, McGraw Hill
 Stevenson, Sum. (2012), Production and Operations Management. Mc Graw Hill
 2012-2016 Malcolm Baldrige National Quality Award/Philippine Quality Award Criteria for Performance Excellence
 Quality and Performance Excellence Management Organization 6th Edition Philippine Edition by James R. Evans and William M. Lindsay, Cengage
Learning
Asia Pte Ltd., 2013
 The Lean Six Sigma Pocket Toolbook International Edition by Michael L George et al, McGraw-Hill Education (Asia), 2012

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  The Memory Jogger 2: Tools for Continuous Improvement and Effective Planning 2nd Edition by Michael Brassard and Diane Ritter, GOAL/QPC, 2010
 Human Behavior in Organization, Ricky W. Griffin and Gregory Moorehead,. 2010 Cengage Learning Asia Pte. Ltd.
 3G LEARNING (2015), Production and Operations Management Basics
 Heizer, Jay, (2014), Operations management: sustainability and supply chain management
 Collier, David, (2013), OM 4 (Operation Management)

RECOMMENDED RESOURCES
 https://www.youtube.com/watch?v=FbbGlVle3oU
 https://www.youtube.com/watch?v=ASX68ShGkyc
 http://customerthink.com/the_benefits_of_a_process_focused_organization/
 http://www.howtolive.com/focus-on-process-not-outcome/#.Vjv_CW7Era0
 http://leanmanufacturingtools.org/192/what-is-5s-seiri-seiton-seiso-seiketsu-shitsuke/
 https://www.factorysystems.eu/index-en.php?id=5s-en
 https://www.academia.edu/5487034/Quality_Gurus_Philosophy_and_Teachings
 https://onlinelibrary.wiley.com/doi/abs/10.1002/smj.4250160105
 https://www.youtube.com/watch?v=xZhpovD4d5k
 https://www.youtube.com/watch?v=JTqkrHX3YM0
 https://www.youtube.com/watch?v=VWN8NrJ7LE8
 https://www.youtube.com/watch?v=Kz_7njsDUMQ

RUBRICS

CRITERIA 5 points
Respect for Other Team All statements, body language,
and responses were respectful
and were inappropriate
language
Information All information presented in
this debate was clear, accurate
and thorough
Rebuttal All counter-arguments were
accurate, relevant and strong
Use of Facts Every major point was well
supported with several relevant
facts and/or examples
Organization All arguments were clearly tied
to an idea (premise) and
organized in a tight, logical
fashion
DEBATE RUBRIC
4 points
Statements and responses were
respectful and used appropriate
language, but once or twice
body language was not
Most information presented in
this debate was clear, accurate
and thorough
Most counter-arguments were
accurate, relevant, and strong
Every major point was
adequately supported with
relevant facts and/or examples
Most arguments were clearly
tied to an idea (premise) and
organized in a tight, logical
fashion
3 points
Most statements and responses
were respectful and in
appropriate language, but there
was one sarcastic remark
Most information presented in
the debate was clear and
accurate, but was not usually
thorough
Most counter-arguments were
accurate and relevant, but
several were weak
Every major point was
supported with facts and/or
examples, but the relevance of
some was questionable
Most arguments were clearly
tied to an idea (premise) and
organized in a tight, logical
fashion, but usually not
thorough
2 points
Statements, responses and/or
body language were borderline
appropriate. Some sarcastic
remarks
Some information was accurate,
but there were some minor
inaccuracies
Some counter arguments were
weak and irrelevant
Some points were supported
well, others were not
Very few arguments were
clearly tied to an idea (premise)
and organized in a tight, logical
fashion
1 point
Statements, responses and/or
body language were
consistently not respectful
Information had some major
inaccuracies OR was usually
not clear
Counter-arguments were not
accurate and/or relevant
All points were not supported
All arguments were NOT
clearly tied to an idea (premise)
and organized in a tight, logical
fashion

COURSE CODE/NAME: BBOPERMX / Operations Management Eff August 1, 2020 Prepared y: Arlene A. San Pablo (aasanpablo@national-u.edu.ph) Page 12 of 17
 Understanding of Topic The team clearly understood the The team clearly understood the The team seemed to understand The team seemed to understand The team did not show an
topic in depth and presented topic in depth and presented the main points of the topic and the main points of the topic, but adequate understanding of the
their information forcefully and their information with ease presented those with ease didn’t present with ease topic

COURSE CODE/NAME: BBOPERMX / Operations Management Eff August 1, 2020 Prepared y: Arlene A. San Pablo (aasanpablo@national-u.edu.ph) Page 13 of 17

Rating Recitation
Exhibits high level of confidence
10 Reflective points highlights careful analysis
Information is properly presented in proper
sequences
Exhibits confidence
8 Conceptual ideas were present
The topic point was discussed
Limited information are presented
6 Limited comprehension on the question
The topic point was somehow touched
Low level confidence
4 Lack of comprehension on the question
Little to no emphasis on the topic point
Lack of information
No evidence of learning outcome
2 Information are out of the topic
Always use this standard format in grading your student in recitation and essay writing.
COURSE CODE/NAME: BBOPERMX / Operations Management
BACHELOR IN BUSINESS ADMINISTRATION
RUBRIC
C A T E G O R I
Essay
Grammatically correct use and selection of words with analysis
Existing ideas are used to form new insights
The answer was creatively highlighted
Good use and selection of words with analysis
Some theories and concepts were discussed
Conceptual ideas were present
Good use and selection of words
Contains some analysis
Some information are not relevant to the topic
Difficulty in word selection and usage
Minimal analysis to none
No amount of information
Difficulty in word selection and usage
Minimal analysis to none
Little to no emphasis on the topic point.
Eff August 1, 2020 Prepared y: Arlene A. San Pablo (aasanpablo@national-u.edu.ph)
E S
Reflection Paper
Demonstrates thorough and conscious understanding of
writing task with total control of grammar
Use specific and convincing examples to support the
ideas
Demonstrates a thoughtful understanding of writing task
with control of grammar.
Uses relevant examples to support the ideas
Demonstrates a limited understanding of writing task
with minimal control of grammar.
Uses some vague examples to support the ideas
Demonstrates a very limited understanding of writing
task which needs major revision.
Very few examples to support the ideas
Demonstrates little or no understanding of writing task
which needs total revision
None or with few irrelevant examples to support the
ideas
Page 14 of 17
 Diagram/ Illustration Rubric
Category 4 3 2 1
Required Elements There is a diagram, with all There is a diagram, with most There is a diagram, with more Several required elements were
the parts identified. parts identified. than 3 parts not identified. missing from the diagram.
Labels All parts are clearly labeled Most parts are clearly labeled and Three or more parts are not Parts are not labeled or teacher
and easy to read from a foot easy to read from a foot away. labeled or are hard to read or is unable to read labels easily.
away. understand.

What did you learn? All parts of the diagram are
explained in complete
sentences and turned in with
model.
Clarity The diagram is exceptionally
clear in terms of illustration
All parts of the diagram are
explained but student did not
answer in complete sentences.
The diagram is clear in terms of
illustration
Student did not include all parts
in the diagram explanation
and/or did not answer in
complete sentences.
The diagram is acceptably clear
though it may be a bit messy.
0 points = Diagram explanation
was not created by the student.
The diagram is distractingly
messy or very poorly illustrated.

Grammar There are no grammatical/
Mechanical mistakes on the
written portion.
Relevance to topic Strong connection to the
topic.
There are 1-2 grammatical/
Mechanical mistakes on the
written portion.
There is a connection to the topic.
There are 3-4 grammatical/
Mechanical mistakes on the
written portion.
The connection is weak.
There are more than 4
grammatical/ Mechanical
mistakes on the written portion.
Barely makes a connection to
the topic.

COURSE CODE/NAME: BBOPERMX / Operations Management Eff August 1, 2020 Prepared y: Arlene A. San Pablo (aasanpablo@national-u.edu.ph) Page 15 of 17

Criteria Superior (10 points)
Depth of Response demonstrates an in-depth
Reflection reflection on, and personalization of,
the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and well
supported. Clear, detailed examples
are provided, as applicable.
Required Response includes all components
Components and meets or exceeds all
requirements indicated in the
instructions. Each question or part of
the assignment is addressed
thoroughly. All attachments and/or
additional documents are included, as
required.
Structure Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner. There
are no more than three spelling,
grammar, or syntax errors per page
of writing.
Evidence and Response shows strong evidence of
Practice synthesis of ideas presented and
insights gained throughout the entire
course. The implications of these
insights for the respondent's overall
teaching practice are thoroughly
detailed, as applicable.
COURSE CODE/NAME: BBOPERMX / Operations Management Eff August 1, 2020
Reflection Evaluation Criteria (Rubric)
Sufficient (8 points)
Response demonstrates a general
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are supported.
Appropriate examples are
provided, as applicable.
Response includes all components
and meets all requirements
indicated in the instructions. Each
question or part of the assignment
is addressed. All attachments
and/or additional documents are
included, as required.
Writing is mostly clear, concise,
and well organized with good
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner.
There are no more than five
spelling, grammar, or syntax errors
per page of writing.
Response shows evidence of
synthesis of ideas presented and
insights gained throughout the
entire course. The implications of
these insights for the respondent's
overall teaching practice are
presented, as applicable.
Prepared y: Arlene A. San Pablo (aasanpablo@national-u.edu.ph)
Minimal (5 points)
Response demonstrates a minimal
reflection on, and personalization of,
the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Writing is unclear and/or
disorganized. Thoughts are not
expressed in a logical manner.
There are more than five spelling,
grammar, or syntax errors per page
of writing.
Response shows little evidence of
synthesis of ideas presented and
insights gained throughout the entire
course. Few implications of these
insights for the respondent's overall
teaching practice are presented, as
applicable.
Unacceptable (3 points)
Response demonstrates a lack of
reflection on, or personalization of,
the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are missing,
inappropriate, and/or unsupported.
Examples, when applicable, are
not provided.
Response excludes essential
components and/or does not
address the requirements
indicated in the instructions. Many
parts of the assignment are
addressed minimally,
inadequately, and/or not at all.
Writing is unclear and
disorganized. Thoughts ramble
and make little sense. There are
numerous spelling, grammar, or
syntax errors throughout the
response.
Response shows no evidence of
synthesis of ideas presented and
insights gained throughout the
entire course. No implications for
the respondent's overall teaching
practice are presented, as
applicable.
Page 16 of 17
PREPARED BY: REVIEWED BY:
Ronald C. Barriga CATHERINE F. ENTERIA
Faculty In-Charge
Criteria Excellent
5 3
Teamwork The group worked very well with each other and the
presentation was shared equally among the group
members.
Focus The thesis is very clearly stated; the topic is narrowed
sufficiently; the specific audience has clearly been
taken into account when delivering the speech
Organization The speech has a clear introduction that catches the
audience’s attention effectively & is connected to the
whole; effective transitions recap each main point; the
conclusion effectively summarizes the speech & is
related to the whole
Development All main points begin with a clear topic sentence; all
main and supporting points are supported by specific
and highly effective examples/evidence; the main and
supporting points all relate to each other
Style Language is memorable; language is well-chosen; tone
is appropriate. Visuals and/or interactions with
audience are clear, engaging, and fully support the
presentation.
Delivery Eye contact is effectively established with the
audience; gestures and verbal
cues are used to reinforce particularly important ideas;
no excessive use of vocalized pauses (e.g., “ah”, “um”);
student is very articulate. Adheres to time
limit/requirement.
COURSE CODE/NAME: BBOPERMX / Operations Management Eff August 1, 2020
NOTED BY:
Program Head
Meets expectations
The group worked well with each other and
communicated well. Some members participated
slightly more than others.
The thesis is clear or clearly implicit; it is implied
that the specific audience has been considered
when delivering the speech
The introduction and conclusion are clear and
somewhat related to the whole; some transitions
are used
Most main points begin with a clear topic
sentence; Most main and supporting
points include specific evidence/examples; most
main and supporting points relate to each other
Most language is somewhat memorable; language
usage is correct; tone is usually
Appropriate. Visuals and/or interactions with
audience are mostly clear, engaging, and support
the presentation.
Eye contact with the audience is somewhat
established; gestures and verbal cues are
sometimes used to reinforce particularly important
ideas; several vocalized pauses
are used; student is somewhat articulate. Adheres
to time limit/requirement.
GROUP PRESENTATION RUBRIC
Prepared y: Arlene A. San Pablo (aasanpablo@national-u.edu.ph)
APPROVED BY:
JEOJILYN G. NABOR
LRC Director
Approaches expectations
2 1
Group communicated relatively well with a few
lapses in the presentation; some students
dominated the presentation and others did not
participate much.
The thesis is unclear; the topic is only partially
limited; the specific audience has been partially
considered when delivering the speech
The introduction and conclusion may be
ineffective and not related to the whole; the
logical plan must be inferred, as no transitions
are used
Some main points have stated or implied topic
sentences; some main points are supported by
specific evidence/examples; some main and
supporting points relate to each other
Language is not memorable; language usage is at
times inaccurate; tone is at times inappropriate.
Visuals and/or interactions with audience are
somewhat clear, engaging, and support the
presentation.
Eye contact with the audience is hardly
established; gestures and verbal cues
are seldom used to reinforce particularly
important ideas; vocalized pauses are used
frequently; student is not very articulate
MA. LOUELLA P. STA MARIA
OIC Dean, CBA
Needs improvement
Group did not work well together. There
were obvious miscommunications and
lapses in the presentation.
The topic and thesis are unclear; no
apparent attempt has been made to limit
the topic; the specific audience has not
been considered
No attempt has been made to compose an
effective introduction or conclusion; there
is no logical plan to the speech
Main points contain no topic sentences;
main points are not supported by specific
examples / evidence; little or no supporting
material is used; main and supporting
points do not relate to each other
Language is not memorable or is confusing;
language usage is often inaccurate; tone is
inappropriate or distracting. Visuals and/or
interactions with audience are not clear,
engaging, or supporting of the
presentation.
No eye contact is made with the audience;
gestures and verbal cues are not used to
reinforce particularly important ideas;
vocalized pauses are used in abundance
and distract from the overall message
Page 17 of 17