SGHE5013

CURRICULUM FOR HIGHER EDUCATION

CASE STUDY ASSIGNMENT

Online Learning During the Covid-19 Pandemic as ‘New Normal’:

Case Study in School of Technology Management and Logistics,

Universiti Utara Malaysia

PREPARED BY:

Izatul Husna Binti Zakaria (827798)

Siti Khadijah Hubadillah (827864)
Yuhainis bt mohd yusoff (827867)

PREPARED FOR:

PROF. DR. ABDULL SUKOR SHAARI

DATE: 1 APRIL 2021

 TABLE OF CONTENT

No Topic Pages
1 Introduction 1
2 Background Of Case Study 2
3 Objective 3
4 Problem Statement 4
5 Case Description And Research 5
6 Discussion 6
7 Conclusion 8
8 References 8
9 Appendix 9
1.0 INTRODUCTION (Pengenalan)

The Corona Virus Disease 2019, commonly referred to as COVID-19, which appeared in the

first quarter of the year 2020 and quickly spread all over the world has, indubitably, forced

the global learner community to transition from the traditional in-class method of learning to

a mode of online learning within a very short period of time. The pandemic has brought the

world to a standstill, entire cities have been locked down, and people have been restricted to

their homes in order to stop or slow the spread of this disease. Despite this challenging

situation, most academic institutions in the world have tried to ensure the continuity of the

learning process. They have shifted to an online mode of learning, where the students and

teachers interact with each other using different kinds of technological tools and techniques.

This method of learning is also referred to as e-learning. Even though some institutions had

been experimenting with e-learning before the pandemic, it is only now that its full benefit

has been realized. It provides the students with a lot of opportunities and benefits such as

convenience (Poole, 2000), flexibility (J.F. Chizmar, M.S. Walbert,1999), time-saving,

teamwork, as well as opportunities to collaborate with others across physical boundaries

(Hung, Chou, Chen, 2010). It also allows students to have more control over their learning

activities and to make decisions about their routine classwork in terms of space, pace, depth,

breadth, and time management (Mark, Evelyn, Connolly, 2004)

Malaysia Ministry of Higher Education have mandated that all public and private sector

educational institutes should conduct all their teaching and learning activities online until the

curve of the spread of COVID-19 is flattened (Higher Education Department, 2020).

Consequently, universities in Pakistan have been actively trying to transform their

pedagogical teaching and learning activities into a virtual model. Most of them have

developed efficient online learning systems and have transitioned to online learning.

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Teachers have uploaded their lessons, projects, groups work, and reading material into these

online learning management systems, and virtual classes have been organized using various

videoconferencing applications such as Zoom, Google Meet, Microsoft Teams, Webex, etc. It

cannot be denied that online learning was the best solution to this unprecedented situation.

However, it does have some drawbacks, as Chung, Subramaniam, and Dass, (2020) asserted,

it cannot replicate the direct face-to- face human contact, or the level of social engagement

one experiences when in a classroom. These challenges may cause the students to feel that

something is lacking, and result in decreased student engagement and interaction with a

resultant subpar learning experience. In addition, due to the implementation of online

learning, most of the assessment in curriculum structure has been converted into 100%

coursework in which no final exam. Accordingly, this affected the final marks of the students

due to several students such as the student’s behaviour, the internet accessibility by the

students and the capability of the students itself in using the online tools during answering all

the assessments. Therefore, this study was designed to investigate the online learning

readiness of School of Technology Management and Logistics (STML), Universiti Utara

Malaysia (UUM) students currently enrolled course BJMP 2033, subject title Production and

Operation Management.

2.0 BACKGROUND OF CASE STUDY (Latar Belakang Kajian)

2.1 Participants

Initially, 300 students were enrolled in the course last semesters (A201). However, only 50

students returned the completed survey form, so we used the data from a total of 50 students

for additional analyses. We confirmed that the students experienced both face-to-face

learning and online learning due to pandemic. We informed the students that their log data

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would be used only for research purposes, and that the data would not be seen by the

instructor, or used for grading.

2.2 Programme: BJMP 2033

BJMP 2033 course exposes students to the concepts and applications of production and

operations management covering both sectors of manufacturing and services. The course

syllabus offers the latest topics in the production and operations management including

operations strategy, quality management and control, supply chain management, inventory

management, aggregate planning, material resource planning, JIT/lean manufacturing, and

project management.

After completing this course, students should be able to:

i. Describe the concepts and processes of production and operations management.

ii. Acquire a knowledge relating to modern approaches of operations management

iii. Build awareness of the role, application and delivery concepts of operations

management that is applicable to contemporary business practices.

2.3 Program Assessment

Coursework (60%) + Final Exam (40%)

i. Individual Assignment (10%) – knowledge (5%) & practical skills (5%)

ii. Mid Term Assignment (20%) – knowledge (10%) + practical skills (10%)

iii. Group Project (30%) – cognitive skills (20%) + interpersonal skills (10%)

3.0 OBJECTIVE (Tujuan)

The objectives of these study is to:

1. Identifies problem faced by POM student in semester 201

2. Identifies possible solution to improve the teaching style among the POM lectures

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 3. Identifies possible solution to POM student for the new semester.

4.0 PROBLEM STATEMENT (Pernyataan Masaalah)

As stated earlier, BJMP 2033 Production Operation Management is a calculation subject and

previously used face to face mode of study. However, since the pandemic strike, the School

of Technology Management and Logistic have changed the study mode to fully online mode.

This changes create a lot of issues among the student. Not only in Malaysia, these changes

mode in calculation subject also affects other countries like Phillipine, Turkey, Afrika and

many more. (Sintema, 2020; Plancher, Shanmugam, and Petterson ,2020 and Mirza, 2020).

Studies also shows that a sudden switch to a pure online alternative creates considerable

challenges to students who have no plans to be physically apart from classes (Mirza, 2020;

Arguedas, Daradoumis, and Xhafa, 2016). It was hypothesized by Sintema (2020) that

COVID-19 would negatively impact on the performance of students in the 2020 examinations

vis-à-vis mathematics, science and design and technology subjects. These shows that student

in calculation classes do effected by the changing mode in studies.

Relating to these study, students from this course came from various background and

capabilities. Changes in the study mode means that all teaching on the calculation is done

through on line learning. Students with low internet access or having improper environment

will have faced difficulties in understanding this subject. This changes must be taken

seriously by lecturers teaching this subject. Lectures must aware of the problems or issues

arise and make improvement to the teaching style. Using a simple survey form, feedback

from students from semester 201 was gathered and will be discussed later in this study.

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5.0 CASE DESCRIPTION AND RESEARCH (Pernyataan kes dan kajian)

The BJMP 2033 course introduces students to production and operations management

principles and applications in both manufacturing and service industries. The course

syllabus addresses topics such as operations policy, quality management and monitoring,

supply chain management, inventory management, aggregate planning, material resource

planning, JIT/lean manufacturing, and project management, among others. Students should

be able to explain the concepts and processes of production and operations management,

gain knowledge of modern approaches to operations management, and develop

understanding of the position, applicability, and value of operations management after

completing this course.

Program Assessment before and during COVID-19

Before COVID-19, assessment run on Coursework (60%) + Final Exam (40%)

1. Individual Assignment (10%) – knowledge (5%) & practical skills (5%)

2. Mid Term Assignment (20%) – knowledge (10%) + practical skills (10%)
3. Group Project (30%) – cognitive skills (20%) + interpersonal skills (10%)

During COVID-19, assessment run on ONLY by Coursework (100%)

1. Individual Assignment (10%) – knowledge (5%) & practical skills (5%)

2. Mid Term Assignment (20%) – knowledge (10%) + practical skills (10%)
3. Group Project (30%) – cognitive skills (20%) + interpersonal skills (10%)
4. Final Assignment (40%) – knowledge (10%) + cognitive skills (20%) practical
skills (10%)

5.1 Profile of respondent

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 In conjunction to the above discussion, this study tends to investigate what type of problems

faced by students and what are some other effect of this changes to the students. A simple

survey via Google form was distributed to all student that have taken the subject in semester

201. 63 (21%) of them respond. Figure 4.1 and 4.2 shows response from the students.

5.2 Survey Result

Figure 4.1:

Problem faced by

student during

learning session in

semester 201

Figure 4.2:

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 Responses on stress
among POM student.

6.0 DISCUSSION (Perbincangan)

Studies have been conducted to identify students' responses regarding the

implementation of remote learning. The results of the study found that the

implementation of remote learning gave three main effects to them, namely not being

able to understand the learning syllabus, drowsiness during class and feeling stress with

daily life as students. When asked what makes students feel stress, a high percentage

answered that the cause of their stress is because of the online learning method which is

57.1%. The rest answered no. This study assumes that students may be stressed due to

other factors such as technology, peers and family.

There are several things that can be done by the university and the Malaysian government

to reduce the effects of stress among university students due to the implementation of

online learning methods. Among the things that can be done are having a mental health

and medical services section on the website, courses should be migrated, curriculum

competencies should be aligned, and teacher training should be scaled up for online

learning instruction, and efforts to improve research, data collection, and evidence-based

practices.

Students should be able to receive free virtual resources such as medical counselling,

mental wellbeing teleconferencing, and other related online health services from medical
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 personnel members and skilled health professionals such as psychologists and guidance

counsellors even when they are not in the centers (Hinderaker, 2013). While providing

teachers with appropriate training courses will assist them in effectively implementing the

courses through electronic delivery, since they must acquire online-driven competencies in

preparing, implementing, and assessing the performance of their students, this online

delivery can present barriers to teachers because they must acquire online-driven

competencies in planning, implementing, and assessing the performance of their students.

There are a variety of devices and creative resources available for teachers to use to

facilitate learning for students with a variety of educational needs. For the effective

delivery of lessons in an online environment, technology devices, programme design,

instructor selection, responsive curriculum, and supportive stakeholders are required. In

that situation, higher education institutions would have the ability to expand teacher

preparation for online learning instruction. Teachers' preparation will enhance student

learning in educational programmes for educators, allowing them to achieve targets that

are consistent with higher education institutions' learning objectives (Barr & Miller, 2013).

6.0 CONCLUSION (Rumusan dan Penutup)

Universities must reassess their curricular interventions to prepare for online learning in

order to effectively react to the pandemic challenge. Similarly, campus medical health

representatives will create health management protocols and tools to ensure that

members follow environmental health policies even when they are not on campus. On a

more positive note, the worldwide pandemic provided opportunities for the country to

update its educational delivery system and shift its focus to emerging technologies. As a

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 result, higher education institutions must take the opportunity to improve their teaching

and learning tool, lecturer’s readiness and evidence in learning management system.

References

1. D.M. Poole (2000), Student Participation in a Discussion-Oriented Online Course,

Journal of Research on Computing in Education 33(2) 162-177.
2. J.F. Chizmar, M.S. Walbert, (1999), Web-Based Learning Environments Guided
by Principles of Good Teaching Practice, The Journal of Economic Education
30(3) 248-259.
3. M.-L. Hung, C. Chou, C.-H. Chen, Z.-Y. (2010), Own, Learner readiness for
online learning: Scale development and student perceptions, Computers &
Education 55(3) 1080-1090.
4. Mark Stansfield, Evelyn Mclellan, T. Connolly, (2004), Enhancing Student
Performance in Online Learning and Traditional Face-to-Face Class Delivery,
Journal of Information Technology Education: Research 3 173-188.
5. E. Chung, G. Subramaniam, L.C. Dass. (2020), Online Learning Readiness among
University Students in Malaysia amidst COVID-19, Asian Journal of University
Education 16 46-58.
6. EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 7, Edgar John Sintema
7. C. Mirza, ‘‘How COVID-19 Can reinvent higher education,’’ in QS Waw News,
ed. London, U.K.: QS Quacquarelli Symonds, 2020.
8. K. D. Plancher, J. P. Shanmugam, and S. C. Petterson, ‘‘The changing face of
orthopaedic education: Searching for the new reality after COVID19,’’
Arthroscopy, Sports Med., Rehabil., vol. 2, no. 4, pp. e295–e298, Aug. 2020.
9. M. Arguedas, T. Daradoumis, and F. Xhafa, ‘‘Analyzing the effects of emotion
management on time and self-management in computer-based learning,’’ Comput.
Hum. Behav., vol. 63, pp. 517–529, Oct. 2016.
10. Hinderaker, D. (2013). College Student Mental Health and Use of Counseling
Center Services. Retrieved from Sophia, the St. Catherine University repository.
11. Barr, B., & Miller, S. (2013). Higher Education: The Online Teaching and
Learning Experience.

APPENDIX

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 BJMP2033/OCT2020-FEB2021/A201/STML/COB/UUM/ONLINE

SCHOOL OF TECHNOLOGY MANAGEMENT & LOGISTICS

SCHEME OF WORK
LECTURER’S NAME: DR YUHAINIS BINTI MOHD YUSOFF COURSE:
BJMP2033 PRODUCTION & OPERATIONS MANAGEMENT
SEMESTER: OCTOBER 2020 – FEB 2021 (A201) TYPE: ONLINE LEARNING/UUMOL,
WEBEX ETC.
Hou
Week Topic and Sub-Topic Learning Outcome Teaching Method AVA Remarks
r

1.0 - Introduction To POM Student Should Be Able To : 3.0 #TEACHING METHOD: TM 1, TM 2, TM 3 Power
1.1 Introduction Point
WK 1 1.1.1 Main Operations & Technical Function Slide
1.1.2 Operations Evolution & SCM i. Define Production &
11/10 Operations Management.
1.1.3 Globalization - China & India
Interne
1.2 Productivity & Competitiveness ii. Explain The Relationship
Of Input, Transformation t
1.2.1 Productivity Measurement
14/10 Process And Output.
1.3 Operations Strategy
1.3.1 Five (5) Strategy Formula iii. Explain The Concept Of
Productivity, Strategy And
1.3.2 Balanced Scorecard
Competitiveness.

1.3.3 Key Performance Index (KPi)

2.0 - Process, Technology & Capacity Student Should Be Able To : 3.0 #TEACHING METHOD: TM 1, TM 2, TM 3 Power
WK 2
2.1 Introduction to Process Design Point
18/10 2.2 Process Planning Slide
2.2.1 Outsourcing i. Explain The Type Of
21/10 Process.
2.2.2 Process Selection
2.3 Process Analysis ii. Break-Even Point Based
Analysis.
WK 3 2.4 Process Innovation Interne
2.5 Technology Decision iii. Explain The Tools Of

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25/10 2.5.1 Financial Justification for Technology

1.5 t
2.5.2 Primer Technology

2.6 Capacity Decision

3.0 - Quality Management Student Should Be Able To : 1.5 #TEACHING METHOD: TM 1, TM 2, TM 3 Power
WK 3
3.1 Introduction to Quality Management Point
28/10 3.1.1 Quality Dimension of Manufactured Slide
Products i. explain the procedure in
3.1.2 Quality Dimension of Services evaluating the quality of
products/services.
3.1.3 Quality Gurus
3.1.4 Seven (7) Quality Tools ii. Describe seven tools of
quality measurement.
WK 4 3.1.3 Six Sigma
iii. Calculating the product yield
3.1.4 Cost of Quality and cost. 1.5
01/11
3.1.4.1 Prevention Costs
iv. Calculate and construct the .
3.1.4.2 Appraisal Costs quality charts
3.1.4.3 Internal Failure Costs
3.1.4.4 External Failure Costs
3.1.5 Effect of Quality Management
WK 4 3.1.5.1 Productivity

04/11 3.1.5.2 Measuring Product Yield

3.1.5.3 Measuring Product Productivity 3.0
(Cost)
3.1.5.4 Quality-Productivity Ratio
WK 5 3.1.6 Quality Awards
3.1.6.1 International Organization for
08/11 Standardization (ISO)

3.2 Statistical Process Control

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3.2.1 P-Chart
11/11
3.2.2 C-Chart

3.2.3 X-Chart

3.2.4 R-Chart

4.0 - Supply Chain Management Student Should Be Able To : 3.0 #TEACHING METHOD: TM 1, TM 2, TM 3 Power Tutorial
WK 6 4.1 Introduction To SCM Point Book
Slide
4.1.1 Service Provider Exercise
i. Explain the concept of
4.1.2 Value Chains supply chain management.
15/11 4.1.3 Supply Chain Uncertainty & Inventory
ii. Explain the function of
4.1.4 Bullwhip Effect information technology in
18/11 4.1.5 Risk Pooling managing supply chain.

4.1.6 Green Supply Chain iii. Explain the key performance

indicator in supply chain.
4.2 Information Technology: An Enabler
4.2.1 Electronic Business
4.2.2 Edi, Barcode & RFID
4.2.3 Build-To-Order & Build-To-Stock
4.3 Supply Chain Integration
4.3.1 CPFR
4.3.2 Enterprise Resource Planning (ERP)
4.4 Measuring Supply Chain Performance
4.4.1 Inventory Turnover
4.4.2 Day of Supply
4.5 Supply Chain Operations Reference
(SCOR)

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4.6 SCOR Performance Metrics

MID TERM BREAK (27 NOVEMBER – 05 DECEMBER 2020)

TEACHING PERIOD (11 OCTOBER – 26 NOVEMBER 2020)
ONLINE INDIVIDUAL MID TERM ASSIGNMENT (10%) VIA MS. WORD
CHAPTERS: 1, 2, 3 & 4 (MCQ, FILL IN BLANKS & STRUCTURES)
UPLOAD AND DOWNLOAD VIA TELEGRAM, WHATAPPS, ONLINE LEARNING UUM AND PADLET
DATE: 29/11/2020 &10.00 A.M
DEADLINE & TIME OF SUBMISSION
DATE: 30/04/2020 & 10.00 A.M
5.0 - Inventory Management
Student Should Be Able To : 3.0 Power
WK 7 5.1 Introduction to Inventory Management Point
5.2 Role & Elements of Inventory Slide
22/11
Management
i. Explain the cost related
25/11 5.2.1 Demand to iventori management.
5.2.2 Inventory Cost
ii. Describe the inventory
5.2.2.1 Carrying Cost
control system.
5.2.2.2 Ordering Cost
5.2.2.3 Shortage Cost iii. Describe the inventori
WK 8 classification system.
5.2.3 Continuous Inventory System
3.0
5.2.3.1 Periodic Inventory System iv. Describe the inventory
06/12 ordering model.
5.2.3.2 ABC Classification System
09/12 5.3 Order Quantity Models v. Calculate the reorder
5.3.1 Basic EOQ Model point and safety stock.
5.3.2 Production Quantity Model
5.3.3 Quantity Discount
5.3.4 Reorder Point
5.3.5 Safety Stock
5.3.6 Service Level
5.3.7 Reorder Point with Variable Demand

6.0 - Aggregate Planning

Student Should Be Able To : 3.0 #TEACHING METHOD: TM 1, TM 2, TM 3 Power Tutorial
6.1 Introduction to Aggregate Planning Point Book
WK 9
6.1.1 Sales & Operations Planning (SOP) Slide
6.1.2 Monthly SOP Planning Process

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13/12 6.2 Strategies for Adjusting Capacity

6.2.1 Pure Strategies
16/12
6.2.1.1 Level Production Online
Exercise
6.2.1.2 Chase Demand
6.2.1.3 Peak Demand
6.2.1.4 Overtime & Undertime
WK
6.2.1.5 Subcontracting
10
6.2.1.6 Part-Time Workers
20/12 6.2.1.7 Backlogs, Backordering, & Lost Sales
6.3 Mixed Strategies
6.4 Strategies for Managing Demand
1.5
6.5 Transportation Method
6.6 Aggregate Planning for Service

WK 7.0 - Material Requirement Planning Student Should Be Able To : 1.5 #TEACHING METHOD: TM 1, TM 2, TM 3 Power
11 7.1 Introduction To MRP Point
23/12 7.1.1 Independent Demand & Dependent Slide
Demand i. Explain MRP model by using
7.1.2 Continuous Demand & Discrete figure.
Demand
7.1.3 Master Production Schedule (MPS) ii. Describe the bill of material
(BOM) and installation chart
7.1.4 Bill of Material (BOM) according to time phase.
7.1.4.1 Make-To-Stock
iii. Describe the MRP table.
7.1.4.2 Assemble-To-Order
7.1.4.3 Make-To-Order iv. Plan material requirement by 4.5
using lot sizing technique.
7.2 Management & Structure of MRP
27/12 v. Construct MRP table based on
7.2.1 Product Structure Diagram
material requirement and lot
30/12 7.2.2 Multilevel Indented Bill of Material sizing technique.
7.3 Lot Sizing Techniques
03/01
/2021 7.3.1 Lot-For-Lot (L4L)
7.3.2 Economic Order Quantity (EOQ)
7.3.3 Periodic Order Quantity (POQ )
7.3.4 Multiple Order Quantity
7.3.5 Minimum Order Quantity

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7.3.6 Constructing MRP Table

8.0 – Lean Operations & Just In-Time
Student Should Be Able To : 3.0 #TEACHING METHOD: TM 1, TM 2, TM 3 Power
WK 8.1 Introduction to LO and JIT
12 Point
8.1.1 Concept and Principle of LO and JIT Slide
06/01 8.2 The Seven (7) Wastes i. Describe the concept and
/ 8.2.1 The 5Ss principle of LO and JIT.
2021
8.2.2 Pull System & Push System ii. Explain the 7 Wastes and 5Ss.
10/01 8.2.3 Cellular Layouts iii. Calculate number of Kanban
/2021 8.2.4 Kanban Card Card.
8.2.5 Poka-Yoke
8.2.6 Small Lot
8.2.7 LO in Services
8.2.8 Quick Setup
8.3 Benefits of JIT
8.4 Lean Services
8.5 JIT II

9.0 - Project Management

Student Should Be Able To : 6.0 Power
WK 9.1 Introduction to Project Management
13 Point
9.2 Planning, Scheduling, & Controlling i. Describe the terms in project #TEACHING METHOD: TM 1, TM 2, TM 3 Slide
management.
13/01 9.2.1 Element of Project Planning
/2021 9.2.2 Project Return (ROI) ii. Explain and construct a Gantt
chart.
9.2.2 Project Team
10/01
9.2.3 Work Breakdown Structure iii. Describe the method of
drawing an AOA and AON
9.2.4 Responsibility Assignment Matrix network diagram.
9.2.5 Gantt Chart
iv. Explain the CPM and PERT
WK 9.3 Pert & CPM technique in managing a
14 9.3.1 Project Network project.
9.3.2 AOA Network v. Compute the crashing cost,
17/01
9.3.3 AON Network completion time, critical path,
/2021
9.3.4 Critical Path & time reduction
20/01 9.3.5 Probabilistic Time Estimates vi. Illustrate the AON network
/2021

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BJMP2033/OCT2020-FEB2021/A201/STML/COB/UUM/ONLINE

9.3.6 Project Crashing

TIME OF TEACHING PERIOD: 06 DECEMBER 2020 – 21 JANUARY 2021

ON-NLINE INDIVIDUAL FINAL ASSESSMENT (40%)

CHAPTERS: 5, 6, 7, 8, & 9

FOUR MAIN QUESTIONS – EACH OUESTION CONSISTS OF 25 MARKS / DOCUMENT FORMED IN MS. WORD

STUDENT FEEDBACK WITH NOTIFICATION OF SIGNATURE AND ID UUM CARD/PHOTO

UPLOAD AND DOWNLOAD VIA TELEGRAM, WHATAPPS, ONLINE LEARNING UUM, FB AND PADLET

DURATION: 2 DAYS / DATE: 23 JANUARY 2021 & 10.00 A.M / DEADLINE/TIME OF SUBMISSION: 24 JANUARY 2021 & 10.00 A.M

# Teaching Method 1 (TM1) – In Campus

Teaching Method 2 (TM2) – Strong Access Internet
Teaching Method 3 (TM3) – Moderate/Low Access Internet
Teaching Method 4 (TM4) – No Internet

Prepared by Course Coordinator: Checked by Head of Department: Approved by Dean:

(…………………………………………..) (…………………………………………….) (……………………………………………)

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BJMP2033/OCT2020-FEB2021/A201/STML/COB/UUM/ONLINE

Dr. Dr. Md. Kamarul Irwan Abd Rahim Professor Dr. Norhasni Othman

Date: Date: Date:

Official Stamp: Official Stamp: Official Stamp:

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MQA/STML/COB/UUM

UUM COLLEGE OF BUSINESS

UNIVERSITI UTARA MALAYSIA

No. Information on Course

1. Course Name: PRODUCTION AND OPERATIONS MANAGEMENT

2. Course Code: BJMP 2033

3. Name (s) of Academic Staff:

 DR. EZANEE HJ. MOHAMED ELIAS
 ASSOCIATE PROFESSOR DR. LIM KONG TEONG
 ASSOCIATE PROFESSOR DR. SANTHIRASEGARAN A/L S.R NADARAJAN
 TS. DR. MOHD KAMARUL IRWAN ABDUL RAHIM
 DR. MAWADDAH MOHAMAD
 DR. KAMARUDDIN RADZUAN
 DR. YUHAINIS MOHD YUSOFF

4. Rationale for the inclusion of the course in the program:

This is a core course in the program.

5. Semester/Year Offered: 4/2

6. Total Student Face to Face Online SLPA TLT

Learning Time (SLT) Learning

7. TL = Traditional SCL
Lecture TL T P A OL OA
/O
T = Tutorial
0 0 0 0 41. 0 78.5 120
P = Practical 5
SCL/O = Student
Cantered
Learning/Others
A = Assessment
OL= Online Learning
OA = Online
Assessment
SLPA= Self Learning

1
MQA/STML/COB/UUM

Preparation and
Assessment
TLT = Total Learning
Time

9. Credit Value: 3

10. Pre-requisite (if any):

POM - BJQK1103 & BJQP2013, MOT - BJQK1103 & BJQK1203, BBA LT & OTHERS
- SQQS1013

11. Objective(s) of Course:

After completing this course, students should be able to:
i. Describe the concepts and processes of production and operations
management.
ii. Acquire a knowledge relating to modern approaches of operations
management
iii. Build awareness of the role, application and delivery concepts of
operations management that is applicable to contemporary business
practices.

12. Course Learning Outcomes:

Upon completion of the course, students can:
i. Define the concept and processes involving production and operations
management (C1).
ii. Explain the processes, technology, capacity, quality management, Just-
In-Time (JIT) and supply chain management required in production and
operations management (A4).
iii. Analyze the business problems pertaining to quality control, inventory
management, aggregate planning, and material resource planning in
the perspective of production and operations management (C4).
iv. Apply models of planning, controlling, monitoring, and scheduling in the
project management to solve the production and operations
management problems (C3).

13. Transferable Skills:

Teamwork via group project and problem solving via individual assignments

14. Teaching-learning and assessment strategy:

Mixed method between teacher-centered and student-centered. For the
assessment strategy it is a continuous assessment.

15. Synopsis:
This course exposes students to the concepts and applications of production
and operations management covering both sectors of manufacturing and
services. The course syllabus offers the latest topics in the production and
operations management including operations strategy, quality management

2
MQA/STML/COB/UUM

and control, supply chain management, inventory management, aggregate

planning, material resource planning, JIT/lean manufacturing, and project
management.

16. Mode of Delivery:

 Student Centered Learning, & Group Project
 Online Learning, WhatsApp, Telegram, FB, Email, UUM Online Learning,
Padlet, etc.
Assessment Methods and Types:
17.

 Coursework (100%)
- Individual Assignment (10%) – knowledge (5%) & practical skills (5%)
- Mid Term Assignment (20%) – knowledge (10%) + practical skills (10%)
- Group Project (30%) – cognitive skills (20%) + interpersonal skills (10%)
- Final Assignment (40%) – knowledge (10%) + cognitive skills (20%)
practical skills (10%)
18. Mapping of the course/module to the Program Aims

Program Aims Course Learning Outcomes

1 2 3 4
The aim of the Bachelor of Operations
Management (BOM) Program is to produce
competent and professional graduates in
operations management who can apply X X X X
knowledge and skills obtained critically in
the context of business and community.

22. Mapping of the course/module to the Program Learning Outcomes

Course Learning Outcomes

Program Learning Outcomes
1 2 3 4
Enhance the basic concepts and
X X X X
theories in the field of operations
management to meet the needs
of business organizations.

Apply the skills related to

X
operations management in
resolving business problems.

Demonstrate willingness to engage

in protecting and promoting the
well-being of the community.

Exhibit professionalism and ethical

manners in performing their duties

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and responsibilities in operations

management fields.

Demonstrate leadership, teamwork,

X
and communication skills in
addressing issues related to
operations management in the
organizational contexts.

Apply scientific skills in making

X X X
decisions to solve business
problems.

Apply information and

communication technologies in
managing business operations and
lifelong learning for professional
development.

Demonstrate managerial and

entrepreneurial skills in the field of
operations management.

26. Content outline of the course/module and the SLT per topic

Lear Face to Face

ning
Topic Outc SC OL SL TLT
ome TL T P L/
s O

3 3 6
1.0 INTRODUCTION
1.1 Introduction to Production &
Operations 1, 2
Management
1.2 Competitiveness and Productivity
1.3 Operations Strategy

2.0 PROCESS, TECHNOLOGY, AND 4.5 4.5 9

CAPACITY
2.1 Introduction to Process Design
2.2 Process Planning 1, 2
2.3 Process Analysis
2.4 Process Innovation
2.5 Technology Decisions
2.6 Capacity Decisions
1, 3, 6 8 14
3.0 QUALITY MANAGEMENT 4
3.1 Introduction to Quality
Management
3.2 Quality Tools
3.3 Quality in Services

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3.4 Statistical Process Control

3.5 Quality Management on
Productivity
3 4 7
4.0 SUPPLY CHAIN MANAGEMENT
4.1 Introduction to SCM
4.2 Role of Information Technology 1, 2
4.3 Supply Chain Integration
4.4 Measuring Supply Chain
Performance
6 6 12
5.0 INVENTORY MANAGEMENT
5.1 Introduction to Inventory
Management
5.2 The Role of Inventory Management
5.3 Inventory Models 1, 3
5.3.1 EOQ
5.3.2 Production Quantity
5.3.3 Quantity Discounts
5.4 Reorder Point
5.5 Safety Stocks
1, 3 3 5 8
6.0 AGGREGATE PLANNING
6.1 Introduction to Aggregate Planning
6.2 Aggregate Planning Strategy
6.2.1 Level Production
6.2.2 Permanent Workers
6.2.3 Chase Demand
6.2.4 Mixed Strategy
6.3 Aggregate Planning with
Transportation
Method
6.4 Back Orders
1, 3 3 5 8
7.0 MATERIALS RESOURCE
PLANNING
7.1 Introduction to MRP
7.2 Master Production
7.3 MRP Structure and Safety Stock
7.4 MRP Table Development
7.5 Lot-Sizing Techniques:
7.5.1 Lot-for-Lot, Minimum, Multiple
7.5.2 Economic Order Quantity
7.5.3 Periodic Order Quantity
1, 2 3 5 8
8.0 LEAN OPERATIONS & JUST-IN-
TIME
8.1 Introduction to LO and JIT
8.2 Concept and Philosophy of LO and
JIT
8.3 Seven Wastes and 5Ss
8.4 Kanban Cards
8.5 LO and JIT in Services

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1, 4 6 6 12
9.0 PROJECT MANAGEMENT
9.1 Introduction to Project
Management
9.2 Planning, Scheduling and
Controlling
9.3 PERT and CPM
9.4 AOA, AON, Node Configuration and
Predecessor
9.5 Critical Path and Probabilistic Time
Estimates
9.6 Project Crashing
16. 21 46. 84
5 5

Online Online
Student Learning & Face to
Learni Assessm SLPA TLT
Assessment Face
ng ent

Course Delivery and 0 37.5 0 46.5

Preparation 84

0 32
Coursework (100%) 0 4
- Individual Assignment
(10%)
- Mid Term Assignment 36
(20%)
- Group Project (30%)
- Final Assignment (40%)

Total Notional Hours 0 41.5 0 78.5

120

Credit Hours 3

MAIN REFERENCE:

 William J. Stevenson (2021). Operations Management 14th Edition. McGraw-Hill,

International Edition. ISBN: 978-1260-5757-12

 Russell, R.S., & Taylor III, B.W. (2018). Operations Management 10th Ed.
International student version. New Jersey: John Wiley & Sons, Inc.

 Lee J. Krajewski, Manoj, K. Maholtra & Larry P. Ritzman (2019). Operations

Management – Processes and Supply Chains. 12 th Edition (Global Edition).
Pearson, U.K.
ISBN: 978-1-292-25993-2

SECONDARY REFERENCE:

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MQA/STML/COB/UUM

 Jay Heizer, Barry Render & Chuck Munson (2020). Operations Management.
Global Edition. 13th Edition. Pearson Publishing, San Francisco. US. ISBN: 978-1-
292-14863-2

 Swink, M., Steven, A.M., Cooper, M.B., & Janet, L.H. (2014). Managing
Operations across the Supply Chain. 2nd Edition. McGraw-Hill Irwin. ISBN: 978-
125-906090-8

 Stevenson, W. J. (2014). Operations Management – Series in Operations and

Decision Sciences (10th Ed.). New York: McGraw-Hill/Irwin (ISBN-13: 978-
0078024108)

 Heizer, Jay. & Render, Barry. (2013). Operations Management (11th Ed.). New
Jersey: Prentice-Hall, Inc. (ISBN-13: 978-0132921145)

 William J. Stevenson & Sum Chee Chuong (2012). Operations Management. Asia
Global - 2nd Edition. Singapore: The McGraw-Hill companies, Inc.

 Reid, R. D., & Sanders, N. R., (2012). Operations management (5tht Ed.). New
York: John Wiley & Sons, Inc. (ISBN-13: 978-1118122679)

 Russell, R.S., & Taylor III, B.W. (2011). Operations Management (7th Ed).
International student version. New Jersey: John Wiley & Sons, Inc.

 William J. Stevenson & Sum Chee Chuong (2010). Operations Management; An

Asian Perspective. Singapore: The McGraw-Hill companies, Inc.

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