UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (Singapore)

Operations Management (BMGT3009S)

STUDY GUIDE

BBS27 FT Singapore

Copyright July 2018

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Dr Eamonn Ambrose and Dr KC Chan (2018)

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 from
University College Dublin.

Module Co-ordinators: Dr Eamonn Ambrose and Dr KC Chan

Email: [email protected]

[email protected]

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 TABLE OF CONTENTS

PAGE

WELCOME MESSAGE 4

1. INTRODUCTION 5
a. Background details 6
b. Module aims 6
c. Programme Goals 7

2. MODULE OUTLINE 9
a. Module learning outcomes 9
b. Themes and topics 9
c. Learning materials 10

3. MODULE DELIVERY SCHEDULE 12

a. Session arrangements 12
b. Student engagement 14
c. Office hours arrangements 15

4. ASSESSMENT DETAILS 16
a. Assignments 16
b. Module assessment components 17
i. Continuous Assessment 18
ii. Examination 21

5. GRADING 22
a. University grading policy 22
b. Grade descriptors for assessment components 23

6. CONCLUDING COMMENTS 28

APPENDICES 29

WELCOME MESSAGE
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As coordinators of module, we would like to welcome you to the subject of Operations
Management. Operations Management (OM) is not only very important but also an exciting
and challenging. 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. It is the reason for any organization’s existence - large or small, manufacturing or
service, for profit or not for profit. In this course, you will discover the information, learning,
knowledge and skills that will help you establish a solid foundation in operations
management thinking and practice.

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

Dr Eamonn Ambrose and Dr KC Chan

Operations Management Module Coordinators

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PART 1: INTRODUCTION

This Study Guide is designed to provide you with details of this module; the learning
outcomes; plus 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 explains the UCD grading policy and grade descriptors drawing on the university
document are given for each assessment component (i) Continuous Assessment and (ii)
Examination (closed book).

Part 6 presents the concluding comments.

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Background Details

The course is designed to explain and evaluate the current thinking in operations
management and operations strategy. It is expected that students will gain an
understanding of this field and be able to apply theories and concepts in a practical setting.

Module Aims

The aims of this module are to enable students to

 acquire an in-depth knowledge of OM;

 encourage students to think strategically and critically about OM;
 acquire creative thinking skills including critical analysis of theory and integrating
differing streams of knowledge;
 form a strategic focus and the ability to apply concepts at an operational level; and
 promote class discussion, group work and personal development.

The assessment tasks for this module have been designed with this in mind as detailed later
in the study guide.

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Programme Goals

Programme Goals Programme Learning Programme Learning Outcome

Outcomes Assessed

1) Programme Goal 1: Programme Learning Outcome Continuous Assessment,

1a: Examination
Informed Thinkers: Our
graduates will be Explain current theoretical
knowledgeable on underpinnings of business and
management theory the management of
and will be able to organisations.
apply this theory to
business problems Programme Learning Outcome Continuous Assessment,
(Knowledge). 1b: Examination

Apply appropriate methods, tools

and techniques for identifying,
analysing and resolving business
problems within functional and
across functional business areas.

2) Programme Goal 2: Programme Learning Outcome Continuous Assessment

2a
Communication,
Analytical and Critical Prepare a short business
Thinking Skills: Our presentation (written and/or oral)
graduates will have on a current business issue.
well developed skills of
communication, Programme Learning Outcome Continuous Assessment
analysis and critical 2b:
thinking (Skills and
Analyse specific business case
Competencies).
studies or problems and
formulate a report detailing the
issues and recommended
actions.

Programme Learning Outcome Continuous Assessment

2c:

Conduct secondary research on

management-related issues and
report on the findings and draw
appropriate conclusions.

3) Programme Goal 3: Programme Learning Outcome Continuous Assessment

3a:

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 Personal and Develop collaborative learning
Professional and team-work skills by engaging
Development: Our in module-related team activities.
graduates will
demonstrate a Programme Learning Outcome Continuous Assessment
commitment to 3b:
personal and
Demonstrate capacity for problem
professional excellence
solving collaboratively and
and development
individually.
(Skills, Competencies
and Attitudes).

4) Programme Goal 3: Programme Learning Outcome Lectures

3a:
Ethical Awareness:
Our graduates will Demonstrate an awareness of
demonstrate an ethical values and business
awareness of ethical issues concerning the
issues in business and advancement of the broader
their impact on society societal ‘good’.
(Attitudes).
Programme Learning Outcome Lectures
3b:

Illustrate an understanding of how

business decisions might
influence society and the wider
community at large.

PART 2: MODULE OUTLINE

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Module Title: Operations Management

Module Code: BMGT3009S

No. of ECTS: 10

Module Learning Outcomes

On completing the OM module, students will be expected to be able to:

 Describe the functional areas of operations management and explain how they
interface with an organisation's other functional areas.
 Analyse the various issues and problems that traditionally arise in the management
of operations within both manufacturing and service organisations.
 Apply the terminology, modelling, and methodology often employed in designing and
improving an operations function.
 Think critically and use analytical tools in making business decisions and problem
solving.

Module Text: “Operations Management with MyOMLab access card”

Nigel Slack, Alistair Brandon-Jones, Robert Johnston (2016), 8th edition, Pearson Education
Limited, Harlow, UK. (ISBN 9781-292-09867-8)

Themes and Topics

This module will provide students with an overview of the field of OM. The first two topics,
Introduction to Operations Management and Operations Performance, introduce some
of the underlying ideas in operations management and look at how the operations function in
the business sees itself and its purpose. Next, in Process Selection and Design, students
will gain an insight into how a company’s core business activities – its business processes -
are designed. In the following topics, Layout and Flow and People, Jobs and
Organisation, students will examine how the process design dictates the physical layout of
facilities, and influences the organization of the human resources needed to execute the
process. The next topic, Innovation and Design in Services and Products, explores the
nature of innovation and explains how to go about designing the products and services that
are needed to ensure competitiveness in a market. Inventory Management examines how
material resources are best managed to achieve the strategic operations objectives, and
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also examines the challenge of inventory in a service context. The next topic, Operations
Strategy, explains how long-term decision making is critical to effective management of the
resources which produce products and services.

The next two topics, Capacity Management and Planning and Control Systems discuss
how organisations ensure that current and future demand for their products and services is
met and Lean Operations explains the importance of maintaining a smooth, uninterrupted
flow of materials from supplier to factory to end customer. The next topic, Quality
Management, examines the implications of quality, particularly in relation to total quality
management (TQM), which places quality at the heart of the organisation’s strategy. The
final topic Operations Improvement will conclude the course with a look into how to
develop the existing operations of the organization and also to give food for thought for
operations managers into the future.

Learning Materials

For this module, please read the assigned chapters in the prescribed text and the additional
readings assigned (see list below). The textbook and MyOM Lab are important resources in
preparing for class, partaking in class discussion and reviewing and revising the material.
For this module, please read the assigned chapters in the prescribed text as well as the
worked examples and case study readings assigned (see required chapters in module
delivery schedule below).

IMPORTANT: Students are required to bring their

text book to the class during the sessions.

Time will be allocated for completing case study analysis using cases as detailed on
Table 1. Please read the cases before class to prepare for in class discussion.
Students should register with MyOM Lab in advance of the first session as use will be
made of the MyOM Lab resources during the course.

Readings from Prescribed Text:

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Chapters and cases as specified in Table 1: Module Delivery Schedule below.

Case Studies:

You will also be studying the Case Study: “Allied Signal Aerospace Repair and Overhaul
Singapore (A)”. The Case document will be issued to you by Kaplan

Journals and Newspapers:

Students completing this module 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

 Journal of Operations Management

 MIT Sloan Management Review
 Harvard Business Review
 The Economist
 The Wall Street Journal
 The South China Morning Post
 The Straits Times

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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 (Wednesday August 14 – Wednesday September 05, 2018).

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

No. Theme title Date / Time Date / Time Text/

Readings*

1 Introduction to Ch. 1 &

Operations Tuesday Aug 14 Tuesday Aug 14 Concept Design
Management (Management) (Logistics) Services Case
09:00 – 11:45 12:15 – 15:00

2 Operations Wednesday August Wednesday August Ch. 2

Performance 15 (Management) 15 (Logistics)
09:00 – 11:45 12:15 – 15:00

3 Process Selection Ch. 4 &

and Design Thursday August 16 Thursday August 16 Worked Example
(Management) (Logistics) Pg116
09:00 – 11:45 12:15 – 15:00

4 Layout and Flow Friday August 17 Friday August 17 Ch 7 &

(Management) (Logistics) Worked Example
09:00 – 11:45 12:15 – 15:00 Pg214/215

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5 People, Jobs and Ch. 9 and
Organisation Monday Aug 20 Monday Aug 20 supplement &
(Management) (Logistics) Worked Example
09:00 – 11:45 12:15 – 15:00 Pg284/285

6 Innovation and Ch.5 &

Design in Services Tuesday Aug 21 Tuesday Aug 21 Problem 2
and Products (Management) (Logistics) Pg150
7 Inventory 09:00 – 11:45 12:15 – 15:00 Ch.12 &
Management supplies4
medics.com
Thursday August 23 Thursday August 23 Case
(Management) (Logistics)
09:00 – 11:45 12:15 – 15:00

8 Operations Strategy Ch.3

Friday August 24 Friday August 24
(Management) (Logistics)
09:00 – 11:45 12:15 – 15:00

9 Capacity Ch.11
Management Mon August 27 Monday August 27 Worked Examples
(Management) (Logistics) Pg 384-389
08:30 – 11.30 12:00 – 15:00

10 Planning and Control Tue August 28 Tue August 28 Ch.14

Systems (Management) (Logistics) Case study on PT
08:30 – 11.30 12:00 – 15:00 Smart ERP system

11 Lean Operations Wed August 29 Wed August 29 Ch. 15

(Management) (Logistics) Case study on
08:30 – 11:30 12:00 – 15:00 Toyota Lean
Manufacturing

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12 Quality Management Thu August 30 Thu August 30 Ch. 17
(Management) (Logistics) Case study of S’pore
08:30 – 11:30 12:00 – 15:00 Quality Award-SQC
13 Operations Mon September 03 Mon September 03 Ch. 16
Improvement (Management) (Logistics) Motorola vs GE
8:30 – 11:30 12:00 – 15:00 six sigma system
14 Group presentations Tue September 04 Tue September 04 Refer to Case
(15 mins per group) (Management) (Logistics) Assignment:
8:30 - 11:30 12:00 – 15:00 Allied Signal
15 Revision on Key Wed September 05 Wed September 05 Alignment of
Chapters (Management) (Logistics) learning objectives
9:30 – 11:30 13:00 – 15:00 to the real world

* Some chapters in the text are assigned for more than one theme.

Preparation Required in Advance of Sessions / Seminars

You are expected to have read the following topics in advance of meeting the module
coordinator / course lecturer at the seminars:

 Read the required chapters and supplements in the text

 Read and study the Worked Examples where specified for each topic

 Read the case studies from the text where listed (see detail in module contents
above for each session)

The readings detailed above have been assigned and students are expected to be fully
familiar with them. These readings are an important learning source and supplement the
session and text materials.

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.
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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. The schedule for this module has been specifically designed so
that you have time between classes to review the material covered in the last class and to
read the material for the upcoming class. On occasion you will be given an exercise to
work on between classes - use should use this time wisely!

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 Arrangements

Should you wish to meet individually to discuss any aspect of this module we will be
available at the following times:

Dr Eamonn Ambrose

 Mondays to Thursdays immediately following the end of class

Dr KC Chan
 Immediately following the end of class

PART 4: ASSESSMENT DETAILS

This module has two assessment components with specific weightings and marks awarded
totalling 1001. The purpose of each assessment is as follows:
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As the Overseas Programme modules are worth 10 ECTS they should be graded out of 200 marks.
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 Continuous Assessment aims to focus your learning by ensuring understanding of
business structures and theories. You will be asked to evaluate business entities 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):
http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

The weighting assigned for each component is shown in Table 2 below. (I = Individual; G =
Team)

Table 2 – Assessment Components

Assessment components Weighting Individual /Team

1. Continuous Assessment* 40% I/G

2. Examination 60% I
*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.

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1. Continuous Assessment: Assignment 1 (Individual, 10%)
Based on your assigned reading of the module text and your experience (both professional
and personal), write an essay (maximum 1,000 words) on “How the effective management
of operations contributes to competitive advantage in a company” of your choice.

You may choose any of the topics covered in the sessions as the aspect of effective
operations management to analyse. You may choose any company you are familiar with,
which you believe illustrates the topic you have chosen.

This assignment is worth 10% of the overall 40% available for Continuous Assessment.

Students should ensure they are familiar with the university policies on plagiarism and
submission of assignments before commencing the module.

Table 2B – Assignment Deadline Summary

Assignment Deadlines Date Assignment Due

Continuous Assessment:
31 (Friday) August 2018
Assignment 1

Continuous Assessment:
25 (Tuesday) September 2018
Assignment 2

Examination 9 (Tuesday) October 2018

Continuous Assessment: Assignment 1 must be submitted in hard copy and via Blackboard.
See Continuous Assessment: Assignment 1 deadline in Table 2B above. It is the student’s
responsibility to retain a copy of any submitted assessment/project work. Please read
the Grade Descriptors in the Continuous Assessment: Assignment 1 Grade Descriptor table.

2. Continuous Assessment: Assignment 2 (Group, 30%)

This assignment involves an analysis of the Case Study: “Allied Signal Aerospace Repair
and Overhaul Singapore (A)”. The case document will be issued to you by Kaplan. It is a
team assignment to produce a presentation and a report on the case, addressing case

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questions which will be issued in advance of the class starting. This assignment is worth
30% of the overall 40% available for Continuous Assessment – 10% for the presentation and
20% for the team report.

Students are required to form groups, with up to 5 students per group (minimum 4 students).
Each group must prepare a 20-minute PowerPoint presentation on the assigned case for
presenting in class on 4th September 2018 addressing the case study questions. The
presentation guidelines are listed below.

Each group is also required to submit a detailed written report, 2,500 words maximum, on
the Blackboard by 25 September 2018. The details for the written report are explained
below. The written report must also be submitted to the Programme Manager in charge by
17:00 hours on Wednesday, September 25 (Tuesday), 2018. This assignment must be
submitted to your Programme Manager by way of a hard copy. See Grade Descriptors on
page 19.

The questions are divided into two sections. Section (A) is for 15 mins presentation by
each team schedule on 4th September 2018. Stick to a maximum of 10 slides. Section (B)
is for team’s report of 2,500 words (+/- 10%).

Section A: Team Presentation on 4th September 2018 (10%)

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.

Section B: Team Report to be submitted on 25 September 2018 (20%)

(a) What are the relevant techniques that you have learnt in this course can be applied to
further reduce the turnaround time (TAT) from 47 days to 30 days in the next two months,
i.e. lean six sigma techniques?
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(b) 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.
(c) What are the suitable work study techniques to apply for further reduction of the WIP
inventories from 75 engines to world-class supply chain principles of combination of ETO
(Engineer To Order), ATO (Assembly To Order), MTO (Make To Order), and MTS (Make For
Stock).

Guidelines for Case Presentation:

 The presentation for each group to last approximately 15 minutes.

 All members of the group must present.
 All group members are expected to contribute to the general class discussion at the end
of the presentation.

The format of the PowerPoint presentation should be as follows:

 Title Slide.
 Outline of Presentation.
 Introduction to the case and the company in the case.
 Analysis of the case using case assignment questions (which will be provided in advance
of class).
 The group recommendations and conclusions about the case.

Guidelines for Written Assignment:

 Assignments should be typed using size 12 font, Times New Roman font style and 1.5
line spacing, 2.5cm margins
 The main assignment case report should be in the following format:
o Title Page
 Student names and numbers, case name, declaration of own work
o Executive Summary
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  200 words (max) which gives the reader a summary of the entire
report contents
o Introduction
 300 words (max) which gives the reader some background information
on the company at the centre of the case
o Main Analysis of the Case
 Use the questions printed at the end of each case study to guide your
analysis of the case
o Conclusions and Summary
 What are the main findings in the case?
 What are your recommendations for the company?
o List of References
o Appendices
 If necessary, additional information such as detailed calculations can
be put in an Appendix and referenced can be made to it in the main
part of the report.

 The word count limit of 2,500 for the main assignment applies to the part of the report
that starts with the introduction and ends with the conclusions and summary. It does not
include the references or appendices.
 Students should familiarize themselves with the University’s policy on the late
submission of module work and plagiarism.
 In the Appendix to the Assignment, you are required to outline the contribution of each
group member to the completion of the Assignment in terms of percentage contribution
per member. For example, if a group has 4 members and each contributed equally, then
the percentage contribution would be 25% each.
 You should also complete the Team Agreement Form which can be found in the
Orientation folder on the Programme Area on Blackboard and is also included in the
appendices at the end of this study guide.

Continuous Assessment: Assignment 2 must be submitted to your Programme Manager

in hard copy and in soft copy via Blackboard. See the deadline in table 2B. It is the
student’s responsibility to retain a copy of any submitted assessment/project work.

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Please read the Grade Descriptors in the Continuous Assessment: Assignment 2 Grade
Descriptor table.

Examination (60%):

The examination (3 hours) will focus on module themes and the material covered in the text,
cases, assigned readings, videos and class discussions. For this, students are expected to
demonstrate their understanding of theory and practice addressed throughout the module.
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). More specific guidelines
regarding the examination paper format and questions will be provided during the final
session.

In general, the exam paper would consist of 6 questions, of which the student has to
answer any 4. Each question carries a maximum possible of 25 marks.

Students will have the opportunity to ask questions about its design and style and be
advised the type of answers expected. Further detail relating to the topics covered will be
discussed in class.

A recent past examination paper is included in Appendix 3 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

D- 2.0

E Unacceptable 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

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More specific grade descriptors are set out for your assessment components in the following
pages. Table 4 below provides descriptors for Continuous Assessment: Assignment 1 –
please read them prior to submitting your work.

Table 4: Grade Descriptors – Continuous Assessment: Assignment 1

Grade Criteria

The submission is excellent in terms of structure, content, writing style and

presentation and uses appropriate headings. Reference is made to other theoretical
contributions in the field and the line of argument used is logical and well supported
citing evidence as appropriate. The answers exceptionally researched, extremely
A
detailed and accurate with critical evidence from a wide variety of sources that is all
properly cited. There is an exceptionally clear, logical, mature, and thorough
development of subtopics that support the answers with excellent transition b/w
paragraph. Proper detailed format of referencing always used consistently &
correctly to validate evidence in paper.

The submission is very well structured, written and presented. Some use is made of
other theoretical contributions in the field and a general line of argument is
presented drawing on evidence from theory and practice. The source material used

B in completing the review is listed using an appropriate style. Good summary of topic,
and all subtopics with clear concluding ideas. Paper is clear, with mostly proper
grammar, spelling and paragraphing, consistent & correct format inserted to validate
evidence.

The submission is well structured and presented containing a clear understanding of

the topic presented. Some evidence in relation to theory is presented but there is
C little evidence of student reflection or engagement in a comparative analysis. The
source material used is listed using a proper format.

The submission contains limited information on topic with lack of research, details or
accurate evidence. Limited connections made between evidence, subtopics,
D counterarguments & topic – lack of analysis. Paper lacks clear and logical
development of ideas with weak transition b/w ideas and paragraphs as well as
missing or incomplete references for sourced material.

A factually sound answer with a partially successful, but an entirely unacceptable,

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E attempt to

 integrate factual knowledge into a broader literature or theoretical, technical

or professional framework
 develop arguments
 support ideas or arguments with evidence, citation or quotation
An unacceptable level of intellectual engagement with the assessment task, with

F  no appreciation of the relevant literature or theoretical, technical or

professional framework
 no developed or structured argument
 no use of evidence, citation or quotation
 no analysis or critical awareness displayed or is only partially successful
 no demonstrated capacity for original and logical thinking
No intellectual engagement with the assessment task

No attempt made

NG

Table 5: Grade Descriptors – Continuous Assessment: Assignment 2

Grade Characteristics

A comprehensive, highly-structured, focused and concise response to the

assessment task, consistently demonstrating:
A
 An extensive and detailed knowledge of the subject matter.
 A highly-developed ability to apply this knowledge to the set task.
 Evidence of extensive background reading.
 Clear, fluent, stimulating and original expression.
 Excellent presentation (spelling, grammar, graphical) with minimal or no
presentation errors.

A thorough and well-organised response to the assessment task,

demonstrating:
B
 A broad knowledge of the subject matter.
 Considerable strength in applying that knowledge to the task set.
 Evidence of substantial background reading.
 Clear and fluent expression.
 Quality presentation with few presentation errors.

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 An adequate and competent response to the assessment task, demonstrating:

C  Adequate but not complete knowledge of the subject matter.

 Omission of some important subject matter or the appearance of several
minor errors.
 Capacity to apply knowledge appropriately to the task albeit with some
errors.
 Evidence of some background reading.
 Clear expression with few areas of confusion.
 Writing of sufficient quality to convey meaning but some lack of fluency and
command
 of suitable vocabulary.
 Good presentation with some presentation errors.

An acceptable response to the assessment task with:

D  Basic grasp of subject matter, but somewhat lacking in focus and structure.
 Main points covered but insufficient in detail.
 Some effort to apply knowledge to the task but only a basic capacity or
understanding displayed.
 Little or no evidence of background reading.
 Several minor errors or one or more major error.
 Satisfactory presentation with an acceptable level of presentation errors.

A factually sound answer with a partially successful, but an entirely

unacceptable, attempt to
E  integrate factual knowledge into a broader literature or theoretical, technical
or professional framework
 develop arguments
 support ideas or arguments with evidence, citation or quotation
An unacceptable level of intellectual engagement with the assessment task,
with
F  no appreciation of the relevant literature or theoretical, technical or
professional framework
 no developed or structured argument
 no use of evidence, citation or quotation
 no analysis or critical awareness displayed or is only partially successful
 no demonstrated capacity for original and logical thinking
G No intellectual engagement with the assessment task

NG No attempt made

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

TABLE 6: Grade Descriptors – Formal Closed Book Examination

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 Grade Characteristics

Answers to questions are exceptionally clear, well-argued and developed, with a

definitive statement. Exceptionally critical, relevant and consistent connections
A
are made between arguments, evidence, subtopics, & the questions posed
showing excellent analysis and understanding of the theory. There is an
exceptionally clear, logical, mature, and thorough development of subtopics that
support the answers with excellent transition b/w paragraph. Excellent summary
of topic (with no new information), & all subtopics are presented in proper
grammar, spelling and paragraphing, and is error-free.

Proficient introduction that states background information, question, topic and all
subtopics in proper order. Thesis is clear and arguable statement of position.
B
Consistent connections made between evidence, subtopics, arguments &
showing good analysis and understanding of theory. Clear and logical subtopic
order that supports the answers with good transitions b/w paragraphs. Good
summary of topic, and all subtopics with clear concluding ideas. Answers are
clear, with mostly proper grammar, spelling and paragraphing, however, with
some minor errors.

Adequate introduction that states topic, and some of the subtopics. Answers are
somewhat clear and arguable. Some connections made between evidence,
subtopics, arguments & topic showing analysis. Somewhat clear and logical

C development of subtopics with adequate transitions b/w paragraphs. Adequate

summary of topic and some subtopics with some final concluding ideas. Paper
has some errors in grammar, spelling and paragraphing.

Weak introduction of topic & subtopics. Answers are weak and lack an arguable
position. Limited information on topic with lack of details or accurate evidence.
D
Limited connections made between evidence, subtopics, counterarguments &
topic – lack of analysis. Paper lacks clear and logical development of ideas with
weak transition b/w ideas and paragraphs. Lack of summary of topic &
subtopics with weak concluding ideas. Inconsistent grammar, spelling and
paragraphing throughout paper.

26
 A factually sound answer with a partially successful, but an entirely
unacceptable, attempt to
E  integrate factual knowledge into a broader literature or theoretical, technical
or professional framework
 develop arguments
 support ideas or arguments with evidence, citation or quotation
An unacceptable level of intellectual engagement with the assessment task,
with
F  no appreciation of the relevant literature or theoretical, technical or
professional framework
 no developed or structured argument
 no use of evidence, citation or quotation
 no analysis or critical awareness displayed or is only partially successful
 no demonstrated capacity for original and logical thinking
No intellectual engagement with the assessment task

No attempt made

NG

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
27
readings and session materials. Should you need clarification on issues covered, please let
me know during the seminar sessions.

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

Dr Eamonn Ambrose and Dr KC Chan

Operations Management

2018

28
APPENDIX 1

UCD SCHOOL OF BUSINESS

STUDENT CODE OF PRACTICE – TEAM WORK2

There are many reasons for using team 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 team 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)3. As the team size increases the Ringlemann Effect emerges: there can be an inverse
relationship between the size of the team and effort expended. It is fair to assume that team
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 team-work are consistent with the integrity of the university
assessment process. It is also expected that, where the team-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 teams within an academic
setting and safeguard the integrity of team-based projects as part of our assessment of
student learning outcomes.

1. All Team members (whether assigned or self-selected) are expected to contribute

actively and equitably to the completion of the exercise/project.
2. All teams will set out and agree basic ground rules for their team in terms of team
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 team
members to facilitate the working of the team and specific milestones (weekly) agreed.

2
Members of the School of Business Teaching and Learning Committee contributed to the
development of this protocol.
3
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.
29
4. Team membership diversity (cultural, professional etc.) needs to be acknowledged,
valued and utilized as appropriate.
5. Team work undertaken by UCD School of Business students is subject to UCD policy on
academic programmes. For further details on this policy go to
https://sisweb.ucd.ie/usis/studentcode
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:

https://sisweb.ucd.ie/usis/dignityandrespect
7. Any team member who is concerned about a member’s contribution to the team work
(and associated activities) must firstly communicate this (at the earliest time possible) to
the team members, and they must strive to resolve the problem.
8. If a team member believes that his/her concerns have not been addressed satisfactorily
within the team, 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 team 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 team members and which
retains the integrity of the team work assessment process.

Please note that the contribution of each team member to the assignment must be
included in the appendices.

30
APPENDIX 2: TEAM AGREEMENT FOR TEAM [DATE: ]

TEAM MEMBERS CONTACT DETAILS

MOBILE EMAIL
1
2
3
4
5
6
INFORMAL COMMUNICATION

We have decided

1)
2)
3)
MEETINGS

We have decided

1)
2)
3)
MAKING DECISIONS

We have agreed

1)
2)
3)
4)
5)
SANCTIONS

We hope to work in harmony together. We have different strengths. We accept that this is a
team 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

31
APPENDIX 3: Two Important Documents

You are advised to read the following 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

https://sisweb.ucd.ie/usis/latesubmission
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
https://sisweb.ucd.ie/usis/plagiarism_policy

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:

32
APPENDIX 4

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

PAST EXAMINATION PAPER (2015)

1. All operations create and deliver services and products by changing inputs
into outputs, using an ‘input-transformation-output’ process.
a. Discuss the mixture of three types of inputs to any operation’s processes
(50 marks).
b. Inputs can be conceptualized as the purchasing process to the operations.
Explain how this purchasing process works (50 marks).

2. Running operations on a day-to-day level requires a tightly defined set of

objectives. These are known as performance objectives, which apply to all
types of firms.
a. List and briefly explain each of these objectives (50 marks).
b. If ‘speed’ is an important performance objective for a firm, explain how
can this company achieve fast customer response, and the
consequences of doing so? (50 marks)

3. There are many reasons to avoid accumulating inventory where possible. The
reasons are generally related to cost, space, quality and organizational
issues. However, the task of operations management is to allow inventory to
accumulate only when its benefits outweigh its disadvantages.
a. What are these advantages of holding inventory for both operations and
their customers? (50 marks)
b. The purpose of inventory control is not only to control costs, but also to
ensure continuous production by holding adequate stocks. Describe the
assumptions behind the two approaches that are generally used for
inventory control (50 marks).

4. Capacity management is a key challenge in any operation.

a. Define the design capacity of an operation. Explain how usually this
capacity cannot be achieved due to operational issues.
b. Define the utilisation and efficiency of an operation and explain how they
are calculated. Improving utilisation and improving efficiency in an
operation require very different challenges. Explain these differences with
reference to specific examples.
c. Overall Equipment Effectiveness is an alternative measure of capacity
losses. Explain the term, and describe the three losses which make up
the OEE measure.

5. Lean production is both a philosophy and a set of tools for running a

successful operation.

33
 a. Identify the five lean principles and explain each one with reference to
specific examples.
b. Two key tools in lean operations are level scheduling and SMED.
Explain what is meant by these two terms, and explain why level
scheduling will not be successful without SMED.

6. Quality management involves a range of costs depending on the strategy

adopted by the operation.
a. Describe the four quality costs that can be incurred in an operation, and
give examples of each.
b. Explain how the four quality costs might vary as an operation moves
from quality inspection to quality control to quality management.
c. Total Quality Management challenges the idea that there is an optimum
level of defects at which total quality costs are minimised. Do you
agree? Explain why/why not.

oOo

34