MGMT 5033 Faculty Notes

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PRODUCTION AND OPERATIONS MANAGEMENT FACULTY - 1

PRODUCTION AND OPERATIONS MANAGEMENT

MGMT 5033

Faculty1/5/09

ADULT AND GRADUATE STUDIES (AGS)

SOUTHERN WESLEYAN UNIVERSITY

January 2009

FACULTY NOTES

Note in Student Guide

The following note, for students with a documented disability, is found in the studentguide:

Accommodations are available for a student who has a documented disability. Thedocumentation and request for accommodations should be sent to the regionaladministrator, who will forward it to the appropriate office. The regional administrator will


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forward the authorized accommodation instructions to faculty member. Please discussthis with the faculty member privately.

The SWU Regional Coordinator ultimately handles these requests; therefore, you (as afaculty member) need to contact Academic Services as soon as the individual student

makes a need known.

Introductory Notes

The purpose of this guide is to provide faculty with the basis for facilitation. It is not ablueprint for, but an idealization of, classroom instruction. Course objectives andoutcomes must be met, but there is some flexibility with regard to assignments andactivities. Specific instruction governing assignments and activities must be weightedaccording to the size and composition of the class and the experiential background ofthe students.

One of the most important considerations is how to orchestrate 4 hours of class timeand 4 hours of group study time. Planning is absolutely critical for success. Classes foradults in an accelerated format are only successful if class time is completely utilized.Do not cut class time short. Fatigue is a constant companion. Be sensitive to the factthat the students (and you) have worked a full day already. However, look for ways topace the activities in order to maximize learning. Do not use fatigue as an excuse to cutclass time short. You will need all the time available to accomplish your purpose.

Any changes in the guide should be made well in advance of the course start anddiscussed with the Curriculum Coordinator of the Adult and Graduate Studies (AGS)program.

Every class is different, not only in size, but also in professional composition. It is yourresponsibility as the faculty member to tailor the material in the guide to meet the uniqueneeds of the specific class. Get to know your students (learn their names by the end ofWorkshop Two) and then decide the best method in which tailor the material.


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Make sure that you and the students fully understand the theory and concepts thatunderlie the study group learning process. It is your responsibility to instruct the studygroups on the process of applying small-group interaction, if necessary. Make studentsaware of the fact that, by combining and sharing talents, experience, and learningresources in the study group, both students and faculty benefit from the self-directed

learning process.

Furthermore, you must be sensitive to the time demands that the study group processrequires and be responsive to accommodating student-learning needs. It is important toremember that your participation in the study group process greatly enhances thestudents' understanding and involvement in their degree programs.

This course is Production and Operations Management. The subject is approached indifferent ways. It is structured to focus on problem solving, using cases, problems, anddecision support software supplied with the textbook.

You may substitute assigned cases or problems and supplemental sections of chaptersat your discretion or supplement the assigned readings with others that may assist thestudents in understanding new developments in the topics of this course.

SUPPLEMENTAL STATEMENT

Prepare a supplemental statement (syllabus) that includes grading criteria. Thefollowing grading relationships are recommended:

Assignment Percentage

Quantitative Problems 20%Experiential Learning Exercise 10%Study Group Case Analyses 20%Final Exam 40%*Workshop Participation 5%Study Group Peer Evaluations 5%

TOTAL 100%

*It is recommended that you adopt a practice that the workshop participation grade bereduced for any student absence, even if the absence is excused and the work is madeup to your satisfaction. The students should be made aware of this in your individualsyllabus and during Workshop One.

It is also recommended that the grading criteria include the following factors forevaluation of written assignments:

Does the report identify important and relevant problems?

Does the report display original thought and judgment?

Does the presentation flow logically so that conclusions andrecommendations are relevant to the identified problems?


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Is mere repetition of facts avoided?

Are the writing style, grammar, spelling, citations, and form of graduatequality?

Exit Competencies

There must be a high degree of correlation between the objectives stated for the courseand for each workshop, test, and grade. Bloom's Taxonomy can provide helpfulguidance when developing exam questions.

Bloom's Taxonomy

Level of Complexity Description

Knowledge The student must recall specific facts or generalconcepts.

Comprehension The student must make use of knowledge without

necessarily relating it to other materials orapplications.

Application The student must adapt principles, ideas, andtheories in concrete situations.

Analysis The student must analyze the relationshipsbetween ideas and break down a communicationinto its constituent elements.

Synthesis The student must synthesize elements to constitutea structure not clearly there before.

Evaluation The student must make judgments about the valueof materials and methods for given purposes.

(Adapted from: Bloom, B. S. [Ed.] Taxonomy of educational objectives: The classification of educationalgoals [Handbook I:Cognitive domain]. New York: Longmans, Green, 1956.)

Presentations

You are encouraged to incorporate as many of the different forms of media as possibleinto your lectures and presentations, utilizing the students' experiential knowledge anddiversity to provide added value to the educational process. Remember, it is you who isresponsible for setting the example. If you are excited about, and get involved with, thematerial being presented, your students will also. In addition, be sure to give anadequate number of breaks.

These are things for you to consider in addition to what is in the student guide.


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Give students presentation guidelines and time limits to adhere to in thepresentation. In fairness to all students, time limits should be enforced.Delivering presentations during time limits is a skill that needs to beacquired. See the Presentation Rubric at the end of the student guide as asuggestion of how presentations should be graded. You can use that

format or develop one of your own. However, if you develop a format,distribute it to the students. You may also want to consider havingstudents answer the following questions: I learned, I liked, and I suggest(concerning other student's presentations).

Review, in the student guide, the list of oral presentation factors anddetermine how you may wish to consider grading them. Assign values toeach of these or other variables that are considered to be significant. SeePresentation Rubric at the end of the student guide.

If time permits, any students who have finished the research on their individual paperscould be asked to present a brief synopsis to the other students.

You should collect hard copies of the study group case analyses and the individualresearch papers and indicate the method and timing for returning the papers whengraded.

ATTACHMENTS

Course Information Sheet ExampleCourse Information Sheet TemplateFaculty End-of-Course Survey


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FACULTY NOTES

You must learn to depend on the experience of the students and become a facilitator oflearning, helping the students learn to work cooperatively. Concentrate more on

processes than on subjects and do more planning and organizing so that the study

groups, not you, become the focus of the classroom. The goal is to help the studentslearn how to work most effectively within their study groups.

WORKSHOP ONE

ACTIVITIES

One

The faculty member will begin the workshop with administrative activities, a devotional,and a prayer.

Facilitation/Lecture NoteIntegrate Christian faith in all of the lectures and workshops (read the SWUmission statement). This activity should take approximately 10 minutes.

Two

The faculty member will introduce himself or herself to the class, and the students willintroduce themselves by telling something about where they work, their jobresponsibilities, and what they seek to obtain from this course.

Facilitation/Lecture NoteTalk about your educational and professional experience and how you arequalified to teach this course. As the students give their job responsibilities, relatehow some specific aspect of this course can be of benefit to them in fulfilling theirresponsibilities. Learn the students' names by the end of Workshop Two. Thisactivity should take approximately 15 minutes.

Three

The faculty member will explain the course structure, the requirements, the gradingsystem, the in-class policies, and any personal differences in course expectations as

appropriate. The faculty member will also provide information on how and when tocontact him or her outside of class.


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Facilitation/Lecture NotePrepare and distribute a Course Information Sheet (see the back of the facultyguide for an example format and the attachment for a blank format) that includesinformation on how the students can contact you, the specific assignments andexpected outcomes, and the percentage each assignment contributes to the total

grade. Be sure to allow time for students to ask any questions they may haveconcerning the assignments and your grading system.

Discuss course content, requirements, assignments, and grading criteria. Youshould distribute a supplemental statement (syllabus) to the students and reviewthe course objectives and outcomes with the students, as well as therequirements, assignments, and grading and evaluation criteria. You shoulddiscuss your expectations of the students with respect to class participation andindividual and study group assignments. In addition, you should announcewhether you will administer a take-home or an in-class exam and what format theexam will take.

Make sure all of the expected outcomes are understood. This is a good time toencourage the students to succeed in the course and ask questions.

Four

The faculty member will discuss the use of study groups and make sure students divideinto study groups of three to five members. The faculty member will approve thelocation of the study group meetings, as stated on the Study Group Attendance Logs.

Facilitation/Lecture NoteThe philosophy upon which the AGS program is built is participatory andcollaborative learning. You are considered a facilitator and each studentassumes an active role in the exchange of knowledge previously gained fromundergraduate programs of study as well as from employee and managementroles carried out in the workplace.

Students are organized into study groups, which serve to enhance an individual'slearning. The study groups are considered to be an integral part of the AGSprogram. Make sure the students are in study groups of three to five students.The study groups should be encouraged to develop their own group norms andbalance the workloads for group activities. The study groups provide anenvironment in which the sharing of expertise and insight is possible. Studygroup activities result in group grades, so it is important that groups meet to worktogether to experience the shared learning, which can occur through collectiveefforts.

Students in the world of business will find themselves in similar situations withtasks requiring group work.


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Five

The faculty member will lead a discussion about the differences between services andgoods production, and the historical development of operations management.

Facilitation/Lecture NoteActivities Two, Three, and Four require you to facilitate a discussion in threegeneral areas to introduce the subject of production and operations managementfrom the aspects of strategy, history, productivity, competitiveness, and quality.The text is a good reference for these areas, but obviously the subject can beamplified by your own experience and other sources. It is important todifferentiate manufacturing and services and to ensure the students understandthe terminology at a higher level than before the reading experience and classdiscussion.

Six

The faculty member will present a mini-lecture and facilitate a discussion aboutoperations strategy in manufacturing and service operations and competitiveness.

Seven

The faculty member will deliver a mini-lecture about productivity.

Eight

The faculty member will review the software and quantitative problems related to thechapters.

Nine

The faculty member will assign homework quantitative problems relating to theworkshop chapters. The solutions are to be handed in during the next workshop.Students must complete quantitative problems 5 and 6 on page 62 of chapter 2 forhomework.

Ten

Each study group will lead a discussion about its assigned case/reading.

Eleven

The faculty member will finalize the Experiential Learning Exercise assignments for thestudy groups. See page 11 of this guide for candidate exercises.

Twelve

The faculty member will preview the assignments and expectations for Workshop Two.


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WORKSHOP TWO

ACTIVITIES

One



Two

The faculty member will review concepts and answer questions about the previous

workshop.

Three

The faculty member will collect the quantitative homework and review the solutions forproblems 5 and 6 on page 62 in chapter 2.

Four

The faculty member will lecture briefly about chapters 4 and 6.

Facilitation/Lecture NoteYou may choose to add extra assignments, lectures, and problems from the"Supplements to Chapters" textbook sections.

Five

Each study group will lead a discussion on its assigned case/reading.

Six

The faculty member will review the software and quantitative problems related to the

chapters.

Seven

The faculty member will assign homework problems relating to the workshop chapters.The solutions are to be handed in during the next workshop. Student assignment:Complete quantitative problem 1 on page 180 of chapter 4 supplement. Student mustcomplete quantitative problem 8 on page 283 of chapter 6 for homework.


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Eight

The faculty member will preview the assignments and expectations for WorkshopThree.


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WORKSHOP THREE

ACTIVITIES

One



Two


workshop.

Three

The faculty member will collect the quantitative homework and review the solutions forquantitative problems 1 (page 180 in chapter 4) and 8 (page 283 in chapter 6).


Four

The faculty member will give a brief lecture on chapters 9 and 10.

Five


Six


chapters.

Seven

The faculty member will assign homework problems relating to the workshop chapters.The solutions are to be handed in during the next workshop. Student must completequantitative problems 3 (page 451 in chapter 9) and 4 (page 492 in chapter 10) forhomework.


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Eight

The faculty member will preview the assignments and expectations for Workshop Four.


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WORKSHOP FOUR

ACTIVITIES

One



Two


workshop.

Three


Four



Five


Six


chapters.

Seven

The faculty member will assign homework problems relating to the workshop chapters.The solutions are to be handed in during the next workshop. Student must completequantitative problems 4 (page 594 in chapter 12) and 3 (page 723 in chapter 15) forhomework.


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Eight

The faculty member will preview the assignments and expectations for Workshop Five.


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WORKSHOP FIVE

ACTIVITIES

One



Two


workshop.

Three


Three


Four

The faculty member will review the software and quantitative problems related to thechapters.

Five

Each study group will lead a class discussion on its Experiential Learning Exercise.

Six

The faculty member will assign problems relating to the workshop chapters. Thesolutions are to be handed in during the next workshop. Student must completequantitative problems 2 (page 818 in chapter 17) and 1 (page 861 in chapter 18) forhomework.



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Seven

The faculty member will preview the assignments and expectations for Workshop Six.


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WORKSHOP SIX

ACTIVITIES

One



Two

Students will complete and turn in the Student End-of-Course Surveys (provided by the

site assistant) to the class representative or designee. Students will complete and turnin the Study Group Evaluation Forms (see attachment) and the Study Group

Attendance Logs to the faculty member. The Study Group Evaluations are for thefaculty member's use in determining study group participation grades.

Facilitation/Lecture NoteThe class representative will facilitate the collection of the Student End-of-CourseSurveys. Students should complete and turn in the Study Group EvaluationForms and Study Group Attendance Logs at the beginning of the workshop. Thisallows time for the site representative to collect them, make copies that youdesignate, and return the forms to you by the end of the workshop (10 p.m.). This

activity should take approximately 15 minutes.

Please compete the Faculty End-of-Course Survey (see attachment) and submitit with your final grades. This activity should take approximately 5 minutes.

Three

The faculty member will collect the quantitative homework and review the solutions forquantitative problems 2 (page 818 of chapter 17) and 1 (page 861 of chapter 18).

Four

The faculty member will monitor the qualitative (essay) portion of the closed-book, finalexam.

Five

The faculty member will monitor the quantitative portion of the opened-book, final exam.


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Southern Wesleyan UniversityAdult and Graduate StudiesCourse Information SheetMGMT 5033, Production and Operations Management

Workshop dates: 0/0, 0/0, 0/0, 0/0, 0/0, and 0/0

I. Faculty Member Information

Name:Home or Office Address:

(Number and Street) (Apt.)

(City) (State) (Zip)

Home Phone Number (optional): ( )Office Phone Number: ( )Fax Number: ( )E-mail Address:

II. *Grading Information Guidelines

Required Activities Percentage of Final Grade

Written Assignments 20%

Exams 25%

Study Group Presentations 20%

Study Group Peer Evaluations 10%

Class Participation/Attendance(Not to count more than 10%)

10%

Final Exam 15%

III. The course guide contains the course description, goals, objectives,expectations, workshop activities, and learning outcomes.

IV. *Additional Policies and Guidelines Specific to the Classroom(Please refer to theAGS Faculty Handbookto determine if your policies are

complementary to SWU policies.) Attendanceincludes arriving late and leaving early

Academic honesty

Paper and writing expectationsGrammar (MLA is the required SWUformat)

Cell phones, breaks, and food

Etc.

*Does not represent an exhaustive listing of items


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Southern Wesleyan UniversityAdult and Graduate StudiesCourse Information Sheet

MGMT 5033Workshop Dates

I. Faculty Member Information

Name:Home or Office Address:

(Number and Street) (Apt.)

(City) (State) (Zip)

Home Phone Number (optional): ( )Office Phone Number: ( )Fax Number: ( )E-mail Address:

II. Grading Information Guidelines

Required Activities Percentage of Final Grade

III. The course guide contains the course description, goals, objectives,expectations, workshop activities, and learning outcomes.

IV. Additional Policies and Guidelines Specific to the Classroom


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Faculty End-of-Course Survey

Your response to these questions will assist us in revising curriculum materials and in servingboth faculty and students more effectively.

Faculty Member:

_______________________________________________________________Course Number: _________________________ Date: _____________________________COHORT (Class) Number: _______________ Class Location: _____________________

Please circle the appropriate number. Disagree Agree

1. The amount of material covered inthe course was appropriate for thetime allotted.

2. The text(s), and/or other readingmaterials, were appropriate for the

goals specified in the course.

3. The text, and/or other readingmaterials were up-to-date.

4. The course guide clearly describedthe assignments necessary toprepare for each workshop.

5. The homework assignmentshelped students achieve theoutcomes required by the course.

6. The in-class learning activitieswere appropriate for the goals ofthe course.

7. The text, and/or other readingmaterials, provided a goodbalance between theoretical andpractical information.

8. Additional books, tapes, or libraryresources that I needed were

readily available.

9. The methods specified in thecourse for evaluating students'progress (tests, assignments, etc.)were adequate for measuring theoutcomes of the course.

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10. The classroom facilities wereadequate for the learning activitiesrequired by the course.

11. My responsibilities in facilitating

the course were clearly outlined.

12. I felt that my role as a facultymember was instrumental instudent/participant achievement ofthe outcomes specified in thecourse.

13. Overall, did your students

a. Feel that some of the goalswere inappropriate for their

learning needs?

b. Suggest additional learninggoals for the course (notalready included in thecourse)?

c. Have difficulty in achievinga particular outcome?

d. Feel that Library resourcesor services were

inadequate?

If you answered yes to any of the above,please explain.

______________________________________________________________________________________________________________________________________________________________________________________________________

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Circle OneYes No

Yes No

Yes No

Yes No

Additional Comments

Please use the space below to make anycomments that you feel will help us inimproving this program or college supportservices to faculty and students.

MGMT 5033 Faculty Notes

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