PRODUCTION AND OPERATIONS MANAGEMENT MGMT 5033 Faculty 1/5/09

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 student guide: Accommodations are available for a student who has a documented disability. The documentation and request for accommodations should be sent to the regional administrator, 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 discuss this with the faculty member privately. The SWU Regional Coordinator ultimately handles these requests; therefore, you (as a faculty 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 a blueprint for, but an idealization of, classroom instruction. Course objectives and outcomes must be met, but there is some flexibility with regard to assignments and activities. Specific instruction governing assignments and activities must be weighted according to the size and composition of the class and the experiential background of the students. One of the most important considerations is how to orchestrate 4 hours of class time and 4 hours of group study time. Planning is absolutely critical for success. Classes for adults 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 fact that the students (and you) have worked a full day already. However, look for ways to pace the activities in order to maximize learning. Do not use fatigue as an excuse to cut class 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 and discussed 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 your responsibility as the faculty member to tailor the material in the guide to meet the unique needs of the specific class. Get to know your students (learn their names by the end of Workshop 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 that underlie the study group learning process. It is your responsibility to instruct the study groups on the process of applying small-group interaction, if necessary. Make students aware of the fact that, by combining and sharing talents, experience, and learning resources 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 process requires and be responsive to accommodating student-learning needs. It is important to remember that your participation in the study group process greatly enhances the students' understanding and involvement in their degree programs. This course is Production and Operations Management. The subject is approached in different ways. It is structured to focus on problem solving, using cases, problems, and decision support software supplied with the textbook. You may substitute assigned cases or problems and supplemental sections of chapters at your discretion or supplement the assigned readings with others that may assist the students in understanding new developments in the topics of this course. SUPPLEMENTAL STATEMENT Prepare a supplemental statement (syllabus) that includes grading criteria. The following grading relationships are recommended: Assignment Quantitative Problems Experiential Learning Exercise Study Group Case Analyses Final Exam *Workshop Participation Study Group Peer Evaluations TOTAL Percentage 20% 10% 20% 40% 5% 5% 100%

*It is recommended that you adopt a practice that the workshop participation grade be reduced for any student absence, even if the absence is excused and the work is made up to your satisfaction. The students should be made aware of this in your individual syllabus and during Workshop One. It is also recommended that the grading criteria include the following factors for evaluation 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 and recommendations 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 graduate quality?

Exit Competencies There must be a high degree of correlation between the objectives stated for the course and for each workshop, test, and grade. Bloom's Taxonomy can provide helpful guidance when developing exam questions. Bloom's Taxonomy Level of Complexity Knowledge Comprehension Description The student must recall specific facts or general concepts. The student must make use of knowledge without necessarily relating it to other materials or applications. The student must adapt principles, ideas, and theories in concrete situations. The student must analyze the relationships between ideas and break down a communication into its constituent elements. The student must synthesize elements to constitute a structure not clearly there before. The student must make judgments about the value of materials and methods for given purposes.

Application Analysis

Synthesis Evaluation

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

Presentations You are encouraged to incorporate as many of the different forms of media as possible into your lectures and presentations, utilizing the students' experiential knowledge and diversity to provide added value to the educational process. Remember, it is you who is responsible for setting the example. If you are excited about, and get involved with, the material being presented, your students will also. In addition, be sure to give an adequate 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 the presentation. In fairness to all students, time limits should be enforced. Delivering presentations during time limits is a skill that needs to be acquired. See the Presentation Rubric at the end of the student guide as a suggestion 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 having students 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 and determine how you may wish to consider grading them. Assign values to each of these or other variables that are considered to be significant. See Presentation Rubric at the end of the student guide.

If time permits, any students who have finished the research on their individual papers could be asked to present a brief synopsis to the other students. You should collect hard copies of the study group case analyses and the individual research papers and indicate the method and timing for returning the papers when graded. ATTACHMENTS Course Information Sheet Example Course Information Sheet Template Faculty 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 of learning, 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 students learn 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 Note Integrate Christian faith in all of the lectures and workshops (read the SWU mission statement). This activity should take approximately 10 minutes. Two The faculty member will introduce himself or herself to the class, and the students will introduce themselves by telling something about where they work, their job responsibilities, and what they seek to obtain from this course. Facilitation/Lecture Note Talk about your educational and professional experience and how you are qualified to teach this course. As the students give their job responsibilities, relate how some specific aspect of this course can be of benefit to them in fulfilling their responsibilities. Learn the students' names by the end of Workshop Two. This activity should take approximately 15 minutes. Three The faculty member will explain the course structure, the requirements, the grading system, the in-class policies, and any personal differences in course expectations as appropriate. The faculty member will also provide information on how and when to contact him or her outside of class.

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Facilitation/Lecture Note Prepare and distribute a Course Information Sheet (see the back of the faculty guide for an example format and the attachment for a blank format) that includes information on how the students can contact you, the specific assignments and expected outcomes, and the percentage each assignment contributes to the total grade. Be sure to allow time for students to ask any questions they may have concerning the assignments and your grading system. Discuss course content, requirements, assignments, and grading criteria. You should distribute a supplemental statement (syllabus) to the students and review the course objectives and outcomes with the students, as well as the requirements, assignments, and grading and evaluation criteria. You should discuss your expectations of the students with respect to class participation and individual and study group assignments. In addition, you should announce whether you will administer a take-home or an in-class exam and what format the exam will take. Make sure all of the expected outcomes are understood. This is a good time to encourage 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 divide into study groups of three to five members. The faculty member will approve the location of the study group meetings, as stated on the Study Group Attendance Logs. Facilitation/Lecture Note The philosophy upon which the AGS program is built is participatory and collaborative learning. You are considered a facilitator and each student assumes an active role in the exchange of knowledge previously gained from undergraduate programs of study as well as from employee and management roles carried out in the workplace. Students are organized into study groups, which serve to enhance an individual's learning. The study groups are considered to be an integral part of the AGS program. 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 and balance the workloads for group activities. The study groups provide an environment in which the sharing of expertise and insight is possible. Study group activities result in group grades, so it is important that groups meet to work together to experience the shared learning, which can occur through collective efforts. Students in the world of business will find themselves in similar situations with tasks requiring group work.

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Five The faculty member will lead a discussion about the differences between services and goods production, and the historical development of operations management. Facilitation/Lecture Note Activities Two, Three, and Four require you to facilitate a discussion in three general areas to introduce the subject of production and operations management from the aspects of strategy, history, productivity, competitiveness, and quality. The text is a good reference for these areas, but obviously the subject can be amplified by your own experience and other sources. It is important to differentiate manufacturing and services and to ensure the students understand the terminology at a higher level than before the reading experience and class discussion. Six The faculty member will present a mini-lecture and facilitate a discussion about operations 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 the chapters. Nine The faculty member will assign homework quantitative problems relating to the workshop 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 for homework. 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 the study 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 The faculty member will begin the workshop with administrative activities, a devotional, and a prayer. Facilitation/Lecture Note Integrate Christian faith in all of the lectures and workshops (read the SWU mission statement). This activity should take approximately 10 minutes. 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 for problems 5 and 6 on page 62 in chapter 2. Four The faculty member will lecture briefly about chapters 4 and 6. Facilitation/Lecture Note You 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 must complete 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 Workshop Three.

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WORKSHOP THREE
ACTIVITIES One The faculty member will begin the workshop with administrative activities, a devotional, and a prayer. Facilitation/Lecture Note Integrate Christian faith in all of the lectures and workshops (read the SWU mission statement). This activity should take approximately 10 minutes. 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 for quantitative problems 1 (page 180 in chapter 4) and 8 (page 283 in chapter 6). Facilitation/Lecture Note You may choose to add extra assignments, lectures, and problems from the "Supplements to Chapters" textbook sections. Four The faculty member will give a brief lecture on chapters 9 and 10. 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 must complete quantitative problems 3 (page 451 in chapter 9) and 4 (page 492 in chapter 10) for homework.

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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 The faculty member will begin the workshop with administrative activities, a devotional, and a prayer. Facilitation/Lecture Note Integrate Christian faith in all of the lectures and workshops (read the SWU mission statement). This activity should take approximately 10 minutes. 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 for quantitative problems 3 (page 451 in chapter 9) and 4 (page 492 in chapter 10). Four The faculty member will lecture briefly about chapters 1113 and 15. Facilitation/Lecture Note You 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 must complete quantitative problems 4 (page 594 in chapter 12) and 3 (page 723 in chapter 15) for homework.

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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 The faculty member will begin the workshop with administrative activities, a devotional, and a prayer. Facilitation/Lecture Note Integrate Christian faith in all of the lectures and workshops (read the SWU mission statement). This activity should take approximately 10 minutes. 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 for quantitative problems 4 (page 594 in chapter 12) and 3 (page 723 in chapter 15). Three The faculty member will lecture briefly about chapters 17 and 18. Four The faculty member will review the software and quantitative problems related to the chapters. 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. The solutions are to be handed in during the next workshop. Student must complete quantitative problems 2 (page 818 in chapter 17) and 1 (page 861 in chapter 18) for homework. Facilitation/Lecture Note You may choose to add extra assignments, lectures, and problems from the "Supplements to Chapters" textbook sections.

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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 The faculty member will begin the workshop with administrative activities, a devotional, and a prayer. Facilitation/Lecture Note Integrate Christian faith in all of the lectures and workshops (read the SWU mission statement). This activity should take approximately 10 minutes. 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 turn in the Study Group Evaluation Forms (see attachment) and the Study Group Attendance Logs to the faculty member. The Study Group Evaluations are for the faculty member's use in determining study group participation grades. Facilitation/Lecture Note The class representative will facilitate the collection of the Student End-of-Course Surveys. Students should complete and turn in the Study Group Evaluation Forms and Study Group Attendance Logs at the beginning of the workshop. This allows time for the site representative to collect them, make copies that you designate, 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 submit it with your final grades. This activity should take approximately 5 minutes. Three The faculty member will collect the quantitative homework and review the solutions for quantitative 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, final exam. Five The faculty member will monitor the quantitative portion of the opened-book, final exam.

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Southern Wesleyan University Adult and Graduate StudiesCourse Information Sheet MGMT 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) (City) (State) (Apt.) (Zip)

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

*Grading Information Guidelines Required Activities Written Assignments Exams Study Group Presentations Study Group Peer Evaluations Class Participation/ Attendance (Not to count more than 10%) Final Exam Percentage of Final Grade 20% 25% 20% 10% 10%

15%

III.

The course guide contains the course description, goals, objectives, expectations, workshop activities, and learning outcomes. *Additional Policies and Guidelines Specific to the Classroom (Please refer to the AGS Faculty Handbook to 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 SWU format) Cell phones, breaks, and food Etc. *Does not represent an exhaustive listing of items

IV.

Southern Wesleyan University Adult and Graduate StudiesCourse Information Sheet MGMT 5033Workshop Dates I. Faculty Member Information

Name: Home or Office Address:

(Number and Street) (City) (State) (Apt.) (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. Additional Policies and Guidelines Specific to the Classroom

IV.

Faculty End-of-Course Survey Your response to these questions will assist us in revising curriculum materials and in serving both faculty and students more effectively. Faculty Member: _______________________________________________________________ Course Number: _________________________ Date: _____________________________ COHORT (Class) Number: _______________ Class Location: _____________________ Please circle the appropriate number. 1. The amount of material covered in the course was appropriate for the time allotted. The text(s), and/or other reading materials, were appropriate for the goals specified in the course. The text, and/or other reading materials were up-to-date. The course guide clearly described the assignments necessary to prepare for each workshop. The homework assignments helped students achieve the outcomes required by the course. The in-class learning activities were appropriate for the goals of the course. The text, and/or other reading materials, provided a good balance between theoretical and practical information. Additional books, tapes, or library resources that I needed were readily available. The methods specified in the course for evaluating students' progress (tests, assignments, etc.) were adequate for measuring the outcomes of the course. Disagree 1 2 3 4 5 Agree 6

2.

3.

4.

5.

6.

7.

8.

9.

10.

The classroom facilities were adequate for the learning activities required by the course. My responsibilities in facilitating the course were clearly outlined. I felt that my role as a faculty member was instrumental in student/participant achievement of the outcomes specified in the course. Overall, did your students a. Feel that some of the goals were inappropriate for their learning needs? Suggest additional learning goals for the course (not already included in the course)? Have difficulty in achieving a particular outcome? Feel that Library resources or services were inadequate?

11.

1 1

2 2

3 3

4 4

5 5

6 6

12.

13.

Circle One Yes

No

b.

Yes

No

c.

Yes

No

d.

Yes

No

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

Additional Comments Please use the space below to make any comments that you feel will help us in improving this program or college support services to faculty and students.