Operations (& Supply Chain) Management: Faculty Profile

MBA 6233: Operations (& Supply Chain) Management
EVENINGS SECTION TIMES LOCATION

Tuesday 4594 Gerlach 365
6:15-9:30 pm
Thursday 4741 (or as Notified)
FACULTY PROFILE
M. JOHNNY RUNGTUSANATHAM, Ph.D. – University of Minnesota
FCOB Distinguished Professor of Management Sciences
EMAIL rungtusanatham.1@osu.edu
OFFICE
LOCATION 636 Fisher Hall
OFFICE PHONE (614) 292-0680
OFFICE HOURS 4:30-5:30 PM (Tuesday / Thursday)
By Appointment
M. JOHNNY RUNGTUSANATHAM is Fisher College of Business Distinguished Professor of

Management Sciences at the Fisher College of Business, The Ohio State University.
Previously, he spent five years with the Carlson School of Management (CSOM) at the
University of Minnesota, eight years with the W. P. Carey School of Business (WPC) at Arizona
State University, and three years with the School of Business at the University of Wisconsin–
Madison. While at the CSOM, he served as the Academic Co-Director of the Joseph M. Juran
Center for Leadership in Quality and the Ph.D. Coordinator for the Operations and Management
Sciences Department. At the WPC, he served as Academic Director (with Executive
Education) for the Chevron Advanced Certificate Program in Supply Chain Management and
was the founding Faculty Director for the W. P. Carey MBA – Online Program.
RUNGTUSANATHAM is an awards-winning faculty in both teaching and research. In teaching,

RUNGTUSANATHAM received the 2015 Award for Teaching Excellence from the IE Business
School, Spain. In 2014, he was recognized with the Daniel Westerbeck Undergraduate
Teaching Award from the Fisher College of Business, The Ohio State University. He was
selected in 2000 by the Full-Time MBA students at the WPC to be the first recipient of the John
Teets Outstanding Graduate Professor Award. In the same year, he also received the
distinction of Foreign Professor High Qualification from the Università di Padova, Italy. He
authored Operations Management: Here, There, & Everywhere (Copley Custom Publishing),
co-authored Operations Management: Contemporary Concepts and Cases (McGraw-Hill), and
co-authored an introductory operations management textbook published in Italian, Fondamenti
di Operations Management (Libreria Projecto). His teaching cases are available from the
Institute for Supply Management, the University of Virginia Darden Business Publishing, and
the Li & Fung Institute of Supply Chain Management and Logistics at the Chinese University of
Hong Kong.
In research, RUNGTUSANATHAM has been recognized in 2015 as a top 100 “individual

researchers with greatest overall contribution to the field of Operations Management”. In 2011,
he received the Citation of Excellence from Emerald Management Reviews for his 2007 article
in the Decision Sciences journal, the 2004 Best Paper Award from the Production Planning &
Control journal, the 2004 Best Paper Award from the Decision Sciences Journal of Innovative
Education, and the 2005 E. Grosvenor Plowman Best Paper Award from the Council of Supply
Chain Management Professionals Annual Conference. His research has also been recognized
as a finalist for the 2005 Journal of Operations Management Best Paper Award and as a finalist
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for the 2008 Chan K. Hahn Best Paper Award from the Operations Management Division of the
Academy of Management. The Carlson School of Management at the University of Minnesota
also recognized RUNGTUSANATHAM with the 2007 Annual Faculty Research Award.
RUNGTUSANATHAM has conducted research, consulted with, and provided executive training
for Arizona Public Services, CHS, Chevron Corporation, Deere & Company, eBags.com, E-
Source, Honeywell, Intel, LG Electronics, Medtronics, ON Semiconductor, Phelps Dodge,
Seaquist Closures, United Technologies, and Zytec. He is also currently involved with,
NeuRenaisson, a startup business being launched out of Ohio State University.
TEACHING PHILOSOPHY
Everyone has the ability to learn . . . it is simply a matter of how. Some people learn from
routine practicing. Some people learn from reading, memorizing, and understanding. Some
people learn from observing and/or concentrated study. Still others learn from applications to
real-world phenomena.
Everyone has the ability to learn . . . it is simply a matter of degree – a matter of how much and
how fast. Some people can absorb vast amounts of knowledge in a short period of time. Still
others learn in tiny leaps and bounds.
Everyone has the ability to learn . . . there is neither a right way nor a wrong way. As a provider
of knowledge and facilitator of learning, my job is to help my students to learn in a manner
satisfactory to their willingness and ability to learn.
COURSE DESCRIPTION
Suppose that OMEGA is in the business of manufacturing and selling brake pads. To be
successful and survive, OMEGA has to develop strategies, make decisions, and solve problems
to ensure the effective and efficient flow of quality materials, as well as the requisite knowledge
that accompany these materials, through its supply chain. Its supply chain comprises (a)
different, often multi-tiered, layers of organizations who supply OMEGA, (b) OMEGA itself, and
(c) different, often multi-tiered, layers of organizations who deliver what OMEGA manufactures
into the hands of the customer. The operations (and supply chain) function within OMEGA is
responsible for the creation and delivery of brake pads to customers. This function typically
accounts for 75% of any organization’s total investment, comprises 80% of its personnel, and
controls at least 85% of its expenditures for materials and equipment. Its goal is right 6TM:
To provide products and/or services with the right level of quality to the right
customer in the right quantity, at the right place, at the right time, and for the right
cost (or price). [1]
MBA 6233 is designed to provide students with an understanding as to how effective operations
and supply chain management contributes to the competitiveness and survival of an
[1] right 6TM and what it stands for is trademarked to Professor M. Rungtusanatham.
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organization. Students will be introduced to concepts, principles, and techniques that can be
leveraged to analyze, control, and improve critical processes responsible for efficiently making
and delivering goods and services without losing sight of right 6TM as the goal. These critical
processes reside in manufacturing, as well as service, organizations; these critical processes
are evident in for-profit, as well as non-profit, organizations.
Students will be exposed to key operational and supply chain challenges having strategic and
tactical implications, as well as various conceptual aids and quantitative techniques to cope with
these challenges. While quantitative techniques are discussed, the focus is on using these
techniques to help make informed decisions to overcome operational and supply chain
challenges. The course explicitly recognizes that the operations (& supply chain) function is
embedded within an organization that is, itself, embedded within supply chains and, therefore,
adopts a "systems" perspective in presenting relevant issues, problems, and decision tools.
COURSE OBJECTIVES
1. Identify how the operations (and supply chain) function contributes to the overall
competitiveness of any organization.
2. Define the different components of the operations (and supply chain) function in different
types of organizations – manufacturing or service; non-profit or for-profit; private or public.
3. Recognize problems and decisions facing processes and how these problems and
resolution decisions relate to and affect other processes within the organization.
4. Apply various conceptual aids and quantitative techniques to improve processes by
structuring, analyzing, and provide initial solutions to complex problems facing operations
(and supply chain) managers.
COURSE LEARNING ENVIRONMENT
MBA 6233 is designed to maximize active learning. Active learning engages students in the
sharing of knowledge, demonstration of acquired understanding of knowledge, and application
of acquired knowledge. Class time is reserved for case, video, and real-life discussions;
demonstrations of technical or quantitative content; hands-on experiential activities; and short
PowerPoint lectures on topics that may be difficult to grasp from just reading. Note that some
PowerPoint lectures for topics are intended to reinforce assigned readings and will not
be presented in class. These are made available to help students focus takeaways from
assigned readings and will be duly noted in the DETAILED SCHEDULE file (from Syllabus
in the CANVAS course site).
Although attendance is not mandatory, it is strongly encouraged. A strong correlation between

class attendance and student performance has historically been observed. Furthermore,
attendance provides an avenue for students to engage in class participation, which is a
component of STUDENT EVALUATIONS.
Activities outside of class are designed to prepare students for active learning.
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REQUIRED COURSE MATERIALS
1. TEXTBOOK Schroeder, R. G., S. M. Goldstein, and M. J. Rungtusanatham. 2013.

(Required) Operations Management in the Supply Chain: Decisions and Cases
and Cases. 6th Edition. New York, NY: McGraw-Hill.
• Purchase Options
A. From OSU Bookstore
o Buy Print (New): ~$275
o Buy Print (Used): ~$207
o Rent Print (New): ~$250
o Rent Print (Used): ~$100
o Buy eBook: ~$135
o Rent eBook: ~$80 (for ~ 30 days)
B. Search and buy online
o Pricing Varies
2. READINGS & Assigned non-textbook readings and lecture PowerPoint decks.

LECTURE NOTES o Available through the CANVAS course site for
(Required) download and print
3. SIMULATION Access codes for one or more web-based simulations.

Access Codes
• Purchase Instructions – Please follow precisely ($18)
(Required)
1. Go to http://mgr.responsive.net/Manager/ShowClient
2. Click "create a new account"
3. Select "Ohio State University" for your institution and fill
out the rest of the form and submit
4. Purchase the code for "OM Games to MBA 6233"; be sure
it is for MBA 6233 since there are other courses using
simulations from the same provider
o Write down the code; it is not e-mailed to you and
you will use that code to register in your respective
section
o REMEMBER . . . if you forget your purchase code,
you can always find it by accessing your account
with Responsive Learning Technologies
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STUDENT EVALUATIONS
Your Final Course Grade will be computed based on the following evaluation categories and
subject to the Academic Misconduct policy (see the OTHER RELEVANT POLICIES section):
[1] Team-Based Midpoint Integration Activity and PowerPoint Deck Team 25 points
[2] Team-Based Applied Project: PowerPoint Deck and Poster
Team 25 points
Presentation
[3] Comprehensive Final Exam Individual 40 points
[4] Class Attendance and Participation Individual 10 points
100 points
Team-Based Midpoint Integration Activity and PowerPoint Deck
Some learn from role playing, observing, and reflecting . . .
Halfway through the course, you will engage in the Team-Based Midpoint Integration Activity,
involving a web-based simulation. This web-based simulation is intended to help you pull
content together. More specifically, you will be required to:
• Work in teams of 6 members, with teams formed as class progresses

• Prepare for the Team-Based Midpoint Integration Activity by reviewing relevant
information and strategizing before the scheduled date for this simulation
o Relevant information will be provided to you approximately two weeks
before the scheduled date for this simulation via CANVAS and/or email
• Bring an Internet-accessible laptop to class on the scheduled date of this simulation
• During the simulation, you will play by:
o Making operations (& supply chain) management decisions as a team over,
approximately, two hours
o Recording team decisions made
• At the end of the simulation, you will put together an outline of a PowerPoint
presentation:
o Providing justification for team decisions based on analyzable data provided
during the simulation and justifying your team ranking
• The Team-Based Midpoint Integration Activity PowerPoint Deck will be due at the start
of the next class
o The Team-Based Midpoint Integration Activity PowerPoint Deck will be graded
on the basis of 100 points and is worth 25% of the Final Course Grade
o The team that is ranked 1st at the end of the simulation automatically
receives a bonus of 10 points
o Your individual grade depends on your contributions and efforts to the
team
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Team-Based Applied Project: PowerPoint Deck and Poster Presentation
Some learn from applying . . .
As part of this course, you will work in a team of 6 members to apply the learnings from this
course, choosing one of two options.
Option 1: Diagnose and propose a solution to an operational problem at work
This type of project involves application of one or more methods from coursework to
diagnose a specific operational problem and propose potential solutions for problem
resolution. For example, your team may wish to improve the throughput time of a
process by applying value stream mapping. Alternatively, your team may wish to
rationalize the inventory cost of non-essential materials supporting your organization by
determining appropriate levels of safety stocks. Finally, your team may wish to develop
a control charting approach to monitor some specific quality dimension. Successful
projects include detailed diagnosis and actions plans.
Option 2: Develop an operations (& supply chain) plan for a new product or
service offering
This type of project is well suited to those of you who wish to start your own business.
The focus is on articulating an operational plan that covers the entire gamut of decisions
affecting the transformation process and its ability to achieve right 6TM. For example,
your team may wish a launch a business selling organic baby food. A new service
example may be a concierge shopping service for busy students. Again, successful
projects are comprehensive in thinking through the various operation (& supply chain)
decisions and providing data – do not guess, for example, how long it takes to drive to
the outlet mall (pick one) to shop for a client . . . use Google map or drive it and figure
out the mileage and gas cost.
To ensure progress, class time is allocated to allow teams to work on their projects. In addition,
teams are required to formally submit project updates in the form of a “living” PowerPoint deck
for reaction, feedback, and partial grade at three specific points during the semester. The
completed Team-Based Applied Project will be presented in SESSION 14. Please see the
DETAILED SCHEDULE file (from Syllabus in the CANVAS course site) for other relevant
dates.
The Team-Based Applied Project constitutes 25% of the Final Course Grade, broken down as
follows:
• Three Team-Based Applied Project updates (10%)

• Final Team-Based Project PowerPoint Deck and Poster Presentation (15%)
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Comprehensive Final Exam
Some learn by reading, synthesizing, and understanding . . .
A Comprehensive Final Exam is scheduled for the last class session. This Comprehensive
Final Exam is:
• Cumulative and closed-book and closed-notes in nature

• Intended to offer students an opportunity to integrate required reading materials, video
presentations, lecture notes, experiential activities, project learnings, and class
discussions into a coherent whole
• In the form of “short answer” and “problem” questions
• Worth 40% of the Final Course Grade
o Details about the structure of the Comprehensive Final Exam, as well as
how to best prepare, will be provided later at an appropriate time
• Note that:
o As a general rule, no make-up, late, or early exams will be given except for
excused absences due to documented medical emergencies, university-
sanctioned activities, or professional responsibilities beyond your control
Class Attendance and Participation
Some learn by participating in conversations, debates, and activities . . .
Attendance is not mandatory but strongly encouraged. However, those of you who consistently
show up to class and who participate in the learning environment will do well in this course. I
recognize, nonetheless, that this is a part-time program, with all of you juggling competing
family and work constraints. As such, if you are signed up for the Tuesday (or Thursday)
section and have to miss a particular class session, you are welcome to come to the
corresponding session for the Thursday (Tuesday) section.
Please note that class attendance is not the same as participating (and contributing) to the
class session. To participate in, and contribute to, class, you can:
• Answer questions in class when called upon,

• Engage in peer-to-peer or student-faculty discussions, and/or
• Share relevant insights in class from work or from the public media (e.g., “breaking
news” on TV or in newsprint media), especially when these insights reflect course
materials in real settings
At the end of the semester as I sit down to assign scores for Class Attendance and
Participation, I will use the following scoring rubric:
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0 points Student was absent most of the time and when present was generally
inattentive or disruptive in class
1-3 points Student was present and paid attention but did not participate in the
learning process
4-7 points Student contributed actively in class but contributions were obvious,
did not show evidence of analysis or logic, or simply repeated an
insight already provided with different words
8-10 points Student made superb contributions that changed the direction of class
discussion or surfaced insights that had not been core to the
discussion
Despite this rubric, please realize that there remains some level of subjectivity in my
assessments that cannot be avoided. That there are many students taking this course at
the same time (two sections with at least 40 students each) makes this task more
difficult. To minimize this subjectivity, please work to help me associate your name to
your face in a positive manner.
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OTHER RELEVANT POLICIES
A. Academic Misconduct
Academic integrity is essential to maintaining a learning environment that fosters excellence

in teaching, research, and other educational and scholarly activities. The Ohio State
University and the Committee on Academic Misconduct expect that all students have read
and understand the Code of Student Conduct, and that all students will complete all
academic and scholarly assignments with fairness and honesty. “Academic Misconduct”
occurs when there is an intentional failure by students to follow the rules and guidelines
established in the Code of Student Conduct and those established specifically for this
course.
In particular, any material submitted for course credit must be the work of an individual
student for an individual-based assignment or the work of a team of students for a group-
based assignment. Plagiarism is a serious offense. Students should not discuss, read, text
message, e-mail, provide access to documents, or share the work, thoughts, ideas, or
solutions regarding graded evaluation categories with other individuals or teams of students.
When outside references are used, they must be properly referenced. Students are
recommended to protect their own work from being copied or plagiarized by others, such as
by collecting printed materials from the lab printers and disposing of rough drafts at home.
Written assignments that are similar to current or past written assignments beyond
statistical chance may result in the initiation of serious disciplinary action.
Please remember that when a student is suspected of having committed “Academic

Misconduct” in this course, I am obligated to report my suspicions to the Committee on
Academic Misconduct. Such suspicions will be investigated and when determined to be in
violation of the Code of Student Conduct will result in sanctions ranging from failing the
course (“E” grade) to suspension or dismissal from The Ohio State University.
B. Disability Accommodation
Students with a disability should arrange an appointment to meet with me as soon as

possible so that we can discuss the course format and explore potential accommodations.
Please remember that I will be relying on the Office for Disability Services for assistance in
verifying need and developing accommodation strategies. The verification process should
begin as soon as possible.
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OTHER RELEVANT POLICIES

(Continued)
C. Peer Evaluations
Students will be offered the opportunity to evaluate the contributions of peers on their team.
Evaluations, while subjective in nature, are expected to be conducted in an honest manner
and to fairly reflect the efforts that peers have expended in completing any team-based
assigned work. For example, a student who chooses to “opt out” should be evaluated by
other team members to indicate that he or she did not participate.
How Will You Provide Peer Evaluations?
Peer Evaluation forms can be downloaded from CANVAS (from Modules: SESSION 0 –
MISCELLANEOUS Files in the CANVAS course site). Peer Evaluation forms must be
turned in to me in person and by the date of the Comprehensive Final Exam.
What If a Student Does Not Provide Evaluations of His or Her Team Members?
If you choose to not evaluate your team members, you are, by default, signaling that all
members contributed equally.
How Will Peer Evaluations Be Used?
Peer evaluations become inputs into the grade that a student receives for the submission of
graded team-based activities. Generally:
• A student whose peers consistently evaluate as having made significant

contributions will receive a grade equivalent to that given to the team-based activity
• A student whose peers consistently evaluate as having made marginal contributions
will receive a grade lower than that given to the team-based activity by 25%
• A student whose peers consistently evaluate as having made subpar contributions
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DETAILED SCHEDULE
SESSION 1 Tuesday, August 22 Thursday, August 24

Introductions, the Operations Function, and Operations & Supply Chain Strategy
• Read/hear the brief welcome (from Announcements in the CANVAS

course site)
• Download and review the syllabus (from Syllabus in the CANVAS course
site)
• Download and complete the Student Profile Form (from Modules:
SESSION 0 – MISCELLANEOUS Files in the CANVAS course site)
Prepare for • Download and complete the Pre-COURSE Assessment (from Modules:
Class SESSION 0 – MISCELLANEOUS Files in the CANVAS course site)
• Read TEXTBOOK: Chapter 1 (All Sections)
• Read TEXTBOOK: Chapter 2 (All Sections)
• Download and review SESSION 1 PowerPoint Deck (from Modules:
SESSION 1 in the CANVAS course site)
• Download and prepare Eat Well Food Service (EWFS), Inc. for class
discussion (from Modules: SESSION 1 in the CANVAS course site)
• Your preparatory notes for Eat Well Food Service (EWFS), Inc.
Bring to
• The completed Student Profile Form
Class
• The completed Pre-COURSE Assessment
[1] What is the Fuss with Operations (& Supply Chain)

Management?
• Operations and Supply Chain Decisions
• Importance of Operations and Supply Chain
SHORT Decisions
POWERPOINT [2] How Can Firms Compete through Effective Operations
LECTURES and Supply Chains?
• Operations and Supply Chain Objectives
In-Class • Functional Linkages
• Competitive Strategy Linkages
(Not presented in class; for review only)
A. Introduce faculty and some students

B. Discuss syllabus and bilateral expectations
EXPERIENTIAL
C. Grade Pre-COURSE Assessment
ACTIVITIES
D. Participate in the O(&SC)M in the News exercise
E. Discuss Eat Well Food Service (EWFS), Inc.
Work after • Finalize Team name and member

Class • Explore potential Team-Based Applied Project focus
6:15 – 9:30 pm
DETAILED SCHEDULE
SESSION 2 Tuesday, August 29 Thursday, August 31

Process Selection
• Read TEXTBOOK: Chapter 4 (Skip Section 4.6)

• Read TEXTBOOK: Chapter 5 (Skip Section 5.6)
• Read TEXTBOOK: Eastern Gear (pp. 450-452)
Prepare for
• Download and review SESSION 2 PowerPoint Deck
Class
• Go and experience a meal at Noodles & Company
o Consider using this opportunity to bond with team members
• Finalize Team name and members
Bring to
• Your preparatory notes for Eastern Gear
Class
[3] Do You Have the Right Type of Transformation Process
SHORT
in Place?
POWERPOINT
• Product-Process Life Cycles
LECTURE
• Service Delivery System
In-Class
A. Participate in the Thera-Aid Medical Devices exercise
EXPERIENTIAL B. Discuss the Eastern Gear case
ACTIVITIES C. Watch and discuss Service Process Design at
Noodles & Company
Work after
• Finalize Team-Based Applied Project focus
Class
6:15 – 9:30 pm
DETAILED SCHEDULE
SESSION 3 Tuesday, September 5 Thursday, September 7

Capacity Planning: Managing the Bottleneck
• Read TEXTBOOK: Chapter 12

Prepare for
• Read TEXTBOOK: Chapter 13 (Skip Sections 13.1, 13.2, 13.3, 13.6)
Class
• DUE: Team-Based Applied Project Update 1

o A printed copy of the Team-Based Applied Project PowerPoint
deck with the following slides:
 Title slide with Team Name, names of team members,
and project title
Bring to  Option 1: Slides for problem definition (business
Class opportunity), background information (competitive
analysis), project goals, data to be analyzed, and project
completion schedule
 Option 2: Slides for business opportunity, justification
of need, competitor analysis, and project completion
schedule
[4] How Many Units Can You Make? How Many Customers
Can You Serve?
SHORT
• Strategic Capacity Decisions
POWERPOINT
• Bottleneck Identification
LECTURE
• Dispatching Rules and Performance
In-Class
(Not presented in class; for review only)
A. Watch and discuss The Goal

EXPERIENTIAL
B. Participate in the Hand Puppet Simulation exercise
ACTIVITIES
C. Discuss the State Automobile License Renewals case
Work after
• Continue to work on Team-Based Applied Project
Class
6:15 – 9:30 pm
DETAILED SCHEDULE

Capacity Planning: Managing Waiting in Services
• Read TEXTBOOK: Paediatric Orthopaedic Clinic . . . (pp. 459-464)

Prepare for
• Download
Class
o Drive-Up Teller Service Window Operations WORKSHEET
o Managing People Waiting in Lines WORKSHEET
• Your preparatory notes for Paediatric Orthopaedic Clinic . . .

Bring to
• Drive-Up Teller Service Window Operations WORKSHEET
Class
• Managing People Waiting in Lines WORKSHEET
SHORT [5] How Many Units of Resources Do You Need?

POWERPOINT • Queuing Systems
LECTURES • Waiting Psychology
+ EXERCISE + Drive-Up Teller Service Window Operations
In-Class
A. Watch and discuss Queuing at Walt Disney
B. Discuss the Paediatric Orthopaedic Clinic . . . case
EXPERIENTIAL
C. Participate in the Managing People Waiting in Lines
exercise
Work after • Continue to work on Team-Based Applied Project

Class • Complete purchase of the simulation access code
6:15 – 9:30 pm
DETAILED SCHEDULE

Team-Based Applied Project Working Meeting 1
NO In-Class Session . . . teams can meet and work in Gerlach 365 or

In-Class
anywhere that is more convenient

Inventory Planning

• Read TEXTBOOK: Southern Toro Distributor, Inc. (pp. 520-526)
Prepare for
Class
• Download
o Industrial Cameras WORKSHEET
Bring to • Your preparatory notes for Southern Toro Distributor, Inc.

Class • Industrial Cameras WORKSHEET
[6] What Do You Call the Things You Make or Buy?

• Inventory: Types, Purpose, Costs, and Performance
SHORT Metrics
POWERPOINT • Inventory Management Decisions
LECTURES [7] How Do You Manage Independent Demand Inventory?
In-Class
+ EXERCISE • Q versus P Systems
• The EOQ Model
+ Industrial Cameras
EXPERIENTIAL A. Discuss the Southern Toro Distributor, Inc. case
Work after
Class
6:15 – 9:30 pm
DETAILED SCHEDULE
SESSION 7 Tuesday, October 3 Thursday, October 5

Team-Based Midpoint Integration Activity
• Be sure to have purchased the web-based simulation code (see page 4 of

the Syllabus)
Prepare for • Download and review:
Class o Team-Based Midpoint Integration Activity_CASE
o Team-Based Midpoint Integration Activity_INSTRUCTIONS
o Team-Based Midpoint Integration Activity_ASSIGNMENT
Bring to • Each team should bring at least one laptop that can access the web-based
Class simulation
A. Compete in the web-based simulation

In Class EXPERIENTIAL B. Discuss preparation of the post-simulation PowerPoint
deck
Work after
• Team-Based Midpoint Integration Activity PowerPoint Deck
Class
6:15 – 9:30 pm
DETAILED SCHEDULE

Improving Operations: The Lean Perspective

Prepare for
Class

and project title
 Option 1: Slides for problem definition (business
opportunity), background information (competitive
Bring to analysis), project goals, data analyzed and remaining
Class data to be analyzed, and updated project completion
schedule
of need, competitor analysis, progress describing
elements of operational (& supply chain) plan, and
updated project completion schedule
• DUE: Team-Based Midpoint Integration Activity PowerPoint Deck
[8] How to Begin Analyzing and Improving Processes?

• Drawing a Process
• Asking Good Questions
SHORT (Not presented in class; for review only)
POWERPOINT [9] How to Improve Processes via Lean?
In-Class LECTURES • Lean Principles
• Forms of Waste
• Lean Methods
• Value Stream Mapping
EXPERIENTIAL A. Watch and discuss Toast Kaizen
Work after
Class
6:15 – 9:30 pm
DETAILED SCHEDULE

Team-Based Applied Project Working Meeting 2
NO In-Class Session . . . teams can meet and work in Gerlach 365 or

In-Class
anywhere that is more convenient

Improving Operations: Value-Stream Mapping
• View How to Read a Value Stream Map

Prepare for
• Download and review:
Class
o The Emergency Department (ED) at the Burton Group Hospital
• The VSM Metrics slides from SESSION 8

Bring to
• Your preparatory notes for The Emergency Department (ED) at the
Class
Burton Group Hospital
A. Discuss The Emergency Department (ED) at the

In-Class EXPERIENTIAL Burton Group Hospital case and learn how to draw
Current State Map
Work after
Class
6:15 – 9:30 pm
DETAILED SCHEDULE
SESSION 11 Tuesday, October 31 Thursday, November 2

Quality Planning

• Read TEXTBOOK: The Mount Rundle Hotel Banff (pp. 476-478)
Prepare for • Download and review SESSION 10 PowerPoint Deck
Class • Download
o Cost of Quality at Ulrich Company WORKSHEET
o Managing for “+” Customer Experience WORKSHEET
• Your preparatory notes for The Mount Rundle Hotel Banff

Bring to
• Cost of Quality at Ulrich Company WORKSHEET
Class
• Managing for “+” Customer Experience WORKSHEET
[10] Are You Managing Your Business to Deliver Quality

Outcomes?
SHORT • Process, Product, and Service Quality Dimensions
POWERPOINT • TQM Paradigms
LECTURE • Strategic Value of Quality and TQM
+ EXERCISE • Cost of Quality
In-Class
• Customer Service and Customer Satisfaction
+ Cost of Quality at Ulrich Company
A. Discuss The Mount Rundle Hotel Banff case

EXPERIENTIAL B. Participate in the Managing for “+” Customer
Experience exercise
Work after
Class
6:15 – 9:30 pm
DETAILED SCHEDULE
SESSION 12 Tuesday, November 7 Thursday, November 9

Stabilizing and Improving Processes for Six Sigma Quality

Prepare for • Download and review SESSION 11 PowerPoint Deck
Class • Download
o Process Capability Assessment WORKSHEET

and project title
 Option 1: Slides for problem definition (business
opportunity), background information (competitive
Bring to analysis), project goals, completed data analyses,
Class identification of potential solutions, and updated project
completion schedule
of need, competitor analysis, further progress
describing elements of operational (& supply chain)
plan, and updated project completion schedule
• Process Capability Assessment WORKSHEET
[11] Is Your Process Stable and Capable of Producing and

Delivering Quality Output?
SHORT
• Conformance quality as statistical variability
POWERPOINT
• Statistical process control concepts and tenets
In-Class LECTURE
• Cp and Cpk
• Defining Six Sigma
EXPERIENTIAL A. Participate in the Can You Hit the Target? exercise
Work after
Class
6:15 – 9:30 pm
DETAILED SCHEDULE

Team-Based Applied Project Meeting with Professor
NO In-Class Session . . . teams meet one-on-one with Professor to receive

In-Class
final feedback
Saturday, December 2
SESSION 13+ Morning: 9 am-Noon Afternoon: 1 pm-4 pm
Location: Mason Hall Rotunda Location: Mason Hall Rotunda
Operations across the Supply Chain: Supply Chain Dynamics
This is a special session . . . when I run this exercise in my consulting, clients

typically pay me $5000-$12,000 for a three-hour session with a group of
approximately 30 participants. During this session, we will be playing a board
In-Class game to better understand supply chain dynamics. As an incentive,
refreshments will be provided. I hope you will accept my invitation.
More information will be provided later as to signing up for the session.

6:15 – 9:30 pm
DETAILED SCHEDULE

Team-Based Applied Project Presentations
Prepare for • Complete the Team-Based Applied Project PowerPoint Deck and Poster
Class Presentation
• DUE:
Bring to
o Team-Based Applied Project PowerPoint Deck and Poster
Class
Presentation
In Class EXPERIENTIAL A. Team-Based Applied Project Poster Presentations
Work after
• Begin preparing for Comprehensive Final Exam
Class
SESSION 15 TBD
Comprehensive Final Exam
In-Class TBD

Operations (& Supply Chain) Management: Faculty Profile

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Operations (& Supply Chain) Management: Faculty Profile

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MBA 6233: Operations (& Supply Chain) Management

EVENINGS SECTION TIMES LOCATION

M. JOHNNY RUNGTUSANATHAM is Fisher College of Business Distinguished Professor of

RUNGTUSANATHAM is an awards-winning faculty in both teaching and research. In teaching,

In research, RUNGTUSANATHAM has been recognized in 2015 as a top 100 “individual

COURSE LEARNING ENVIRONMENT

Although attendance is not mandatory, it is strongly encouraged. A strong correlation between

REQUIRED COURSE MATERIALS

1. TEXTBOOK Schroeder, R. G., S. M. Goldstein, and M. J. Rungtusanatham. 2013.

2. READINGS & Assigned non-textbook readings and lecture PowerPoint decks.

3. SIMULATION Access codes for one or more web-based simulations.

Team-Based Midpoint Integration Activity and PowerPoint Deck

Some learn from role playing, observing, and reflecting . . .

• Work in teams of 6 members, with teams formed as class progresses

Team-Based Applied Project: PowerPoint Deck and Poster Presentation

Some learn from applying . . .

Option 1: Diagnose and propose a solution to an operational problem at work

• Three Team-Based Applied Project updates (10%)

Comprehensive Final Exam

Some learn by reading, synthesizing, and understanding . . .

• Cumulative and closed-book and closed-notes in nature

Class Attendance and Participation

Some learn by participating in conversations, debates, and activities . . .

• Answer questions in class when called upon,

OTHER RELEVANT POLICIES

Academic integrity is essential to maintaining a learning environment that fosters excellence

Please remember that when a student is suspected of having committed “Academic

Students with a disability should arrange an appointment to meet with me as soon as

OTHER RELEVANT POLICIES

How Will You Provide Peer Evaluations?

How Will Peer Evaluations Be Used?

• A student whose peers consistently evaluate as having made significant

SESSION 1 Tuesday, August 22 Thursday, August 24

• Read/hear the brief welcome (from Announcements in the CANVAS

[1] What is the Fuss with Operations (& Supply Chain)

A. Introduce faculty and some students

Work after • Finalize Team name and member

SESSION 2 Tuesday, August 29 Thursday, August 31

• Read TEXTBOOK: Chapter 4 (Skip Section 4.6)

SESSION 3 Tuesday, September 5 Thursday, September 7

• Read TEXTBOOK: Chapter 12

• DUE: Team-Based Applied Project Update 1

A. Watch and discuss The Goal

SESSION 4 Tuesday, September 12 Thursday, September 14

• Read TEXTBOOK: Paediatric Orthopaedic Clinic . . . (pp. 459-464)

• Your preparatory notes for Paediatric Orthopaedic Clinic . . .

SHORT [5] How Many Units of Resources Do You Need?

Work after • Continue to work on Team-Based Applied Project

SESSION 5 Tuesday, September 19 Thursday, September 21

NO In-Class Session . . . teams can meet and work in Gerlach 365 or

SESSION 6 Tuesday, September 26 Thursday, September 28

• Read TEXTBOOK: Chapter 15

Bring to • Your preparatory notes for Southern Toro Distributor, Inc.

[6] What Do You Call the Things You Make or Buy?

EXPERIENTIAL A. Discuss the Southern Toro Distributor, Inc. case

SESSION 7 Tuesday, October 3 Thursday, October 5

• Be sure to have purchased the web-based simulation code (see page 4 of

A. Compete in the web-based simulation

SESSION 8 Tuesday, October 10 Thursday, October 12

• Read TEXTBOOK: Chapter 6

• DUE: Team-Based Applied Project Update 2

[8] How to Begin Analyzing and Improving Processes?

EXPERIENTIAL A. Watch and discuss Toast Kaizen