Operation Management

DON HONORIO VENTURA STATE UNIVERSITY DHVSU PORAC CAMPUS
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015

College of Business Studies
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 Barangay, Porac, Pampanga
QMS-Certified
URL: http://dhvsu.edu.ph E-Mail Address: poraccampusdhvsu@gmail.com
Indexing DHVSU-PC-CBS-OBTLCP-
001
Revision No. 01
2nd
Semester Semester
Academic 2020-2021
Year
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

(Bachelor of Science in Business Administration - Marketing)
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable
national and global competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
● Professionalism
● Excellence
● Good Governance
● Gender Sensitivity and Responsiveness
● Disaster Resiliency
Course Information
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Course Code CBME 11 Course Title Operations Management and TQM

The course is an introduction to the concepts, principles, problems and practices of Operating Management and TQM. Emphasis is on
Course Description managerial processes for effective operations in both goods producing and service rendering organization. The topics are integrated using a
system model of the operations of an organization.
Course Credits / Units 3 units No. of Hours/week 1 ½ Face-to-Face 1 ½ Virtual / Online ( Chat Schedule TBA)
Pre-requisite/s Co-requisite/s None
Course Classification Curriculum Basis CMO 80, series of 2017
No. of Times Revised Date of Revision APRIL, 2021
Course Structure
This course will adapt the Flexible Learning Approach, which means that Online and Offline Distance Education/ Learning modalities will compose the course structure. Students
will participate through varied online and offline strategies and media.
Program Outcomes
Specific to the major (Business Administration)
PO-001 Demonstrate the different concepts, principles, problems and practices in business.
PO-002 Implement the basic functions of management such as planning, organizing, staffing, directing, leading and controlling in Operations of the business
PO-003 Use information and communication technology (ICT) effectively and efficiently
PO-004 Work well with others
PO-005 Use the proper decision tools to critically, analytically, and creatively solve problems and drive results
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Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students
that will be reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Identified Most Essential Learning
Outcome/s (MELOs)
If F2F is not feasible, use:
● Asynchronous Learning ● Synchronous Learning (e.g.
● Place-based learning Webinar applications, Zoom,
● Distance/Blended Learning
Google Meet, Webix, etc.)
● Project-based learning (PBL)
● Digital and Non-Digital Platforms ● Remote Learning thru Digital
Teaching and Learning Delivery Mode ● Modular approach (printed task
● Print Media Platforms (i.e. Learning
sheets, learning notes, etc.) Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
● Self-Assessment Checklist ● Project-based Assignment ● Online Examination
● Portfolio Assessment ● Portfolio Assessment ● Project-based Assessment

Assessment ● Reflective Journals ● Written Correspondence ● Portfolio Assessment
● Use of Rubrics ● Video Presentation of Individual ● Reflection/Reaction Paper

Works
● Video Presentation of Individual
Works
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(Adopted from Vergara, 2020)
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Course Learning Outcomes Vis-à-vis Beginning Teacher Indicators (BTIs) and Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
CLO-001 Explain the importance of operations management
CLO-002 Explain the relevance of strategic planning in business operations.
CLO-003 Explain the importance of benchmarking, and competency in the success of an effective organization.
CLO-004 Develop reasoning and analytical skills needed for operations management and TQM in business.
CLO-005 Demonstrate comprehensive knowledge of the nature, philosophy, theory, and process on Total Quality Management.
CLO-006 Analyze the various concepts and techniques needed in creating and sustaining effective organization.
CLO-007 Analyze case studies of up to date on business operations problems faced by the organization.
Course Design Matrix

INTENDED INSTRUCTIONAL DELIVERY DESIGN ASSESSMENT OF GENDER
COURSE CONTENT/ REF/ VALUES
LEARNING Face-to- LEARNING OUTCOMES SENSITIVENESS TIME
SUBJECT MATTER S Distance Education/ Learning INTEGRATION
OUTCOMES (ILO) Face (ALO) (GAD) TABLE
At the end of the session, Vision, Mission, Core Values [P4] Discussion of the Syllabus During virtual Rapport Week 1
the students can: and Outcomes discussions and
✔
[P5] Teacher-facilitated discussion of other aspects of the Self Confidence
The University Vision,
Formulate ways to the course content. instruction, the
contribute to the Mission and Core following will be
attainment of the Values; Students will cite their ways to observed:
University V-M-CV and ✔ Porac Campus Mission contribute their share in the
● use non- sexist
Program Outcomes attainment of the University’s
and Goals; words
aspirations.
Recognize the course ✔ The Bachelor of ● show respect
objectives, outcomes, Business Administration regardless of
requirements, and class
gender
policies Course Syllabus
● reduce barriers in
Clarify the assessment Set objectives of the course developing a
tasks and grading criteria personal and
Netiquette rules for students academic success
created by
Requirements of the course sexism
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and the deadlines of

● recognize gender
submission
issues arising
Assessment procedures from their
Online schedule different social
position and
gender roles.
1. INTRODUCTION TO 1)Power Brainstorming During virtual Week 2
At the end of the chapter, OPERATIONS point lecture Case study discussions and Week 3
the teacher should be able MANAGEMENT following other aspects of the
to: 1.1. Definition of Operations instructor instruction, the
Management. notes. following will be
1.1. discuss the 1.2. Why study Operations 2)Other observed:
significance of Operations Management? cases and
● use non- sexist
and Management. 1.3. Functions within readings to
business organizations. be words
1.2. explain why study 1.4. Designing and Operating distributed. ● show respect
Operations Management Production system
regardless of
1.5. Differentiating features
gender
1.3. explain the Functions of Production systems
within business 1.6. Operation Manager and ● reduce barriers in
organizations decision making developing a
1.7. Operation Manager and personal and
1.4 discuss the Designing decision making academic success
and Operating Production created by
system sexism
1.5. differentiate the
features of Production issues arising
systems from their
different social
1.6 discuss the Operation position and
Manager and decision gender roles
making
1.7. illustrate the

Operation Manager and
decision making
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2. PRODUCTIVITY, Class Discussion During virtual Week 4

At the end of the chapter COMPETITIVENESS and Presentations discussions and
the teacher should be able STRATEGY other aspects of the
to: 2.1 Productivity instruction, the
2.2 Factors that affect following will be
2.1 discuss the Productivity observed:
significance of 2.3 Improving Productivity
● use non- sexist
Productivity 2.4 Competitiveness
2.5 Strategy/Mission words
2.2. clarify the Factors 2.6 Operations Strategy ● show respect
that affect Productivity 2.7Strategy Formulation
regardless of
2.8 Quality and Time
gender
2.3. discuss on how to Strategies.
improve Productivity, ● reduce barriers in
Competitiveness,Strategy/ developing a
Mission personal and
academic success
2.4. explain Operations created by
Strategy, Strategy sexism
Formulation. Quality and
Time Strategies. ● recognize gender
issues arising
from their
different social
position and
gender roles
3. FORECASTING Observation During virtual Week 5
At the end of the chapter 3.1 Uses of Forecasting Portfolios discussions and Week 6
the teacher should be able 3.2 Feature of Forecasting other aspects of the
to: 3.3 Elements of good instruction, the
Forecasts following will be
3.1 discuss the Uses of 3.4 Steps in Forecasting observed:
Forecasting and Feature of problems
● use non- sexist
Forecasting 3.5 Approaches to
Forecasting words
3.2 define the Elements of 3.5 Different types of ● show respect
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Forecasts regardless of
good Forecasts gender
3.3 enumerate the steps in
Forecasting problems developing a
personal and
3.4 explain the academic success
Approaches to created by
Forecasting and sexism
different types of ● recognize gender
Forecasts issues arising
from their
different social
position and
gender roles
MIDTERM EXAMINATION Week 9

4. PRODUCT AND Self- Assessment During virtual
At the end of the chapter SERVICE DESIGN Question and Answer discussions and
the teacher should be able 4.1 What does Product other aspects of the
to: and Design do? instruction, the
4.1 explain the roles of 4.2 Reasons for Product and following will be
Product and Design Service Redesign observed:
4.2 enumerate the 4.3 Objectives for Product ● use non- sexist
Reasons for Product and and Service Design
Service Redesign words
4.4 Legal, Ethical and
4.3 create objectives for Environmental Issues ● show respect
Product and Service 4.5 Other Issues on Product regardless of
Design and Service Design gender
4.4 discuss the Legal, 4.6 Phases in Product design
Ethical and and Development ● reduce barriers in
Environmental Issues 4.7 Designing for developing a
and the other Issues on Manufacturing personal and
Product and Service 4.8 Service Design academic success
Design created by
4.5 list the phases in sexism
Product design and
Development ● recognize gender
4.6 create a design for issues arising
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Manufacturing from their

4.7 elaborate the 8 different social
Service Design position and
gender roles
5. INTRODUCTION TO Class Discuss During virtual

At the end of the chapter QUALITY Reaction Paper discussions and
the teacher should be able 5.1 Evolution Quality other aspects of the
to: Management instruction, the
5.1 discuss the evolution 5.2 Quality the Basic following will be
Quality Management 5.3 Dimensions of Quality. observed:
5.2 discuss Quality of the 5.4 Determinants of Quality
● use non- sexist
Basic 5.5 l the Consequences of
5.3 differentiate the poor Quality words
Dimensions of Quality 5.6 The Cost of Quality ● show respect
and Determinants of 5.7 The Benefits of Quality
regardless of
Quality. 5.8 Quality Gurus
gender
5.4 explain the
Consequences of poor ● reduce barriers in
Quality developing a
5.5 determine the Cost of personal and
Quality and the Benefits academic success
of Quality created by
5.6 explain the Quality sexism
Gurus
issues arising
from their
different social
position and
gender roles
6. Process Selection and Brainstorming During virtual
At the end of the chapter Facility Layout Journal discussions and
the teacher should be able 6.1 Process Strategy other aspects of the
to: 6.2 Facility Layout instruction, the
6.1 define the significance 6.3 Designing Process Layout following will be
of Process Strategy and observed:
Facility Layout ● use non- sexist
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6.2 design Process Layout words

● show respect
regardless of
gender
developing a
personal and
academic success
created by
sexism
issues arising
from their
different social
position and
gender roles
7. Total Quality Peer Assessment During virtual
Management Presentation discussions and
At the end of the chapter 7.1 TQM other aspects of the
the teacher should be able 7.2 Process Improvement instruction, the
to: 7.3 Quality Tools following will be
7.4 Methods for Generating observed:
7.1 discuss TQM and Ideas
● use non- sexist
elaborate the Process
Improvement words
7.2 explain the use of ● show respect
Quality Tools
regardless of
7.3 apply methods for
gender
Generating Ideas
developing a
personal and
academic success
created by
sexism
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issues arising
from their
different social
position and
gender roles
FINAL EXAMINATION
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
[1] Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
[2] Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
[3] Operations Management by William j. Stevenson
[4] Operations management its relevance to manufacturing and service organizations by Jurandir Peinado
[5] Operation Management with TQM Publisher: McGraw-Hill
[6] Operation Management by Robertal B. Russel and Bernard w. Taylor II
[7] .Operations Management : An Asian Perpective by William j. Stevenson and Chee Chuong Sum
Online References:
[1]
Criteria for Grading

Class Standing Description Percentage
Projects/Outputs This includes all the requirements for the subject like accomplished learning packets, modules and learning portfolios. 40%
Class Standing This includes participation in online and offline discussion forums, assignment and quizzes 30%
Major Examinations It includes performance in written midterm and final examinations 20%
Character/Attendance It includes attendance during scheduled online sessions and punctuality on submission of requirements for distance 10%
learning.
TOTAL 100%
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Course Policies
✔ Active Participation is essential to maximum/total learning experience. In a flexible learning course, a student is required to participate in distance (offline or online)
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson
assignments and other requirements on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
✔ In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), the student is expected to always adhere to the
agreed contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to
use credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited. The American
Psychological Association (APA) 7th edition shall be used as the basis of citations and referencing.
✔ All requirements shall be submitted via the Google Classroom Learning Management System.
✔ The students must be guided with the following netiquette rules for online classes1, to wit:
▪ When joining an online class, log in using your personal Google account. Ensure that you provide your real name and avoid using alias/es.
▪ Be punctual in attending your online classes.
▪ Due to data privacy restrictions, do not record the online sessions.
▪ Be sure to use appropriate language. Be respectful. Do not use offensive language. Present ideas appropriately.
▪ Do not capitalize all letters since this suggests shouting. Be thoughtful also to not use all lower case.
▪ Be careful to use proper grammar and spelling.
▪ Do not dominate any discussion. Give other students the opportunity to join in the discussion.
▪ Avoid using the vernacular and/or slang language. This could possibly lead to misinterpretation.
1 “Netiquette: Make it Part of Your Syllabus by Alma Mintu-Wimsatt” (Texas A & M University), Courtney Kernek (Texas A & M University), Hector R. Lozada (Selton Hall University)
Ronald Alan Berk, Johns Hopkins University, United States
“Netiquette for Online Learning,” Ateneo de Manila University
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▪ Never make fun of someone’s ability to read or write.
▪ Share tips with fellow students on how to easily navigate the net concerning their subjects.
▪ Keep an “open-mind” and be willing to express even your minority opinion. Minority opinions have to be respected.
▪ Think and edit before you push the “Send” button.
▪ Do not hesitate to ask questions. Raise your hand and wait to be recognized by the instructor.
▪ Using humor is acceptable but be careful that it is not misinterpreted. For example, are you being humorous or sarcastic?
▪ Be honest and truthful.
▪ Be respectful of copyrights.
▪ Be cautious about when to click “reply to all.”
▪ Be brief and precise in the “subject” line.
▪ Be considerate to not multi-post, cross-post, off-topic post, or hijack a discussion thread.
▪ Be careful to not forward inappropriate jokes, cartoons, photos, chain letters, spam, etc.
▪ Read carefully and completely all the instructions and materials given by your instructor.
▪ Participate actively in your group projects. Work on your own contribution. Avoid freeloading.
Submitted by: Reviewed by Noted
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Jose Joseph Soriano Aileen Koh, MAED Dennis V. Dizon, MAED
Faculty Academic Chairperson Campus Director
Approved :
Reden M. Hernandez, RCE,MM
Vice President for Academic Affairs
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DON HONORIO VENTURA STATE UNIVERSITY DHVSU PORAC CAMPUS

Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

● Gender Sensitivity and Responsiveness

Course Code CBME 11 Course Title Operations Management and TQM

Specific to the major (Business Administration)

Differentiated Learning Modalities/Strategies

● Portfolio Assessment ● Portfolio Assessment ● Project-based Assessment

● Use of Rubrics ● Video Presentation of Individual ● Reflection/Reaction Paper

(Adopted from Vergara, 2020)

Course Learning Outcomes

Course Design Matrix

and the deadlines of

1.7. illustrate the

2. PRODUCTIVITY, Class Discussion During virtual Week 4

MIDTERM EXAMINATION Week 9

Manufacturing from their

5. INTRODUCTION TO Class Discuss During virtual

6.2 design Process Layout words

Criteria for Grading

▪ Be punctual in attending your online classes.

▪ Due to data privacy restrictions, do not record the online sessions.

▪ Be careful to use proper grammar and spelling.

▪ Never make fun of someone’s ability to read or write.

▪ Think and edit before you push the “Send” button.

▪ Be honest and truthful.

▪ Be cautious about when to click “reply to all.”

▪ Be brief and precise in the “subject” line.

▪ Be considerate to not multi-post, cross-post, off-topic post, or hijack a discussion thread.

Submitted by: Reviewed by Noted

Jose Joseph Soriano Aileen Koh, MAED Dennis V. Dizon, MAED

Faculty Academic Chairperson Campus Director

Reden M. Hernandez, RCE,MM

Vice President for Academic Affairs

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