Operations Management - Unitec Moodle [PDF]

BSNS 7350

Operations Management

Peter J Mellalieu

Preface

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Feedback on this iBook Version 4.1+, 2016-02-02 (Development) - Zotero. This is one of the first iBooks I have written. I have attempted to exploit many of the interactive features of the iBook format. However, to gain the full advantages of these features you must view this iBook on an iPad or Mac computer using the iBook app. For those without access to the iBook version, you may view a .pdf version produced from the iBook. However, the .pdf version does not present all the features available in the iBook version.

Interactive Preface.1 Email feedback to the author

Known faults I have attempted to provide hyperlinks to resources that are embedded in the iBook version. I am aware that upon conversion from the iBook to .pdf some of the links fail to be converted properly. “It’s a mystery”. You could copy and paste the full link into your browser. For those enrolled in the Unitec courses BSNS 6350 and 7350 you will be able to locate the resources on the course learning management system, Moodle. I welcome your feedback on your experience of the iBook and pdf versions of the course handbook. Please send me your PMIs to: [email protected] PMIs P: What examples of Positive experiences with the iBook/pdf? M: What examples of Minus experiences with the iBook/pdf? I: What examples of Interesting features of the iBook/pdf? Keep up to date This iBook is updated in response to your feedback. You can download the latest iBook for iOS version (via DropBox) http://tinyurl.com/opsmanibook

[email protected]

Pdf version (via DropBox) http://tinyurl.com/opsmanpdf Thanks for your feedback! Peter J Mellalieu Images Left: Norske Skog Tasman newsprint mill, Kawerau. Cover: Thomas Alva Edison holding a creativity-inspiring steel ball; Inventor of the electricity distribution industry and the industrial research laboratory; Founding entrepreneur of General Electric Corporation (GEC).

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CHAPTER 1

Course Handbook Measure what is measurable, and make measurable what is not so. Galileo Galilei

BSNS 7350 Operations Management Lecturer: !! Office:! ! Phone:! ! Mobile:! ! Email:! !

Peter J MELLALIEU OAKRIDGE 054-1012 815 4321 Extension 8108 021 42 0118 (Preferred) [email protected]

Department of Management and Marketing Bachelor of Business Unitec Institute of Technology 3

SECTION 1

Introduction Figure 1.1 Unitec staff Overview

1. What is the aim of this course? 2. What can I learn from previous students? 3. Who can help me be successful with my study? 4. What assessments must I complete? 5. What resources are available to help me?

Unitec staff are usually happy to discuss with you how to achieve success in your studies and life on campus.

All businesses must satisfy customers and deliver products to customers efficiently. The manner in which delivery is managed must match the organisation’s strategy to ensure business success. Senior management must fully support the strategy and business philosophy adopted. Furthermore, it is necessary to coordinate the organisation’s activities with those operations of other organisations, such as suppliers and distributors.

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This course is explores the principles and techniques to assist the focus on efficiency improvement. The course builds upon BSNS 6350 Business Process Improvement with a particular focus on applying your learning to investigate and solve a practical problem for a business client. Welcome to Unitec BSNS 7350 Operations Management.

1.

Welcome

Interactive 1.1 Introducing BSNS 7350 Operations Management

The aims of this course are To enable you to investigate methods, systems, and procedures for managing planned co-ordination of operations" To develop you as professional operations managers capable of investigating, planning, and leading successfully a significant operations-related programme of productivity enhancement, business growth, new venture creation, technology transfer, environmental sustainability, or risk mitigation. The prime focus will be on achieving world-class competitiveness in medium and small enterprise from New Zealand in the manufacturing, services, and technology sectors. Emerging global trends and opportunities in the operations management professions and disciplines will also be considered for relevance to your interests and career ambitions. To achieve these aims you will work in a team to identify effective solutions for addressing a specific operations management challenge facing a real company as your client. The video Interactive 1.1 present a brief snapshot of the elements of BSNS 7350.

Source: Mellalieu, P. J. (2015). Applied workplace learning in operations management at Unitec New Zealand. Auckland: MyndSurfers/Department of Management & Marketing, Unitec Institute of Technology. Retrieved from https://www.youtube.com/watch?v=TNImMRqlyoU

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2.

Advice from previous graduates

Interactive 1.2 Advice from previous students

Previous graduates of the class remark that the class is both different, challenging, but immensely valuable for their professional and career development. Watch the video Interactive 1.2 discussing previous students’ experience of BSNS 7350 Operations Management. Take note of their advice on how to succeed in the class and team project.

Source: https://www.youtube.com/watch?v=HuRqIvVVTxA

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3.

Key Contacts

Key Staff

Support Centre / Counselling Service, B28 Tel. 815 4321, Ext 7248 or 8160

Sukesh Sukumaran, Head of Department: Management & Marketing (DoMM), Tel. 815 4321, Ext 8635, [email protected]

Maia Māori Development Staff, Pukenga B171 Tel. 815 4321 Ext 7093 UBS Bookstore, Tel. 815 4321 Ext 7490 or DD 8155400

Dr. Liz Rainsbury Head of Department: Accounting & Finance, Tel. 815 4321, Ext 8803, [email protected]

Te Puna Ako - Learning Support Centre, Tel. 815 4321 Ext 8611

Ken Newlands — Programme Leader (Deputy)— BBus, Tel. 815 4321, Ext 7061 [email protected]

Unitec Library Front Desk, Tel. 815 4185

Maura Kempin, Programme Leader — BBus, Tel. 815 4321, Ext 8811 [email protected]

Student Loans & Allowances Administrators Jacky Brodie Tel. 815 4321 Ex 8244

Nadesa Goundar Programme Leader —NZDipBus Tel. 815 4321, Ext 7097 [email protected]

Ed Collective at Unitec (Formerly USU) [email protected]

Pacific Centre for Teaching, Learning and Research, Tel. 815 2949

Course Tutor: Dr. Peter Mellalieu, Associate Professor, Tel 021 42 0118, +64 9 815 4321 Ext 8108 [email protected], Interactive 1.6, Office :Oakridge 054-1012,

Alastair Emerson Programme Leader — Dip Mgt/. GDipBus, Lecturer Department of Management & Marketing Tel. 815 4321, Ext 7033. [email protected] Jeff Marriott, Programme Leader – MBus, Tel 815 4321, Ext 8131 [email protected] Ngaire Molyneux Lecturer/Maori Advisor Tel. 815 4321, Ext 7065, [email protected] Malama Solomona Lecturer/Pacific Advisor, Tel. 815 4321, Ext 7030 [email protected], or [email protected] Tel 8154321 ext Manjula Kambalapuram Programme Administrator - BBus, DipMgt/ GDipBus, DipProfAcc, Tel. 815 4321, Ext 8622, [email protected]

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4.

Course descriptor:

Course title Course number: Main programme: Level: Credits Pre-requisites: Co-requisites: Restrictions: Compulsory/elective:

Learning outcomes Operations Management BSNS 7350 Bachelor of Business 7 15 BBus: BSNS 6350 Business Process Improvement DMgt: BSNS 6350 Business Process Improvement APMG 7350 Compulsory (Management Ops stream)

Evaluate the particular challenges of leading and improving operations in New

1. Zealand, especially within the context of achieving world-class competitive performance in the manufacturing, services, and technology sectors.

2.

Evaluate and design solutions using contemporary and emerging information, communications, process, and other technologies to manage and improve selected operations processes, products, services and/or structures. Identify the comparative costs and benefits of operations solutions for risk

3. mitigation, and improving flexibility, safety, resilience, environmental sustainability, and corporate social responsibility.

4.

Design integrated operations management solutions to operations issues that both support current operations while enhancing the enterprise's future competitive strategy and sustainability. Design, present, and defend a detailed project plan for leading a significant

Learning time: Lecturer contact hours

Non-contact hours

Total hours

39

111

150

5. programme for improving operations processes and strategies in a New Zealandbased enterprise to enhance its world-class performance.

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Course aims: To enable students to investigate methods, systems and procedures for managing planned co-ordination of operations and the global impact on firms in New Zealand.

Practise and reflect on the art and science of leading a productivity improvement team, consultancy investigation, and/or operations management line function drawing on the student's particular technical and leadership strengths.

Topics/Content outline: Integration of previous and new learning through the use of case studies, the characteristics of world class production and service operations. The steps and decisions of an operations strategic plan.

To develop students as professional operations managers capable of investigating, planning, and leading successfully a significant operations-related programme of productivity enhancement, business growth, new venture creation, technology transfer, environmental sustainability, and risk mitigation. The prime focus will be on achieving world-class competitiveness in medium and small enterprise from New Zealand in the manufacturing, services, and technology sectors. Emerging global trends and opportunities in the operations management professions and disciplines will also be considered for relevance to the student's interests and career ambitions.

Course scope and exclusions: analytical models The scope of the course excludes supply chain management, quality management, and project management. These topics are covered in depth in other courses conducted by the Unitec Department of Management.

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Learning and teaching approaches A mixture of in-class discussions, lectures, video clips, class exercises will be utilised. Guest lectures will be arranged where possible. The principal mode of learning is through a Team Based Consultancy Project (TBC) with an external client. An overview of the TBC and its relation to other course elements is presented in Interactive 1.3

Interactive 1.3 Overview of course assignments Team-based Consultancy Project for Operations Management BSNS 7350 Pre-Requisite Professional Competences

Assessment

Team Project Outputs 25 %

Competencies

Team Contribution by Peer Evaluation 25 %

Personal and Professional Insight 20 %

Technical Writing 30 %

Technical expertise

Project Management

Technical Communications

Team Achievement

Personal and Professional Reflection

Peer Ranking by "Team Achievement" Criteria

Final Reflective Professional and Personal "Artefact" 12.5 %

Technical Executive Summaries (x 3) 15 %

Operations management

Identification of Client

Formal Technical Report Writing

Team Output

Reflective Journaling

Peer critique of Final Draft Report 2.5 %

Net Grade for "Project Outputs"

Weekly and Eventdriven Reflective Journal 7.5 %

Peer Reviews of Formal Writing (x3) 15 %

Consultancy Practice

Development of Project Scope and Objectives

Formal Oral Presentation

Team Input

Emotional Intelligence

Oral Presentation with Client and Class 5%

Final 20%

Technical investigation and inquiry

Negotiation of Project Milestones and Project Plan with Client

Informal Technical Communication

Team Harmony , Inclusion, and Collaboration

Final Draft Report 2.5 %

Provisional 5%

Case Study Analysis and Debate

Project Execution

Proofreading and Copyediting

Team Leadership, Creativity, and Enterprise

Project Delivery (Formal Report and Oral Presentation)

Peer Marking of Formal Technical Writing

Client Project Evaluation

Team and Project Data Management

Final Report 7.5 %

Client Project Conduct Evaluation 7.5 %

Assessment

Download from the course Moodle, or http://tinyurl.com/pzaohf9

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Co-requisite infographic and video An infographic and video explaining the pre/co-requisite course aims, BSNS 6350 Business Process Improvement, is available in Interactive 1.4.

Interactive 1.4 Introduction to Business Process Improvement at Unitec - pre/co-requisite course [Video]

Mellalieu, P. J. (2013). Introduction to Business Process Improvement at Unitec. Unitec Institute of Technology. [video] Retrieved from http://www.youtube.com/watch?v=03TKlbrmSTA&feature=youtube_gdata_ player Mellalieu, P. J. (2013). Introduction to Business Process Improvement at Unitec [Infographic]. Retrieved from https://dl.dropboxusercontent.com/u/49418067/BPI%202013_PUBLIC.pdf

Source: http://www.youtube.com/watch?v=03TKlbrmSTA

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5.

Assessment breakdown and due dates

Assessment Id

1a

Weighting Nature of assessment

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Learning outcomes

Team Consultancy Project (Report and oral presentation)

all all

1b

25

Team Contribution by Peer Evaluation

2

20

Professional Reflective Learning Journal

3

15

Technical writing (Executive Summaries)

4

15

Technical writing (Peer reviews of Executive Summaries)

TOTAL

100

Id

Weight

1a

25

1, 3, 4, 5

1b

25

Component Id

Sub-weight

Week due

Draft report

1a.1

0

10

Oral presentation with client

1a.2

5

11

Peer critique of draft report

1a.3

5

12

Final Report

1a.4

7.5

13

Client project conduct evaluation

1a.5

7.5

14

Provisional

1b.1

5

4

Final

1b.2

20

14

Action Plan and Reflection on peer evaluation

2a

7.5

5

Final reflective professional and personal ‘essay’

2b

12.5

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Nature of assessment

Team Consultancy Project: Outputs

Team Contribution by Peer Evaluation

WARNING!!! You are required to submit ALL assignments. Failure to submit an assignment will result in FAILURE of the course. If you fail to resubmit an INCOMPLETE assignment, then you will fail the course as a whole. 2

20

Professional and personal insight

Technical writing 3

15

Executive Summaries of Case Analyses(x 2)

3.1, 3.2

15

2, 5

4

15

Peer reviews of Executive Summaries (x 2)

4.1, 4.2

15

4, 7

TOTAL

100

Semester-Specific dates of classes and assignments are here.

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100

Assignment assessment policy All assignments submitted for this course are required to conform to the course assignment assessment policies and standards. These standards are presented on the course e-learning site in these sections: Course assignment assessment policy Mandatory written and oral communication standards General information

Assessment Breakdown

The specifications and assessment rubrics for all assignments are detailed on the course e-learning site.

4 Peer Review 15%

1b Team Contribution 25%

3 Technical writing 15%

2 Professional Insight 20%

1a Team Project 25%

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6.

Topics, content, and reading schedule

Course topics , semester-specific dates of classes, and Turnitin assignment submission times are presented on the course eLearning site, https://moodle.unitec.ac.nz/course/info.php?id=546.

Semester-specific calendar and assignment due dates for 2016-1 BSNS 7350 Operations Management Electronic submission DATE for Assignments: On the date specified for the class session. Submission TIME: Submit before 10 am on the day class commences. Risk management: You may submit and replace DRAFT versions of your assignment prior to your final submission. Submitting drafts is STRONGLY RECOMMENDED. Late assignments cannot!, CANNOT!!, CANNOT!!! be admitted into the Turnitin Peer Evaluation system. ALL assignments must be submitted on-line to http://turnitin.com. See access codes and password on the page ‘Turnitin Registration’ All feedback and marks for written assignments are provided through the Turnitin system. All Peer Reviews of written assignments are conducted through the Turnitin system. Teaching locations and times available on the Unitec main website here: http://www.unitec.ac.nz/career-and-study-options/ management/graduate-diploma-in-business-operations-management/operations-management

Semester 1 Date

Week

Agenda

Ass 1a: Team Project

Assignment 1 commences: Team building

1-Mar

1

Introduction

8-Mar

2

Case Discussion: Inner City Paints (ICP)

15-Mar

3

22-Mar

4

29-Mar

5

Easter Break (Commences 25 Mar)

5-Apr

6

Case Discusion: Kelly Tarlton (KT)

12-Apr

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Ass 1b: Team Peer Evaluation

Ass 2: Professional Insight

Ass 3 & 4: Technical Writing

Ass 2: Journaling commences Ass 3.1: Draft: Inner City Paints (ICP) Ass 3.1 Revision 1: ICP Ass 1b.1: Provisional Peer Evaluation of team contribution

Ass 4.1 Peer review of 4.1 ICP

Ass 1b.1 Action Plan and Reflection on Peer Evaluation

Ass 3.2: Draft: Kelly Tarlton (KT)

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Ass 3.2 Revision 1: KT

7.

Learning resources

Prescribed text Heizer, J., & Render, B. (2014). Operations Management: Sustainability and Supply Chain Management [Global Edition] (11th ed.). Pearson Education. New Zealand eBook version available here: (cheaper, interactive features) Heizer, J., & Render, B. (2013). Operations Management: [Global eBook Instant Access Edition] (11e ed.). Pearson Education. http://www.pearsoned.co.nz/9780273788195 Recommended texts Barlow, J. (2006). Excel Models for Business and Operations Management [online ebook]. John Wiley & Sons. http://unitec.eblib.com.au/patron/FullRecord.aspx?p=241134 Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2011). Essential Academic Skills (2nd ed.). Melbourne: Oxford University Press. Manalo, E., Wong-Toi, G. & Bartlett-Trafford, J. (2009). The business of writing: Written communication skills for business students (3rd ed.). North Shore, NZ: Pearson Prentice Hall. Students are required to access Unitec e-learning Moodle site and the internet for materials relevant to this course.

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Online resources

Student Learning Support Centre (Te Puna Ako)

Students are required to

Te Puna Ako, Learning Support Centre 815 4321 Extn 8611
 Building 180, Mt Albert campus

Access the Unitec Learning Management System (LMS) Moodle internet site for materials and communications relevant to this course. Moodle Course BSNS 7350: https://moodle.unitec.ac.nz/course/info.php?id=546 Use http://turnitin.com to submit written components forming parts of all assignments. The Turnitin course access code and password is provided in Interactive 1.5

Monday to Friday, ! ! ! ! ! !

8.30am - 4.30pm
 Evenings by arrangement

Mt Albert campus
 Phone ! ! !

+64 9 815 4321 ext 8611

Web address; !

http://libguides.unitec.ac.nz/TPA

!

Use a citation management system such as Endnote or Zotero to manage their database of reading. See http://www.zotero.org. and see Interactive 2.7. To make the best use of the Learning Support Centre, Te Puna Ako, watch the video Interactive 1.5.

Use Unitec library - all prescribed texts and reference texts are placed on course reserve for your emergency use. Use Unitec Library online databases

How to access library assistance

How to gain excellent marks in assignments

Main Library

Do you want to improve your assignments and grades? You could:

Building 110, Gate 4, ! Monday to Thursday, ! Friday, ! ! ! Weekends, ! ! !

Mt Albert campus
 8.00am - 9.00pm
 8.00am - 6.00pm
 9.00am - 4.30pm

Phone: !

!

!

Front Desk ! (09) 815 4185

Visit the Pacific Centre for Teaching, Learning and Research. 

Email: !

!

!

[email protected]

Web address: !

!

http://library.unitec.ac.nz/

Contact the Student Issues Advocates for independent advice. For contact details and more information, visit http://www.unitec.ac.nz/current-students/student-life/student-advocates


Talk with your lecturer or programme director.  Visit Te Puno Ako or Maia for learning advice and support. 

Study Guides: The Unitec Study ToolBox http://libguides.unitec.ac.nz/studytoolbox

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Interactive 1.5 Make the best use of the Learning Support Centre, Te Puna Ako

Available from: http://www.youtube.com/watch?v=CUexq3qgyTU

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SECTION 2

General Figure 1.2 Campus view from Gate 4, Carrington Road Overview

1. Must I attend class? 2. Who is the course lecturer? 3. What are my responsibilities as a student? 4. What are Unitec’s obligations to me? 5. What are Unitec’s rules and policies that are relevant to me?

"The only good is knowledge and the only evil is ignorance." Socrates

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1.

Contact sessions: Studios and conduct

Your learning experience assumes that you will attend class contact studios to clarify assignment requirements and to participate in extending the learning you gain from the section: Topics and Content Outline: Reading Schedule, Section 4. Accordingly, all studio sessions are compulsory. Email your team and tutor in advance if you cannot attend. Studio sessions will be the primary time discussions will be held about the assessments. Please ensure that before coming to the studio sessions that you are prepared. Skim read the relevant chapters prior to the relevant class. Prepare questions and/or case examples you would like to discuss drawn from recent news events. Follow up classes by reading fully the chapters indicated in the section: Topics, content and reading schedule

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2.

Lecture attendance and conduct

Unitec is required BY NZ LAW to record and report to the immigration department on the attendance of any student present in New Zealand under a Student Visa. Therefore, if you are attending Unitec on a Student Visa you are expected to attend all lectures. ALL students are strongly encouraged to attend every session as a range of differing subject matter, guest lecturers and in class group activities and discussions are designed to enhance student learning and experience. Punctuality is an important courtesy for lecturers and students and is, of course, a mandatory requirement in the business environment.  Email the tutor and your team beforehand if you have to miss a class. An attendance register will be taken at the start and end of each class to monitor the attendance of each student for administrative purposes. Lecture sessions for all students will be the primary time for coaching and discussions. Class meetings will include discussion about the assessments and assignments. Please ensure that before coming to the lecture sessions and tutorials that you are prepared. Read the relevant chapters (at least) the night before lectures. Prepare questions and/or case examples you would like to discuss. We expect you to be up to date on current industry developments. Team work is an essential component of this class. You will be rated on the quantity and quality of your contribution to your team’s assignments. Your team will expect to check in with your progress on team tasks prior to and after the formal component of the class session. Cell phones are not permitted to be on, or used, during class time and must only be done so during break times or by prior lecturer agreement.   Our lecture sessions should be fun and interactive. Please feel free, and welcome, to participate in any discussion and debate. We want to hear your views! In grading all assessments, consideration may be taken into account of students who do not regularly attend lectures and team meetings.

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3.

Unitec’s commitment and expectations of students

Unitec and BBus policies and procedures

Unitec is committed to providing you with:

Unitec guidelines on policies and procedures

Lecturers who are well prepared and organised

Please read the policies specific to the Bachelor of Business in conjunction with the Unitec publication, “Your Guide to Unitec’s Rules and Policies”.

Display a thorough knowledge of their subject Good communicators

All students should obtain a free copy of the “BBus Student Handbook” which includes information on:

Provide you with useful feedback on your performance Responsive to your learning needs

Lectures and Conduct

Qualifications that are credible and portable

Academic Dishonesty

A quality education in a climate of continuous improvement

Online Enrolment

Accurate information about your programme

Attendance Policy (International and Domestic)

Assessment that is fair, valid and timely

Assignments (Format, Presentation, Referencing, Submission, Extensions)

The opportunity to evaluate courses and teaching in confidence

Exams (Regulations, Timetables, Special Consideration Applications)

A learning environment that is safe and one that enables you to achieve your full potential.

Assessment (Collection of Assessments, Uncollected Assessments, Reconsideration) Special Assessment Consideration (SAC)

We expect students to:

Results These documents are available on Moodle and via Unitec’s main site:

Be punctual and reliable in attendance

Unitec rules and policies: http://www.unitec.ac.nz/current-students/support/rules-and-policies/rules-andpolicies_home.cfm

Be well organised and prepared for each class Be committed to your own learning Participate actively in group work and other learning activities associated with their programme.

Bachelor of Business Homepage On Unitec’s eLearn site, Moodle

Abide by Unitec statutes and regulations Respect the rights of your fellow students and Unitec staff

http://moodle.unitec.ac.nz/course/view.php?id=1235

Provide useful feedback to courses and teaching to assist us in improving our programmes and services.

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4.

Mihi

Course tutor

Ko Tongariro te maunga Ko Waikato te awa Ko Huguenot te iwi Ko Geering te rangatira Ko Mellalieu te hapū Ko Pukawa te marae Ko Boeing te waka Ko Kaiako Jean-Pierre ahau

About Associate Professor Peter MELLALIEU teaches innovation, strategic thinking, new venture development, and ‘wealth from green’ at Unitec Institute of Technology, Auckland. Peter emigrated from the United Kingdom in the mid-1960s. He grew up in the Waikato, later studying biotechnology, industrial engineering, and management at Massey University (Manawatu). After university graduation he worked in Wellington as an industrial scientist implementing novel Decision Support Systems for long-range strategic development in several agribusiness sectors including the New Zealand dairy industry. Later, Peter worked in Belgium in an entrepreneurial new venture information technology (CAD/CAM) systems company. The Flanders-based company was located near his family’s 17th century Huguenot roots as silk-weavers in a north-east French village, Malaloy, in the Champagne producing region of Alsace-Lorraine. Returning to the Manawatu in 1987, Peter commenced his tertiary academic teaching career at Massey University. In 2000, he organised a conference on the theme ‘strategies for sustainability and success’ in which he engaged thought leader theologian Sir Lloyd Geering as keynote speaker. This conference lead to his current research interests in education for sustainability, eco-innovation, eco-enterprise, and eco-magination.

Peter J MELLALIEU, PhD, BTech(Hons), MPubPol, CertIwiEnvMgt StrengthsQuest Talents: Strategy. Learner. Ideation. Activation. Intellection.

He spends many happy hours walking, sailing, singing, and skiing with family, friends, and learning partners around Tongariro, Taupo, and Auckland.

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Contact Department of Management and Marketing Faculty of Creative Industries & Business Unitec Institute of Technology Carrington Road, Mt Albert, Auckland

Office:! !

OAKRIDGE 054-1012

Mobile: !

021 42 0118 (Preferred)

Phone:!

815 4321 Extension 8108

Email:!!

[email protected]

LinkedIn:!

http://www.linkedin.com/in/petermellalieu

Interactive 1.6 Peter Mellalieu’s Office at Oakridge 054

Publications:!http://unitec.academia.edu/PeterMellalieu Journal:!

http://pogus.tumblr.com

Skype:!!

myndsurfer

Unitec:!

Staff directory

Appointments and communications with course tutor For an appointment with the with course tutor, please email, text, or phone at least 24 hours in advance. All efforts will be made to accommodate your request for an appointment. All requests for an appointment will be confirmed prior to any appointment.

Location: https://goo.gl/maps/qUwPy

If you “drop in” for an unconfirmed appointment while the lecturer is busy with other duties, an appointment may not be appropriate or possible. In these instances, offence is not intended. You are encouraged to make an appointment by phone or email to avoid this possible occurrence.  Please ensure your written communications use formal business English. plz dnt uz txt. That is, please avoid text abbreviation language. You may attempt to text or phone this lecturer between the hours of 8:00 am and 9:00 pm 24/7.

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CHAPTER 2

Assignment guidelines Writing and success Write. Rewrite. When not writing or rewriting, read. I know of no shortcuts. Larry L. King

Feedback from employers informs Unitec that you can DOUBLE your entry-level salary in a management position through possessing writing and oral communication standards that Example of a cover page for a formal report. Source: (“Annual Report 2007: Carbon Finance for Sustainable Development,” 2007)

enable your work to be presented directly to an employer’s clients without ‘hand-holding’ by your manager. 23

SECTION 1

Written reports Figure 2.1 Students collaborating to write a report Overview

1. What are the requirements for a Formal Technical Report 2. What are the requirements for an Executive Summary? 3. How can I improve my professional writing to meet the requirements of this class? 4. What is a typical assessment rubric for a Formal Report? 5. What is the six-trait rubric for professional writing?

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Formal Technical Report: Required sequence of sections

Assignment requirements

Unitec Assignment Cover Sheet Report your recommendations, analysis and discussion in the format of a Formal Technical Report with Executive Summary. See Required Sections below. Ensure you show all workings and formulae for calculations. Include examples of your calculations.

Report Title Page Table of Contents List of Illustrations (i.e. Figures and Tables) Abbreviations and Glossary Acknowledgements

Submit copies of spreadsheets used in your calculations as Appendixes to your reports.

Executive Summary (Further details here)

Use additional resources where necessary to aid your discussions.

1.0 Introduction (what is the purpose of the investigation; overview of report)

Submit your report through http://Turnitin.com immediately before class on the due date. Turnitin access codes, Semester-Specific dates of classes and assignment submission times are presented here, and on the course eLearning site, https://moodle.unitec.ac.nz/course/info.php?id=546 and the course Turnitin site.

2.0 Background (who is the audience/client for the report; where is the investigation to be conducted; relevant theory and principles; what work has already been done on related projects by others?)

State all assumptions and estimates that you use.

3.0 Investigation Method (how was/will be the study carried out in practice.) 4.0 Results (Present the data collected. Use appropriate analytical frameworks to analyse data. Provide examples of calculations)

Interactive 2.1 shows a typical assessment rubric for a Formal Technical Report. The EXACT rubric for each specific assignment will be detailed in the Assignment Specification for that assignment.

5.0 Discussion (Discuss the implications of your results in relation to the client’s requirements and purpose of the report)

All Formal Reports are required to include an Executive Summary, Interactive 2.3

5.0 Conclusions (Summarise the key results and discussion. Present succinct conclusions. Note any limitations of the study and areas for future investigation.)

Formal writing is required to meet a high professional standard, the requirements for which are detailed in Interactive 2.5.

6.0 Recommendations (On the basis of your summary and conclusions, what actions do you recommend the client/audience should implement?)

Use a citation management system such as Endnote or Zotero to manage the literature your find from web searches, research databases and other reading. See http://www.zotero.org. See Interactive 2.7.

References Appendices Appendix A Appendix B

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Contents of each section of a Formal Report Guidance on completing each section of a Formal Report is explained in detail in Interactive 2.2:

Interactive 2.1 Assessment rubric for a TYPICAL formal technical report

Mellalieu, P. J. (2014, May 22). Guidance for writing a formal technical report. Innovation & chaos ... in search of optimality. Retrieved from http://pogus.tumblr.com/post/86483674558/guidance-for-writing-a-formal-techni cal-report Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2011). Essential Academic Skills (2nd ed.). Melbourne: Oxford University Press. Retrieved from http://books.google.co.nz/books/about/Essential_Academic_Skills.html?id=TRyC ZwEACAAJ&redir_esc=y Pagination Use Roman numerals (i, ii, iii, iv, v… x) commencing from the Table of Contents (page i) through to the Abbreviations section. Use modern numerals (1, 2, 3 … 100) commencing from the Executive Summary (Page 1).

This rubric explains precisely where you will earn marks for each component of a typical formal technical report assignment. Source: Mellalieu, P. J. (2014, May 27). Source: Assessment Rubric for Operations Management Investigative Report. Peter Mellalieu’s GoogleDrive. http://tinyurl.com/qeryhu3

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Executive summary

Interactive 2.2 Guidance for writing a formal technical report

Your report must include an Executive Summary. An Executive summary IS NOT AN INTRODUCTION!!!! It is a self-contained document that includes Purpose, Overview, Scope, Findings, and Key Recommendations. Here is a scaffold of an Executive Summary that you may adapt freely (based on my implementation of Turner et al, Ch. 7, p. 145):
 Situation (Introduction): Provide context information. Problem: Define the issues that the paper addresses. The issues may be problems, opportunities, or challenges faced by the enterprise described briefly in the ‘Situation’ paragraph(s). Investigation method: The method(s) that were used to conduct the study and investigate the costs and benefits of alternative solutions to the issue(s). Solution: Describe the solution – its key characteristics, fundamental principles, and how the solution solves the problem. Evaluation: Provide a summary of evidence for how well the solution solves the problem. Summarise how efficient, effective, and appropriate is the proposed solution compared with (a) the next best alternative (b) doing nothing (c) continuing current practice (d) other alternatives.

Source: Mellalieu, P. J. (2014, May 22). Guidance for writing a formal technical report. Innovation & chaos ... in search of optimality. http://pogus.tumblr.com/post/86483674558/

Recommendations: Give suggestions for implementation or future work. Who should do what by when? What further investigations should be conducted? 1.

IMPLEMENT the ‘linear’ laboratory layout, illustrated in Figure 3.2…..

2.

NOTE that the next best alternative is ..

3.

NOTE that if Celestial Chocolates adopts the new biscuit chocolate then the recommended laboratory layout is...

The audience for an executive summary is precisely what the name indicates: executives and managers.  An Executive Summary may optionally contain brief summaries of tables and figures presented in greater detail in the full report or appendices. For examples and guidance and guidance to writing an Executive Summary, see Interactive 2.3

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Formal written language quality

Interactive 2.3 Guidance for writing an executive summary

The quality of your communication is a CRUCIAL requirement for your success in this course .... and your future career. Feedback from employers and recruitment consultants informs Unitec that you can DOUBLE your entry-level salary in a management position through possessing writing and oral communication standards that enable your work to be presented directly to an employer’s clients without ‘hand-holding’ by your manager. Accordingly, for this course you are expected to write in a style suitable for an international business audience for whom English is a second language. This style of English is termed ‘Global English’. Furthermore, all of your assignment writing is assessed according to the Figure ‘Sixtrait method’, Interactive 2.4. The figure specifies the criteria used to assess your writing quality. The resources in Interactive 2.5 explain some of the special writing features your tutor requires: Global English, paragraphing, and word choice, for instance. Assignments that fail to reach the required minimum standard of writing will be returned for re-writing. You will receive no additional marks if you are required to resubmit. Get your assignment “write” first time! Further details are explained in Interactive 2.5

Source: Mellalieu, P. J. (2013, October 3). Exemplars and guidance for writing a technical executive summary and report. Innovation & chaos ... in search of optimality. http://pogus.tumblr.com/post/62931215234/

Assistance to improve your professional writing and approach to assignments Review the videos Interactive 2.6 Schedule and attend a workshop or personal coaching session provided by the Unitec Student Support Centre Prior to attending the Unitec Student Support Centre watch this video to ensure you are best prepared: Interactive 1.5. Discuss your draft writing with members of your project team, learning cluster, or tutor View the resources available at Study Guides: The Unitec Study ToolBox http://libguides.unitec.ac.nz/studytoolbox

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Interactive 2.4 The six-trait rubric for assessing professional writing quality

Interactive 2.5 Required formal written language quality guidelines

Many written assignments in this course are assessed against the six-trait rubric. These guidelines provide resources to ensure you meet the writing requirements for this course.

Source: Mellalieu, P. J. (2013, July 25). Assessment Rubric for Professional Language: Six-Trait Method for Evaluating Writing Quality (Ver 1.5) (pdf). Unitec Institute of Technology. Retrieved from http://tinyurl.com/sixtrait

Source: Mellalieu, P. J. (2013, October 3). How can we incentivise our students to develop an appropriate professional writing style? My policy and practice. Innovation & chaos ... in search of optimality. Retrieved from http://pogus.tumblr.com/post/62944857816/

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Interactive 2.6 How to improve your writing using the six trait rubric

Interactive 2.7 Information management for teambased projects: Introducing Zotero

Peter Mellalieu and Mary Lim explain how to improve your writing through the six aspects that contribute to professional writing quality. Source: Mellalieu, P. J. (2015, March 11). Information management for team-based projects: Introducing Zotero. Retrieved from http://pogus.tumblr.com/post/113293595663

Source: Lim, M., & Mellalieu, P. (2013, November 18). Developing professional writing using the six trait rubric [video]. Innovation & chaos ... in search of optimality. http://pogus.tumblr.com/post/67325245170

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SECTION 2

Team Contribution Figure 2.2 A project team makes its oral presentation Overview

1. How can the differing contributions of team members to a project be rewarded fairly through academic grades? 2. What is the Team Contribution Calculator, and how can I use it? 3. How can weakly performing team members be encouraged to contribute to team performance - or penalised?

Overview

A proportion of the marks you earn in this course are gained from your participation in a team project that delivers several outputs. Typically, each team member contributes a different amount of effort to the team's output depending on their ambition, capability, and commitment. Accordingly, this assignment enables you to rate the contribution of each of your team members relative to their contribution to the team's performance.

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If your team members rate your contribution highly, then you could achieve 100 per cent for your team contribution. In contrast, if you free-load or disrupt the team's achievement, then you may achieve a zero mark for your team contribution mark. Furthermore, if your team delivers poor results for in your Team Assignments then you will also achieve a lower Team Contribution mark. This topic explains and provides the Team Contribution Calculator spreadsheet that your team will use to calculate each team member’s Team Contribution mark.

Team peer rating The following items are determined by each team member rating the relative contribution of every other team member. Each of the team members’ rankings are input to a spreadsheet your team uses to determines the mark to be allocated for each team member. The tutor DOES NOT expect to see every team member rated with the same score.

Factors used to determine the Team Contribution mark Your individual Team Contribution mark is based on these measures and factors: OUTPUT ACHIEVEMENT: Your personal on-time delivery of outputs and promises made to your team. Quality of output delivered in support of the Team Project assignment specifications.

OUTPUT ACHIEVEMENT

LEADERSHIP AND ENTERPRISE: Actions you take to inspire and direct the team's goals, strategies, and plans; your initiative, innovation, creativity, and enterprise.

LEADERSHIP AND ENTERPRISE, TEAM HARMONY AND ENGAGEMENT INPUT BY TEAM MEMBER

TEAM HARMONY AND ENGAGEMENT: Activities you take to promote effective team communication, relationship building, positive working climate, member inclusion, involvement; overcoming team conflict, team dysfunction, and team member free-loading.

You DO NOT need to wait until the tutor has assessed the final report. Once your team has completed all work associated with your Team Assignment, please upload the peer rating component of the spreadsheet to Moodle. The tutor will then add in the marks for your team assignment outputs to calculate the final contribution for each team member.

INPUT BY TEAM MEMBER: Your on-time attendance and contribution to team meetings. Preparation for team meetings. Prompt response to communications such as messages, emails, phone calls. INPUT THROUGH CLASS ATTENDANCE: Your on-time attendance at class, as recorded by the course tutor. Typically this includes the first 4 weeks of the semester up to the point of the submission of your team’s project proposal.

Anonymity or transparency of rating data One team member should be delegated to enter each students' ratings into the spreadsheet. To preserve the anonymity of your ratings, the task of data entry may be delegated to a member of another team.

TEAM RESULTS: The mark determined by the tutor for your team’s Team Assignment outputs. These outputs typically include:

The Team Contribution Calculator spreadsheet Download the Team Contribution Calculator Excel (TCC) spreadsheet here:  Mellalieu, P. (2013, May 13). Team Contribution Calculator - Release Version 3.3 [Spreadsheet]. Unitec Institute of Technology. https://dl.dropboxusercontent.com/u/49418067/Team%20Contribution%20v3.3% 20copy.xls

Source data for calculations The following items are determined from the course tutor’s records: TEAM RESULTS from all assignment outputs generated by the team, such as grades for:

This video demonstrates how the Team Contribution Calculator spreadsheet functions, Interactive 2.8

Team Project Proposal Team Project Workshop or Oral Presentation Assignment Final Report Feedback on Final Report and conduct of project from client

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Managing an under-performing team member Manage workload and stress As you near the middle of the semester (around weeks 4 to 5), just before the 'break for study', it is productive for teams to ensure that all team members are willing and able to contribute towards the team's objectives. However, this part of the semester is especially challenging as you juggle several commitments:

Interactive 2.8 Explaining the Team Contribution Calculator

Assignments due for other courses The Team Assignment New life circumstances, such as a job or career change, accommodation change Family commitments Planning a few days' vacation Information overload Your first challenge is to manage your personal stress - and/or help reduce your team members' stress. Managing (reducing) stress enables you to focus more productively on the many competing tasks you are pursuing. Managing stress also reduces the risks of making silly mistakes in your work and relationships. 

Source: Mellalieu, P. (2013, May 14). Team Contribution Calculator (Overview). Innovation & chaos ... in search of optimality. Retrieved May 13, 2013, from http://pogus.tumblr.com/post/50359001293/

Second, ensure your team members are aware of changes in your circumstances. Ask for a change in the commitments you have promised. Ask for assistance: either from your team, other students in the class, or Unitec's professional support services.

Due process for managing your team's 'free-riders' In other courses, some of your team members will have discussed team development processes. Many teams go through a dysfunctional 'storming' process prior to establishing productive norms and performing to achieve agreed commitments.
 
 However, the majority of a team may find that one or two members appear to be 'free-riding'. That is, relying on other team members to do their work.
 
 From Week 4 onwards - a team IS NOT required to carry free-riders.


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7. Should the student arrive in class, members of the team should request and ensure the tutor relocates the excluded student to a distant part of the classroom to minimise the prospect of disruptive, inappropriate or harassing behaviors as detailed below. If the student arrives late, walk up DISCRETELY to the tutor and advise him of the arrival of the student.

Accordingly, a team that suspects it is carrying a free-riders may choose to exclude the free-rider from their group. To ensure 'fair and due process', I STRONGLY RECOMMEND you adopt the following protocol before you formally exclude a team member: The team should first attempt to manage the performance of the free-rider using the techniques advocated in Turner, Ireland, Krenus, & Pointon, (2009) or the chapter Peer Feedback in Carr et al (2005). See Bibliography below. 

8. The tutor will speak to the excluded student during a scheduled class break and may provide an opportunity for the student to relocate to another team.

Equity and diversity and Unitec

1. Ensure you are familiar with Unitec's policy on equity and diversity, presented below. 

Source: Equity and diversity at Unitec. (n.d.). Retrieved February 13, 2015, from http://www.unitec.ac.nz/about-us/equity-and-diversity-at-unitec

2. The 'three strike-out' rule. If a team member fails on three 'strikes' of any from the following, the team can prepare to vote to exclude the free-rider. A 'strike' includes:

Nobody is one-dimensional - there are many sides to each of us. That's what makes us so unique. It's these differences that make Unitec such a truly unique work and study environment - vibrant, innovative, highly productive, and bursting with creativity.

Failing to respond to communications (by email, phone, text, etc);

Harnessing the benefits of diversity requires an inclusive, flexible and equitable working and learning environment; one that encourages and values difference and embraces diverse perspectives.

Failing to attend a meeting or rehearsal of the team, unless an apology is submitted in a timely manner before the scheduled meeting; Failing to deliver agreed commitments by the due date/time agreed with the team; Submitting unsuitable or unprofessional material;

We are all responsible for cultivating an environment that recognises the value in our differences and uses them to achieve the best possible educational, business and community outcomes.

Committing acts of Academic Dishonesty, such as plagiarism.

Valuing equity and diversity also means creating an environment free from:

3. The tutor MUST be advised of a team's intention to consider excluding a team member. Sometimes there are circumstances of which a team may not be aware.

Unfair treatment Exclusionary behaviour

4. The vote to exclude should be at least 2/3 majority of the remaining team members, and, ideally, consensus. ('Remaining' means the team members voting to exclude the alleged 'free-rider(s)').

Sexual, racial or any other form of harassment

5. The free-rider should be warned at least 24 hours prior to the team's intention to meet to discuss excluding a team member.

Discrimination based on membership in a social or cultural group.

Bullying

If you see or experience any of these behaviours, you can seek confidential help and advice.

6. The final decision must be communicated to the course tutor by email and by phone. If you have not received an acknowledgement of your message from the Tutor, ensure you meet the tutor to advise him of the situation immediately prior to the class commencement.

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Relevant Unitec policies include

Risk management

See: Complaints. (n.d.). Retrieved February 13, 2015, from http://www.unitec.ac.nz/current-students/services-and-facilities/complaints-andpolicies/complaints

In general, team members SHOULD ensure they are acquainted with the risks to the achievement of the team's goals. Consequently, a team should consider a regular review of each team members' workloads and other factors that may impinge on a team member's ability to contribute.

Academic Integrity Policy

Productive meeting procedure

Countering Harassment Policy

Ensure you follow correct meeting procedure at your formal scheduled meetings. As per Interactive 2.9 ensure you record and communicate:

Student Complaints Resolution Policy Student Disciplinary Statute

Date, time, and location of meeting;

The foregoing are available from: Unitec policies. (n.d.). Retrieved September 14, 2014, from http://www.unitec.ac.nz/current-students/services-and-facilities/complaints-andpolicies/unitec-policies

Agenda: Meeting objective, topics for discussion; information to be prepared for presentation and discussion at the meeting; Names of those required to attend; Progress review against project plan

Mismatch of team member ambitions One cause of frustration amongst team members may be that team members have different ambitions regarding the target grade they are seeking for the assignment. Some may seek an A+, whilst others a C pass. 


Minutes: record of decisions made and actions to be undertaken by whom, by when; Record of attendance and apologies: Names of those team members absent or attending the meeting incompletely (late arrival, early departure); Reason for absence; Formal apology provided prior to the meeting?


 If a mismatch in ambition occurs, it is appropriate for the team's leadership to consider allocating a lesser amount of work to the person who is satisfied with a lower grade. The entire team must AGREE in a timely manner that the less ambitious members will get. To enact this agreement, there should be a written agreement forwarded to the Presentation Judges and tutor on or before the team's presentation. An adjustment to team members' mark is made when the tutor applies the Team Contribution Calculator as part of the Course Assessment process, Interactive 2.8. A large team also has the option to split into two smaller teams, sharing the topics due for presentation at the studio. A team of ONE is entirely permissible!


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Bibliography Carr, S. D., Herman, E. D., Keldsen, S. Z., Miller, J. G., & Wakefield, P. A. (2005). The Team Learning Assistant Workbook. Boston, Mass.: McGraw Hill Irwin. Retrieved from http://www.amazon.com/gp/offer-listing/0072977264

Interactive 2.9 Process diagram for effective meetings

Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2009). Collaborative learning: Working in groups. In Essential Academic Skills (Revised., pp. 149 – 174). Melbourne, Australia: Oxford University Press. Retrieved from http://openlibrary.org/b/OL10135765M/Essential-Academic-Skills Complaints. (n.d.). Retrieved February 13, 2015, from http://www.unitec.ac.nz/current-students/services-and-facilities/complaints-andpolicies/complaints Complaints and policies. (n.d.). Retrieved February 13, 2015, from http://www.unitec.ac.nz/current-students/services-and-facilities/complaints-andpolicies

Processes

Equity and diversity at Unitec. (n.d.). Retrieved February 13, 2015, from http://www.unitec.ac.nz/about-us/equity-and-diversity-at-unitec Unitec policies. (n.d.-a). Retrieved February 13, 2015, from http://www.unitec.ac.nz/current-students/services-and-facilities/complaints-andpolicies/unitec-policies

Inputs

Outputs

Unitec policies. (n.d.-b). Retrieved September 14, 2014, from http://www.unitec.ac.nz/current-students/services-and-facilities/complaints-andpolicies/unitec-policies

CAPA

Anderson, C. (2005, May 13). Write Procedures for Results! Retrieved from http://www.bizmanualz.com/blog/writing-procedures-for-results.html

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CHAPTER 3

Assignment 1: Team Project

Design, present, and defend a detailed project plan for leading a significant programme for improving operations processes and strategies in a New Zealandbased enterprise to enhance its performance to worldclass benchmarks. Practice and reflect on the art and science of leading a productivity improvement team, consultancy investigation, and/or operations management line function drawing on the student's particular technical and leadership strengths. 37

Assignment contribution weight Id

1a

1b

Weight

25

25

Component Id

Nature of assessment

Sub-weight

The Team-Based Consultancy Project comprises one-half of your course assessment, of which:

Week due

Assignment 1a: Half of the mark awarded to each student will arise from the mark awarded for the project outputs.

Team Consultancy Project: Outputs Draft report

1a.1

0

10

Oral presentation with client

1a.2

5

11

Peer critique of draft report

1a.3

5

12

Final Report

1a.4

7.5

13

Client project conduct evaluation

1a.5

7.5

14

Provisional

1b.1

5

4

Final

1b.2

20

14

Assignment 1b: Half a student's mark will be determined by an anonymous peer rating, from 0 to 100, rated by the other team members of the project team. The mark will be determined by the 'Team Contribution Calculator' method, which is explained in Interactive 2.8 The assignment is designed as a series of stages or milestones. These milestones enable your team to gain constructive feedback from your client and class members through the progress of the project.

Team Contribution by Peer Evaluation

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Assignment mission Design, present, and defend a detailed project plan for leading a significant programme for improving operations processes and strategies in a New Zealand-based enterprise to enhance its performance to world-class benchmarks. (Learning Outcome 5).

Interactive 3.1 Productivity Improvements at The Pallet Company

Whilst conducting this assignment you will also insights from your experience as part of your Assignment 3: Professional Reflective Learning Journal. You should commence writing entries into your journal from the first week of class.

Previous assignments Previous students have conducted investigations including: Productivity improvements for The Pallet Company - See Interactive 3.1 Improvements to production scheduling at LSG Sky Chefs An improved approach to inventory management of paint at VIP Packaging  Corporate Social Responsibility and Shareholder Engagement at Kiwi Rail Improvements to waitress scheduling and customer service in a casino operation Inventory and logistics planning to meet Best Buy’s growth strategy Operational improvement strategies for Rio Kitchen Theobroma St Luke Operational Report Source: Mellalieu, P. J. (2015). Experiencing operations management. Auckland: MyndSurfers/Department of Management & Marketing, Unitec Institute of Technology. Retrieved from https://www.youtube.com/watch?v=PYduJye7OqU

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Assignment Milestones

Workload and planning

You will present regular updates of your team's progress on a fortnightly basis throughout the semester. Here is a guideline to the milestones that you should incorporate into your team’s project plan. Note that the designation ‘Week’ refers to Unitec teaching term weeks. Semester breaks and public holidays are excluded: you have extra time! Follow this link for Semester-Specific dates of classes and assignments, Interactive 1.5. Ensure that each meeting follows a well-structured planning, execution, and follow-up process, as per the generic agenda, Interactive 2.9.

I anticipate the team will present its penultimate technical report including Executive Summary with an oral presentation around week 10 or 11. Following your presentation you have 2 weeks to respond to the feedback from the audience to include in your team's final report document. The audience WILL include the client organisation, and other technical experts relevant to the project you undertook.

Milestone Week 1-2:

One member of YOUR team will also be tasked to review critically the draft reports of at least two other Project Team’s Draft report. Your team will also include this critical feedback into the Final Report you submit to your client.

Outline of the Team Consultancy Project. Identification of possible client sites and projects from within students’ own places of employment

Expected input of time

Nomination of Team Project Leaders.

Given the assessment weight is 50 per cent of the course, I anticipate that the average student seeking to gain a B grade for the assignment will contribute 50 to 75 hours. Students seeking a higher grade would expect to provide a greater and/or smarter input. Consequently, for a team of five students, I would anticipate your planning a project requiring 250 - 350 hours over a twelve week period. This time allowance and project timeframe should be made clear to your client.

Selection of teams. Create a team project overview slideshow eg using the Google Consulting Proposal template Review an example of a typical BSNS 7350 Operations Management team project, presented in Interactive 3.1. Review the advice from previous students, presented in Interactive 1.2.

Milestone Week 3: Identified the process of engagement with your potential client (See section below for suggestions) Identified several potential client organisations that you can approach as candidates for the assignment. Identified the requirements for achieving world-class performance in the context of a New Zealand based small-medium enterprise. See, for instance Green, Agarwal, van Reenen, & Bloom, (2010) Established procedures for sharing information and maintaining the confidentiality of sensitive information. Consider using Zotero to maintain a shared research literature database. See Interactive 2.7.

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Milestone Week 4: 

Milestone Weeks 7-9 And Study Break

Identified a client and negotiated the terms of access to the site and data.

Ongoing field visits to client.

Identified and discussed with your client a range of candidate productivity improvement projects, from which you will ultimately select one project to undertake.

Progress results on results of investigations presented for critical and constructive peer review in class by other teams. Literature Review half complete.

Documented the 'Case Notes' describing the company, its industry, and the contexts to the productivity improvement project(s) you are considering undertaking. ie a case document similar to the cases we have discussed in class. An exemplary case format is Kirkwood, J., & Ruwhiu, D. (2002).

Milestone Week 10: Final Draft Report uploaded to Turnitin for Peermark review by other teams. Literature Review incorporated into Final Draft.

Outlined a project plan for the remainder of the project. The plan will establish clear milestones and responsibilities for the team members.

Guidelines for documenting your Formal Report are specified in the 'Advanced' section of: Mellalieu, P. J. (2014, May 22). Guidance for writing a formal technical report. Innovation & chaos ... in search of optimality. Retrieved from http://pogus.tumblr.com/post/86483674558/

Author(s) of Literature Review identified. Note, Your Literature Revierw component could be submitted as fulfilling the requirements for the Level 7 Special Topic or Negotiated Studies. Identified issues for which you require assistance from the tutor and others.

Milestone Week 11:

You will conduct a peer review with your team members to ensure that a fair and balanced contribution to the team’s performance is likely to occur.

Oral Presentation to client and class. Handouts and copy of Final Draft report presented to Client.

Milestone Week 5:

Milestone Week 12 

Presentation to client of of detailed Project Plan and Draft Report Template.

PeerMark of Final Drafts completed by ALL teams to all teams.

Draft Report Template includes the following COMPLETED sections: Introduction, Purpose, Background Context, Issues, Investigation Method, Project Plan, Team organization structure and responsibilities, Risk management, Appendix A: Company and Industry Case Notes.

Milestone Week 13 Final Report submitted to Client and Course Tutor.

Milestone Week 6

Milestone Week 14

Confirmation from client of project scope, plan, resource availabilities, schedule of meetings.

Client completes evaluation of project conduct Team conducts peer evaluation of contribution by team members Submit Reflective Essay Celebrate

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Relevant literature for a consultancy engagement

Developing a process of engagement with a client organisation

I suggest you do some literature searching on how to conduct a consultancy engagement. Here is a useful first start: Consulting Services for Small Businesses. (n.d.). Duke Fuqua Client Consulting Practicum from  http://www.fuqua.duke.edu/programs/studentconsulting/smallbusiness/

Even though you might not yet have a client organisation to approach, your team should develop a 'process of engagement' to guide your working with your potential client. Your 'process of engagement' outlines:

For example a generic approach to this consultancy-like assignment might be: Identify the client company and gain agreement for a first meeting to explore project options

How you will approach your client. How you will explain what your project is about. When you would like to meet with the company, and how many times.

Conduct desk research to establish the context of the company, its industry, and competition.

How you will maintain confidentiality of company data, and the results of your analyses.

Desk research means find out from library research as much as you can about the company, prior to visiting the company.

First visit

What information you might require from the company Who you might wish to speak with (eg in terms of roles and positions within the company.

Clarify the scope of the project, the timing, and availability of your resources ie, the project comprises a team of five final year operations management students, in which each team member will contribute approximately 50 - 75 hours over a ten week period, etc, etc (ie as per the milestones detailed above.)

How you will manage any risks, crises, or challenges that emerge throughout the project relationship. How you will plan, conduct, and review your meetings. See Interactive 2.9.

Brainstorm possible areas for conducting the investigation. Agree on a shortlist of 1-3 topics for investigation. Agree on a Company Liaison Person to whom inquiries for data, meetings etc should be addressed by the team. In some cases, this person may be a member of the student team. Agree on the consulting team's principal Client Relationship Manager, who will be the principal source of contact between the company and consulting team. Discus ethical, safety, environmental risk factors associated with the project, and how they will be managed.

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Ensure the Company Liaison Person is provided with full contact details for the course tutor ... and vice versa.

Commercial sensitivity: the Chatham House Rule

Second visit Presentation of detailed project plan to client. Further data collection, photographs, interviews.

In general, you should regard ALL INFORMATION supplied by students and companies as Personal, Private and/or Commercially Sensitive.  

Ensure the company client/audience(s) for the draft and final reports and oral presentation is clearly identified.

To facilitate productive sharing of ideas and insights amongst class members, all discussions held in class with are presumed to be held under the Chatham House rule. Read about the Chatham House Rule here: 

Conduct investigations, analyses, primary and secondary research. Peer review of project progress with members of other teams and class.

Subsequent visits

http://www.chathamhouse.org/about/chatham-house-rule

Ad hoc inquiries to company. Presentation of Draft Report and recommendations, including oral defence with client and tutors. Submission of Final Report document, taking in corrections and responses to questions raised at the 'Oral Presentation' and peer review by other teams of your Draft Report.

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Team roles and arrangement

Final Report Format Review the guidance for writing Technical reports in the ‘Written Reports’ section of this handbook, here. In particular, see the 'Advanced' guidance here: Interactive 2.2 and Interactive 2.3, or

If a member of your team is employed by a company to which you are consulting, then I STRONGLY SUGGEST that there should be a SEPARATION of duties and responsibilities for the role of Team Leader and Client Relationship Manager in your team. This SEPARATION of duties is intended to ensure:

Mellalieu, P. J. (2014, May 22). Guidance for writing a formal technical report. Innovation & chaos ... in search of optimality. Retrieved from http://pogus.tumblr.com/post/86483674558/guidance-for-writing-a-formal-techni cal-report

The avoidance of a conflict of interest between the aims of the team (represented by the Team Leader), and the aims of the Client Organisation (represented by the team's Client Relationship Manager). A reduction in the risk of overburdening one person with overall team leadership and client relationship. This separation of roles would be sensible in ALL teams!

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Figure 3.1 Client project conduct evaluation

Assessment Rubrics

Q

ATTRIBUTE

The communications, formal and informal, between 1 the client and the Unitec team were conducted in a professional manner.

Rubric for Draft and Final Reports Your final report will be assessed against the assessment rubric shown for the assignment on Turnitin. The rubric is similar to the generic rubric shown in Interactive 2.1. Check the rubric shown on Turnitin for the precise rubric that applies to this assignment.

The team's project objectives and project plan were 2 communicated and negotiated with the client in advance of pursuing the project.

Rubric for Team Contribution Your Team Contribution is calculated using the method explained in this handbook section: ‘Team Contribution’

The interim (draft) report and oral presentation were 3 useful to the client and delivered in a professional manner.

Rubric for Oral Presentation The rubric for the Oral Presentation with the client is shown in Interactive 3.2.

Rubric for Client Project Conduct Evaluation The team’s client will be asked to complete the Client Project Conduct Evaluation form, Figure 3.1. The client will also be invited to make comments in support of their score, including examples of good practice, areas for improvement.

4

The final report provided valuable insight and/or actionable recommendations for the client.

5

The final report was written in a professional style that met the client's normal standards and practice.

The client would consider employing at least one (additional) member of the project team as either a 6 part-time employee, full-time employee, or industrybased learning student. Please name the student(s).

A link to an on-line version of this rubric is here: Mellalieu, P. J. (2015). Client feedback evaluation for Unitec Operations Management BSNS 7350. Auckland: Unitec Institute of Technology. https://docs.google.com/spreadsheets/d/12d8ZZs-4EUQ0sxEjjZKvefVQXau060D tzzQgXIH340Y/edit?usp=sharing

The client would engage a Unitec Operations 7 Management project team for a future project assignment with the company. Overall, the client's collaboration with the Unitec Operations Management project team provided 8 worthwhile value and insights through a professionally-conducted relationship.

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SCORE

Scoring of client project conduct evaluation The key to the scoring system in Figure 3.1: O, 1 = to little or no extent 2 = to some extent but below a normal professional standard TOC

P a g e 27

3= to a normal, average, and acceptable professional extent Assessment Rubric - Assignment TWO - Team Presentation Marking Schedule – Oral Presentation

4 = to better than the usual professional or company standard

Interactive 3.2 Oral presentation rubric Date:

Judge:

Team Id:

Team Name

Criteria PRESENTATION Delivery

Levels

Speaker 1:

Level

5 = to an exceptional, highly professional extent achieved by the best management consultancies or in-house staff.

Level

Team work

Clear speaking

Non-verbal communication Visual aids

Logical sequence

Transitions

Rapport & involvement Timing

Innovation

Sub-Total: Presentation CONTENT Purpose of presentation Topic Focus

Strategy, sustainability principles Relevant information

Speaker 2:

Level

Speaker 3

5: Professional throughout 3: Good 1: An effort 5:Excellent 3: Evident most of time 1:Some evident 5:Very clear and audible 3: All clear and audible 1: Most members mostly clear 5: Exceptionally high 3: Good standard 1: Mostly adequate 5: Very effective 3: Good standard 1: Used 5: Logical 3: Logical 1: Attempted 5: Very smooth 3: Evident 1: Attempted 5: Excellent 3: Gained 1: Attempted 5: Appropriate and consistent with topic 3: Mostly appropriate and consistent 1: Difficulties apparent 5: Clearly evident 3: Effort made 1: Absent Mark = Level x 6 Out of 30

The score ranges between 0 and 40 marks.

5: Clearly identified 3: Identified 1: Attempted 5: Direct 3: Mainly 1: An effort made 5: Clearly identified 3: Identified 1: Attempted 5: Highly relevant 3: Mostly relevant 1: Little

Weighting Sub-Total: Content QUESTION HANDLING Answers the question Succinct

Sub-Total: Questions HANDOUT Lucid Comprehensive Layout and presentation Sub-Total: Handout

1

Mark = Level x 6 Out of 30

2

5: Completely 3: Present 1: Attempted 5: To the point 3: Waffle 1: Evasive

Mark = Level x 4 Out of 20 5: Easy to follow; Own words; logical 5: Overview of presentation; Supplementary detail 5: Professional; Numbered and/or mindmap; Headings; White space Mark = Level x 4 Out of 20

Key Areas for Improvement Key Areas of Strength TOTAL

Sum of Marks Out of 100

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References Green, R., Agarwal, R., van Reenen, J., & Bloom, N. (2010). Management Matters in New Zealand –  How does manufacturing measure up? Findings from the New Zealand Management Practices and Productivity global benchmarking project. Wellington, New Zealand: NZ Ministry of Economic Development/University of Technology Sydney/LSE Centre for Economic Performance. Retrieved from http://www.med.govt.nz/about-us/publications/publications-by-topic/occasiona l-papers/2011-occasional-papers/11-03-pdf Kirkwood, J., & Ruwhiu, D. (2002). Kelly Tarlton’s Antarctic Encounter and Underwater World. In T. Batley (Ed.), Business case studies in operations management. Auckland: Pearson Education New Zealand.

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CHAPTER 4

Ass 2: Professional Insight On reflection A life not studied is a life not lived James Boswell

A reflective journal is designed to help you think deeply about your learning,

"Paris 2010 - Le Penseur" by Daniel Stockman - Flickr: Paris 2010 Day 3 - 9. Licensed under Creative Commons Attribution-Share Alike 2.0 via Wikimedia Commons http://commons.wiki media.org/wiki/File:P aris_2010_-_Le_Pens eur.jpg#mediaviewer/ File:Paris_2010_-_Le _Penseur.jpg

especially on issues such as: your progress in learning, the difficulties you encountered in the process of learning, the strategies you have taken to get around those difficulties, and your evaluation of your own performance. 48

Assignment contribution weight Id

Weight

2

20

Nature of assessment

Recording your journal Component Id

Sub-weight

Week due

Thanks to Patrick Dodd for the information in the following sections. Your learning journals may be done via your blog on Wordpress.com or Tumblr.com. Alternatively, you may undertake the assignment by recording in a Word, Pages, or a handwritten diary. However, to ensure that no plagiarism has occurred, you will be required to cut and paste your journal entries and reflective essay into a document file and upload that file to Turnitin.com on the due dates listed on Turnitin.

Professional and personal insight Action Plan and Reflection on peer evaluation

2a

7.5

5

Final reflective professional and personal ‘essay’

2b

12.5

14

Action Plan and Reflection on peer evaluation

The benefits from writing a reflective learning journal

In Week 4 you will receive feedback from your team mates about your contribution to the team’s Assignment 1 project. Based on the feedback you receive, you will prepare an Action Plan of SMART goals to address issues identified in the feedback process. The issues include both areas of strength to be developed further, and areas of improvement.

For your study, writing a reflective learning journal helps you: bring together theory and practice, yield better understanding of the course material  

Final reflective professional and personal ‘essay For your development as a successful and independent learner, reflective journaling helps you:

This assignment requires you to produce: A reflective diary of events, observations, and insights related to your participation and leadership of course actives including the assignments and course meetings.

Identify your strength and weakness as a learner Discover the methods of learning which suit your own learning style Notice how you can improve your learning in the future

A summative reflective essay that distills key insights from your entire 'learning adventure' of the course and its context.

Gain a clearer picture of your learning progress placing you in a better position to plan your learning.

You are required to submit these TWO components combined as one artifact at the end of the course. Reflective Essay.  Reflective Journal - as an Appendix to the Reflective Essay. You MUST record the Journal from the beginning of the course on a week-by-week basis, and whenever some event strikes you as being significant to record

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Guidelines for writing ‘reflectively’

Sample journal

This section offers guidelines to making journal entries that are reflective and significant to you personally.

The following figure shows a typical journal entry and feedback provided by a tutor in the right-hand margin

What learning experience should I reflect upon? Reflect on your process of learning.  Reflect on your process of engaging with your team project. Record any observations, experience, thoughts and insights that are significant to you as a learner, or even as a person.

  Prompt questions for your reference The function of prompt questions is to stimulate your reflective thinking. You don’t need to answer every one of them in any entry. In fact, you are not supposed to answer every one of them in any entry. How does what I have learned apply to my career in business? How what I have learned relates to my other experiences? How what I have learned helps to explain current events? What implications does it have regarding my learning? What difficulties have I encountered in applying my knowledge in dealing with everyday situations? What would be the causes for those difficulties and how could I overcome them? What has been discussed today in class? What does it mean to me? What do I find difficult in understanding? Why? What do I find difficult in accepting? Why? Could it have been otherwise?

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“Now I know what to put in the entry, but how should I write it?” 

What do I write in the Reflective Learning Journal? Reflective learning journal writing is very different from academic assignments that you have been writing. A journal entry is a piece of flexible, personal, informal piece of writing. If you are unsure about how to start, and how to write, don’t just scrabble something in the journal. Writing something truly “reflective” is the most important part of the process. These tips should give you a lift!

Five tips on how to write a journal entry: Write in first person, as if you are writing a letter to a friend

“I don’t know what to write!”

There is no right or wrong answer for a journal entry. Therefore, feel free to express your ideas, opinion, and thoughts.

Five tips on what to write in a journal entry:

Don’t hesitate to share your personal experience if that helps to illustrate your point. Don’t limit yourself to words – diagrams and pictures are ok, too.

Start off with whatever in your mind about your learning experience in the course

Don’t be too intimidated by English rules. It’s okay to make minor grammatical mistakes if that does not interfere the transmission of ideas. So don’t put too much thoughts about how to write good English, instead spend more effort on what to write.

Don’t just throw in events in chronological order Describe the meaning of what you learnt in the course. Also, your reaction, feeling, opinions, views on both the learning process and the learnt material List the goods and bads, strengths and weaknesses you consider you demonstrate in the course of your learning

However, your summative Reflective Essay should be much more professionally crafted in both writing and presentation.

Make advice for yourself and make plan for your learning in the near future

Source

 

Adapted, with appreciation, from: Dodd, P. (2014, March 24). Learning Journal Assignment Specification (BSNS 7360 International Business). Unitec Institute of Technology.

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Further guidance

Further examples

Mellalieu, P. J. (2010, August 7). Writing a reflective document: The DIEP framework. Innovation & chaos ... in search of l’excellence. Retrieved August 7, 2010, from http://pogus.tumblr.com/post/915055044/diep

Reflective essay written at the conclusion of an Industry Based Learning Project by Unitec students Barnes, D. (2009, October 29). Reflective essay for IBL [Unitec Industry Based Learning Project Journal]. Marketing for Fashion. Retrieved January 17, 2012, from http://danni-ibl.tumblr.com/post/226763243/ibl-reflective-essay

Exemplary reflective essays

A typical diary entry

Note: Available only to enrolled students on the course Moodle site.

Barnes, D. (2009, October 12). Journal entry 9: Media work. Marketing for Fashion. Retrieved from http://danni-ibl.tumblr.com/post/210591244/journal-entry-9-media-work

Qureshi, H. (2012, June). Creative Me.... Reflective Essay (Reflective Essay submitted in partial fulfillment for  BSNS 8118 Enterprise Creativity, Innovation and Design). Unitec Institute of Technology, Auckland, N.Z. here.

On-line blog of journal entries and reflective essay Alenepi, T. (2011). The KIDzone marketing adventure [Unitec Industry Based Learning Project Journal]. Retrieved January 17, 2012, from http://tracey-ibl.tumblr.com/

Vanphavong, M. (2012, May 22). Space Saving Furniture: Reflective Essay (Reflective Essay submitted in partial fulfillment for  BSNS 8118 Enterprise Creativity, Innovation and Design). Unitec Institute of Technology, Auckland. Retrieved from https://www.dropbox.com/s/yabjnjhodogtaqw/Reflective%20Essay.pdf

Young, C. (2012, June). Cut Above’s e-learning strategy: Reflective essay (Reflective Essay submitted in partial fulfillment for BSNS 8118 Enterprise Creativity, Innovation and Design). Unitec Institute of Technology, Auckland, N.Z. here Velikanov, D. (2012, June 30). Reflective essay on APMG8118 – Enterprise Creativity, Design and Innovation. A breath of fresh air: The Chronicles of my new life in the new place on the Globe. here.

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CHAPTER 5

Ass 3 & 4: Technical Writing Time is the best editor Put down everything that comes into your head and then you're a writer. But an author is one who can judge his own stuff's worth, without pity, and destroy most of it. Colette in ‘“Casual Chance”, 1964

"Seattle Daily Times news editor quarters - 1900" by Alfred D. Bowen. Licensed under Public domain via Wikimedia Commons http://commons.wiki media.org/wiki/File:S eattle_Daily_Times_n ews_editor_quarters _-_1900.jpg#mediavi ewer/File:Seattle_Dai ly_Times_news_edito r_quarters_-_1900.jp g

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Assignment contribution weight 3

15

Executive Summaries of Case Analyses(x 2)

3.1, 3.2

15

2, 5

4

15

Peer reviews of Executive Summaries (x 2)

4.1, 4.2

15

4, 7

Draft analysis and summary Prior to class, you will write a draft summary of your analysis in the format of an Executive Summary. You will upload this draft assignment to the Turnitin Assignment Management system. In-class case discussion During the case study discussion in class, you will present and defend your analysis and arguments whilst listening to the equally well-considered analyses and arguments of your classmates.

This assignment is designed to develop several competencies including your ability to:

Revision Following the class, you will revise your draft Executive Summary and upload Revision 1 to Turnitin. The tutor will assess your revised submission against the assessment rubric for the assignment which is located on the Turnitin site. An example of the assessment rubric for an Executive Summary is provided here, Interactive 2.3.

Analyse complex business situations to identify opportunities for improving productivity and effectiveness in an enterprise; Debate and defend your arguments for proposing specific actions to improve Communicate your analysis and argument in succinct, persuasive formal, professional English.

PeerMarking Once all students have submitted their revised Executive Summaries, you will have the opportunity to review, anonymously, ALL the submissions of the students in this class. Specifically, you will now assume the role of a class tutor. You will have the task of marking and providing feedback to a selection of four (4) assignments.

Understand an apply the tutor’s standard for assessing written assignments Compare and contrast your approach to analysis and writing with the approaches of other students in the class.

The four assignments that you will review include: Method Over the progress of the semester, you will be provided with three (3) case studies. These case studies are, typically, a technical description of an enterprise, its industry, and competitive situation. Your task is to read each study PRIOR to the class in which the case will be discussed. You will apply both your raw intelligence and relevant analytical techniques to identify such factors as: issues/problems/challenges and opportunities for improvement for the enterprise.

Two assignments randomly allocated by the Turnitin system One assignment that you choose yourself, from amongst all submitted assignments. Your OWN assignment.

The rubric that you will employ to assess the four PeerMark assignments is shown here, Interactive 5.1.

The case studies are: Inner City Paints (5 marks)

Feedback Once the PeerMark process is complete, each student will be able to review the feedback comments and grading against the rubric from the other students who marked their assignment.

Kelly Tarlton (10 marks)

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Your mark for this assignment You gain higher marks from the tutor for:

Guidance to improve your writing and editing Guidance to improve your writing and editing is provided here, Assignment Guidelines: Written Reports.

Completing the review of all four assignments Providing constructive comments on the papers reviewed, including providing specific actions that the assignment writer should pursue in future assignment writing tasks. Completing a realistic and fair assessment that approximately correlates with the standards of the course tutor.

The mark you allocate to another student IS NOT applied to the mark that student receives for the assignment. Only the tutor’s mark for the assignment applies. However, statistical analyses of previous versions of this assignment identify that there is a 30 % correlation between the mark a student allocates for a peermarked assignment, and the grade the tutor allocates. A higher correlation is expected for this class due to improvement the tutor has made to the peermark process and and assignment structure. Critical information: Avoid late assignment submissions! Owing to the technical implementation of the Turnitin submission and PeerMark system, late assignments CANNOT be admitted into the process. In other words, ALWAYS ensure that you have submitted a draft and revision assignment (Assignment 4.1, 4.2., 4.3) PRIOR to the due date and time for submission. The due dates for the assignment submission, revision, and peermark process are detailed here. It is ESSENTIAL for the fair and correct functioning of the Turnitin Peermark system that you submit your Assignment 4 BEFORE the due date and time for the assignment. No late assignments will be accepted by the Turnitin system for Peermark. Reason: All students will be provided with access to ALL submitted assignments within a few hours afters after the deadline for Assignment 4. That means, a late Assignment 4 submitter could "cheat" the system by viewing other students' submitted work then "improve" their late submission. Furthermore, the Turnitin Peermark system WILL NOT allow a student who submits late to view and Peermark the assignments of other students. I repeat: It is ESSENTIAL for the fair and correct functioning of the Turnitin Peermark system that you submit your Assignment 4 BEFORE the due date and time for the assignment. The prudent Operations Management student will have uploaded a DRAFT version of their assignment at least 24 hours before the deadline! 

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Interactive 5.1 Rubric for PeerMarking of other students’ Executive Summary Case Studies

Available for view on the course Moodle site. http://tinyurl.com/mxzmbdw

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