Service Operations Management / ONLINE class 2 months/ syllabus attached!

Teachers:

-The elements that unite services, that differentiate service processes from non-service processes and that differentiate various types of services from each other. Customers generally participate in the service process, often with direct and uncensored interactions with employees and facilities. The resulting variations in demand present a challenge to the operations manager to use effectively the perishable service capacity.

-This results because production and consumption occur simultaneously and thus the inability to inventory services.

-The course covers strategic and tactical issues associated with designing and managing service operations. It provides tools to help assess operations, redesign processes, and establish systems to ensure an excellent customer experience

Grade Components

of 5 quizzes)

Weekly

Total

Deliverable	Date Due	% of Grade
Quizzes (	Total	Bi-	Weekly	18%
Individual Cases (Total of 2 cases)	Upload before end of Week 4 and end of Week 6	40%
Group Case (Total of 1 case)	Upload before end of Week 8	22%
Graded Discussion Boards		20%
	100%

20%

15%

100%

Grade Rubric for Participation in Weekly Discussion Board	Weight Factors
Question-response message and reply message are appropriate, coherent and logical	50%
Question-response message is supported by outside research as needed
Proper grammar, punctuation, APA references (if applicable)		15%
Messages are of sufficient length (250 words each or more)
Total Weight Factors

OPS

5095 – Service Operations Management

Online Format

I. INSTRUCTOR

Instructor:

Name:

Refer to section listing.

E-mail: Refer to section listing

Position: Refer to section listing

Phone: Refer to section listing

II. COURSE DESCRIPTION

This course focuses on services management in general and service operations in particular. It explores the elements that unite services, that differentiate service processes from non-service processes and that differentiate various types of services from each other. Customers generally participate in the service process, often with direct and uncensored interactions with employees and facilities. The resulting variations in demand present a challenge to the operations manager to use effectively the perishable service capacity. This results because production and consumption occur simultaneously and thus the inability to inventory services. The course covers strategic and tactical issues associated with designing and managing service operations. It provides tools to help assess operations, redesign processes, and establish systems to ensure an excellent customer experience. Student operations service learning experience is reinforced with case studies. Prerequisites: ECN 5050, FINP 5008 or equivalent, and QNT 5040.

IV. COURSE COMPETENCIES

1. Describe services and service operations (CC1).

2. Analyze the service concepts and strategies adopted by an organization (CC2).

3. Apply process design and management techniques to practical business problems (CC3).

4. Analyze the role of the customer in the delivery of services (CC4).

5. Analyze the role of information systems in process management and the delivery of services (CC5).

6. Analyze the role of human resources in the delivery of services (CC6).

7. Use effective writing organization and format (including APA style) (CC7).

V. COURSE MATERIAL

A. Required Materials

Fitzsimmons, James A., and Mona J. Fitzsimmons, Service Management: Operations, Strategy, Information Technology, 7th Ed., Irwin/McGraw-Hill, 2011. ISBN 978-0-07-340335-9.

Cases and Readings – CoursePack Title: OPS 5095: Service Operations Management. CoursePack must be purchased from NSU Bookstore (see ordering information below).

APA Manual
The APA Manual 6th Edition is a recommended textbook for all courses as APA style is **required. **

Note: APA has published an APA Style Guide to Electronic References (2007). It has (1) information on how to format new media including blogs, podcasts, wikis, and YouTube and (2) has changed the rules for citing scholarly articles retrieved electronically.

The Alvin Sherman Library has obtained an institutional subscription available to all faculty and students at

http://www.nova.edu/library

/dils/teachinghandouts/APAchanges.htm

. The PDF file attached to the library link provides a revised and updated version of section 4.16 of the fifth edition of the Publication Manual of the American Psychological Association (2001, pp. 268–281).

Many of the changes require an understanding of the changing nature of electronic resources and methods of accessing scholarly resources. For example, Digital Object Identifiers (DOIs) are to be included in the citations when available.

NSU Bookstore: Textbooks and Case Studies may be purchased from the NSU Bookstore (located in the University Park Plaza) by calling 1-800-509-2665 or online at

http://www.nsubooks.bkstore.com

B. Recommended Materials

The NSU libraries comprise the Alvin Sherman Library, Research, and Information Technology Center, East Campus Branch Library, Health Professions Division Library, Law Library and Technology Center, North Miami Beach Branch Library, University School Library Media Centers, and the William S. Richardson Ocean Science Library. Students are strongly encouraged to visit one of the physical locations and/or take advantage of the vast electronic library available for research. For more information, please visit http://www.nova.edu/library.

Please note that all required and recommended materials should be referenced in APA style.

VI. GRADING SCALE

A. Grading Scale for this course

94-100 A

93-89 A-

88-85 B+

84-82 B

81-78 B-

77-74 C+

73-70 C

<70 F

B. Grade expectations

Not all students can expect an A grade for this course! Being awarded an A indicates that the student has an excellent grasp of the various topics and has demonstrated an ability to apply them accurately, precisely, and with a clear understanding of their implications on the situation. Being awarded a B indicates proficiency in applying the topics, but not as clear an appreciation of the subtleties of the topics. Being awarded a C indicates that the student has a limited understanding of the topics, but has failed to apply them accurately or properly interpret their meaning. An F indicates that the student has not grasped the topics and has not demonstrated an ability to apply them to solving problems.

C. Grade Components

Deliverable	Date Due	% of Grade
Quizzes (Total of 5 quizzes)	Bi- Weekly	18%
Individual Cases (Total of 2 cases)	Upload before end of Week 4 and end of Week 6	40%
Group Case (Total of 1 case)	Upload before end of Week 8	22%
Graded Discussion Boards	Weekly		20%
	Total		100%

VII. SCHEDULE OF ASSIGNMENTS

There is no substitute for daily preparation. The content of this course is designed to maximize faculty-student engagement from the beginning of the term and before the first class meeting. Independent of course format and location, students are required to be fully prepared to meet the course objectives. This includes but is not limited to, reading assignments (textbooks, articles), electronic postings, and homework problems. Depending on the first class meeting, students are required to complete all pre-class assignments which will take as few as 7 days or as many as 21 days prior to the first class meeting date.

A. Online Class Schedules

Week One

Learning Objectives

1. Become familiar with classmates and class requirements.

2. Identify traits that all services have in common. (CC1)

3. Describe the role of services in an economy. (CC1)

4. Describe the features of the new experience economy. (CC1)

5. Identify the sources of service sector growth. (CC1)

6. Explain what is meant by a service-product bundle. (CC2)

7. Identify and critique the five distinctive characteristics of a service operation and explain the implications. (CC2)

8. Describe a service using the five dimensions of the service package. (CC1)

9. Use the service process matrix to classify a service. (CC1)

10. Explain the role of a service manager from an open-systems view of service operations. (CC2)

Topics

1. Chapter 1 – The Role of Services in an Economy

2. Chapter 2 – The Nature of Services

Assignments for Week One

1. Post a brief bio of yourself to the BlackBoard “Bio” section (“Discussions”) by Wednesday of Week One. Photo is optional but encouraged.

2. Read chapters 1 and 2 in text.

3. Read assigned articles:

Sampson, S. E., & Froehle, C. M. (2006). Foundations and implications of a unified service theory. Production and Operations Management,

(2), 329-343. Retrieved from

http://proquest.umi.com.ezproxylocal.library.nova.edu/pqdweb?did=1081945051&sid=3&Fmt=2&clientId=17038&RQT=309&VName=PQD

Schmenner, R. W. (2004). Service businesses and productivity. Decision Sciences, 35(3), 333-347. Retrieved from

http://proquest.umi.com.ezproxylocal.library.nova.edu/pqdweb?did=673151691&sid=2&Fmt=2&clientId=17038&RQT=309&VName=PQD

4. View Video 2 – Evolution of the U.S. Economy from Manufacturing to Services. (Note: Video 1 is not used.)

5. Review PowerPoint slides for chapters 1-2.

6. Review weekly Discussion Board Question and post one question-response message by Thursday 11:55pm and one reply message by Sunday 11:55pm. (Refer to Section VII-B-2, “Graded Discussion Boards”, for further explanation.)

Week Two

Learning Objectives

1. Formulate a strategic service vision. (CC2)

2. Describe how a service competes using the three generic service strategies. (CC2)

3. Explain what is meant by qualifiers, service winners, and service losers. (CC2)

4. Explain the concept of the virtual chain and its role in service innovation. (CC2)

5. Describe the four structural and four managerial elements of service design. (CC2)

6. Describe the components of the customer service value equation. (CC2)

7. Describe the sequences and the enablers of the new service design process. (CC2)

8. Prepare a blueprint for a service operation. (CC2)

9. Explain how intellectual property rights protect a service brand. (CC2)

Topics

1. Chapter 3 – Service Strategy

2. Chapter 4 – New Service Development

Assignments for the Week Two

1. Read chapter 3 and 4 in text.

2. Read assigned article:

a. Frei, F. X. (2008). The four things a service business must get right. Harvard Business Review, 86(4), 70-80. (Included in your coursepack)

3. View Video 3 – Using Services as a Competitive Advantage.

4. View Video 4 – Innovation in Services.

5. Review PowerPoint slides for chapters 3-4.

6. Review the textbook video “The Service System Design Matrix, featuring Chase Bank delivery channels” at the textbook website at

www.mhhe.com/fitzsimmons7e

and then click on “Student Edition” and “List of Videos”, then scroll to find the Chase Bank Video.

7. Review weekly Discussion Board Question and post one question-response message by Thursday 11:55pm and one reply message by Sunday 11:55pm. (Refer to Section VII-B-2, “Graded Discussion Boards”, for further explanation.)

8. Individual Case 1 (Refer to Section VII-B-1, “Case Assignments”) – instructor to discuss case to be turned in for grade by Sunday of Week Four.

9. Student Groups to be assigned by instructor. Group Case (Refer to Section VII-B-1, “Case Assignments”) – instructor to discuss case to be turned in for grade by Sunday of Week Eight.

10. Take Quiz 1. (Refer to Section VII-B-4, “Quizzes”, for quiz coverage and time allowed.) This quiz must be completed between Saturday 8am and Sunday 11:55pm of Week Two. During this period, go to Blackboard and open the assignment “Quiz 1”. It is open book/notes, but not to be completed with any other collaboration.

Week Three

Learning Objectives

1. Describe and illustrate the five dimensions of service quality. (CC2)

2. Use the service quality gap model to diagnose quality problems. (CC2)

3. Describe quality design and monitoring tools (Taguchi, poka-yoke, QFD, WtA, SPC) (CC3)

4. Describe a “house of quality” as part of a quality function deployment project. (CC3)

5. Construct a statistical process control chart for a service operation. (CC3)

6. Discuss the concept of service recovery. (CC2, CC6)

Topics

1. Chapter 6 – Service Quality

Assignments for Week Three

1. Read chapter 6 in the text.

2. View Video 5 – Control Charts.

3. Review PowerPoints for chapter 6.

4. Review weekly Discussion Board Question and post one question-response message by Thursday 11:55pm and one reply message by Sunday 11:55pm. (Refer to Section VII-B-2, “Graded Discussion Boards”, for further explanation.)

5. In text, work exercises 6.4, 6.6, and 6.8 and check your answers against the correct answers which will be posted by the instructor on Friday. If your answers are not correct, then recheck your work and be sure to work through the solved problems on pages 140-142.

Week Four

Learning Objectives

1. Describe the impact of the “servicescape” on the behavior of customers and employees. (CC2, CC4, CC6)

2. Recommend facility design features to remove the anxiety of disorientation. (CC2, CC4)

3. Draw a process flow diagram and calculate performance metrics such as throughput time and direct labor utilization. (CC3)

4. Identify the bottleneck operation in a product layout, and regroup activities to create new jobs that will increase the overall service capacity. (CC3)

5. Describe the role of information flow in process management. (CC5)

6. Use quality tools for process analysis and problem solving. (CC3)

7. Describe and contrast corporate quality improvement programs. (CC2)

8. Describe the philosophy of lean management. (CC2, CC3)

Topics

1. Chapter 7 – Supporting Facility and Process Control

2. Chapter 8 – Process Improvement

Assignments for Week Four

1. Read chapter 7 and 8 in the text.

2. View Video 6 – Bottlenecks and Line Balancing.

3. View Video 7 – Lean Management.

4. Complete and upload Individual Case 1 before Sunday 11:55pm of Week Four. (This case was discussed by the instructor during Week Two.)

5. Review PowerPoint slides for chapters 7-8.

7. In text, work exercises 7.4 and 7.5 and check your answers against the correct answers which will be posted by the instructor on Friday. If your answers are not correct, then recheck your work and be sure to work through the solved problems on pages 171-173.

8. Individual Case 2 (Refer to Section VII-B-1, “Case Assignments”) – Instructor Assigned – instructor to discuss case to be turned in for grade before end of Week Six.

9. Take Quiz 2. (Refer to Section VII-B-4, “Quizzes”, for quiz coverage and time allowed.) This quiz must be completed between Saturday 8am and Sunday 11:55pm of Week Four. During this period, go to Blackboard and open the assignment “Quiz 2”. It is open book/notes, but not to be done with any other collaboration.

Week Five

Learning Objectives

1. Use the service encounter triad to describe a service firm’s delivery process. (CC2, CC3)

2. Explain how the culture and level of employee empowerment in an organization affect the service encounter. (CC6)

3. Differentiate four organizational control systems for employee empowerment. (CC5, CC6)

4. Describe the classification of customers into four groups based on their attitudes and expectations. (CC2, CC4)

5. Describe how the creation of an ethical climate leads to job satisfaction and service quality. (CC6)

6. Discuss the role of scripts in customer coproduction. (CC4)

7. Describe the strategies for matching capacity and demand for services. (CC2)

8. Explain the overbooking strategy for service companies. (CC2)

9. Describe yield management strategies. (CC2)

Topics

1. Chapter 9 – The Service Encounter

2. Chapter 11 – Managing Capacity and Demand

Assignments for Week Five

1. Read chapters 9 and 11 in text.

2. Read assigned article:

Frei, F. X. (2006). Breaking the trade-off between efficiency and service. Harvard Business Review, 84(11), 92-101. (included in your coursepack)

3. View Video 8 – Understanding Organizational Capacity.

4. Review PowerPoint slides for chapters 9 and 11.

5. Review weekly Discussion Board Question and post one question-response message by Thursday 11:55pm and one reply message by Sunday 11:55pm. (Refer to Section VII-B-2, “Graded Discussion Boards”, for further explanation.)

Week Six

Learning Objectives

1. Describe the economics of waiting lines using examples. (CC1, CC3)

2. Describe how queues form. (CC4)

3. Apply Maister’s two “laws of service”. (CC4)

4. Describe the psychology of waiting lines and suggest strategies to deal with each. (CC6)

5. Describe four principles of waiting line management with examples. (CC2)

6. Describe the essential features of a queuing system. (CC3)

7. Describe the strategic role of capacity planning. (CC2)

8. Describe a queuing model using the A/B/C/ notation. (CC3)

9. Use queuing models to calculate and evaluate system performance measures. (CC3)

Topics

1. Chapter 12 – Managing Waiting Lines

2. Chapter 16 – Capacity Planning and Queuing Models

Assignments for Week Six

1. Read chapters 12 and 16 in text.

2. View Video 9 – Psychology of Waiting.

3. View Video 10 – Making Sense of Queuing Models.

4. Complete and upload Individual Case 2 before Sunday 11:55pm of Week Six. (This case was discussed by the instructor during Week Four.)

5. Review PowerPoint slides for chapters 12 and 16.

7. In text, work exercises 16.3, 16.7, 16.9 and check your answers against the correct answers which will be posted by the instructor on Friday. If your answers are not correct, then recheck your work and be sure to work through the solved problems on pages 426-427.

8. Review Group Case assignment – originally discussed during Week Two – to be submitted for grade before Week Eight.

9. Take Quiz 3. (Refer to Section VII-B-4, “Quizzes”, for quiz coverage and time allowed.) This quiz must be completed between Saturday 8am and Sunday 11:55pm of Week Six. During this period, go to Blackboard and open the assignment “Quiz 3”. It is open book/notes, but not to be completed with any other collaboration.

Week Seven

Learning Objectives

1. Describe the five roles of technology in the service encounter. (CC5)

2. Give industry examples of the evolution of self-service from human contact, to machine assisted, to electronic service. (CC4, CC5)

3. Describe the eight uses of Web sites. (CC5)

4. Describe the managerial issues associated with the adoption of new technology. (CC5, CC6)

5. Define and contrast the following terms: information technology, information system, and information flow. (CC5)

6. Explain the relationship between enterprise information systems and business processes. (CC5)

7. Contrast the supply chain for physical goods with service supply relationships. (CC1)

8. Identify the sources of value in a service supply relationship. (CC1)

9. Discuss the managerial considerations to be addressed in outsourcing services. (CC2)

10. Describe the role of information flow in supply chain optimization. (CC5)

Topics

1. Chapter 5 – Technology in Services

2. Chapter 13 – Service Supply Relationships

Assignments for Week Seven

1. Read chapters 5 and 13.

2. View Video 11A: Evolution of Information Systems.

3. View Video 11B: Social Media and Virtual Communities.

4. View Video 12: Supply Chains and the Bullwhip Effect.

5. Review PowerPoint slides for chapters 5 and 13.

Week Eight

Learning Objectives

1. Describe the nature of project management. (CC3)

2. Illustrate the use of a Gantt chart and discuss its limitations. (CC3)

3. Construct a project network. (CC3)

4. Perform critical path analysis on a project network. (CC3)

Topics

1. Chapter 15 – Managing Service Projects

Assignments for Week Eight

1. Read chapter 15 in text.

2. View Video 13: PERT Charts and Critical Path Method.

3. Complete and upload Group Case before Sunday 11:55pm of Week Eight. (Group case assignment was discussed by the instructor during the Week Two and Week Six.)

4. Review PowerPoint slides for Chapter 15.

6. In text, work exercise 15.2 and check your answers against the correct answers which will be posted by the instructor on Friday. If your answers are not correct, then recheck your work and be sure to work through the solved problems on pages 394-395.

7. Take Quiz 4. (Refer to Section VII-B-4, “Quizzes”, for quiz coverage and time allowed.) This quiz must be completed between Saturday 8am and Sunday 11:55pm of Week Eight. During this period, go to Blackboard and open the assignment “Quiz 4”. It is open book/notes, but not to be done with any other collaboration.

Week Nine

Learning Objectives

1. Explain the difference between competitive clustering and saturation marketing. (CC2)

2. Explain the impact of the Internet on location decisions. (CC1, CC2)

3. Describe how a geographic information system is used in service location decisions. (CC5)

4. Describe the function, characteristics, and costs of an inventory system. (CC3)

5. Determine the order quantity for various inventory applications (CC3).

6. Determine the reorder point and safety stock for inventory systems with uncertain demand. (CC3)

7. Conduct an ABC analysis of inventory items. (CC3)

Topics

1. Chapter 10 – Service Facility Location

2. Chapter 18 – Managing Service Inventory

Assignments for Week Nine

1. Read chapters 10 and 18 in text.

2. View Video 14 – Location, Location, Location.

3. View Video 15 – Inventory Management.

4. Review PowerPoint slides for Chapters 10 and 18.

6. In text, work exercises 10.4, 10.5, 10.6, and 18.4 and check your answers against the correct answers which will be posted by the instructor on Friday. If your answers are not correct, then recheck your work and be sure to work through the solved problems on pages 254-256 and 500-502.

Week Ten

Learning Objectives

1. Identify and differentiate the four domestic growth and expansion strategies. (CC2)

2. Discuss the nature of franchising from the point of view of the franchiser and franchisee. (CC2)

3. Differentiate between three generic international strategies. (CC1, CC2)

4. Discuss the three factors to be considered in planning transnational operations. (CC1, CC2)

5. Discuss the five C’s that must be balanced in a borderless world. (CC1, CC2)

6. Identify and differentiate the five global service strategies. (CC1, CC2)

Topics

1. Chapter 14 – Globalization of Services

Assignments for Week Ten

1. Read chapter 14 in text.

2. Review PowerPoint slides for chapter 14.

3. Review weekly Discussion Board Question and post one question-response message by Thursday 11:55pm and one reply message by Sunday 11:55pm. (Refer to Section VII-B-2, “Graded Discussion Boards”, for further explanation.)

4. Take Quiz 5. (Refer to Section VII-B-4, “Quizzes”, for quiz coverage and time allowed.) This quiz must be completed between Saturday 8am and Sunday 11:55pm of Week Ten. During this period, go to Blackboard and open the assignment “Quiz 5”. It is open book/notes, but not to be completed with any other collaboration.

B. Details on Assignments

1. Case Assignments

General

For each case assignment, your job will be to investigate the firm’s problem(s) as they relate to Service Operations and prepare a written paper for each case. The format of your paper should be as follows and not to exceed 5 pages (Either 2 or 1.5 spaces between lines) excluding the Appendices section:

Executive summary – a couple of short paragraphs which summarize the remainder of the report

Background – use this section to lead in to your Problem Statement; identify symptoms, critical factors and the current state

Problem Statement – a succinct statement of the problem/dilemma/issue, preferably in a single declarative sentence; be careful to identify the
real
problem and
not
the
symptoms
of the problem

Analysis – apply operational models, course content, and outside research to support your position; logically discuss options, implications and tradeoffs

Recommendations and Conclusions – these should be
your
recommendations regarding how the organization should deal with the problem; they should be fully supported by the Analysis section

Appendices – References and Charts – does not count towards the 5 pages

Citations must be referenced according to APA style.

Appropriate references: This is a library research paper and you must use at least 3 different sources, not including textbooks. These sources should be company websites, industry sources, periodicals, such as the Wall Street Journal, Business Week, and so on, and governmental sources such as the SEC. Wikipedia and other similar sources are not to be used in this course.

The rubric to be used for grading all cases is shown below (refer to “Case Grading Rubric”). (Rubric point values will vary for the group case – refer to the Blackboard site, “Case Grading Rubrics”.)

Individual Cases

The two individual cases must be completed by each student and submitted for grade by the due date listed in the course schedule. The individual cases will be assigned early in the term.

Group Case

The group case must be completed by each group and submitted for grade by the due date listed in the course schedule. The group case will be assigned early in the term.

Each student will be assigned to a case team early in the term. Group work is facilitated through the use of Blackboard software making it quite easy for students to send work back and forth and to collaborate on a final product. Early in the term, each group will designate a team leader who will be the primary liaison with the instructor for the group case. This person will coordinate the timeline for project work and be responsible for submitting the final group paper.

A single grade will be assigned for the group report. Each student in the group will receive the group grade if they have sufficiently participated in the project. However, insufficient individual participation and teamwork may result in an individual point deduction as described below. Individual participation and teamwork is judged based on the instructor’s observations along with the results of individual peer review/TAPE forms which are to be completed and submitted confidentially by each student when the group project is finished. The peer review/TAPE form is contained in this syllabus on page 10. A teamwork grade will be assigned by the instructor to each individual as follows:

Individual teamwork grade Percentage grade deduction

A 0%

B 0%

C 10%

D 20%

E 30% or more

2. Graded Discussion Boards (Weekly Participation): At the beginning of each week, the Instructor will post a discussion question on the weekly Discussion Board. Some of these will be “research questions” which require some outside research (e.g. reviewing the current queue configurations at Burger Kings). Others will be “opinion questions” which require a thoughtful response. Every week, each student must enter at least one question-response message and at least one reply message. The question-response message should respond to the discussion question from the Instructor and must be posted by Thursday. The reply messages should provide comments and critiques of other student messages and must be posted by Sunday. A rule of thumb is that each message should be at least 250 words. Please reference any outside information that you use in answering your questions using APA style. Post your answers to the week’s discussion question as a single post and then post at least one reply to other student messages – all in the weekly Discussion Board for the week.

20%

15%

100%

Grade Rubric for Participation in Weekly Discussion Board	Weight Factors
Question-response message and reply message are appropriate, coherent and logical	50%
Question-response message is supported by outside research as needed
Proper grammar, punctuation, APA references (if applicable)		15%
Messages are of sufficient length (250 words each or more)
Total Weight Factors

3. Textbook and Video assignments

For each class, you will have textbook and video assignments that you are expected to have completed before attending that class. Note that the Blackboard site contains a set of Content Videos that are integrated with the textbook materials and class activities. These videos, like the reading assignments, will be well-represented on the exams. Note that the PowerPoints used in the videos are available on your Blackboard website by clicking on Video PowerPoints. You are also advised to review the textbook PowerPoints found under My Course Content in your Blackboard site.

4. Quizzes

There will be five timed online quizzes required for both online and classroom students. Each quiz will include 17 multiple-choice questions which must be completed within 40 minutes. The content coverage for each quiz is listed below. Students will have an availability period during which they can schedule each timed quiz. The specific availability dates are provided in the Syllabus and Schedule section on Blackboard. All quizzes will be open books/notes but are not to be completed with any other form of collaboration.

Quiz 1

Chapters 1, 2, 3 and 4 and related videos

Quiz 2

Chapters 6, 7 and 8 and related videos

Sampson, S. E., & Froehle, C. M. (2006). Foundations and implications of a unified service theory. Production and Operations Management, 15(2), 329-343. Retrieved from http://proquest.umi.com.ezproxylocal.library.nova.edu/pqdweb?did=1081945051&sid=3&Fmt=2&clientId=17038&RQT=309&VName=PQD

Quiz 3

Chapters 9, 11, 12 and 16 and related videos

Schmenner, R. W. (2004). Service businesses and productivity. Decision Sciences, 35(3), 333-347. Retrieved from http://proquest.umi.com.ezproxylocal.library.nova.edu/pqdweb?did=673151691&sid=2&Fmt=2&clientId=17038&RQT=309&VName=PQD

Quiz 4

Chapters 5, 13 and 15 and related videos

Frei, F. X. (2008). The four things a service business must get right. Harvard Business Review, 86(4), 70-80. (available from coursepack)

Quiz 5

Chapters 10, 14 and 18 and related videos

Frei, F. X. (2006). Breaking the trade-off between efficiency and service. Harvard Business Review, 84(11), 92-101. (available from coursepack)

IX. MEETING DATES AND LOCATIONS

Varies according to the format of your class. See your Course Website.

Team Assignment Participation Evaluation (TAPE form)

Assignment:

For this assignment, please indicate the proportion of contribution made by each team member (including yourself).

Total

Team Member	% of Contribution
100%

Please describe your personal contribution to this assignment:

Name:

Student Number:

Date:

CASE GRADING RUBRIC

TITLE OF RUBRIC: OPS 5095 Student Case Grading Rubric	Course: OPS 5095
LEARNING OUTCOME/S: CC1, CC3, CC7	Date: November 4, 2011
PURPOSE: Apply OPS Theory to Business Practice	Name of Participant: Student
VALIDITY: Best Practices in OPS Management	Name of Rate: Professor
COMPANION DOCUMENTS: Individual Cases, Assigned Articles and APA Style Manual

Earning maximum points in each box in ‘PROFICIENT’ column and / or points in columns to the right of ‘PROFICIENT’ meets standard.
<<<<<<<<<< less quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . more quality >>>>>>>>>>
Performance Criteria	Basic (2 pt)*	Developing (3.25 pts)*	Proficient (4.0 pts)*	Accomplished (4.5 pts)*	Exemplary (5 pts)*	Score
Identifies and describes problem/s effectively (CC1)	Does not state problem(s) or identify symptoms, critical factors and current state in Background discussion.	Somewhat states problem(s) in multiple sentences. May identify symptoms, critical factors and current state in Background discussion.	States problem(s) in multiple sentences. Identifies symptoms, critical factors and current state in Background discussion.	States problem(s) clearly in one sentence. Identifies symptoms, critical factors and current state in Background discussion.	States problem(s) clearly and concisely in one sentence. Effectively and completely identifies symptoms, critical factors and current state in Background discussion.
Applies operational management models (CC3)	Does not apply operational models, course content, and outside research to support position.	Applies some operational models, course content, and outside research to support position.	Applies operational models, course content, and outside research to support position.	Applies most operational models, course content, and outside research to support position.	Completely and effectively applies operational models, course content, and outside research to support position.
Analyzes case, and recommends actions (CC3)	Does not discuss options and/or implications and tradeoffs. May not support position with research.	Somewhat discusses options, implications and tradeoffs logically. Some research supports position.	Discusses options, implications and tradeoffs logically. Supports position with research. Flows smoothly into Recommendations	Discusses most options, implications and tradeoffs logically. Position well- supported with research. Flows smoothly into Recommendations	Completely and effectively discusses options, implications and tradeoffs logically. Fully supports position with research. Flows smoothly into Recommendations.
Uses effective writing organization and format (CC7)	Does not communicate in clear, logical, and grammatically correct language. Uses more than 5 pages, excluding charts graphs, appendices, and references. Does not use primary research sources and/or incorrect APA format.	Communicates in ambiguous, and/or and grammatically incorrect language. Uses more than 5 pages, excluding charts graphs, appendices, and references. Uses marginal primary research sources and/or partially correct APA format.	Communicates in clear, logical, and grammatically correct language. Uses 5 pages or less, excluding charts graphs, appendices, and references. Uses adequate primary research sources and correct APA format.	Communicates in exceptionally clear, logical, and grammatically correct language. Uses 5 pages or less, excluding charts graphs, appendices, and references. Uses substantial research sources and correct APA format.	Communicates in exceptionally clear, logical, and grammatically correct language. Uses 5 pages or less, excluding charts graphs, appendices, and references. Uses significant primary research sources and correct APA format.
OVERALL GRADE (20 total possible points)*:

*Point values are different for the group case – refer to course Blackboard Website.

IX. POLICIES

Plagiarism, academic dishonesty, and other forms of misconduct.
Webster’s defines plagiarism as stealing or passing off ideas or words of another as one’s own; use, without crediting the source; committing literary theft; presenting as new and original an idea or product derived from an existing source. NSU students sign a statement verifying the authenticity of authorship with each written assignment. Plagiarism is not acceptable, so care must be taken to credit any sources used in preparing term papers, theses, or dissertations. Additionally, the submission of written assignments and papers for one course originally submitted and receiving a grade for another course is unacceptable. Students should study the APA Style Manual; it explains how to credit sources.

Be sure that if you are using the ideas or work of someone else, that you credit that person, book, article, etc. This must be done regardless of whether you use direct quotes or whether you paraphrase someone else’s work. Further, any time you use more than three words in a row that came from someone else, you must use quotation marks. (If you copy someone else’s work and then put the source at the end of the copied material, this is still plagiarism.) Also, do not overuse quotes in your work. It is the job of the graduate student to read material, synthesize it, and put it in your own words while acknowledging the source. Remember that APA references require that if you quote material, you must add the page or paragraph number of that quote to your citation (author, year, page). All referencing should be in APA style unless directed otherwise by the instructor (such as using the heading Introduction) Please note that the instructor regularly uses an online plagiarism checker, T

urnitin.com

Course withdrawals will not be permitted to avoid the academic consequences of plagiarism levied by the faculty and/or associate dean. These consequences may include reduced or failing course grades.

Late submission of assignments will not be accepted unless by prior arrangement and permission from the instructor. Additional work to improve grades will not be allowed.

Following is the Huizenga School’s policy on Academic Misconduct.

General Academic Misconduct Policy of the H. Wayne Huizenga School of Business and Entrepreneurship

The H. Wayne Huizenga School of Business and Entrepreneurship (Huizenga School) is strongly committed to a policy of honesty in academic affairs. Students are expected to do their own academic work. Students are awarded degrees in recognition of successful completion of academic coursework in their chosen fields of study. Each student, therefore, is expected to earn his or her degree on the basis of individual personal effort. Consequently, any form of cheating or plagiarism constitutes unacceptable academic dishonesty. Such academic misconduct will not be tolerated at the Huizenga School, and thus will be penalized according to the seriousness of the infraction, in conformity with the standards, rules, and procedures of the Huizenga School and NSU. Accordingly, students are well advised to keep in mind that suspension and expulsion from the Huizenga School are among the sanctions that may be imposed for violations of the Academic Misconduct Policy.

Definitions:

· Plagiarism, as defined by the Little, Brown Essential Handbook for Writers, 4th edition, is “the presentation of someone else’s ideas or words as your own. Whether deliberate or accidental, plagiarism is a serious and often punishable offense” (Aaron, 2001).

· Deliberate plagiarism is “copying a sentence from a source and passing it off as your own and, summarizing someone else’s ideas without acknowledging your debt, or buying a term paper and handing it in as your own” (Aaron, 2001).

· Accidental plagiarism is “forgetting to place quotation marks around other writer’s words, omitting a source citation because you’re not aware of the need for it, or carelessly copying a source when you mean to paraphrase” (Aaron, 2001).

GUIDELINES

The United States Naval Academy’s statement on academic plagiarism (USNA, 2004) provides the following guidelines that we will implement verbatim at the Huizenga School.

1. “Give credit where credit is due. Inevitably, you will use other people’s discoveries and concepts. Building on them creatively. But do not compromise your honor by failing to acknowledge clearly where your work ends and that of someone else begins. (USNA, 2004).

2. “Provide proper citation for everything taken from others. Such material includes interpretations, ideas, wording, insights, factual discoveries, charts, tables, and appendices that are not your own. Citations must guide the reader clearly and explicitly to the sources used, whether published, unpublished, or electronic. Cite a source each time you borrow from it. A single citation, concluding or followed by extended borrowing, is inadequate and misleading. Indicate all use of another’s words, even if they constitute only part of a sentence, with quotation marks and specific citation. Citations may be footnotes, endnotes, or parenthetical references. (USNA, 2004).

3. Recognize the work of others even if you are not borrowing their words. Theories, interpretations, assessments, and judgments are all intellectual contributions made by others and must be attributed to them. (USNA, 2004).

4. Paraphrase properly. Paraphrasing is a vehicle for conveying or explaining a source’s ideas and requires a citation to the original source. A paraphrase captures the source’s meaning and tone in your own words and sentence structure. In a paraphrase, the words are yours, but the ideas are not. It should not be used to create the impression of originality. (USNA, 2004).

5. Cite sources in all work submitted for credit. Your instructor may also require you to identify the contributions of others in drafts you submit only for review. Ask your instructor for his or her citation requirements and any discipline-specific attribution practices. (USNA, 2004).

6. Be cautious when using web-based sources, including Internet sites and electronic journals. There is a common misperception that information found on the Internet does not need to be cited. Web-based information, even if anonymous, must be appropriately cited.
Do not cut and paste
or otherwise take material from websites without proper citation. (USNA, 2004).

7. Provide a citation when in doubt. Always err on the side of caution. (USNA, 2004).

8. Cases may be submitted to www.turnitin.com for review.

Cheating by Plagiarism:

Plagiarism is a form of academic misconduct. The Huizenga School views plagiarism as the representation of another’s work, words, or ideas, statement of facts not generally known as one’s own without use of an academically recognized method of citation. Work submitted at the Huizenga School must be the original work of the student. Original work may include the words and ideas of others, but the source of these words and ideas must be indicated in a manner consistent with an academically recognized form, style, and citation manual. Plagiarism subjects the student to penalties pursuant to the Academic Misconduct Policy. Any student helping a student plagiarize is considered as guilty as the student assisted.

Plagiarism involves using the words, information, insights, or ideas of another without crediting that person through proper citation. Proper documentation is required for all source material as discussed in the individual course policy statement which will be provided and explained by each instructor during the first session of each course. It is your responsibility to know the rules for proper citation – claiming ignorance of the proper citation rules is not an excuse for cheating. One can avoid plagiarism by fully and openly crediting all sources used.

In the absence of guidance from the instructor, reference “APA Style Manual” (standards and rules to be followed when referencing source material).

Cheating on Examinations and Assignments
:

Academic misconduct consists of cheating of any kind with respect to examinations and assignments as well as the unauthorized possession and/or use of exams, papers, and materials. Cheating is defined and characterized by copying answers to examinations, quizzes, presentations, and projects from a source not approved by the professor. This includes but not limited to “crib” notes and “cheat” sheets, cell-phones, PDA’s, I-Pods, and of course, collusion with your fellow student (neighbor). In addition the use of test banks, computers, answer keys, stolen exams, and instructor’s manuals are expressly forbidden. (USNA, 2004).

Cheating subjects the student to penalties pursuant to the Academic Misconduct Policy. Cheating includes, but is not limited to, the following:

· The unauthorized submission of work previously presented in another course.

· Having someone else write a paper for the student; purchasing a paper from someone or through the Internet.

· Participating in an arrangement whereby work, classroom activity, or an examination is done by another person.

· Unauthorized collaboration on assignments or work to be presented.

· Arranging to have others take examinations or to do assignments.

· Obtaining examinations prior to administration.

· Communicating or exchanging test information with other students during an exam or quiz.

· The manipulating of recorded grades or other class records in a grade book or on a computer system or the falsifying of such information.

· Bribery.

Cheating in the H. Wayne Huizenga School of Business and Entrepreneurship will not be tolerated.

Discipline for Academic Misconduct

The professor/instructor has the authority to determine whether plagiarism or cheating has occurred. She or he will take the appropriate action depending upon the nature of the infraction.

Expulsion: Deliberate plagiarism is unethical and dishonorable! In cases of deliberate plagiarism and cheating, the student is subject to immediate dismissal from the program. In these cases, due process is afforded through the appeals process.

Failing Grade: Accidental plagiarism, or sloppy scholarship, is academically unacceptable. In cases of accidental plagiarism, the professor/instructor has the authority to issue a failing grade for the assignment or the course depending upon the severity of the infraction. In these cases, the decision of the faculty member is final.

NSU Student Handbook:

Academic Standards

Huizenga School Handbook:

Student Grievance Procedure

Disruption to Academic Process

Disruption of the classroom or the teaching environment is unacceptable at the Huizenga School and is considered a form of punishable academic misconduct. This includes email or any other form of communication. Disruption of the academic process includes act(s) or word(s) by a student in a classroom or teaching environment that in the estimation of a faculty member deflects attention from the academic matters at hand. Examples of such disruption encompass: noisy distractions; persistent, disrespectful, and/or abusive interruptions; improper language, dress, and/or behavior; and actions that present a danger to the health, safety, and/or well-being of a faculty member, student, staff member, or guest. Disruption also includes tampering with, defacing, or stealing library or online materials. Punishment for such disruption can range from a verbal reprimand by the faculty member, to dismissal of the student from class with a grade of “F,” to suspension or expulsion from the school.

References

Aaron, J. (2001). The Little, Brown Compact Handbook. (4th ed.) Needham Heights, MA: Pearson/Longman.

USNA, (2004). United States Naval Academy 9USNA) Statement on Academic

Plagiarism. May 4, 2004 Faculty Senate Meeting. Retrieved on February 21, 2008 from:

http://www.usna.edu/Library/Plagiarism/Plagiarism.html

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