10 March 2011

Operations ManagementOM 503

EAMBA 18 Summer, 2011

James P. Gilbert, Ph.D, MBA, CPIMProfessor of Operations Management

Rollins CollegeCrummer Graduate School

Operations Leadership: Moving Others to Action

Operational Tools, Techniques, and Methods to Insure Delighted Customers and Stakeholders

Non-Discrimination Policy

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities.

If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, 37289.Appointments can be scheduled by calling 407-646-2354 or email: gridgeway@rollins.edu.

Quick Select Outline:

1. Textbooks & Cases

2. Course Introduction & Objectives

A. Background

B. Course Target

C. General Course Objectives

D. Specific Course Objectives

3. Case Method Instruction

A. Purpose of Case Method

B. Student Responsibility

C. Written & Oral Performance Evaluation Criteria

D. Written Case Reports

4. Examinations

5. Participation

6. Classroom Laptop Policy

A. Student Responsibilities

7. Grade Determination

8. Crummer Code of Academic Honesty

A. Academic Honesty: OM 503

“Entia non sunt multiplicanda

praeter necessitatem”

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Operations Management -- OM 503Rollins College, Crummer Graduate School

James P. Gilbert, Ph.D, MBA, CPIMProfessor of Operations ManagementOffice: 205 Crummer HallOffice Phone: 407-628-6375; FAX: 407-646-1550E-mail: JGILBERT@ROLLINS.EDU

Textbook & Cases: Collier, David A. & James R. Evans, OM, 3rd Edition, South-Western CENGAGE Learning: Mason, OH.

ISBN-10: 0538479132  ISBN-13: 9780538479134 Cockerell, Lee, Creating Magic: 10 Common Sense Leadership Strategies from a Life at Disney.Cases: National Cranberry Cooperative (Abridged); Toyota Motor Manufacturing, U.S.A., Inc. (Purchase

these two cases at: Course link: http://cb.hbsp.harvard.edu/cb/access/9192278(NOTE: Over the last several terms only 70% of enrolled students have purchased cases. If you receive a copy of these cases from another student it is stealing.

Family Pizza Night at the Bala Bay Inn (file on Black Board).

Course Introduction and ObjectivesOperations management (OM) is defined as the design, operation, and improvement of the systems

that create and deliver the firm’s primary products and services. This set of activities relates to the creation and delivery of products and services through the transformation of inputs into outputs. Every aspect of an organization’s management not relating to finance/accounting or marketing is a part of operations management. We see, then, that the vast majority of jobs are in the field of OM. This course deals with strategic and tactical operation decisions, including: product/service design, capacity management, quality management, process design, facility location, layout, supply chain management, human resource development, inventory management, scheduling, and maintenance. Given our location in central Florida, particular emphasis will be placed on service operations management.

BackgroundNever before has the field of operations management been as important as right now. Worldwide

competitive pressures on manufacturers and service providers continue to heighten. Security concerns post 9-11 has heightened awareness of the importance of proper inventory management. Customers, rightly so, are more demanding than ever for high quality experiences.

In recent years, the manufacturing sector has made great strides to improve its quality, productivity, and cost competitiveness. This said there is still continuous improvement necessary for long-term survival. It is argued that a nation cannot retain its economic superiority without a solid industrial base. Some say that the U.S. is becoming a “hollow” country by purchasing, subcontracting and outsourcing to foreign suppliers. We see at the moment major manufacturers on the edge of failure.

The service sector is now going through much of the same pain and gain previously experienced in manufacturing. In the last few years, many service jobs previously filled by U.S. residents are now located in India, Jamaica, Ireland, Mexico and elsewhere around the world.

Managing operations is demanding and challenging. Production and service processes are generally very complex. A single company’s operations may involve hundreds of pieces of capital equipment; thousands of people; tens of thousands of materials, components and products; and countless pieces of information. The major challenges are: coordinating all of the elements and getting them to work together as a coherent system, creating those goods and services at low cost and high quality, reducing cycle times and speeding response times.

But that’s not all. The environment is constantly changing and the pace is faster—we are in a speed-is-everything erea. Operations managers must adapt to be able to accommodate new product and service designs and new processing technologies. Sustainability initiatives are having major impacts on OM.

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Operations managers are part organizational pilots, part navigators—all on a global scale. To operate globally requires a wide range of talents and skills, the simultaneous mastery of intricate details and broad perspectives.

When this is done well, operations management provides organizations and societies major compete-tive advantages. The most imaginative business plan or most brilliant marketing strategy will flounder without solid operational support. The operations area is the consumer of most of a firm’s capital since materials and labor on average are 60%-80% of the Cost of Goods Sold. Thus, OM is fundamental to financial strategy. Excellence on operations helps to reduce cash flow requirements and variability in cash flows. Variability in cash flows and product delivery can trip up companies that have great product and service offerings. Smart scheduling can be vital to sustained profitability and growth. Savvy operations management is essential for corporate survival in the global marketplace.

Course TargetThis course in the principles of OM presents the best thinking possible on current practice. We will

examine business organizations with a large scope. Effective operations management practices work for service providers, manufacturers, profit and not-for-profit businesses, small and large organizations, and government and private sectors. Our OM course is designed to meet the needs of MBA students who are interested in continuing to improve business operating performance for both professional and personal gain. Your contact with operations management may take many forms, including: financial manager, sales/marketing manager, engineer, sourcing manager, customer relations, project manager, strategic planner, services manager, and accounting manager.

Given both the broad range of backgrounds and future career paths of course participants, this course concentrates on providing pragmatic concepts, methods and techniques of effective OM. These practical frameworks can be used as reference points to further your understanding of unfamiliar OM situations, and to overcome common misconceptions about the roles and responsibilities of the operations management function. The focus is on what the general manager needs to know to make responsible decisions leading to customer satisfaction, adding economic value, and shareholder wealth.

General Course ObjectivesParticipants should understand the principle theories and techniques applicable to current and future

operations management roles and responsibilities. The aim here is to expose the graduate student/participant to a wide range of OM situations and to provide a basis on which to assess, evaluate, and recommend specific management actions regarding existing operations. This course provides a foundation in the concepts and analytic methods that are useful in understanding the management of a firm’s operations. The level of analysis varies considerably, from operations strategy to daily control of processes, human resource scheduling, and inventory management.

The primary objective of this course is to assist student-participants in building the leadership abilities and skills necessary to participate actively in decision-making involving operations management issues. These skills include the ability to: listen critically, synthesize and analyze relevant information, ethical leadership, and react to and contribute to the discussion on OM directions for the firm. In support of this objective, the course provides:

A framework for strategic choices facing the operations function, exposure to the concepts and tradeoffs associated with a firm’s operation, an introduction to basic analytical tools useful in examining operations issues, and an opportunity to gain experience in tackling operations management problems.

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“You can stare at maps and aerial photos until you eyeballs are coming out. But nothing can take the place of physical reconnaissance. Maps and photos are

OK, but seeing the terrain and, if possible, walking over it, is a thousand times better.

Learn the terrain.

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Specific Course Objectives

A. Upon completion of the course, participants should have developed an understanding of how different types of operations processes operate in terms of their key characteristics, management tasks, organization, and control.

Typical attribute indicators of the intended level of development:1. The ability to describe in detail the major components of an operations

management system.2. The ability to apply these principles and concepts to any business.

B. Upon completion of the course, participants should have acquired a basic set of OM tools and structures for handling five major classes of operating tasks: demand management, materials management (including inventory management and purchasing/supply-chain), quality management, capacity planning and control, and work process scheduling and control.

Typical attribute indicators of the intended level of skill acquisition:1. The ability to design an operating management system for a service or

manufacturing business.2. An awareness of the best practices for problem identification and solution.3. The ability to constructively criticize inadequate systems and support

your position with logic and analysis.

C. Upon completion of the course, participants should have acquired the skills necessary to effectively use the techniques of analysis and decision-making that are applicable in such areas as service system development, capacity/facilities planning, process technology management, repetitive production, and others.

Typical attribute indicators of the intended level of skill acquisition:1. The ability to design a basic process control program for a service or

manufacturing business. 2. The ability to arrange statistical data into meaningful management information.3. The ability to support management recommendations with quantitative and

qualitative evidence.

D. Upon completion of the course, participants should have developed their own framework for relating strategic issues of operations management to other functional areas of the organization.

Typical attribute indicators of the intended level of skill development:1. The ability to explain the roles of engineering, marketing, accounting, finance,

and others as related to the operations management system.2. The ability to justify to management the need for continuous operating

improvements.3. An awareness of the current state of OM worldwide and what might lie ahead.

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Case Method Instruction or “Participative Education”

Purpose of Case MethodA case is a description of an actual management situation, commonly involving a decision or

problem. Cases allow the student to participate in discussing the analysis and solution of relevant and practical problems. Under the case method of instruction, your professor acts as a guide and not as an oracle. Case method instruction allows for testing of theory-to-practice and places little emphasis on learning by memory. Cases allow the development of proficiency in analyzing management problems reaching decisions as to desirable action, and formulating programs for making effective decisions.

Student ResponsibilityEach case presents specific facts which call for a decision and out of which the student can

draw realistic, useful conclusions. For the case method to be successful, each student must come prepared for class because it is the obligation of each individual to make substantive contributions (see section on Participation). Students learn from each other under the guidance of the professor.

It is each student’s responsibility to apply the theory learned in the course to the case and develop a reasonable response to the situation. In this way, students must “carry the load” and have the opportunity to advance in the course as fast as the class desires.

Written and Oral Case Performance Evaluation Criteria

I. The student must be able to make the required decisions in the case. The performance objective stressed throughout the course is that the student be able to make concrete decisions and to apply what she/he knows to the concrete situation. A passion for shifting the responsibility in favor of discussion profundities is inadequate performance.

II. The student must demonstrate the ability to think logically, clearly, and self-consistently. A student must show knowledge of what are appropriate facts, assumptions, realities, and the determination of this is case-based and subject matter dependent.

II. The student must be able to present his/her analysis in a cogent and convincing manner. The standard here is the inspirational leader. Effective communication lays out a new order or vision and inspires others to direct their efforts toward that goal by communicating personal conviction and passion for the outcome.

IV. The student must have common sense defined as the capability to see the obvious and the relevant. A student should be capable of recognizing and putting appropriate weight on the fundamental issues and factors relevant to the case.

V. The student must demonstrate a willingness and ability to apply analytical muscle and quantitative analysis where relevant. A coherent, self-consistent, relevant argument which ignores the fundamental tools of managerial problem analysis is deficient.

VI. The student should be capable of transcending the concrete situation, adding deep perspective, and demonstrating mastery and competence. This is a minimum criterion for an “A” analysis.

VII. A student should be able to make use of available data to form a detailed and well-argued specific managerial plan of action, or a detailed and well-argued analysis of situations requested in the case for managerial analysis. While this is similar to some of the previous objectives, it is different in the sense that simply making a decision and arguing for it without filling in the concrete details, the many little decisions which make the main decision meaningful, does not represent a fully successful case analysis. There is a quality of follow-through required for an “A” analysis.

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Operations Management -- OM 503Written Case Reports

The following guidelines are just those--guidelines. Please show your creativity and ability to convince the reader of your depth of analysis and correctness of your recommendations. The case write-up must be a professional presentation--spelling, punctuation, sentence structure, exhibits, and grammar usage are important to your total message and are evaluated as part of your grade. I will deduct grade points for a non-professional case report.

1. The report should be printed (double spaced, with 1-inch margins and 11-point, Times Roman font. A limit of 5 pages for the body of the report (not including the title page, executive summary, and exhibits) will be enforced. A concise report is important.

2. Start the report with a title page listing all group participants, followed by an executive summary of one page.

3. For the body of the report, no specific format is required; use your best judgment to organize and present convincing arguments.

Executive Summary Focused paragraphs summarizing key findings – see BlackBoard discussion of this critical report summary for key executives.

Crystal Clear Purpose of Analysis Statement

This statement ties together your areas of analysis with making profit. Make a clear chain of events between your analyses and additional profit.

Core Problem Statement & Discussion Primary issues, concerns and decisions to be addressed

Methodology Methods used to develop analysis

Assumptions List assumptions made for your analysis

Alternatives Enumerate possible courses of action

Analysis Study outcomes of problem-solving alternatives

Evaluation Evaluate the alternatives

Recommendations Present your recommendations for management with time lines and budget

Implementation scheme Specific managerial actions to be taken (and when)

Conclusions Discuss the benefits and risks for management if your recommendations are implemented. Make sure you bring out potential profits here.

Exhibits Tables and Figures are encouraged as they lead to better understanding for the reader. All must be fully discussed in the body of the report.

4. Avoid a repetition of case facts (assume that we have all read the case). Use case facts only when necessary to support your arguments.

5. Always conclude with specific action items, time lines, costs, and potential new profit.6. Every exhibit, table or figure used in the report and must be properly cited. All exhibits,

tables or figures must be properly titled and labeled. Use text boxes to aid reader understanding of your key points and figures.

7. The report should be convincing, coherent, and unified. This integration process will require coordinating capabilities that are worth the effort.

8. The report should reflect a high degree of professionalism in style and readability. Use a spellchecker and grammar checker.

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Examinations

All examinations are comprehensive for all materials covered up to that point in the course.All course materials are testable. This includes classroom discussions, presentations by the instructor, guest presentations, videos, cases, web plant tours, field experiences, and all other assignments and problems.

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Participation or (What is Expected of You?)

Learning is the Active Pursuit of KnowledgeI believe that learning is the active pursuit of knowledge. Our operations management course is designed to enhance the quality of your education. Education is enhanced when the student and instructor enter into a partnership where each actively participates. This course should be dynamic and interactive.

All class meetings will involve discussion of topics, problems, and cases. I expect all graduate student participants to show initiative and responsibility sufficient to participate actively in the discussions. You should use your study group as a means of understanding and analyzing problems, case issues, and as a source of data.

In my view, learning is most effective when we fully participate in the process of acquiring knowledge. In this course, it is my expectation that everyone actively participate each session. Participation starts with preparation. It is my expectation that each class participant will be fully prepared for each meeting by having read the assigned materials and done other work requested and required. It is extremely important that you prepare for class in advance. I will spend at least 4 hours of preparation time for each hour of class time, and you should do about the same. As a group we will analyze situations, solve problems, build decision models, and address issues relevant to quantitative analysis. Get together and discuss the material before class in your study group.

We will talk about recommendations and implementations in a variety of situations. Our classroom should be considered a laboratory in which you can test and improve your ability to convince your peers of the correctness of your approach to complex problems. Effective class participants tend to share the following characteristics:

1. The participant is a good listener.2. Points made are relevant to the discussion and linked to the comments of others. 3. Participants reference other individuals in the class.4. Comments add to our understanding of the situation or issue.5. Comments show evidence of forethought and analysis.6. The participant distinguishes among different kinds of data (that is: facts, opinions, or

beliefs).7. The participant tests new ideas; not all comments are "safe".8. The participant interacts with other members, not just the instructor.9. Comments clarify and highlight the important aspects of earlier comments and lead to a

clearer statement and understanding of the points being covered.10. At all times participants are respectful of others. Constructive criticism is critical to

effective discussion. Negative personal comments are not tolerated.

“Entia non sunt multiplicanda

praeter necessitatem”

Entities should not be multiplied more

than necessary.

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Classroom Laptop Policy

One of the primary reasons that the Crummer Graduate School here at Rollins College has been so successful in the classroom is that each professor strives to develop an environment that actively engages the student in the learning process. This grand oral tradition comes to us from the ancient Greeks and lives today at Rollins College. The primary forms for this learning interchange here at Crummer have been the case method, practical problem use, and dynamic classroom dialogue interchanges. This ability to develop theory through rich discussion and practical experience via problem development and solution has been a highly successful learning model at Rollins College.

In the last couple of years, a number of Crummer professors have expressed concerns that some students are not as actively engaged in the discussion as in previous years. The dynamic classroom interchanges that we enjoyed for so many years are becoming less frequent and less challenging (constructive criticism).

Tim Lougheed (2002), of the New York Centre for the Support of Teaching, summarizes the issues nicely when he states: “If you don’t have engagement from students, you don’t have attention. . . .If you don’t have attention, you don’t really have learning.” The Internet, Twitter, E-mail, and Instant Messenger are extremely enticing tools that few students are able to overlook for very long when a laptop computer and internet connection are available to them in the classroom. For many students, instant messaging in various forms has become like the telephone. When the phone rings, we have a strong desire to answer it regardless of what is taking place in our lives at that moment.

When students are viewing the Internet they are disrupting their personal learning opportunity and those of the students around them. With incoming messages popping up on neighboring screens and colleagues responding to non-class related information, all students lose in the process. This disruption in concentration also includes active image screen savers the cause the eye to move to the computer screen. In the college classroom, all of the class is hurt directly when one or more individual members elect to drop out of the learning experience and involve themselves in inappropriate use of the computer.

The grading scheme for our course requires daily active participation by all students. Your participation grade will be reduced for inappropriate use of the computer in our class. You should not be viewing internet material unless specifically requested by the professor.

“Entia non sunt multiplicanda

praeter necessitatem”

Entities should not be multiplied more

than necessary.

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Classroom Laptop Policy: Student Responsibilities

You are responsible for bringing your laptop to class on days we are scheduled to use it.

Your laptop should be in good working condition. If you are experiencing problems with your machine it is your responsibility to visit the Information Technology specialists for assistance before class begins.

If your laptop is missing or stolen, you need to report the situation immediately to Campus Safety.

It is your responsibility to obtain a loaner laptop before the start of class.

During classroom discussions, you should not be engaged on the network unless specifically instructed to do so. [To do so invites many distractions—web surfing, e-mail, chats, social networking, and the like. These activities are no more acceptable than talking on a cell phone or inappropriate discussions with your neighbor during class time.]

During quizzes and examinations, you may by viewing online material only at the instruction of the professor.

During quizzes and examinations, the only items that should be open on your computer are those directly related to the specific needs of the situation as directed by your instructor or proctor.

Always set up your laptop computer before the start of class. Boot up and program start up may take a few minutes, so please start preparing as soon as you enter the classroom. Setting up after the start of class is disruptive and discourteous.

Please make sure the batteries of your laptop and any needed peripherals are fully charged before class begins (our classrooms have individual power outlets but it is a good idea as power failures do occur).

You may use your laptop to take class notes.

You are responsible for checking your Rollins e-mail and course Blackboard site at least once each day for class assignments and announcements. You are responsible for downloading all information, assignments, and files from your professor before the start of class.

Keep the Microsoft Operating System and Microsoft Office software on your laptop at all times.

IMPORTANT: Always store backup copies of your critical class files materials. Never store your only copy of a case, paper, class notes, or problem solution on the net in case the server is down and you are unable to access the file in a timely manner.

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Grade Determination“Learning is complete only when the learner has internalized the

concepts and can apply it to a situation.”Grades are reported as follows:

A Indicates consistently excellent work B Indicates work of the quality normally expected of a graduate student C Indicates work that is below the quality expected in graduate study F Indicates work that is unacceptable in the graduate level of study I Incomplete indicates that the student and instructor have agreed that outstanding work will be

completed and the grade changed to A, B, C or F by the mid-term point of the following termW WithdrawalX NonattendanceN Audit

NOTE: An “A” Grade may be modified by a minus as appropriate, while grades of B and C may be modified by a plus or minus as appropriate.

Grades in this course are based on both individual and group work. Graded assignments are intended to assess your understanding of the general and specific objectives listed for this course. Your depth of understanding will be assessed using the typical attribute indicators presented in this syllabus, active participation via case method instruction, examination evaluations, and other methods as presented in this document. Please note that class absences do affect your participation score. Your final grade will be determined from the following weighting scheme:

Opportunities:Actively Engaged Class Participation 5% (See Participation or (What is Expected of You?), In-class Computer Use, and

Sentence below on team performance evaluation)Case Presentations1, Class Assignments & Quizzes 55%Examinations (Mid-term 20% & Final 20%) 40%

Individual and Group case presentations are graded on content, professionalism, power to convince audience of your views, and performance (see Written and Oral Case Performance Evaluation Criteria in this document for details). Individual performance in team activities will be evaluated and weak contributions will affect your course grade.

All materials to be handed-in to your instructor are due and available at the start of class. Your grade will reflect a deduction for all work turned in after the start of class (or when called for by your instructor after that time) for any reason.

Grading SchemeA 93 to 100% C+ 77 to 79%A- 90 to 92% C 73 to 76%B+ 87 to 89% C- 70 to 72%B 83 to 86% F Below 70%B- 80 to 82%

1 There are 2 major cases in the course: National Cranberry Cooperative [150 points] & Toyota Motor Manufacturing, U.S.A. [100 points]. These cases are weighed more heavily than the Pizza Night at Bala Bay case [75 points].

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Crummer School Academic Integrity Policy

The Crummer School expects that all faculty, staff, students, and alumni will strive to maintain the highest ethical standards. Leadership is a cornerstone of the Crummer experience and integrity is one of the foundations of leadership. Our philosophy is to practice a standard of integrity we know will help you succeed in your career and attain your life goals. Our policy is to incorporate integrity into a framework of learning. Students who do not adhere to our high standards can expect serious consequences. However, we will guide and counsel those students such that the incident(s) and consequence(s) constitute an opportunity to learn from one’s mistakes.

As an academic community, we define a failure of integrity as failing to maintain the high standards of ethical behavior that we demand of all members of the Crummer School of Business community. This includes, but is not limited to, plagiarism (the use, in any form, of the work of another without attribution, and/or representing another’s work as one’s own), active complicity in such falsification, and violation of test policies (receiving help in any form during an examination from a prohibited source). Failure to report evidence of academic dishonesty is also a violation of Crummer’s Academic Integrity Policy.

Cheating dishonors Crummer students, faculty, staff, graduates, and supporters worldwide. Allegations of a failure of academic integrity are treated as serious matters that are due prompt and thorough attention. Each faculty member has the right and the responsibility to administer grades in his/her courses. However, the faculty recognizes that academic dishonesty is so serious as to warrant separate attention. Therefore, this policy is designed to make your responsibilities clear and to describe the process by which the faculty deals with suspected violations of the policy.

If you have evidence of academic dishonesty you have an obligation to bring this evidence to the attention of the course instructor(s) where the violation(s) occurred. If the instructor is presented with evidence of a potential violation(s), either from a student or by his or her own discovery, the faculty has prescribed the following steps be taken:

1. The instructor(s) of the course(s) where the suspected violation occurred will meet with the Director of Student Services. The Director of Student Services will conduct any investigation considered necessary by the instructor and Director including, but not limited to, collecting physical evidence and interviewing witnesses. In all but the most unusually sensitive cases, the Director of Student Services will discuss the allegations with the suspected student.

2. The Director of Student Services will immediately alert the Academic Integrity Chairperson (a faculty member appointed by the Dean).

3. Upon the conclusion of the Director’s investigation, the Academic Integrity Chairperson, the Director and the instructor will meet to discuss the results of the investigation. The accused student has the right to appear before this panel and speak on his/her own behalf. The following three outcomes are possible:

a. They (the panel), may agree the allegations are unfounded and no further action is necessary.

b. They may agree that the allegations are true and agree upon a suitable penalty.

c. They may disagree on whether the allegations are true or partly true or they may disagree on a suitable penalty.

If the three parties agree that no violation has occurred (3.a above), the student is so notified and no further action is taken. If the three parties agree that a violation has, in all probability, occurred (3.b

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above), the student in violation of the policy is notified and the Associate Dean writes a letter to the student that shall be placed in the student’s file. This letter will contain the description of the allegations, the results of the investigation, the basis for the decision, the terms of the penalty and the student’s further rights to appeal. The matter is then reported to the Crummer faculty at their next regularly scheduled faculty meeting.

4. If the three parties (the panel) do not agree (3.c above) or they agree that dismissal from the program is indicated, an Academic Integrity Committee is appointed by the Dean. This Committee consists of three faculty members – two who have not taught the accused student in class, plus the Academic Integrity Chairperson – and two currently enrolled MBA students representing different programs from the one in which the accused student is enrolled. These students must affirm that they do not have a personal relationship with the accused. This committee reviews the case and makes a determination as to facts and appropriate punishment, including dismissal, if warranted. The accused student has the right to appear before this panel and speak on their own behalf. If the Committee agrees that no violation has occurred (3.a above), the student is so notified and no further action is taken. If the Committee agrees that a violation has in all probability occurred (3.b above), the student who violated the policy is notified and a letter is inserted in the student’s file. The letter will include the allegation(s), the results of the investigation, the basis for the decision, and the terms of the penalty. The matter is then reported to the Crummer faculty at their next regularly scheduled faculty meeting.

5. Students have the right to appeal an unfavorable decision. If the student disagrees with a decision reached by the instructor, Program Director, and Academic Integrity Chairperson, the student may appeal to an Academic Integrity Committee, formed by the Dean. If the student disagrees with the decision reached by the Academic Integrity Committee, the student may appeal to the Dean. The Dean’s decision is final. Results of all appeals are reported to the Crummer faculty at their next regularly scheduled faculty meeting.

While it is difficult to prejudge violations of academic integrity, and each case is considered on its own merits and punishments are designed to fit the severity of the violation, punishments generally can range from an F on the assignment in which the violation occurred, to special assignments (written and practical) in the area of ethics and integrity, to public apologies to classmates and faculty, to an F in the course, to dismissal from the program with or without the right to reapply. In all cases the student’s right to privacy is respected.

In all cases the student’s right to privacy is respected. Students who bring a charge under this policy to the attention of the instructor can expect to be notified when the case has reached a conclusion. However, they are not entitled to be informed of the findings or the penalty.

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Academic Honesty: OM 503

According to the Crummer Graduate School Policy on Academic Honesty, it is the responsibility of each faculty member to explain to students what constitutes academic honesty within the context of a particular course. The following comments apply to OM 503, Operations Management:

1. Case assignments, when handed in, are to be the work of those individuals placing their names on the paper or computer file. When group assignments are made, it is anticipated that all students in the group will make substantial contributions to the work of the group. While the contributions of an individual will vary from one assignment to another because of abilities and schedules, it is viewed as dishonest for a student’s name to appear on case assignments when that student has not established a record of making substantial contributions to the group effort.

2. Academic honesty does not permit students who have not submitted a case report to look at cases submitted in current or prior terms by other students in this class or any other class.

3. Academic honesty in this course prohibits students from talking with others who have already participated in a class discussion of a case (or problem) if the intent of the discussion is to gain insight into analysis of the case (or problem). However, it is beneficial (and quite honest) to ask other students about methods and procedures, if the intent of the discussion is to learn about those methods and procedures rather than their specific application to a case. To summarize, ask questions and discuss freely when the intent is a better understanding of the material in the course. Do not discuss when the intent is to gain competitive grade advantage about a particular case.

4. My practice is to encourage course participants to keep possession of a copy2 of the case analysis reports during the class discussion, so that a student may refer to the report during the discussion.

5. Academic honesty does not allow students to give or receive information about specific questions on an examination that is still active. Scheduling sometimes requires that students will take examinations at different times; all students are expected to respect the necessity that these scheduling requirements will not be used to permit information about the examination to flow from one student to other students who have not yet taken the exam, whether those students are in the same section of the course or different sections of the same course within an academic term.

2 NOTE: All assignments to be turned in are due at the start of class. Grades may be lowered for late assignments.

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