| Category | Dissertation | Subject | Management |
|---|---|---|---|
| University | Ulster University | Module Title | BMG855 Operations Management |
| Word Count | 1500 Words |
|---|---|
| Assessment Title | Module Handbook |
| Academic Year | 2024-25 |
Welcome
1. Module Overview and Communication
2. Sustainable Development Goals (SDGs) and Graduate Attributes (GAs) in your module 5
3. Aim and Learning Outcomes
4. Assessment and Feedback
5. Learning Resources
6. Organisation and Management
7. Student Voice and Support Services
The UN SDGs are a comprehensive set of global goals to end poverty, protect our planet, and improve the living conditions of the Global Population. You are encouraged to think critically and reflect on SDGs in the context of this module.
The following SDGs are relevant in the context of this module:
Operations management (OM) is the process that effectively plans, organises, coordinates, and controls the operations responsible for the production of goods and services. Countless decisions must be made at all levels of an organisation. Without proper operations management, there is a higher chance of having various departments in conflict with each other. Operations management’s importance is in increasing an organisation’s efficiency and productivity. Effective operations management will: increase organisational competitiveness; reduce costs and increase profitability; make efficient use of technology; reduce waste; and enhance employee motivation towards improvement. In addition, operations management is central to the goals of sustainable economic growth and sustainable production. Sustainable production means that operational processes must minimise negative environmental impacts, conserve energy, water and natural resources, be safe for employees, communities and consumers, whilst also being economically profitable. With an in-depth knowledge of business processes and operations management, managers are better able to initiate projects, collaborate with teams and meet important deadlines.
This module aims to enable students to acquire knowledge and understanding of the tools of operations management and to be able to apply them to solve operational problems in a range of organisational settings to improve efficiency and productivity, focus on quality and to achieve both sustainability and profitability.
This module aims to help students develop a solid foundation of operations management skills, in particular, the analysis and interpretation of quantitative data, and the application of quantitative models that will enhance management decision-making and provide relevant performance measures.
This module aims to hone several attributes that are important for an operations professional: notably, making connections and sense of complex systems, and questioning assumptions.
What should you be able to do by the end of this module?
Successful participants will be able to:
1) Develop a critical understanding of the importance of operations management for increasing an organisation’s efficiency and productivity alongside the need to apply sustainability to all strategic decisions of operations, including: capacity management, supply network, process technology, and organisational development (SDG7, SDG8, SDG9, SDG12, SDG13).
2) Develop a critical understanding of Industry 4.0 to appreciate how organisations across a range of sectors (services, healthcare, manufacturing) are integrating new technologies, including Internet of Things, cloud computing and analytics, AI and machine learning throughout their operations to help solve problems, track processes, and increase productivity. (SDG7, SDG8, SDG9, SDG12, SDG13).
3) Relate operations management to the complexity of real-world operational problems (SDG7, SDG8, SDG9, SDG12, SDG13).
4) Recommend solutions to solve practical operational problems in a range of organisational settings to improve efficiency, productivity, quality, sustainability and profitability (SDG7, SDG8, SDG9, SDG12, SDG13).
Summary Assessment Information
1) Word count includes the title page, contents page, in-text references and citations but excludes tables, reference list and appendices.
2) Your work should include references to relevant journal articles and other good-quality information sources and should be properly laid out using the Harvard system of referencing. More detailed guidance is available in the ‘Guide to Referencing in the Harvard Style’. We encourage you to make good use of all the support services offered by your Faculty Subject Librarian. Further details are in the Learning Support Services Section.
3) You should refer to the assessment criteria to provide fuller details of the marking criteria for each classification band.
4) In addition, you should refer to the standard assessment guidelines as presented in your Course Handbook/Support Area, which includes guidance and policies on referencing style, plagiarism, etc.
5) We recommend the use of Studiosity, which offers constructive feedback on draft written submissions within 24 hrs.
6) Coursework must be submitted by the dates specified. Coursework submitted after the deadline, without prior approval, is not normally accepted. For further guidance on the late submission of coursework, please see the course handbook.
7) Non-compliance with the word limit will result in a penalty being applied by the University Word Limit Policy, which can be found on your Course Support Area in Blackboard.
Achieve Higher Grades with BMG855Dissertation Solutions
Order Non-Plagiarized DissertationOperations Management is Central to Improving Productivity and Sustainability
A. Group Video Presentation [25%]
This is a piece of group case study work. Students will work in groups of up to five students. Students must critically analyse the case study “Grey to Green Transition –
The Sustainability Journey of Dalmia Cement, which discusses a manufacturing firm operating in an environmentally polluting industry. The case forces students to consider sustainability and how it could be operationalised in a real-world setting.
The case will present the linkages between raw material types, production technologies and emissions.
Students must prepare a 15-minute video presentation to answer the following questions.
1. Identify the efforts that Dalmia is making to reduce emissions.
2. Evaluate whether Dalmia’s drive to reduce emissions is based on environmental and/or economic objectives.
3. Assess whether Dalmia’s focus on social sustainability is diluting their economic and environmental objectives.
4. Evaluate the options identified by Dalmia to become carbon negative by 2040.
5. Argue what your group would recommend for Dalmia to become carbon negative by 2040.
The video presentation must be uploaded for submission on the BB page.
B. Class Test [25%]
One-hour class test: students will be required to complete some basic data analytics on an operational process to compute numerical information using the appropriate mathematical equations. Students must then analyse the numbers computed and discuss the implications of the data for the management of the process.
Students will have one hour to complete the Closed-book test on the provided Answer booklets. All answer booklets should be given back to the invigilator.
In preparation for the assessment, students will have practised the tools of operations management in lectures and applied them to real-world problems.
C. Essay on Operational Productivity [50%]
TSEF (Theory of Swift Even Flow) and the Lean philosophy are central to productivity improvement. Discuss the importance of productivity from a chosen context*.
Describe the theories of TSEF and Lean. Make sure to compare the theories to identify similarities. Evaluate the application of TSEF and Lean in the context chosen. Always make sure to make judgments based on evidence, i.e. with supporting references. (1,500 words)
*Context: choose from manufacturing, healthcare, services
The essay must be uploaded for submission before the deadline.
Make sure to refer to the Command Words on page 16 of the Module Description. Summative feedback will be provided using the marking rubrics. Formative feedback will be given throughout the module in class via tutor-led discussions, classroom polls and via feedback on in-class activities.
Feedback on the coursework will be returned electronically in written format by the tutor within three weeks of its submission. Additional verbal feedback and consultation will be available upon request. Students are encouraged to complete their analysis at least three weeks before submission, should formative feedback be sought from the Lecturer.
Group Presentation Rubric – 60% Group / 40% Individual Marks
|
% |
CRITERIA |
Fail (<50%) |
Satisfactory (50-59%) |
Good (60-69%) |
Excellent (70-79%) |
Outstanding (80%+) |
|
60% |
Content |
|
|
|
|
|
|
10% |
Identification of Dalmia’s Emission Reduction Efforts |
The group has failed to identify Dalmia’s efforts to reduce emissions. |
The group has made a basic effort to identify Dalmia’s efforts to reduce emissions which is satisfactory. |
The group has made a good effort to identify Dalmia’s efforts to reduce emissions. |
The group has made a very good effort to identify Dalmia’s efforts to reduce emissions. |
The group has made an excellent effort to identify Dalmia’s efforts to reduce emissions. |
|
20% |
Evaluation of Dalmia’s Emission Reduction Efforts from Environmental & Economic Perspectives |
The group’s evaluation of Dalmia’s emission reduction efforts is unsatisfactory. The group has failed to adequately consider the environmental & economic perspectives. |
The group’s evaluation of Dalmia’s emission reduction efforts from environmental & economic perspectives is basic and inconsistently supported by only limited case evidence. |
The group’s evaluation of Dalmia’s emission reduction efforts from environmental & economic perspectives is good i.e. supported by case evidence. |
The group’s evaluation of Dalmia’s emission reduction efforts from environmental & economic perspectives is very good i.e. supported by strong case evidence consistently. |
The group’s evaluation of Dalmia’s emission reduction efforts from environmental & economic perspectives is outstanding i.e. consistently supported by strong evidence from within the case and from additional sources. |
|
10% |
Assessment of Dalmia’s focus on social sustainability relative to their economic and environmental objectives |
The group has failed to provide an adequate assessment of whether Dalmia’s focus on social sustainability is diluting their economic and environmental objectives. |
The group’s assessment of whether Dalmia’s focus on social sustainability is diluting their economic and environmental objectives is satisfactory but contains limited arguments in favour or against. |
The group’s assessment of whether Dalmia’s focus on social sustainability is diluting their economic and environmental objectives is good with some arguments in favour and against. |
The group’s assessment of whether Dalmia’s focus on social sustainability is diluting their economic and environmental objectives is very good showing carefully considered arguments in favour and against. |
The group’s assessment of whether Dalmia’s focus on social sustainability is diluting their economic and environmental objectives is outstanding showing a deep insight into these important issues. |
|
10% |
Evaluate the options identified by Dalmia to become carbon negative by 2040 |
The group has failed to provide a satisfactory evaluation of the options identified by Dalmia to become carbon negative by 2040. |
The group has provided a basic evaluation of the options identified by Dalmia to become carbon negative by 2040. |
The group has provided a evaluation critique of the options identified by Dalmia to become carbon negative by 2040. |
The group has provided a very good evaluation of the options identified by Dalmia to become carbon negative by 2040. |
The group has provided an excellent evaluation of the options identified by Dalmia to become carbon negative by 2040. |
|
10% |
Recommendation argued for Dalmia to become carbon negative by 2040 |
The group has failed to present a suitable recommendation how Dalmia should become carbon negative. |
The group has presented a recommendation how Dalmia should become carbon negative but the argument is weak. |
The group has presented a reasoned case in arguing their recommendation how Dalmia should become carbon negative. |
The group has presented a strong case in arguing their recommendation how Dalmia should become carbon negative. |
The group recommendation how Dalmia should become carbon negative is very sound and convincing. |
|
30% |
Communication |
Presenter did not use language and terminology that was clear & understandable. The pace of delivery was ineffective. Inadequate link of vocal to PowerPoint material. Slides detracted from vocal; they were not effective. |
Presenter was clear & understandable. The pace of delivery was alright. Linking vocal to PowerPoint could have been improved. Slides were satisfactory. |
Presenter was clear & understandable. The pace of delivery was good. There was a definite link of vocal to PowerPoint. Choice of text or graphics on slides was good and aided communication. |
Presenter was clear & understandable. The pace of delivery was excellent. The link of vocal to PowerPoint was excellent making some use of animation & other techniques to aid communication. Very good quality of slides. |
Presenter was clear & understandable. The pace of delivery was perfect. The link of vocal to PowerPoint was excellent making very good use of animation & other techniques. Quality of audio and visual was outstanding. |
|
10% |
Engagement |
Presenter was not engaging. They failed to convey enthusiasm for their work. Presenter did not capture and maintain listener’s attention |
Presenter was not very engaging and showed only limited enthusiasm for their work. Presenter did just about maintain listener’s attention |
Presenter was quite engaging and tried to show some enthusiasm for their work. Presenter did maintain listener’s attention quite well |
Presenter was engaging and showed genuine enthusiasm for their work. Presenter maintained listener’s attention throughout |
Presenter was very engaging and showed genuine enthusiasm and a very natural talent for presenting. Maintained listener’s attention throughout |
Tsef Essay Rubric – 100% Individual Marks
|
% Range |
Knowledge and Understanding plus Evidence of Reading (50%) |
Content and Application of Theory to Question (30%) |
Referencing (5%) |
Presentation, Grammar and Spelling (15%) |
|
|
80 – 100 |
Exceptional knowledge and in- depth understanding of TSEF and Lean principles and concepts. Explanation of productivity benefits is both insightful and original. |
Evidence of textbook reading, a wide range of directed journal article reading and extensive additional supplementary reading |
Clear evidence of relevant application of literature to the assessment question and offers unique insight. Evidence of synthesis alongside original and reflective thinking. The student has argued a strong and insightful case for a very novel practical example referenced. |
Accurate in-text referencing and reference section |
Logically and coherently structured using correct grammar and spelling |
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70 – 79 |
Excellent knowledge and depth of understanding of TSEF and Lean principles and concepts. Explanation of productivity benefits is thorough and insightful. |
Evidence of textbook reading, a wide range of directed journal article reading and some additional supplementary reading |
Clear evidence of relevant application of literature to the assessment question. Evidence of synthesis and may include some original and reflective thinking. The student has argued a strong case for the practical example referenced. |
||
|
60 – 69 |
Comprehensive knowledge and depth of understanding of TSEF and Lean principles and concepts. Explanation of productivity benefits is good revealing a practical management awareness. |
Evidence of textbook reading and a range of directed journal article reading |
Relevant application of literature to the assessment question to critically evaluate ideas and concepts. Evidences some synthesis. The student has argued a reasoned case for the practical example referenced. |
||
|
50 - 59 |
Appropriate knowledge and understanding of TSEF and Lean principles and concepts. A satisfactory but basic explanation of productivity benefits provided. |
Evidence of textbook reading and some directed journal article reading |
Consistent application of literature to assessment question. The student has provided an appropriate practical example but has not argued a reasoned case for its inclusion. |
Generally accurate in- text referencing and reference section (one or two errors) |
Generally, logically and coherently structured using mostly correct grammar and spelling |
|
40 – 49 |
Overly basic knowledge of TSEF and Lean principles and concepts only. The explanation of productivity benefits is inadequate or missing. |
Evidence of textbook reading only |
Occasional application of literature to assessment question. |
Fairly accurate in-text referencing and reference section (three to four errors) |
Structure lacks logic i.e. introducing irrelevant material, breaking arguments up, failing to sequence point). Poor grammar and spelling mistakes |
|
0 – 39 |
Very limited and/or superficial knowledge of TSEF and Lean principles and concepts. No explanation of productivity benefits. |
Minimal evidence of reading |
Limited application of literature to assessment question. |
Errors with in-text referencing and/or reference section |
Very poor structure, grammar and spelling |
Online Test Rubric – 100% Individual Marks
|
% |
CRITERIA |
Fail (<50%) |
Satisfactory (50-59%) |
Good (60-69%) |
Excellent (70-79%) |
Outstanding (80%+) |
|
50% |
Computation of data analytics using the appropriate mathematical equations |
Student has failed to demonstrate the correct logic or competence in the mathematical calculations |
Student likely to have made mistakes with mathematical calculations but has implicitly applied sensible logic |
Student has computed many of the calculations correctly and has explained the logic they have applied |
Student has computed most of the calculations correctly and has included logical working out |
Student has computed all the calculations correctly and included the correct working out |
|
50% |
Interpretation of data analytics to increase understanding of operational performance |
Student has failed to show adequate appreciation of how to use quantitative data to inform their understanding |
Student has suggested a satisfactory use of quantitative data to inform their understanding although not always explicitly explained |
Student has evidenced how they have used quantitative data to inform their understanding |
Student has made comprehensive use of the quantitative information and explained how it has enabled them to make insightful deductions |
Student has made comprehensive use of the quantitative information to make insightful deductions and gained insight into possible trade-offs |
Command Words and Their Meanings
Books/Journal Article/Publications Required Reading (Must read)
Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited
Books/Journal Article/Publications Recommended Reading (Should read/Could read)
Schmenner, R. W. (2012) Getting and Staying Productive, Applying Swift Even Flow to Practice, Cambridge, UK, Cambridge University Press
Bozarth, C. B. and Handfield, R. B. (2024) Introduction to Operations and Supply Chain Management, 5th Global Edition, Harlow, UK, Pearson Education Limited
Holweg, M., Davies, J., De Meyer, A., Lawson, B. and Schmenner, R. (2018) Process Theory: The Principles of Operations Management, Oxford, UK, Oxford University Press
Cachon, G. and Terwiesch, C. (2023) “Matching Supply with Demand, an Introduction to Operations Management”, Fifth Edition, McGraw-Hill International, Singapore
Anupindi, R., Chopra, S., Deshmukh, S. D., Van Mieghem, J. A. and Zemel, E. (2014) Managing Business Process Flows, 3rd edition, Harlow, UK, Pearson Education Limited
Nunes, B., Batista, L., Masi, D. and Bennett, D. (2023) Sustainable Operations Management, Key Practices and Cases, Abingdon, Oxon, UK, Routledge
Johnson, R., Clark, G., and Shulver, M. (2012) Service Operations Management, 4th edition, Harlow, UK, Pearson Education Limited
Goldratt, E. M. and Cox, J. (2012) The Goal: A Process of Ongoing Improvement, 3rd edition, USA, North River Press
Seddon, J. (2005) Freedom from Command and Control: a Better Way to Make Work Work, Buckingham, UK, Vanguard Consulting Ltd.
Types of learning activities that will make up your weekly timetable
BMG807 [Operational Excellence], is a 20-credit point module, which requires approximately 200 hours of your commitment, distributed through the following learning and teaching activities over the semester. For a description of the nature of the learning activities, please refer to your course handbook.
The teaching and learning plan provides a more detailed overview of content.
Module delivery will typically consist of a two-hour lecture and a one-hour Seminar although format may vary slightly between weeks/sessions.
For the day, time and room number, view your Timetable via PUBLISH.
Seminars – please refer to the teaching and learning plan below for the seminar topic. Attendance at seminars is most important and therefore will be monitored. All students should download the SEAtS Student Attendance App to their smartphones. Regularly checking into class using the app helps you keep track of your attendance and ensures you stay on track with your studies. Please view the university attendance website for more information, including user guides, video demonstrations, and FAQs.
The teaching plan/order of topics is subject to change. The list below provides an outline summary of activities and further information is available on BBL in the relevant day’s folder or learning module. Students will be expected to engage in all prescribed activities that contribute towards final assessment.
|
BlockDay/ L&T Methods/ Topic Title |
Curriculum Content/Topic Title |
Independent Study, includes: Required Reading, Tutorial Preparation, and/or Assessment Preparation |
|
|
Week 1 Lecture |
Content: Fundamentals of operations management |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapter 1 |
|
|
Week 2 Lecture |
Content: The sustainability challenge for operations management |
Reading: Nunes, B., Batista, L., Masi, D. and Bennett, D. (2023) Sustainable Operations Management, Key Practices and Cases, Abingdon, Oxon, UK, Routledge |
|
|
Week 3 Lecture |
Content: Process types and layouts |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapters 4 & 5 |
|
Week 4 Lecture |
Content: Process mapping and performance measurement |
Reading: The Resource Title and Chapters/Pages eg: Assessment One Preparation |
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Week 4 Exercise |
Content: Practical Case Study – Process Mapping & Analysis |
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Week 5 Lecture |
Content: Capacity management |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapters 5, 8 & 10 |
|
Week 6 Lecture |
Content: The impact of variability on managing processes |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapters 5, & 8 |
|
Week 7 Lecture |
Content: Reducing variability using quality control (QC) |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapter 12 |
|
Week 8 Lecture |
Content: Using Lean techniques to improve productivity |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, |
|
|
|
Pearson Education Limited, Chapter 11 |
|
Week 9 Lecture |
Content: Managing inventory |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapter 9 |
|
Week 10 Lecture |
Content: Managing projects |
Reading: Slack, N., Brandon-Jones, A. and Burgess, N. (2024) Operations and Process Management: Principles and Practice for Strategic Impact, 7th edition, Harlow, UK, Pearson Education Limited, Chapter 15 |
|
Week 11 |
Content: Practising basic data analytics covered in previous lectures in preparation for class test |
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Week 12 Test |
Class Test One hour class test: students will be required to complete some basic data analytics on an operational process and discuss the implications of the data for management of the process |
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As a course team, we incorporate the key partnership principles set out in the joint UU & Ulster University Students’ Union Student Voice Guidelines and proactively engage with the democratic election of UUSU academic student reps (Faculty Reps, School/Dept Reps & Course Reps) to ensure that student opinion is heard at Ulster. We respect your views and welcome your honest and constructive feedback on the module. There are several ways to do this:
You can contact your Module Coordinator about any queries related to your learning experiences on the module as/when you have them.
You can voice your opinions through the formal Staff/Student Consultative Committee process by contacting one of the elected UUSU Course Reps in your class.
You will have the opportunity to give feedback on the module through completing the online Student Module Feedback Survey.
If you are experiencing difficulties that are impacting your studies, you can contact the Advice Bureau in the Students’ Union (UUSU). You can get advice and guidance on issues such as - complaints, appeals, housing problems, disciplinaries, and info on various support providers available. To have a chat with the team, contact UUSU online.
Ulster University’s Student Wellbeing team is available to help you manage common pressures many students experience while studying in higher education. Common pressures include stress, relationship issues, financial problems, and managing disability-related challenges, including mental health difficulties. There is no stigma to seeking support to maximise your wellbeing and achievement at UU.
Student Wellbeing support is free and confidential and is located on each of our campuses. Please view the Student Wellbeing pages for details on how to contact student wellbeing staff.
Other external helplines are also available.
Ulster University’s Student Success team has developed a series of academic and study skills training resources and workshops to help you succeed educationally and develop personally and professionally. You can access these resources via the Student Success website or you can contact the team directly via email.
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