mbl912l module overview_2015

2015_ MBL912L

Module overview 2015

Operations Management

MBL912L

IMPORTANT INFORMATION:

This module overview contains important information about your module.

2 Last updated: 17/12/2014

CONTENTS

Page

CONTENTS ............................................................................................................................................. 2

1 INTRODUCTION .......................................................................................................................... 4

2 PURPOSE AND BROAD AND SPECIFIC OUTCOMES FOR THE MODULE .............................. 5

2.1 Purpose ........................................................................................................................................ 5

2.2 Broad and specific outcomes ........................................................................................................ 5

3 LECTURER(S) AND CONTACT DETAILS ................................................................................... 6

3.1 Lecturer(s) .................................................................................................................................... 6

3.2 Area .............................................................................................................................................. 6

3.3 University ...................................................................................................................................... 7

4 MODULE-RELATED RESOURCES ............................................................................................. 7

4.1 Prescribed books .......................................................................................................................... 7

4.2 Recommended books ................................................................................................................... 7

4.3 Electronic reserves (e-reserves) ................................................................................................... 8

4.4 Web links ...................................................................................................................................... 8

5 TOPICS ........................................................................................................................................ 8

5.1 Topic 1: Project management ....................................................................................................... 8

5.2 Topic 2: Introduction to operations in a global economy .............................................................. 10

5.3 Topic 3: Developing and designing operations ............................................................................ 12

5.4 Supply chain management .......................................................................................................... 14

5.5 Promoting and maintaining effective operations …………………………………………….16

6 STUDY SCHOOL PLAN ............................................................................................................. 17

6.1 Study School 1 ............................................................................................................................ 18

6.2 Study School 2 ............................................................................................................................ 18

7 MODULE-SPECIFIC STUDY PLAN ........................................................................................... 18

8 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .................................. 18

9 ASSESSMENT ........................................................................................................................... 18

9.1 Assessment on postgraduate level ............................................................................................. 18

9.2 Assessment plan ........................................................................................................................ 19

9.3 General assignment numbers ..................................................................................................... 19

9.3.1 Due dates for assignments ......................................................................................................... 19

9.4 Submission of assignments ........................................................................................................ 20

9.5 Assignments ............................................................................................................................... 20

MBL912L

3

9.5.1 Group assignments ..................................................................................................................... 20

9.5.2 Repeaters’ individual assignments .............................................................................................. 23

9.6 Marking guideline/matrix/rubric ................................................................................................... 30

10 OTHER ASSESSMENT METHODS ........................................................................................... 30

11 EXAMINATION ........................................................................................................................... 31

12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 31

13 SOURCES CONSULTED ........................................................................................................... 31

14 CONCLUSION ............................................................................................................................ 31


1 INTRODUCTION

Dear Student

We have pleasure in welcoming you to this module in Operations Management and trust that you will have a pleasant, stimulating and most successful year of study. Operations management has to do with the way in which organisations deliver services and products. As it is one of the compulsory subjects of first year MBL, what you learn in this subject will help form a firm foundation for your MBL studies. An understanding of operations management requires observation of real organisations and their delivery systems. One of the traditional problems in studying operations management is that there seems to be some confusion between operations management and operations research – the latter being a quantitative subject focused on the decision support and quantification required in running and focusing operations. Another problematic area for MBL students is that operations management utilises the production environment as the basis of most of the underlying theory in the subject. This fact, together with the tendency for operations management textbooks to focus on the theory and cases of production environments, may make it difficult for students who are not familiar with the production environment to grasp the basic concepts without significant self-study. The various activities, case studies, exercises and assignments play an important part in affording you the opportunity to learn. The course focuses on assisting students to familiarise themselves with the concepts that will form the basis of the study of operations. One would assume that by the time students reach their second and third year levels of MBL, they will have mastered the theory. The specific learning outcomes of this module are:

managing operations in a global economy

developing and designing for effective and efficient operations

managing the supply chain

promoting and maintaining effective operations Operations management is about reality, about how the strategic intent can be achieved and about the capacity management needed to deliver products and services. A theoretical knowledge of operations management will not be sufficient – you need to understand and be able to analyse these principles in the real world. To enable all group members to grasp the necessary theoretical framework and its practical implications, everybody should be exposed to the practical side of things through, say, group visits to industry as well as group discussions. The reflection exercises will also guide you through the learning process. Case studies and their analysis, as well as thorough preparation for the examination, are vital components of your studies. However, you will also be able to do "learning in action" when you reflect on good or bad service at a restaurant, in a bank queue, or in trying to balance your MBL commitments, your work and your personal life. It is up to you to make the most of these opportunities. The course requires that you update your knowledge on operations management by reading current literature such as case studies, books, journals, magazines, business newspapers and

MBL912L

5

literature covering conferences and other workshops. I would also welcome interesting news items on operations management from you, to be communicated via email. I need to remind you that from your second year level you will be engaged in developing your topic (MBL925R) for the third level research module (MBLREPP). Those students who have a passion for operations management and want to research a topic in this field can start consulting with me after the first study school.

Please note you will be expected to answer all questions and problems and to review all case studies of the relevant chapters of the textbook.

2 PURPOSE AND BROAD AND SPECIFIC OUTCOMES FOR THE MODULE

2.1 Purpose

The purpose of this module is to enable students to acquire the basic competencies they need

to make effective decisions in order to manage efficiently the operations under their control.

2.2 Broad and specific outcomes

Specific outcome 1

Managing operations in a global economy Assessment criteria

The student will be required to explain with good practical examples and cases how operations can be managed competitively in the global economy by:

defining operations management

delineating the job and tasks of an operations manager

addressing the global challenges in operations management

promoting sustainability

boosting competitiveness with different strategies and options Specific outcome 2

Developing and designing for effective and efficient operations management Assessment criteria

The student will be expected to demonstrate the following:

deciding on a good forecast

drafting an effective plan for product and service design

engaging in strategic planning of products and services to enhance customer satisfaction

selecting appropriate processes and facilities for optimum performance

mapping and measuring work for optimum productivity

designing effective processes

selecting appropriate locations and layouts using planning and analyses


Specific outcome 3

Managing the supply chain Assessment criteria

The student will be expected to demonstrate the following:

the ability to conduct aggregate and master scheduling activities

an in-depth understanding of MRP and ERP and their relevant applications

an in-depth understanding of inventory management and its optimisation

an explanation of the JIT and Lean principles and their applications in operations management

an in-depth understanding of the supply chain with respect to trends, key supply processes, management responsibilities, procurement, logistics, risks and performance optimisation

Specific outcome 4

Promoting and maintaining effective operations

Assessment criteria

The student will be expected to:

design a framework for the promotion and implementation of quality to optimise customer satisfaction

demonstrate an understanding of standards, standardisation, accreditation, certification and common ISO standards such as ISO 9001, ISO 14001, OHSAS 18001, ISO 19011, ISO 31000 and ISO 26000

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)

The lecturer for this module is:

Prof. R.R. Ramphal

Office: Office 4-6, Unisa SBL Campus, Corner of Janadel and Alexandra Avenues, Midrand

Telephone number: +27 11 6520363

E-mail address: [email protected]

Fax number: +27 11 652 0371

Lecturers can assist with enquiries of an academic nature only, such as enquiries about the contents of assignments.

You must provide your student number, names as per your student registration and the course code of this module (MBL912L) whenever you send us an enquiry.

3.2 Area

Please direct any administrative enquiries concerning the Management Systems area to our administrative support staff.

mailto:[email protected]

MBL912L

7

Management Systems Area

Name Ms Tintswalo Mathebula

Telephone number + 27 11 652 0319

E-mail address [email protected]

3.3 University

The contact points for any enquiries about administrative support are listed below. Remember to use your student number as a reference whenever you contact the University.

Description of enquiry Telephone E-mail address

Reception / Information Desk +27 11 652 0214/48 Zinhle Rakhomo

[email protected]

Registrations +27 11 652 0290 [email protected]

Prescribed Books +27 11 652 0218 Lebepe Terrance

[email protected]

Programme Administration +27 11 652 0239 Princess Mthalane

[email protected]

Library

+27 11 652 0341/2 Megan Scheeper/Lindi Ncongwane - [email protected]/[email protected]

EDS Support +27 11 652 0249 +27 11 652 0358

[email protected]

myUnisa 43582 (SMS) [email protected]

Finance +27 11 652 0324 [email protected]

4 MODULE-RELATED RESOURCES

4.1 Prescribed books

1. Heizer, J. & Render, B. 2011. Operations management. 11th edition. Prentice Hall.

2. Meridith, J.R. & Mantel, S.J. 2006. Project management: a managerial approach. 8th

edition. New York: Wiley & Sons.

3. Various ISO standards (available as read-only on library site or alternatively obtain a

student CD of standards from the South African Bureau of Standards [SABS].)

4.2 Recommended books

1. Kruger, D., Ramphal, R.R. & Maritz, M. 2013. Operations management: an approach to production and service industries. 3rd edition. South Africa: Oxford University Press.

2. Slack, N., Chambers, S. & Johnston, R. 2010. Operations management. 6th edition. Prentice Hall. ISBN: 0273731602 or ISBN: 9780273731603.

3. Cameron, S. 2005. The MBA handbook: skills for mastering management. 6th edition. Pearson.

4. Goldratt, E.M. and Cox, J. 2004. The goal: a process of ongoing improvement. 3rd edition. North River Press.






mailto:[email protected]/[email protected]

mailto:[email protected]/[email protected]




http://0-library.unisa.ac.za.oasis.unisa.ac.za/sabs/


4.3 Electronic reserves (e-reserves)

Students will be informed of electronic reserves and their availability if and when required.

Additional articles

Additional articles are intended to broaden your insight into the different topics. They will also be linked through the EDS. These articles could be used for assignments, but will not form part of the body of knowledge for assessment purposes. Informative articles and information submitted by students will also be found here.

4.4 Web links

www.apics.org

www.sama.org.za

www.orssa.org.za

www.sapics.org

www.cips.org

www.informs.org

www.sasq.org.za

www.sabs.co.za

5 TOPICS

5.1 Topic 1: Project management

This topic requires you to design a project to handle the first year of your MBL program. The project methodology is used to plan and implement many operations management activities such as process improvement, construction, auditing, etc.

5.1.1 Tuition period

Time allocation: Before study school and completed at first group meeting.

5.1.2 Specific outcomes

After having completed this topic, students will be able to design project plans with limited scope and short duration.

5.1.3 Critical questions

In order to succeed in the MBL, it is essential for you to be able to work as a group on completing the assignments and other associated projects. Some of you might have had prior exposure to project management and may be able to run a project. However, this is not always the case and it has to be addressed. You need to clarify the following issues in your group, as a common understanding may mean the difference between a fruitful and positive experience and failure: (1) What is a successful project? (2) How many resources are we willing to utilise? (3) What are the individual skills and competencies of group members? (4) Does everyone in the group have the same idea of a so-called "good assignment"? (5) What does the lecturer want or expect? (6) What does the group expect? Is everyone making a contribution?

http://www.apics.org/

http://www.sama.org.za/

http://www.orssa.org.za/

http://www.sapics.org/

http://www.cips.org/

http://www.informs.org/

http://www.sasq.org.za/

MBL912L

9

(7) What happens in cases of non-performance? (8) Are there quality management processes in place? (9) Are the assignments on time and of a satisfactory standard – without major crises?

5.1.4 Learning through activities

Meredith and Mantel – chapters 1, 3, 4, 6, 7 and 8 Render and Heizer, chapter 3

Project management has proved to be challenging for many students. The aim of presenting this as a focus area in operations management (and thereby reducing contact time in the more traditional area of operations management) is to enable groups and individual students to utilise the appropriate tools in managing the gruelling project of concluding an MBL. Part of the first year course deals with group dynamics. In this section we will deal with the process of managing a project, from the first step of defining the expected outcomes to assessing the resource base and setting up the rules of engagement and sanctions for non-delivery. Meeting deadlines demands the planning and managing of risks. The measurement of performance against targets and deliverables is crucial, because this will assist the group and the individual to revise the targets or resources used. As part of this section you will be expected to do some of the planning before the study school. This will mean that the virtual groups have to allow for sufficient meeting time prior to, or during, the study school to start on a solid basis. Remember: group work is the key to success in the MBL programme. Group performance has a direct impact on your individual performance. Project management is a critical skill in implementing a strategy or even a change management programme. It will be required as a competency in nearly all the subjects in MBL2 and MBL3 and, of course, in your future career. 5.1.5 Self-assessment

After your first group meeting you should have a project plan and have determined the following: (1) what project planning and project management constitute (2) tasks of the project manager (3) work break down structures (4) a network (5) scheduling the tasks and resourcing (6) project controls (7) developing the project plan using PERT and CPM methods (8) slack time (9) performance and risk management

At regular intervals during the year, schedule a performance review session with your group during which you reconsider your project plan and update it in order to address new constraints, risks and required procedures. At the end of the year or at the beginning of MBL2, conduct an audit of your group’s performance. What have you learned? How can you plan for the next year?


Exercises for test preparation

Self-test (page 136)

5.1.6 Reflection

The tools and processes used in project management can be a huge advantage not only for completing the MBL course, but also in your own career. Keep in mind, however, that complicated computer programmes will be of no use if you do not understand the basic requirements of project management. Completing the assignment on time is not the only requirement: you must achieve the marks envisaged within the bounds of your resource cost constraints.

5.2 Topic 2: Introduction to operations in a global economy

It is important to understand the principles of operations management (OM) in general and how they apply in a global economy specifically. This is accomplished by understanding the challenges of globalisation as they affect OM. It is also necessary to contextualise OM in terms of the critical issues of a developing country: assumptions, risks, constraints, social culture, business culture, infrastructure, customer insights, macroeconomic issues and environment challenges. 5.2.1 Tuition period

Time allocation: Before first study school.


After having completed this topic, students will be able to manage operations in a global economy.


Operations management is the study of the system and network that actually deliver an organisation’s products and services. As such, it is firmly entrenched in reality – and reality means that operations exist in a global economy. However, operations face some very real issues in developing economies – hence the need to understand them and the associated risks. Some of the questions in this section are as follows: (1) To what extent do the 10 strategic operation management decisions impact on your

local organisations? (2) What are some of the local, national and international challenges to productivity? (3) How is productivity measured in the services sector? (4) To what extent are the operations management challenges given in the text book

current? Can you identify other challenges? (5) “Ethics, corporate social responsibility and sustainability are important dimensions of an

organisation today.” Do you agree? Why? (6) What challenges do operations managers face in the global economy? (7) What is the relationship between mission and strategy? (8) Identify the three strategies for competiveness. Develop at least three operations

objectives for each of these strategies. (9) Identify the four global strategy options. Develop at least three operations objectives for

each of these strategies.

MBL912L

11


Render and Heizer, chapters 1 and 2 These chapters cover the ethical and competitive dimensions of operations in a global economy. The constraints encountered in developing countries are also addressed. Group Activities

Activity 1

Each member of the group is to collect at least 10 newspaper advertisements relating to vacancies for operations managers. As a group, analyse these advertisements and summarise your findings as follows:

title of position

type of industry/organisation

qualifications required

job tasks Now using the analyses draft a job and profile description of a typical operations manager.

Activity 2

Each member of the group is to collect at least 2 mission statements of well-known organisations. As a group, discuss the mission statement and relate it to your experiences and knowledge of the specific organisation. Is there a connection between the mission statement and your personal views of the organisation?

Now rank them from the best to the worst.

What are the conclusions from the group discussion?

Activity 3

As a group, visit a local fast food outlet. Observe the product and service delivery processes and aspects at least for an hour (make notes, take photographs and collect any other evidence). Thereafter reconvene as a group and write up a short scenario detailing your observations.

Proceed to analyse all the positive and negative aspects of your experience at this fast food outlet. Discuss the productivity of any equipment or people or processes you observed.

If your group were the actual owners of this fast food outlet, how would you improve the operations and what steps would you take to raise the productivity?

5.2.5 Self-assessment

Answer the questions related to the following case studies in chapters 1 and 2:

Norwegian Salmon Processing Facility

Frito-Lay

Hard Rock Café

Aldi

Regal Marine

Hard Rock Café (global strategy)


Darden

Exercises

1.11; 1.13


Self-test (page 62); self-test (page 92)

5.2.6 Reflection

It is important to understand the principles of operations management (OM) in general and how they apply in a global economy specifically. This is accomplished by understanding the challenges of globalisation as they affect OM. It is also necessary to contextualise OM in terms of the attendant issues of a developing country: assumptions, risks, constraints, social culture, business culture, infrastructure, customer insights, macroeconomic issues and environment challenges. 5.2.7 Conclusion

In the current globalisation drive, it is critical that the principles of OM be understood and reviewed. The way in which effective OM is applied in developing countries is not the same as in developed countries – hence the need to contextualise, adapt and innovate.

5.3 Topic 3: Developing and designing operations

After having established the requirements and challenges of OM in terms of globalisation in a developing country, it is essential to develop an appropriate operations strategy. Product life cycle, forecasting, process planning, layout design and other aspects of design have to be understood and contextualized.

Developing an operations strategy lays the foundation for developing and designing OM. Product life cycle, forecasting, process planning, layout design and automation are key elements in this. In developing countries, new technologies can be used to leapfrog and create a unique OM value proposition.


Time allocation: Before study school 1.


After having completed this topic, students will be able to develop and design effective and efficient processes, products, services and operations management.


Some of the critical questions in this section are as follows: (1) What is forecasting? (2) What is the strategic importance of forecasting? (3) What are the seven steps in the forecasting system? (4) What are the different forecasting approaches? (5) What is a product life cycle?

MBL912L

13

(6) What are the principles involved in developing products and services? (7) How are process planning and design, and plant layout design, achieved? 5.3.4 Learning through activities

Activity 1

Briefly describe the different methods of forecasting. Then complete work exercise 4.2 (page 177 of the textbook) and exercise 4.46 (page 183 of the textbook).

Activity 2

Briefly discuss the possible business related consequences of a bad forecast.

Activity 3

Study the South Western University case study (page 184) and answer the questions that follow.

Activity 4

Divide your group into four subgroups. Each subgroup will take a phase of the product life cycle. The task will be to identify at least two products in each phase and to justify your choice. Each subgroup will have to research the product to gather the relevant information. (Hint: study the four phases on page 195 of the textbook.)

Activity 5

Study Temsa Global’s Product Strategy (page 219). Answer the questions that follow. As an additional question, provide a “design to production strategy” for introducing an environment friendly bus and service improvement at Temsa Global. (Hint: study chapter 5.) Give an indication of the chapters to be studied as well as articles and any other resource wherever possible.

Activity 6

Study chapter 7 and then read the case on process strategy (page 330). Design a process for Wheeled Coach. This design must show:

The process strategy

equipment

how the current process can be analysed

production technology

strategy for design of the services

improving service productivity

service technology

Activity 7

Review the Arnold Palmer Hospital case study (page 357) and answer the questions that follow.

Activity 8

Visit a factory and make a study of the different layout formats. If possible, make sketches or take photographs. Use all this information to write a report on the productivity of the factory and how it can be improved with different layouts. (Hint: study chapter 9.)


Activity 9

Visit 3 major stores (for example Woolworths, Pick & Pay, SPAR) and study their retail layouts. Write a report on the similarities and differences and their impact on the customer.

5.3.5 Self-assessment

Answer the questions related to the following case studies:

Green Manufacturing – page 238

Laying Out Arnold Hospital – page 426 Exercises

7.12; 7.14; 7.20; 7.27; 9.3; 9.7; 9.14; 9.18; 9.22


Self test exercises – page 188; page 222; page 240; page 360; page 430

5.3.6 Reflection

It is important to understand that developing and designing effective and efficient processes, products, services and supporting operations structures is critical in a business environment. In order to design and plan it is essential to forecast accurately, thus ensuring customer satisfaction.

5.3.7 Conclusion

The student should be able to forecast, analyse trends, design products and processes, plan capacity requirements and plan layouts for optimum operations performance.

5.4 Topic 4: Supply chain management


Time allocation: Before study school 2. 5.4.2 Specific outcomes

After having completed this topic, students will be able to manage the supply chain. 5.4.3 Critical questions Supply networks link suppliers and customers. These networks exist not only to transfer the product/service bundle but also to deal with the transfer of information. In addition, the balancing act of ensuring that reciprocal value flows through the network is a factor that is often disregarded. In supply chain management we will consider the following questions: (1) Where are the elements of the network positioned? (2) How are all the entities linked to deliver value to the customer? (3) Which activities are insourced, and which are outsourced? (4) What does “partnering” mean? (5) What is the full product/service bundle that is delivered and who are the customers?

MBL912L

15

(6) How can one manage the risk of delivering the required products and services through the network?

5.4.4 Learning through activities Render and Heizer - chapters 11, 12, 13, 14 and 16 Activity 1 Your group has been consulted to provide a new location for your nearest supermarket. Discuss the present disadvantages of the location and choose a new location. Explain the various factors that were considered and how you arrived at your answer. Activity 2 Study chapter 11 and then read the case on Darden’s Global Supply Chains (page 491) and answer the questions that follow.

Activity 3 Study chapter 12 and then read the case on Managing Inventory at Frito-Lay (page 549) and answer the questions that follow.

Activity 4 Study chapter 13 and then read the case on Andrew-Carter (page 582) and answer the questions that follow.

Activity 5 Study chapter 14 and then read the case on Wheeled Coach (page 620) and answer the questions that follow.

Activity 6 Study chapter 15 and then read the case on Old Oregan Wood Store (page 654) and answer the questions that follow.

Exercises

8.18; 8.22; 10.8; 10.17; 11.11; 12.2; 12.7; 12.24; 13.1;13.15; 13.21; 14.3; 14.15; 15.3; 15.6; 15.8; 15.17

5.4.5 Self-assessment Some of the self-assessment questions in supply chain management include the following: (1) What are the key elements of JIT, and what changes are required for it? (2) Draw a supply network for a small neighbourhood supermarket. (3) What are the key drivers of outsourcing? (4) Describe the issues and challenges involved in materials requirements planning (MRP)

and capacity requirements planning (CRP).


5.4.6 Reflection It is essential for operations in the supply chain to be managed effectively, efficiently and profitably. Modern techniques such as JIT, Lean manufacturing and MRP have to be contextualised and employed where applicable. The successful management of supply networks is the secret to competitiveness in the manufacturing and services industries.

5.4.7 Conclusion After having designed an OM system, managing operations in the corresponding supply chain becomes the next central activity. Key areas include forecasting, aggregate planning, inventory management, outsourcing, resource requirements planning, manufacturing operations scheduling and understanding the supply network. 5.5 Topic 5: Promoting and maintaining effective operations 5.5.1 Tuition period Time allocation: Before study school 2. 5.5.2 Specific outcomes After having completed this topic, students will be able to use methodologies for promoting and maintaining effective operations. 5.5.3 Critical questions Quality management is one of the key elements in ensuring that an operation is well managed. The concept of quality management is somewhat confusing, because there are many "quality gurus" in the field and different views put forward in both academic and popular literature. The following questions need to be considered: (1) What does quality mean? (2) What is the appropriate level of quality for a product or service? (3) How does an organisation recover from failure? (4) What is the most cost-effective way to manage quality? (5) What quality management systems exist? (6) What does it mean to be "ISO 9001" certified?


Render and Heizer, chapter 6, supplements 5 and 6, and various ISO standards Activity 1 Study chapter 6 and then read the case on Arnold Palmer Hospital (page 267) and answer the questions that follow.

Activity 2 Study chapter 6 and then read the case on Darden Restaurant (page 301) and answer the questions that follow.

MBL912L

17

Activity 3 Study chapter 16 and then read the case on ICICI Bank (page 681) and answer the questions that follow. Activity 4 Study chapter 17 and then read the case on Frito-Lay (page 700) and answer the questions that follow. Activity 5 Each member of the group should study at least two of the prescribed ISO standards. Then have a group discussion with each member presenting on the scope, purpose and main components of each standard. Thereafter debate the advantages and disadvantages of implementing standards in a service organisation. 5.5.5 Self-assessment The self-assessment questions include the following: (1) What is the appropriate level of quality for a product or service? (2) What are the key aspects of modern quality management? (3) What does Deming’s PDCA cycle involve? (4) What are the general areas of possible organisational failure? (5) What is the most cost-effective way to manage quality? (6) What are some of the elements of "ISO 9000" standards? (7) What is quality control and what exactly is the role of sampling? 5.5.6 Reflection Without quality, OM is ineffective; hence the need to understand the key drivers of quality, cost of quality, modern quality management and concepts of quality control. 5.5.7 Conclusion Operations quality management and quality control are critical in OM. Organisations must leverage world best practice in quality, while paying attention to local conditions, globalisation demands and environmental concerns. Note that there are many other resources on the following website: www.SASQ.org.za.

6 STUDY SCHOOL PLAN

All study schools are held in Midrand. Attendance is compulsory and students will be advised about the dates and venues well in advance. Students are responsible for their own accommodation, travel arrangements and expenses incurred while attending the study schools. Study schools give students an opportunity to network with fellow students and to interact with academics.

Please note: the study schools for this module will not entail formal lectures. They will comprise discussions and applications of concepts, group work and presentations.


6.1 Study School 1

Topic number Topic description

1 Introduction to operations in a global economy – review of activities

2 Developing and designing operations

6.2 Study School 2

Topic number Topic description

1 Standards and standardisation

2 Supply chain management

3 Quality management

7 MODULE-SPECIFIC STUDY PLAN

Use your my Studies @ Unisa brochure for general time management and planning skills. This brochure is available at http://www.unisa.ac.za/contents/study2012/docs/myStudies-Unisa-2014.pdf. We strongly recommend that you set a study programme for yourself for this year and that you allocate sufficient time to work through the study guide, to study and read the relevant sections of the prescribed books, to incorporate additional material if necessary, to do the assignments, and to prepare for the examination.

You will need to spend at least 200 hours working on this module. This includes approximately 83 hours of reading and studying the learning material, 67 hours of doing activities and assignments, and 50 hours of preparation for the examination. This includes attending the study schools.

8 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING

The activities are designed to promote the use of theory and concepts in the work area.

9 ASSESSMENT

The distributed distance learning elements comprise self-tuition and group work in which you must do both prescribed and recommended reading, complete assignments, and contribute to group activities.

9.1 Assessment on postgraduate level

There are different types of performance standards that one can use when assessing performance. This module is based on the mastery of specified learning outcomes which, along with assessment criteria, are included in this module overview. Standards for accrediting qualifications are set by the South African Qualifications Authority (SAQA), which oversees the National Qualifications Framework (NQF).

MBL912L

19

Assessment plays an important role in the learning process. The individual test and group assignments form part of the formative assessment in this module and are used to assess your progress during the year and to provide feedback which you can use to improve your future performance in this module. In addition to being assessed on the learning outcomes of the module, you will also be assessed on the critical cross-field outcomes (CCFOs) associated with the module and with postgraduate studies in general. These CCFOs are generic outcomes that inform all teaching and learning and they have been integrated with the formative and summative assessment in this module. The following table indicates some of the CCFOs and practical examples useful in assessing them:

CCFO Example

Organising and managing oneself and one’s activities responsibly and effectively

Submitting your completed assignment by the due date is an indication that you have mastered this outcome.

Collecting, analysing, organising and critically evaluating information

Searching for other sources, incorporating different views and forming a substantiated opinion are indications that you have mastered this outcome.

Communicating effectively using language skills in written presentation

Adhering to the technical requirements for an essay assignment is an indication that you have mastered this outcome.

For more information on the CCFOs, please visit the South African Qualifications Authority (SAQA) website at http://www.saqa.org.za.

9.2 Assessment plan

To determine how well you have accomplished the learning outcomes for the module, you will be assessed throughout the year by means of an individual test, two group assignments and an examination. Assignments contribute 24% towards the final mark of this module. The individual test is written during May, and contributes 16% towards the final mark. The weight of the year mark is 40% and that of the written examination is 60%.

9.3 General assignment numbers

Assignments are numbered consecutively per module, starting from 01.

9.3.1 Due dates for assignments

A due date is the last date on which the assignment should reach the university. If your assignment is not registered on the system by the due date, you should contact your lecturer immediately and have a copy of your assignment ready. The due dates for this module are:

Assignment Due date Year mark contribution Type Marks

01 07 April 2015 Contributes 12% towards final mark group 100

02 18 May 2015 Contributes 16% towards final mark individual TBC

03 21 August 2015 Contributes 12% towards final mark group 100


VERY IMPORTANT

Please ensure that your assignments reach us on or before the due dates. Penalties will be awarded for assignments received after the due date:

Assignments received up to 3 days after the due date will incur a 25% penalty.

Assignments received up to 6 days after the due date will incur a 50% penalty.

No assignment received 7 days or more after the due date will be marked. A mark of 0 will be recorded on the system.

9.4 Submission of assignments

All assignments are to be submitted online using the Electronic Delivery System (EDS online). For detailed information on how to use the EDS online and instructions about assignment submission, please refer to the EDS Guide, which you received with your study package.

9.5 Assignments

We strongly recommend that students unfamiliar with the case method of learning visit the publisher Online Learning Centre (OLC) at ww.mhhe.com/thompson. The OLC provides access to a guide to case analysis. This guide explains what a case is, why cases are a standard part of courses in strategy, how to prepare for a class discussion of a case, and how to prepare a written case analysis. All assignments are group assignments. Note, however, that repeaters of this module are expected to submit individual assignments. Also note that we will adopt a very strong stance on plagiarism for all assignments and may decide to take disciplinary steps against students who plagiarise. Plagiarism is the act of taking the words, ideas and thoughts of others and passing them off as your own. It is a form of theft that involves a number of dishonest academic activities. An example of plagiarism is retrieving information from the internet and then copying and pasting this information into your assignment and submitting it as your own work.

You may access the Policy for Copyright Infringement and Plagiarism from http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27715.

9.5.1 Group assignments

ASSIGNMENT 01(GROUP)

Topics 1 and 2

Due date: 07 April 2015

Technical requirements: Maximum length: 40 pages, 12 Font, 1, 5 spacing (excluding appendices). Kindly note that markers will only review the first 40 pages. Referencing: Harvard Referencing Method

Question 1 [10 marks] Select an organisation that meets the following criteria and call it “GROUP COMPANY CASE (GCE):

has more than 50 employees

MBL912L

21

offers more than 3 products (or services)

has been ISO 9001 certified

has marketing, finance and operations functions

allows visits or access to information (Hence it will be better if it is an organisation where a group member is employed.)

Write a brief situational report as follows:

name of company and address

location and the area around the location (environment)

turnover over a minimum of the past three years

nature of business

nature of products

organisational structure and number of employees

major functions

list of current ISO certifications

production of goods and/or services and process flow

layout

supply chain and onsite inventory (raw, in process and finished goods)

methods of scheduling

maintenance planning and scheduling

quality

human resources

major operations management challenges

how you got the information

Question 2 [5 marks] Recommend an international strategy for your GCE. Provide a motivation. Question 3 [5 marks] Discuss the OM challenges of your GCE with reference to those on pages 54 to 55 of the textbook. Question 4 [5 marks] Calculate the productivity of your GCE. Explain how you arrived at this answer. Question 5 [5 marks] How would you describe the job and tasks of the operations manager in your GCE? Question 6 [5 marks] Where would you place the products and/or services on the product life cycle? Why? Question 7 [15 marks] Create a new product/service which will be appropriate for your GCE. Provide a report in which you:

outline the reasons for the selected new product/service (5)


design a project plan and activities incorporating all the development stages shown on page 197 of the textbook (10)

Question 8 [20 marks] Provide a detailed report on improving the productivity of your GCE, with reasons and examples based on

use of production technology

improving capacity

layout

location

Your answers to the above will be assessed in terms of the level of communication displayed, the insights and inferences drawn, and your ability to show the implications of the factors that you have assessed and discussed. An answer that merely gives a list of events that have happened or a synopsis of a situation, without showing insight into the reasons and results, will not earn good marks. Your method of referencing must consistently follow the augmented Harvard method.

ASSIGNMENT 03 (GROUP)

Topics 3 and 4

Due date: 21 August 2015

Technical requirements: Maximum length: 40 pages, 12 Font, 1,5 spacing (excluding appendices). Kindly note that markers will only review the first 40 pages. Referencing: Harvard Referencing Method

Refer to your GCE and answer the following questions.

Question 1 [20 marks]

Report on the current supply chain strategy used and suggest how you can improve it.

(Pay attention to sourcing strategies, risks and tactics, integrating the supply chain, building the supplier base, logistics and distribution management, ethics and performance management.)


Report on the various inventory costs and suggest ways to reduce them.


Select one of the products and determine the product tree and bill of materials with lead-times, ordering units, safety stock requirements and stock on hand. Calculate the planned orders for the next 12 weeks. (Hint: study solved problem 14.3.)


Suggest how you could improve performance by showing the following:

how you would implement JIT and Lean systems

how you would improve quality

how you would improve the reliability of one of the products

MBL912L

23

Question 5

The manager has requested you to present the advantages and disadvantages of standardisation and comment briefly on the suitability of the following ISO standards in the GCE:

ISO 9001

ISO 14001

OHSAS 18001

ISO 51000

ISO 31000

Your answers to the above will be assessed in terms of the level of communication displayed, the insights and inferences drawn, and your ability to show the implications of the factors that you have assessed and discussed. An answer that merely gives a list of events that have happened or a synopsis of a situation, without showing insight into the reasons and results, will not earn good marks. Your method of referencing must consistently follow the augmented Harvard method.

9.5.2 Repeaters’ individual assignments

REPEATERS’ INDIVIDUAL ASSIGNMENT 01

Topics 1 and 2

Due date: 07 April 2015


Read the following case study and answer the questions that follow.

Case: Cincinnati Veterans Administration Medical Center

(Case study is adapted from the information gathered by William Cahill, Troy Hall, and Rachel Whitaker, and the Cincinnati Veterans Administration Medical Center.)

The Cincinnati VA Medical Center (CVAMC) provides health care to eligible veterans in Ohio,

southeast Indiana, and northern Kentucky. The CVAMC is an acute care, university affiliated

220-bed facility. It is a part of the Veterans Healthcare Administration of the Department of

Veterans Affairs. It comprises one of five medical centers within the Veterans Integrated

Services Network 10 (VISN 10). The CVAMC works to provide a variety of services as needed

across the continuum of care for veteran patients, as well as trainee education and the pursuit

of new knowledge through research. The mission arises from Federal mandates to support

health care, education and research.


CVAMC’s vision is to “… shape our future by breaking the traditional VA mold, building on our

strengths, and emerging as the health care center of choice for all Veterans. As pioneers of

change we will:

1. Establish the patient at the core of all processes with the focus on continuity of care leading

to optimal patient outcomes.

2. Develop a united team of competent, caring, empowered employees committed to providing

service that exceeds expectations.

3. Foster unprecedented labor/management trust and cooperation.

4. Create a proactive organisation that is responsive, streamlined, and personal.

5. Be recognised as an innovative, vital health care leader and educational resource in our VA

system and the Greater Cincinnati community.”

The CVAMC is able to offer a variety of inpatient and outpatient healthcare services. The

Medical Service staff offers services in primary care, general internal medicine, and in multiple

medical subspecialties such as cardiology, nephrology, pulmonary, and gastroenterology. The

Surgery Service offers general surgical care and specialty care in such areas as urology,

orthopedics, vascular surgery and neurosurgery. The Mental Health Service provides

psychiatric and psychological support care for patients with a variety of programs including care

for patients with post-traumatic stress disorder, substance abuse, and serious mental illnesses.

The Neurology Service cares for patients with disorders of the nervous system. It has special

programs in epilepsy, neuromuscular disease, stroke, and movement disorders. Physical

Medicine and Rehabilitation Service offers support for patients with acute and chronic

debilitating conditions. It offers programs in occupational, physical, and speech therapy as well

as chronic pain management and prostheses.

The CVAMC also provides specialty services in support of other medical centers within the

VISN. This includes surgical, psychiatric, neurological, and medical specialty care to patients at

Dayton, Chillicothe, and Columbus. Additionally, some specialised care is offered for veterans

from other areas of the state and country, including the production of special limb prostheses.

The primary customer is the veteran patient. Highest priority is given to veterans with medical

conditions or injuries related to their service in the military, and to those veterans with limited

resources who otherwise would have difficulty obtaining the care they need. CVAMC offers a

broad range of services to other eligible veterans as well. Other customers include the families

of veteran patients, the veterans support organisations (VSO), the trainees including residents

and medical students, and the staff at the other VISN facilities. There is a special relationship

with the University of Cincinnati. This involves all three major missions of this medical center.

The majority of the staff physicians have joint appointments with the University. Some

MBL912L

25

specialised care is provided through sharing agreements with the University, including radiation

therapy, special radiological studies, and cardiac surgery. The CVAMC is a major teaching

center for many of the University's residents and medical students. The CVAMC also supports

researchers with joint appointments at the University. There is a partnership between the

unions and the Medical Center. Finally, there is a partnership between the Medical Center and

a local elementary school.

The 1,100 employees of the CVAMC include physicians, nurses, psychologists, dieticians,

social workers, therapists and other health care professionals. This number also includes those

members of the services that support the delivery of care including environmental management,

security, medical administration, finance, and acquisition personnel. Physicians represent

approximately 10% of the full-time work force, while nursing personnel account for about one-

third.

The main facility for the CVAMC includes the acute care bed services and clinic areas housed

in one building in Cincinnati. The inpatient facilities include two intensive care units, acute

medical and surgical services, and acute and intermediate term psychiatry services. Outpatient

facilities include clinics on three floors and a Patient Evaluation Area for patients with

emergencies. Full-scale laboratory, clinical pathology, and radiological services are available

on-site. There are facilities for computerised fabrication of artificial limbs for patients with

amputations. Day treatment facilities are also available for patients with PTSD and substance

abuse. The CVAMC operates a nursing home and a domiciliary for homeless veterans at its

Fort Thomas location. The CVAMC also supports an outpatient facility in Bellevue, KY for

easier access for veteran patients in northern Kentucky. The CVAMC also offers specialty

services to other VAMCs in VISN 10 throughout reach programs at those facilities. One major

regulatory body is the Joint Commission for Accreditation of Healthcare Organizations. Other

regulatory bodies that review the activities of the CVAMC include the Nuclear Regulatory

Commission, the College of Pathology, The Environmental Protection Agency, and OSHA.

Veteran patients require accessibility to care. This includes the need to be seen at a location

convenient to them, as much as possible. Additionally, they must be able to get an appointment

with their clinicians within a reasonable period of time. A thirty-day limit for specialty clinic

consultation has been targeted as a key customer service standard. Patients do not want to

have to wait for long periods on the day of their appointments. They need access to the latest

technology and specialty skills as appropriate for their medical conditions. This is important

even if the CVAMC does not have the necessary equipment or personnel on site. The CVAMC

must then contract for those services. Veteran patients need to have continuity of care. They


want to see the same clinician each visit to develop rapport with someone who understands

their particular needs. They want that provider to be aware of the results of any specialty

consultations or hospitalisations. These patients deserve the availability of a range of services

to meet their needs. They recognise the need for interdisciplinary approaches to solve some of

their health problems. They demand to be heard during medical decision-making and want their

end-of-life wishes respected.

The families of veteran patients need to be informed about the care of their loved ones. They

want to be able to participate in educational activities. They wish to be able to support the

patient when treatment decisions are being made. They want convenient access to care for the

veteran patients, as they are often responsible for getting the patient to the appointments.

The veterans services organisations play a key role in supporting veteran patients. They

demand that the veteran’s needs be met. To this end, they require access to top management

of the CVAMC in order to discuss their concerns.

The trainees demand access to teaching facilities. They want to be able to assist in the care of

patients with a variety of health conditions. They want to be able to discuss issues with

experienced staff. They demand access to the latest technology and treatments. They want to

be able to interact with researchers to gain a better understanding of their patients’ conditions

and options for care.

The staff at other VISN facilities needs to be able to take advantage of the expertise and

equipment at the CVAMC when these are not readily available at their own sites. They want

access for their patients that are timely and convenient. They demand timely reports of these

evaluations and wish to be included in medical decision making.

The University demands satisfaction of its teaching requirements for the trainees. The

University requires regular monitoring of the trainees’ progress. University staff also monitors

the trainees’ evaluation of their experience while at the CVAMC. The University requires

payment for clinical services provided.

The CVAMC holds a special place in the competitive healthcare market in the region. It is the

only hospital in its service area dedicated to veterans. While this limits the number of potential

customers, it can use this in its pursuit of its targeted customers. It is relatively small compared

to the area’s major medical centers, but it can take advantage of its membership in the very

large chain of medical centers in the VHA when purchasing medications and equipment. It can

also take advantage of its ties with the University and nationally funded research programs to

lend an aura of quality. It also provides the most vertically integrated health care delivery

MBL912L

27

system in the market, with a variety of services for its veteran patients across the continuum

from outpatient to inpatient. It currently provides care to approximately 21,000 veteran patients,

but this represents only about a 10% penetration of its target market. This limited penetration is

due in part to years of restricted eligibility to receive care at this facility. Because of its role of

supporting veterans with limited resources, it has been viewed at times as a provider of last

resort. Federal regulations restrict the ability to advertise, limiting the ability to market its

services. The CVAMC also faces a declining population of veterans in its service area.

The CVAMC has a number of competitors in the region. These include all of the major medical

facilities which provide inpatient or outpatient care. These compete with the CVAMC mostly for

patients with insurance or Medicare coverage. Veteran patients with limited resources may also

go to places other than the CVAMC, since some support for indigent care is available.

Additionally, the other VA medical centers in the state can compete with the CVAMC for veteran

patients. Funding of these centers depends in part on the number of veteran patients served.

The CVAMC must be ready to compete with these other facilities, inside and outside of the

VHA, if it is to succeed.

There are several factors of importance when competing in this health care market. The

reputation for quality may be a critical factor for some patients. Cost is a major factor for many

veteran patients, since they have little or no out-of-pocket expenses for care provided at the

CVAMC. Accessibility is critical, since patients are often unwilling to tolerate long waits for

appointments or long delays on the day of their visits. Many patients show strong preferences

for local access to care, the ability to avoid bridge or downtown traffic, and ease of parking.

Continuity of care is important to many patients. Many patients want their providers to be able

to coordinate their visits and tests, with good communication of results among their providers.

Staff courtesy, empathy and efforts to educate the patients may also be factors of importance to

health care customers.

Change continues to affect the health care market. Recent changes in federal reimbursement

of medical facilities under the Balanced Budget Act have caused financial strain among health

care providers. The VHA is funded separately, but is not immune to budget cutting activities in

Congress. The insurance companies have also been aggressively trying to reduce their

expenses, impacting the revenues of medical facilities. The aging of the population has

increased the demand for services. The costs of pharmaceuticals and medical technology

continue to rise. Changes in coverage of medications have forced some patients to consider

different sources for their healthcare. CVAMC must attend to these changes if it is to prosper in

this changing health care environment.


The major new initiative for the CVAMC is to improve access to care by the placement of

outpatient facilities at sites more convenient to veteran patients. This process started with the

planning for and implementation of the community based outpatient clinic (CBOC) in Bellevue,

KY. Analysis of postal code information for eligible veterans in the region showed that there is a

high concentration of patients in the three counties of northern Kentucky. Focus groups were

held with patients from this area that showed that these patients strongly disliked having to

cross the Ohio River for their healthcare. An adequate site was found for a clinic in northern

Kentucky. Since its opening, enrollment with patients new to the system has occurred rapidly.

In view of this success, the demographic data was reviewed for consideration of two more

veterans’ service centers. Sites in southeast Indiana and Clermont County have been

approved. These should help the CVAMC to meet its targets of increased patient enrollment as

well as improved access to care.

The Mental Health Service has undertaken an initiative to improve access to its targeted group

of veteran patients in the northern suburbs of Hamilton County. This will also improve access to

care and utilisation of CVAMC resources as these patients begin to use other services.

The CVAMC has taken part in a new VISN case management program. This involves assigning

a nurse to patients in certain high-risk categories. The categories of risk were determined by

review of resource utilization including days of hospitalization. The case manager is trained to

improve coordination of care and assure appropriate preventative measures are taken to

improve the health state of the patient, limiting the use of scarce resources.

Major research programs are helping the CVAMC achieve its missions. The medical center is

one of three sites funded nationally as a Patient Safety Center of Inquiry to look at how

mistakes occur and how they can be limited in the delivery of health care. The Mental Health

Service has recently received further funding from the National Institutes of Health to study

substance abuse management. These programs help to fund staff positions while improving

the quality of care that we are able to offer to veteran patients.

The computerised system for automated production of prostheses represents a new service that

is not available elsewhere in the VISN. Additionally, it is far superior in cycle time to any system

available anywhere else in the region. This system allows the CVAMC to offer its patients with

amputations unparalleled service. The shorter cycle time increases the chances that the veteran

patient will be able to ambulate well after an amputation procedure. The system allows us to

provide similar service for veteran patients at other facilities within the VISN and beyond,

without the need for these patients to travel to Cincinnati.

MBL912L

29

Another area receiving great attention at this time is achieving increasingly strict customer

service standards. These help focus attention of all employees on the issues of importance to

veteran patients. These standards have associated monitors and measures, with benchmarks

from health care systems nationally.

The major unique factor at the CVAMC is the strategic planning process. This occurs at the

Quorum, a quarterly meeting of managers from all services as well as representatives of major

customer groups. Results of prior initiatives are reviewed. The group decides whether the

resources should continue to be assigned to those projects. New initiatives are considered in

view of changes in the environment and customer needs. The large size of the group improves

organisational buy-in for initiatives. The monitoring activities of this group have allowed the

elimination of some committees including the Quality Assurance Committee. The size and

nature of this strategic planning group is unusual for a health care organization. The quarterly

meetings allow the medical center to respond more quickly to change. This process will be

important in the future success of the CVAMC.

Questions

1. Based on this background information, provide a job description of an appropriate operations

manager for CVAMC. [10]

2. Provide a suitable strategy and outline the operations requirements to support such a

strategy. [20]

3. What factors will be considered to ensure a suitable location for CVAMC? Discuss the

methodology used to select such a location. List all your assumptions. [15]

4. Explain how service efficiency can be improved. List all your assumptions. [15]

TOTAL FOR SECTION B = [60]

Students repeating this module must complete this assignment individually.

Your answers to the above will be assessed in terms of the level of communication displayed, the insights and inferences drawn, and your ability to show the implications of the factors that you have assessed and discussed. An answer that merely gives a list of events that have happened or a synopsis of a situation, without showing insight into the reasons and results, will not earn good marks. Your method of referencing must consistently follow the augmented Harvard method. Annexures can be used to highlight additional information.


REPEATERS’ INDIVIDUAL ASSIGNMENT 03

Topics 3 and 4

Due date: 21 August 2015


Question 1 [20]

Review the Darden Global supply chains case study and answer the questions given (page 491).

Question 2 [20]

Using suitable examples, show the impact of technology on operations management. (Research and information-gathering visits to organisations are expected as part of this exercise.)

Question 3 [20]

“Standardisation is critical for operations in a modern organisation.” Do you agree with this statement? Fully motivate your answer.

Question 4 [20]

CVAMC in assignment 1 wants to become world class. Provide a report on how it can get this status with the necessary operations requirements. (Hint: you will need to conduct research on world class requirements.) (2

9.6 Marking guideline/matrix/rubric

The following template will be used in the overall assessment of your assignments:

Marks for academic content 30%

Marks for use of practical examples and cases

30%

Marks for structure 10%

Marks for grammar and language 20%

Correct references 10%

10 OTHER ASSESSMENT METHODS

More information about the form and scope of assessment, as well as the dates, will be supplied well in advance.

MBL912L

31

11 EXAMINATION

Open book examinations will be written during October/November. The duration of the examination is four hours. The examination will consist of one or more case studies and specific questions related to the case(s). All reading material set out in this module overview, together with all material covered at the study schools, should be reviewed for the examination. You are allowed to bring all reading materials to the examination except electronic devices.

Examination eligibility will be according to the rules and procedures applicable to the MBL. Students will be required to adhere to the Unisa examination timetable, as well as the designated Unisa examination centres. Students may be required to write more than one module per day during the examination period.

12 FREQUENTLY ASKED QUESTIONS

The my Studies @ Unisa brochure contains an A-Z guide of the most relevant study information. This brochure is available at http://www.unisa.ac.za/contents/study2012/docs/myStudies-Unisa-2014.pdf

13 SOURCES CONSULTED

The following sources were consulted in compiling this module overview:

1. Heizer, J. & Render, B. 2011. Operations management. 11th edition. Prentice Hall.

2. Meridith, J.R. & Mantel, S.J. 2006. Project management: a managerial approach. 7th

edition. New York: Wiley & Sons.

3. Various ISO standards.

14 CONCLUSION

I trust you will enjoy this module. Feel free to furnish me with any comments that may improve this overview.

Prof. R.R. Ramphal

GRADUATE SCHOOL OF BUSINESS LEADERSHIP

UNISA

http://www.unisa.ac.za/contents/study2012/docs/myStudies-Unisa-2014.pdf

mbl912l module overview_2015

Documents

mbl912l module overview

effective operations

modulerelated resources

study school plan

project management

specific outcomes

supply chain management

contents page contents