COLLEGE OF COMMERCE

BA PROGRAM & ENTREPRENEURSHIP

MODULE PACKETS
BA 311 – Operations Management (Cycle 2)
MODULES OVERVIEW:

WELCOME TO OPERATIONS MANAGEMENT

The modules, will discuss the basic principles of and Concepts of Operations Management.
The course will teach the leaners the blend of concepts from industrial engineering, cost
accounting, general management, Marketing and quantitative methods, and statistics. This
module provides strategies in forecasting, allocating resources, designing of goods and
services, and scheduling the production activities distribution schemes. At the end of this
module, you are going to submit an observational output specifying how you apply the
lessons you learned from this module in reality.

You are all to learn a new field in your in your study, welcome to Operations Management
Course!

CONSULTATION HOURS:
Phone or Messenger: 8-10 AM Wednesdays
Virtual time: 11-12N- Wednesdays

MODULE 1 LEARNING OBJECTIVES:

By the end of this module, the students will be able to:
1. explain the different functions of an organization and its operations processes;
2. discuss the scope of company’s capabilities and limitations;
3. understand the importance of the management and marketing process;
4. develop the skills of decision-making and implementations; and,
5. assess the concept of a company’s values in relatios to its stakeholders’ requirements.

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COURSE CONTENT FOR MODULE 1:

INTRODUCTION TO OPERATIONS MANAGEMENT
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Functions of Business 1 hour

Lecture discussion Scope of operations management 1 hour

Review Quick review 15 minutes

Lecture discussion Operations Management & Mgt. Process 1 hour

Operations Management & Mktg, Process,

Lecture discussion 30 minutes
and

Lecture discussion Operations Management & Decision Making 1 hour

Giving instructions for the activity or mini-

Activity 15 minutes
case Observational Activity Output

Quiz Summative quiz for module 1 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 November 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
1.1 Functions of Business
Coverage: Organization, Operations Process, Marketing, Value Chain, and Global
Challenges.

Real-Life/ BusinessOperations Management of popular companies both local &

international.

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1.2 Scope of operations Management

Coverage: Operations systems, Product/service standardization, types of technical
production, scheduling of production process.
Real-company experience: Discussions on identified companies

1.3 Operations Management and Management Process

Coverage: Creating prototypes, decision-making, quantitative approaches, trade-offs, and
real time production processes.

Real-company Practices: sharing in the discussion of known companies.

1.4 & 1.5 Operations Management and Marketing Process and Decision making
process

Coverage: Product/Service Research & Development, production, product/service market-

testing, marketing communication, scheme of distributions, and market competitors.

Real Company Practices: Identification of company & their practices/make report

MODULE 1, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
1. The class will be divided into teams/pairs
2. Each team will visit/research for manufacturing or service company to analyze their
operations
3. Each team will observe the existing production, management, marketing, decision
process
4. Each team must collaboratively and specifically write their observations and must state
and defend what company they identified.

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT

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BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE

STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;

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effectively. creative use of

sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared By:

Alfredo E. Daqiula
COC Faculty

COURSE CONTENT FOR MODULE 2:

Designing a production system, capacity, work system, layout, and
location
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Features of product/service design 1 hour

Lecture discussion Process of capacity and work system design 1 hour

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Review Quick review 15 minutes

Lecture discussion Selection of facility layout and location 1 hour

Understanding the layout and location

Lecture discussion 30 minutes
decision

Designing a market-driven
Lecture discussion 1 hour
operations/decisions

Giving instructions for the activity or mini

Activity 15 minutes
case Observational Activity Output

Quiz Summative quiz for module 2 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 November 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
2.1 Features of product/service design
Coverage: Innovation and redesigning of product and services, the ethical, legal, and
environmental issues; the functions of quality deployment.
Real Life/company Application: Identification of company and their approaches

2.2 Process of capacity and work system design

Coverage: capacity requirements, effectiveness, and measurement; work flow & timing
Real-Life/company Application: company visits and reporting

2.2 Selection of facility layout and location

Coverage: Designing a production layout and location identification requirements
Real-Life/company Application: visit a supermarket and recognize the layout requirements
2.3 Understanding the underlying issues and problems in layout/location decision

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Coverage: Legal and environmental requirements; safety and security of the customers
Real-Life/Company Application: Interviews with company LGU planning and zoning officer

2.4 Creating a market-driven operations decision

Coverage: Market study to determine the real responses of the customers
Real-Life/Company Application: Market sensing and Market linking activities

MODULE 2, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
5. The class will be divided into teams/pairs
6. Each team will comply with activity required by the module particularly the design
7. Each team will observe and make report on the requirements of the activity
8. Each team must collaboratively and specifically write their observations and must state
and defend what restaurant do they is more customer oriented

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 2

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences

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underdeveloped and thought on a few evidence. original thought

unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Preparedby:

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Alfredo E. Daquila
COC Faculty

COURSE CONTENT FOR MODULE 3:

Implementing quality Control System: TQM Principles and Tools
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion The Quality Evolution, Gurus, and Strategies 1 hour

The Quality Supervision & Inspection

Lecture discussion 1 hour
process

Review Quick review 15 minutes

Statistical Approaches in Quality

Lecture discussion 1 hour
Implementation

Lecture discussion The TQM Quality Tools 30 minutes

Lecture discussion Obstacles in Implementing TQM 1 hour

Giving instructions for the activity or mini

Activity 15 minutes
case Observational Activity Output

Quiz Summative quiz for module 1 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 November 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
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3.1 The Quality Evolution, Gurus, and Strategies

Coverage: Proponents/Gurus of TQM; the basics, dimensions, and determinants
Real-Life/company Application: Visit Toyota and other Digital companies and make report

3.2 Quality Supervision and Inspection

Coverage: The importance of supervision and inspection to maintain & sustain quality
standard
Real-Life/Company Application: Visit an SMC production Facility: observe and make
report

3.3 Statistical Approaches in Quality Implementation

Coverage: Variations and Control Charts and Linear Programing
Real –Life/Company Application: Identify accessible company and observe/make report

3.4 The TQM Quality Tools

Coverage: Tools: Flow Charts, Check sheets, Histograms, Pareto analysis, Scatter
diagram, Control Charts, Cause & effect diagrams, and Fishbone diagrams.
RealLife/-Company Application: Visit Beverage company, observe and make report

3.5 Obstacles in TQM implementation

Coverage: Resistance to change, Non-compliance by the top management, culture
Real-Life/Company Application: Interview executives of the company on TQM
requirements

MODULE 3, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
9. The class will be divided into teams/pairs
10. Each team will visit identified/ suggested company and make report on their activities
11. Each team is required to submit/report a quality output required by the activity
12. Each team must collaboratively and specifically write their observations and must state

Note: The teams/pairs must use the official template that will be sent in doing this output.
and defend what company position on TQM challenges

RUBRIC FOR ACTIVITY 1

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GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college

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rhetorical devices or diction, and used to enhance level; rhetorical

emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared by:

Alfredo E. Daquila
COC Faculty

COURSE CONTENT FOR MODULE 4:

Supply Chain Management: Inventory Mgt., JIT, MRP, ERP , Scheduling
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Designing a Supply Chain Network & Mgt. 1 hour

Lecture discussion Develop models of Inventory Control Mgt. 1 hour

Review Quick review 15 minutes

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Lecture discussion Understanding JIT, MRP, ERP Systems 1 hour

Understanding the Aggregate Planning

Lecture discussion 30 minutes
System

Lecture discussion Designing a Local and International Network 1 hour

Giving instructions for the activity & mini case

Activity 15 minutes
Observational Activity Output

Quiz Summative quiz for module 1 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 August 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
4.1 Designing a Supply Chain Network and Management
Coverage: Elements of Effective Supply Chain Management- Strategy, Tactical, operations
Real-Life/Company Application: Visit 2GO and other companies and know/make report

4.2 Economic Order Quantity Models

Coverage: Basics of EOQ, Eco. Production Model, and quantity discount model
Real-Life Company Application: Visit and observe operations of food company(s)

4.3 Understanding JIT, MRP, and ERP systems

Coverage: Learning the basic principles in Just-in-Time, Material Requirement Planning,
and Enterprise Resource Planning
Real-Life/Company Application: video clips of companies practicing different systems

4.5 Understanding the Aggregate Planning System

Coverage: Basics Principles and strategies in an uneven demand and services
Real-Life/ Company Application: Visit retailers and food companies and make
observations

4.6 Designing a Local And International Network

Coverage: Regional and Global Networking

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Real-Life/Company Application: Brief reporting on Local and global operations

MODULE 4, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
13. The class will be divided into teams/pairs
14. Each team will visit two appropriate company/readings as required by the activity
15. Each team must collaboratively and specifically write their observations and must state
and defend what company they interviewed/visited

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.

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evidence of critical Some critical Critical thinking is Reveals high

thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared by:

Alfredo E. Daquila
COC Faculty

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COURSE CONTENT FOR MODULE 5:

Project Management: Life Cycle, Work Structure, Risk Mgt., PERT/CPM
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Understanding the aspects of Project Mgt. 1 hour

Lecture discussion Monitoring the Project Life Cycle 1 hour

Review Quick review 15 minutes

Lecture discussion Establishing work flow structure 1 hour

Understanding the Risks Involved

Lecture discussion 30 minutes
periodically

Lecture discussion Application of PERT/CPM design 1 hour

Giving instructions for the activity & mini case

Activity 15 minutes
Observational Activity Output

Quiz Summative quiz for module 1 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 November 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
5.1 Understanding the aspects of Project Management
Coverage: Manpower requirement, Costs, Time Mgt., project completion
Real-Life/Company Application: Readings on successful cooperatives doing PM

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5.2 Monitoring the Project Life Cycle

Coverage: Gantt Chart scheduling of activities and performance
Real-Life/Company Application: identify the expansion program of the identified Company

5.3 Risks Management in Project Management implementation

Coverage: Managing calculated, High, Moderate, Low, intervening risk
Real-Life/Company Application: Readings & reporting the successful Projects

5.4 Application Of PERT/CPM

Coverage: Learning the mechanics of PERT/CPM applications
Real-Life/Company Application: Interview the known Construction company/report

MODULE 5, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
16. The class will be divided into teams/pairs
17. Each team will visit appropriate company as required by the activity
18. Each team must collaboratively and specifically write their observations and must state
and defend what company they interviewed.

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the

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topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly

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assembled with
professional look.

Prepared by:

Alfredo E. Daquila
COC Faculty

COURSE CONTENT FOR MODULE 6:

Introduction to Waiting Lines: Characteristics and Performance
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Goals and Objectives of waiting lines 1 hour

Lecture discussion System characteristics 1 hour

Review Quick review 15 minutes

Lecture discussion Measures of system performance 1 hour

Lecture discussion Queuing and finite & infinite models 30 minutes

Lecture discussion Other approaches in waiting line simulations 1 hour

Giving instructions for the activity & mini case

Activity 15 minutes
Observational Activity Output

Quiz Summative quiz for module 1 30 minutes

Presentation Presentation of selected outputs 30 minutes

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Deadline for module 1 output: 17 November 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
6.1 Goals & Objectives of Waiting Lines
Coverage: Waiting space cost, customer satisfaction, loyalty, and goodwill
Real-Life/Company Application: visit restaurant, service companies and make report

6.2 System Characteristics

Coverage: customer size, channels or servers, arrival and service patterns, queuing of order
Real-Company Application: visit fastfood chains, service providers/ make report

6.3 Measures of system performance

Coverage: customer volume, space utilization, capacity, physical facilities
Real-life/Company Apllication: visit service company : observe and make report

6.4 Queuing, Finite and Infinite models

Coverage: single/multiple channels; exponential service time
Real-Life/Company Application: visit any service company: observe make report

6.5 Other Approaches in Waiting Lines Simulation

Coverage: the system followed by informal and small entrepreneurship business
Real-Life/Company Application: visit repair shops, newspapers shops, etc/ report

Real-Life Application

MODULE 6, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
19. The class will be divided into teams/pairs
20. Each team will visit required company/service company as required by the activit
21. Each team must collaboratively and specifically write their observations and must state
and defend what company/ service company they identified and interviewed

Note: The teams/pairs must use the official template that will be sent in doing this output.

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RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows

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form with little or no level usage of style; tone is outstanding style

variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared by:

Alfredo E. Daquila
COC Faculty

COURSE CONTENT FOR MODULE 7:

Introduction to Inventory Management
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Goals and Objectives Inventory Management 1 hour

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Lecture discussion Functions of Inventory 1 hour

Review Quick review 15 minutes

Measures for effective Inventory

Lecture discussion 1 hour
management

Lecture discussion Inventory Costs, Demand, and distribution 30 minutes

Lecture discussion Policies in Ordering of raw materials & billing 1 hour

Giving instructions for the activity & mini case

Activity 15 minutes
Observational Activity Output

Quiz Summative quiz for module 7 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 NOVEMBER 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
7.1 Goals & Goals and objectives of Inventory management
Coverage: Nature of Inventories, production requirements, customers’ requirements
Real-Life/Company Application: visit producers , service companies and make report

7.2 Functionsof Inventory

Coverage: customer size, channels or servers, arrival and service patterns, queuing of order
Real-Company Application: visit fastfood chains, service providers/ make report

7.3 Measures of Inventory Management

Coverage: customer volume, space utilization, capacity, physical facilities
Real-life/Company Apllication: visit service company : observe and make report

7.4 Inventory Costs, demand, and distribution

Coverage: single/multiple channels; exponential service time
Real-Life/Company Application: visit any service company: observe make report
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7.5 Policies in Ordering of raw materials & billing

Coverage: the system followed by informal and small entrepreneurship business
Real-Life/Company Application: visit repair shops, newspapers shops, etc/ report

Real-Life Application

MODULE 7, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
22. The class will be divided into teams/pairs
23. Each team will visit required company/service company as required by the activit
24. Each team must collaboratively and specifically write their observations and must state
and defend what company/ service company they identified and interviewed

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences

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underdeveloped and thought on a few evidence. original thought

unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared by:

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 COLLEGE OF COMMERCE
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Alfredo E. Daquila
COC Faculty

COURSE CONTENT FOR MODULE 8:

SUPPLY CHAIN MANAGEMENT : Local & Global Markets
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Goals and Objectives of Supply Chain Mgt. 1 hour

Lecture discussion Trends in Supply Chain Management 1 hour

Review Quick review 15 minutes

Lecture discussion Global Supply Chains 1 hour

Lecture discussion Ethics in the supply chain 30 minutes

Lecture discussion Strategic Responsibilities of chain members 1 hour

Giving instructions for the activity & mini case

Activity 15 minutes
Observational Activity Output

Quiz Summative quiz for module 8 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 NOVEMBER 2020, at strictly 5:00 in the afternoon

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LECTURE DISCUSSIONS
6.1 Goals & Objectives of Waiting Lines
Coverage: Waiting space cost, customer satisfaction, loyalty, and goodwill
Real-Life/Company Application: visit restaurant, service companies and make report

6.2 System Characteristics

Coverage: customer size, channels or servers, arrival and service patterns, queuing of order
Real-Company Application: visit fastfood chains, service providers/ make report

6.3 Measures of system performance

Coverage: customer volume, space utilization, capacity, physical facilities
Real-life/Company Apllication: visit service company : observe and make report

6.4 Queuing, Finite and Infinite models

Coverage: single/multiple channels; exponential service time
Real-Life/Company Application: visit any service company: observe make report

6.5 Other Approaches in Waiting Lines Simulation

Coverage: the system followed by informal and small entrepreneurship business
Real-Life/Company Application: visit repair shops, newspapers shops, etc/ report

Real-Life Application

MODULE 8, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
25. The class will be divided into teams/pairs
26. Each team will visit required company/service company as required by the activit
27. Each team must collaboratively and specifically write their observations and must state
and defend what company/ service company they identified and interviewed

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

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LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and
are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical

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emphasis rhetorical devices. content; sentence devices and tone

variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared by:

Alfredo E. Daquila
COC Faculty

COURSE CONTENT FOR MODULE 9:

Management of Quality: ISO,TQM, Six Sigma, Product/Service
Standardization
ACTIVITY DESCRIPTION TIME TO
COMPLETE

Lecture discussion Goals and Objectives of Mgt. of Quality 1 hour

Lecture discussion TQM and its Proponents of Quality 1 hour

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Review Quick review 15 minutes

Lecture discussion Distinction between co. standards & ISO 1 hour

Lecture discussion Six Sigma principles in TQM standards 30 minutes

Lecture discussion Quality Certification & Registration 1 hour

Giving instructions for the activity & mini case

Activity 15 minutes
Observational Activity Output

Quiz Summative quiz for module 1 30 minutes

Presentation Presentation of selected outputs 30 minutes

Deadline for module 1 output: 17 November 2020, at strictly 5:00 in the afternoon

LECTURE DISCUSSIONS
6.1 Goals & Objectives of management of quality
Coverage: Quality production with zero defect & zero waste; Deming’s et al principles

Real-Life/Company Application: visit Beverage co., service companies and make report

6.2 TQM and its Proponents of quality

Coverage: Deming, Juran, Shewhart, Crosby, Feigenbaum, Ishikawa, Taguchi,Shingo
Real-Company Application: visit fastfood chains, service providers/ make report
6.3 Distinction between Co, standard & ISO
Coverage: Customer value, Uniformity, conformity, universality of goods and services
Real-life/Company Apllication: visit service company : observe and make report

6.4 Six Sigma Principles in TQM

Coverage: single/multiple channels; exponential service time
Real-Life/Company Application: visit any service company: observe make report

6.5 Quality Certification & Registration

Coverage: the system followed by informal and small entrepreneurship business
Real-Life/Company Application: visit repair shops, newspapers shops, etc/ report

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Real-Life Application

MODULE 9, ACTIVITY 1: OBSERVATIONAL ACTIVITY OUTPUT

Instructions:
28. The class will be divided into teams/pairs
29. Each team will visit required company/service company as required by the activit
30. Each team must collaboratively and specifically write their observations and must state
and defend what company/ service company they identified and interviewed

Note: The teams/pairs must use the official template that will be sent in doing this output.

RUBRIC FOR ACTIVITY 1

GRADING RUBRIC FOR WRITTEN ASSIGNMENTS

LEVELS OF ASSESSMENT
BELOW MEETS EXCEEDS EXEMPLARY – 5 SCORE
STANDARD – 2 STANDARD – 3 STANDARD – 4 PTS.
PTS. PTS. PTS.
ORGANIZATIO Writing lacks logical Writing is coherent Writing is coherent Writing shows
N organization. It and logically and logically high degree of
shows some organized. Some organized with attention to logic
coherence but ideas points remain transitions used and reasoning of
lack unity. Serious misplaced and between ideas and points. Unity
errors. stray from the topic. paragraphs to create clearly leads the
Transitions evident coherence. Overall reader to the
but not used unity of ideas is conclusion and
throughout essay. present. stirs thought
regarding the
topic.
LEVEL OF Shows some Content indicates Content indicates Content indicates
CONTENT thinking and thinking and original thinking and synthesis of ideas,
reasoning but most reasoning applied develops ideas with in-depth analysis
ideas are with original sufficient and firm and evidences
underdeveloped and thought on a few evidence. original thought
unoriginal. ideas. and support for
the topic.
DEVELOPMENT Main points lack Main points are Main points well Main points well
detailed present with limited developed with developed with
development. Ideas detail and quality supporting high quality and

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are vague with little development. details and quantity. quantity support.
evidence of critical Some critical Critical thinking is Reveals high
thinking. thinking is present. weaved into points degree of critical
thinking.
GRAMMAR Spelling, Most spelling, Essay has few Essay is free of
AND punctuation, and punctuation, and spelling, punctuation, distracting
MECHANICS grammatical errors grammar correct and grammatical spelling,
create distraction, allowing reader to errors allowing punctuation, and
making reading progress though reader to follow ideas grammatical
difficult; fragments, essay. Some errors clearly. Very few errors; absent of
comma splices, run- remain. fragments or run-ons. fragments, comma
ons evident. Errors splices, and run-
are frequent. ons.
STYLE Mostly in elementary Approaches college Attains college level Shows
form with little or no level usage of style; tone is outstanding style
variety in sentence some variety in appropriate and going beyond
structure, diction, sentence patterns, rhetorical devices usual college
rhetorical devices or diction, and used to enhance level; rhetorical
emphasis rhetorical devices. content; sentence devices and tone
variety used used effectively;
effectively. creative use of
sentence structure
and coordination
FORMAT Fails to follow format Meets format and Meets format and Meets all formal
and assignment assignment assignment and assignment
requirements; requirements; requirements; requirements and
incorrect margins, generally correct margins, spacing, evidences
spacing and margins, spacing, and indentations are attention to detail;
indentation; and indentations; correct; essay is neat all margins, TOTAL:
neatness of essay essay is neat but and correctly spacing and
needs attention. may have some assembled. indentations are
assembly errors. correct; essay is
neat and correctly
assembled with
professional look.

Prepared by:

Alfredo E. Daquila

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COC Faculty

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