FAR EASTERN UNIVERSITY

Institute of Accounts, Business and Finance

Business Administratio
FAR EASTERN UNIVERSITY

Vision-Mission

Guided by the core values of Fortitude, Excellence and Uprightness, Far Eastern University aims to be a university of choice in
Asia. Committed to the highest intellectual, moral and cultural standards, it strives to produce principled and competent
graduates. It nurtures a service-oriented and environment conscious community which seeks to contribute to the advancement
of the global society.

Quality Policy

Far Eastern University is committed to providing quality educational services.

Each person is expected to do the job right the first time with the intention of consistently satisfying the requirement of our
students, other members of FEU community, and external parties.

Under any given circumstances we shall adhere to all the requirements and standards for continuous improvement and
effectiveness of the quality managements systems.

INSTITUTE OF ACCOUNTS, BUSINESS AND FINANCE

Vision

Far Eastern University Institute of Accounts, Business and Finance (IABF) envisions itself to be the preferred business
school in Asia.
Mission

The Institute of Accounts, Business and Finance is committed to produce principled and competent business graduates, espousing
Fortitude, Excellence and Uprightness. IABF will promote community engaged, service-oriented individuals who will shape and
build strong organization in the future.
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 Course Title PRODUCTION AND OPERATIONS Course Code PRDN & OPRN
MANAGEMENT
Credits THREE (3) UNITS Course Prerequisite PRN MGT
Course Description:
It is a three-unit course covering an introduction to the field of production and operations management. It is designed to highlight
the practical and applied techniques, which can improve the organizations quality and productivity. The course draws upon the
students knowledge of accounting, science, mathematics, management, and statistics. One of the basic functional areas of any
enterprise is operations. Operations deals with managing resources or systems to create products or provide services. The
designing, planning, organizing, operating, and controlling of operating systems is the focus of this course including analytical
techniques, tools and concepts applicable to managing operations.
Course Outcomes At the end of this course, the learner will be able to:
1. Understand the definition of operations management and establish the fundamental knowledge of
operations management, e.g. strategy, forecasting, capacity management, and quality
management.
2. Examine the role of operations in any organization and examine productivity and a system approach
to analyzing operations problems.
3. Understand multiple analytical techniques and applications to develop business forecasts.
4. Identify the key components of product and service design, and the ways to improve reliability in
design decisions.
5. Utilize various models and techniques to model complex production systems.
6. Identify the key variables that decision makers utilize in addressing the production (aggregate)
planning.
7. Describe the process of the approaches to project management and explain the kinds of
information this process provides.
Strategy/Methodology Evaluation of
Student
Week Lesson/Topic Learning Outcomes Learning/Evaluation
Output
/Activities Tool
Classroom At the end of this Discussion of house rules, Signed Expectations Setting
1 Orientation lesson, the learner will course requirements and Undertaking /
be able to: grading system Contract

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 Framework on Know the different
Outcomes- based classroom rules and Open Forum
Education regulation and
Grading system expectations of the
Policy on academic course.
integrity

At the end of this
lesson, the learner will
be able to:
Define the term
operations
management
Introduction to
Identify the three
Operations Lecture,
major functional
Management Discussion,
areas of
1. Concept of Case Analysis: Hazel
organizations and
Operations Ebook Reading,
describe how they Accomplished
management Critical Thinking Recitation
interrelate Seatwork /
2 2. Production of Exercises, and Boardwork /
Compare and Case Analysis
Goods versus Experiential Learning Seatwork
contrast service and
Delivery of Exercises
manufacturing
Services
operations
3. Operations and
Describe the
Decision Making
operations function
4. Trends in Business
and the nature of
the operations
managers job
Describe the key
aspects of
operations

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 management
decision making
Identify current
trends in business
that impact
operations
management
At the end of this
lesson, the learner
will be able to:
1. List and briefly
discuss the
primary ways that
business Competitiveness,
organizations Strategy, and Lecture
compete Productivity Discussion
2. Define the term Competitiveness Case Analysis: An
strategy and Strategy American Tragedy;How a
Accomplished Recitation
explain why Mission, Goals, Good Company Died;
3 Homework / Assignment
strategy is Strategies, Tactics Home Style Cookies;Hazel
Case Analysis Quiz
important for and Formulation Revisited; and Tapijt
competitiveness Productivity Express
3. Contrast strategy Computing & Operation Tours
and tactics Improving
4. Discuss and Productivity
compare
organization
strategy and
operations
strategy, and
explain why it is

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 important to link
the two

1. At the end of this

lesson, the learner
will be able to:
2. List the elements
of a good forecast
3. Outline the steps
in the forecasting
process
4. Describe Accomplished
qualitative Forecasting Problem Set /
forecasting Features Case Analysis
techniques and Elements
Interactive Class
their advantages Steps Supplemental
Discussion Data Set Analysis
and disadvantages Approaches Exercises
4 Compare and Contrast and Forecasting
5. Compare and Judgment, Time
Problem Solving Data Analysis
contrast Series and Video
Newsclip/Videos
qualitative and Associative Showing
quantitative Accuracy and
approaches to Control of Forces Ebook
forecasting Reading
6. Briefly describe
averaging
techniques, trend
and seasonal
techniques, and
regression
analysis, and solve
typical problems

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 At the end of this
lesson, the learner
will be able to:
1. Explain the
strategic
importance of
product and Product and Service
service design Design
2. List some key What does Product
Lecture
reasons for design & Service Design Do Recitation
Interactive Discussion Accomplished
or redesign Reasons Assignment
5 Compare and contrast Homework /
3. Identify the key Legal, Ethical and Essay
Case Analysis Case Analysis
questions of Environment Issues Quiz
Newsclip/Videos
product and Other Issues
service design Global Product
4. Discuss the Design
importance of
legal, ethical, and
sustainability
considerations in
product and
service design.
Phases
1. At the end of this
Idea Generation
lesson, the learner
Quality Function
will be able to: Lecture
Deployment & Kano Recitation
2. Explain the Interactive Discussion
Model Accomplished Boardwork
6 purpose and goal Case Presentation
Remanufacturing, Case Analysis Written Exercises
of life cycle Newsclip/Videos
Recycle & Service
assessment
Models
3. Explain the phrase
the 3 Rs Life Cycle
Assessment
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 4. Briefly describe
the phases in
product design
and development
PRELIMINARY EXAMINATION
At the end of this
lesson, the learner
will be able to: Strategic Capacity
1. Explain the Planning for Products
importance of and Services
Lecture Accomplished
capacity planning Concept and Assignment
Interactive Discussion Homework /
7 2. Discuss the ways Definitions of Problem Set
Lecture Problem Set /
of defining and Capacity Quiz
Newsclip/Videos Case Analysis
measuring Determinants of
capacity Capacity Planning
3. Describe the Strategy Formulation
determinants of
effective capacity
At the end of this
lesson, the learner
will be able to: Forecasting Capacity
1. Discuss the major Requirements
considerations Challenge of Planning
Lecture Recitation
related to Service Capacity Accomplished
Interactive Discussion Boardwork /
8 developing Make or Buy Seatwork /
Lecture Seatwork
capacity Developing Capacity Case Analysis
Newsclip/Videos
alternatives Alternatives
2. Briefly describe Evaluating
approaches that Alternatives
are useful for
evaluating

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 capacity
alternatives
At the end of this
lesson, the learner
will be able to:
1. Understand the
strategic
importance of Process Selection and
process selection Facility Layout Accomplished
Lecture
2. Explain the effects Definition Reaction Assignment
Interactive Discussion
9 of process Kinds of Technology paper/ Essay
Problem Solving
selection on the Process Selection Homework / Quiz
Newsclip/Videos
organization Facilities Layouts Case Analysis
3. Describe the basic Line Balancing
processing types
and Facilities
Layout
4. Explain the line
balancing.
At the end of this
lesson, the learner
will be able to: Designing Products
1. List some reasons Layouts
Lecture
for redesign of Cycle Time and Recitation
Interactive Discussion Accomplished
10 layouts Output Rate Boardwork
Problem Solving Case Analysis
2. Describe the basic Precedence Diagram Written Exercises
Newsclip/Videos
layout types Measuring
3. Solve simple line- Effectiveness
balancing
problems

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 4. Develop simple
process layouts
At the end of this
lesson, the learner
will be able to:
1. Explain the
importance of
work design and Design of Work
quality of work Systems
life. Quality of Work Life
2. Explain the term and Working
Lecture
compensation and Conditions Accomplished
Interactive Discussion Assignment
compensation Behavioral Homework /
11 Compare and Contrast Problem Set
system. Approaches to Job Problem Set /
Problem Solving Quiz
3. Describe four Design Case Analysis
Newsclip/Videos
commonly used Compensation and
motion study Compensation
techniques and System
Discuss the impact Work Sampling
of working
conditions on
work design
4. Describe work
sampling.
At the end of this
Location Planning and
lesson, the learner Lecture
Analysis Recitation
will be able to: Interactive Discussion Accomplished
The Need for Boardwork /
12 1. List reasons why Compare and Contrast Seatwork /
Location Decisions Seatwork
organizations Problem Solving Case Analysis
The Nature of
need to make Newsclip/Videos
Location Decisions
location decisions

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 2. Explain why Service and Retail
location decisions Locations
are important Global Locations
3. Discuss the Evaluating Location
options that are Alternatives
available for
location decisions
4. Describe some of
the major factors
that affect
location decisions
5. Use the
techniques
presented to solve
typical problems

MIDTERM EXAMINATION
At the end of this
lesson, the learner Supply Chain
will be able to:
Management
1. Discuss the key
The Need for Supply
issues of supply
Chain Management Lecture Accomplished
chain Assignment
The Bullwhip Effect Interactive Discussion Reaction
13 management Essay
Global Supply Case Analysis Paper / Case
(SCM) Quiz
Chain/Outsourcing Newsclip/Videos Analysis
2. List the
Benefits and
components of
SCM Elements of Supply
3. List four recent Chain Management
trends in SCM

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 4. State some of the
complexities of
global SCM
At the end of this
lesson, the learner
will be able to:
1. List some of the
strategic, tactical
Logistics
and operational Lecture
Reverse Logistics Recitation
responsibilities of Interactive Discussion Accomplished
14 E-Business Boardwork
SMC Case Analysis Case Analysis
Purchasing Written Exercises
2. List some Newsclips/Videos
advantages of e- CPFR
business
3. Explain the
motivations and
purchasing.
At the end of this
lesson, the learner
The Inventory
will be able to:
Management
1. Define the term
The Nature and
inventory, list the
Importance of Lecture Accomplished
major reasons for Assignment
Inventories Interactive Discussion Homework /
15 holding Problem Set
Requirements for Case Analysis Problem Set /
inventories, and Quiz
effective Inventory Newsclips/Videos Case Analysis
list the main
Management
requirements for
Demand Forecasts
effective
and Lead Time
inventory
Information
management

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 2. Discuss the nature
and importance of
service
inventories
3. Discuss periodic
and perpetual
review systems
At the end of this
lesson, the learner
will be able to:
1. Discuss the
objectives of
inventory
How much to Order
management
When to Reorder Lecture Recitation
2. Discuss the Fixed- Accomplished
with EOQ Ordering Interactive Discussion Boardwork /
16 Order-Interval and Seatwork /
Fixed-Order-Interval Case Analysis Seatwork
the Single Period Case Analysis
The Single-Period Newsclips/Videos
Model
Model
3. Describe the basic
EOQ model and its
assumptions and
solve typical
problems

At the end of this

lesson, the learner JIT and Lean Accomplished
Lecture
will be able to: Operations Reaction Assignment
Interactive Discussion
17 1. Explain what is Lean operations and paper/ Essay
Case Analysis
meant by the term Systems Homework / Quiz
Newsclips/Videos
lean operations Waste and Kaizen Case Analysis
system Philosophy

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 2. List each of the Building Blocks
goals of a lean Value Stream
system and Mapping
explain its
importance
3. List and briefly
describe the
building blocks of
lean
4. List the benefits of
a lean system
5. Describe value
stream mapping
At the end of this
lesson, the learner
will be able to:
1. Explain what Scheduling
scheduling The Scheduling as
involves and the Well as Its
Hierarchies and
importance of
Context
good scheduling Lecture
Loading approaches Recitation
2. Discuss scheduling Interactive Discussion Accomplished
18 Hungarian Boardwork
needs in high- Case Analysis Case Analysis
Method/Sequence Written Exercises
Newsclips/Videos
volume and and Priority Rules
intermediate- Managing Work
volume systems Flow
3. Discuss scheduling The Input and
Output
needs in job shops
4. Use and interpret
Gantt charts, and

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 use the
assignment
method for
loading
5. Discuss and give
example of
commonly used
priority rules

FINAL EXAMINATION

D. Required Reading (Textbook)

Textbook: Stevenson, Sum. (c2012). Operations Management: An Asian Perspective. McGraw Hill
Ebook: Stevenson,12e. Operations Management, Global Edition. McGraw Hill

E. Suggested Readings and References

Heizer, Jay.( c2011) .Operations management. Upper Saddle River, NJ : Pearson Education,
Cachon, Gerard.( c2012) .Matching supply with demand : an introduction to operations management 3rd Edition. Boston :
McGraw-Hill,
Stevenson, William J (c2014). Operations management. 12 edition: McGraw-Hill Education (Asia),
Nahmias, Steven.(c2015).Production and operations analysis.7th Edition Boston : McGraw-Hill,
Cachon, Gerard & Terwiesh. (c2012.) Matching supply with demand : an introduction to operations management. Boston :
McGraw-Hill, Jacobs, F. Robert 2013. Operations and supply management. New York : McGraw-Hill/Irwin,
Krajewski, Lee J. (c2012).Operations management : processes and supply chains. Upper Saddle River, NJ : Pearson,
Heizer, Jay. (c2011).Operations management. Upper Saddle River, NJ : Pearson Education,

Website: Online Resources

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For on-line journals and magazines: http://search.epnet.com (EBSCO)
https://orbis.bvdinfo.com/version-2016720/home.serv?product=orbisneo

F. Course Requirements
Attendance in Class
- - The students are allowed but only 20% of the total number of hours in a semester for absences.
Major Examinations, Quizzes, recitations, assignments and reaction papers.
Group Projects

H. Classroom Policies

POLICY ON ATTENDANCE
A. There are no excused absences. According to the rules of the Commission on Higher Education, every student is required
to attend no less than 80% of all class periods in a given subject to earn the corresponding units. Twenty percent (20%)
of the periods are deemed more than sufficient to take care of emergencies such as illness or death in the family, and
similar circumstances.

B. Students are required to attend class punctually and regularly. A student who absents himself due to illness must submit
a physicians certification of his illness, or if absent for some reasons, he must present an excuse letter from his parents
or guardian. Any student who accumulates more than the maximum number of absences tolerated in a given subject
disqualifies himself from earning any unit of it, and causes himself to be dropped automatically from the classes with a
final mark of 5.00 (Failure).

POLICY ON ACADEMIC INTEGRITY:

Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern University (FEU) believes that its students,
administration, faculty and staff should demonstrate academic integrity at all times. Academic integrity means that the
members of the entire academic community adhere to the fundamental values of honesty, hard work, originality, respect and
responsibility. FEU students are expected to always adhere to the highest standards of academic excellence.

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FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with academic honesty. Thus, all acts of
academic dishonesty in FEU are not tolerated. Academic dishonesty comes largely in two forms: cheating and plagiarism. It is
considered a major offense subject to disciplinary actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or examination. The following are considered as
acts of cheating:
Copying from another student during a test or examination, with or without his/her knowledge;
Allowing another student to copy his/her work;
Using unpermitted notes during a test or examination;
Having in ones possession written notes or electronic devices during a test or examination;
Getting questions or answers from someone else who has already taken a test or examination;
Turning in work done by someone else;
Taking a test or examination for another student;
Writing or providing an assignment for another student.

Plagiarism is another form of academic dishonesty. All FEU students are expected to turn in work that is a product of their own
efforts, study and research. Thus, copying work of others (in whole or in part) and claiming it as ones own is considered an act
of plagiarism. A work is also plagiarized if the student did not properly cite or acknowledge the sources or references for his/her
work. One must remember that plagiarism is identified not through intent but through the act itself. The following are
considered acts of plagiarism:
Repeating someone elses words verbatim without acknowledgement;
Presenting someone elses ideas without acknowledgement;
Paraphrasing, translating, or summarizing someone elses ideas without acknowledgement;
Improperly acknowledging of sources, as with incomplete/imprecise documentation;
Having ones work done by someone else or having ones work substantially revised by someone else.

POLICY ON NON-SOLICITATION OF FUNDS:

All official fees of the University are collected through the Cash Department. Students should not pay any additional fees such
as those for tickets, entrance fees, transportation fees, hand-outs, readings, quizzes or tests to any faculty or staff member of
the University.

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All official fees of the University are collected through the Cash Department. Students should not pay any additional fees such
as those for tickets, entrance fees, transportation fees, hand-outs, readings, quizzes or tests to any faculty or staff member of
the University.

I. Consultation Hours: ____________________

A faculty member must be available for at least 1 hour per week per course for consultation. Compensation will be subject for
approval by the FEU management. Should there be a need for extra time, for student consultation, prior approval by the dean is
required, so that such extension will be paid accordingly.

Areas of concern for consultation shall be limited to academic matters. Deficiencies on absences and tardiness, uniform related,
faulty grievances and other related disciplinary issues shall be under the care of the office of student affairs through the student
discipline.

Sample of Assessment Rubric

Note: Faculty may customize rubric based on the class activity.

Proficiencies Accomplished - 3 Competent - 2 Developing -1

Analytical Analysis uses innovative Analysis uses competent Quantitative techniques are
quantitative techniques that quantitative techniques inappropriate to the problem or
demonstrate a creative approach appropriate to the problem failed to make a substantial
to the problem. and accepted in the discipline. contribution to the problem
Critical Thinking Analysis results comprehensively Analysis results useful for Results do not contribute to
used to generate and evaluate answering specific question answering research question or are
policy alternatives. for which the analysis was not useful to a policy
designed but does not offer maker/planner/manager.
broader insight into the
problem.
Quantitative Application of innovative Application of mathematical Formal mathematical and/or
mathematical and econometrics and econometrics tools were econometric tools were not applied,
or tools applied were not
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 tools to analyze economic sufficient and appropriate to appropriate to address the
problems. analyze economic problems. economic problems under study
Statistical Original dataset is used to analyze Collected enough data Data collected is not suitable for
the problem under study. observations from reliable econometric analysis; or data was
Collected sufficient data sources that are suitable for not collected from reliable sources;
observations from reliable sources econometric analysis. Was or data was not manipulated to be
that are suitable for econometric able to organize and suitable for econometric analysis.
analysis. Able to organize and manipulate data for
manipulate data for conducting conducting economic analysis.
economic analysis. Understood Understood limitations of the
limitations of the data. data.
Economic Demonstrates a complete, Demonstrates accurate Shows inaccurate and incomplete
Literacy accurate, engaging, and insightful understanding and use of core understanding OR accurate but
understanding of core and economic concepts, but superficial understanding OR does
advanced economic concepts uneven understanding and use not move beyond a simple summary
of advanced concepts and description of core economic
concepts.
Communication (Written and Oral) Communication (Written and Oral) Some (Written and Oral) Communication
is finely tuned for its intended aspect of communication may significantly inappropriate for its
audience and purpose with an be inappropriate for the intended audience or purpose and
appropriate level of technical intended audience or purpose fails to provide an intuitive
detail and intuitive interpretation (lacking important technical interpretation
in discussing analysis and aspects for expert audiences
presenting conclusions or too technical for lay
audiences); provides a basic
intuition

Source of Rubric: www.uww.edu/.../MSEcon_Form1_Final_Proposal...

Prepared by: Reviewed by:

MR. ADULFO R. AREVALO

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MR. RUTCHER M. LACAZA MS. CHERRIE MAE F. PERILLO
Faculty, Business Administration Asst. Program Head, Business
Administration

Recommending Approval Approved by:

DR. JOSELITO P. TEM DR. ALMA EMERITA V. DELA CRUZ

Program Head, Business Administration Dean, Institute of Accounts, Business and
Finance

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