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Department of Systems and Operations ManagementSOM 306 Operations Management, Spring 2019Dr. Ardavan Asef-Vaziriaa2035@csun.eduOffice: BB 4129, Tel: 818-677-3637Office hours: T; 12:30-1:30, TR; 5-6, and by appointmentTentative Syllabus- Subject to Revision (revision date-7/27/2019)Count what is countable. Measure what is measurable. What is not measurable, make it measurable.Galileo Galilei, 1564 -1642.Operations Management, Marketing, and Finance are the three primary functions of business organizations. Operations Management focuses on how managers can design and operate processes in business and public settings with discrete flow units. Examples include: the flow of cars in a GM assembly plant, the flow of customers in a Wells Fargo branch, the flow of patients at the UCLA Medical Center, the flow of retired and other eligible people in a social security center, the flow of cash in Fidelity Investments, and the flow of students during their two-to-five year undergraduate program at CSUN. In all these systems, flow units (natural resources, semi-finished goods, parts and components, products, customers, patients, cash, high school graduates, etc.) flow through a set of processes, formed by a network of value-adding activities (production processes, surgery operations, order-fulfillment, online or in-class teaching, advisement sessions, community based projects, etc.), and non-value-adding buffers (storages, warehouses, inspections, waiting lines, waiting lists for packed classes, text messaging inside classrooms, etc.), using human resources (workers, technicians, engineers, managers, surgeons, nurses, clerks, professors, teaching assistants, etc.) and capital resources (equipment, buildings, classrooms, hardware, software, etc.), under a value system and information infrastructure (production scheduling and control, project planning and control, grading system and transcripts, etc.) to become a desired output (products and by-products, invoices, cash, graduates and drop-outs, etc.). A prototype process for undergraduate study at CSUN is shown below. If we look at the same perspective on a student success initiative perspective. The main objective is to identify and relax the bottleneck(s) that lead to poor performance on the TTD vs. GPA (time-to-degree vs. grade-point-average) efficient frontier. Other objectives from an OM perspective in the system of our concern may include (i) Understanding the trade-offs of the benefits and costs of each decision, for example, delivering courses online, in a traditional format, in flipped format, in large or in small classes, in one session or two sessions per week. (ii) Reducing variability, for example, in teaching material, assessment tools, the courses a student can take per semester, work-load, GPAs, and TTD. (iii) Aligning process competencies with values promised to the students and stakeholders, for example, keeping the quality of the teaching and learning processes high and the cost of education low, offering enough elective courses to allow flexibility in approaching the job market. (iv) Optimize buffer positioning, for example, when the class capacity should wait for a student to accelerate graduation, versus when a student should wait for the class capacity until the student passes the formal and informal pre-requisites. The reason for the existence of Operations Management is in strategic, tactical, and operational decisions for structuring (designing), managing, and improving processes to achieve the desired output, as defined in a four-dimensional space of quality, cost, time, and variety. We implement the process view as the unifying paradigm to study the core concepts of Operations Management. We employ a structured, data-driven approach to discuss the core Operations Management concepts in three steps: (i) Modeling and understanding manufacturing and service business processes, (ii) Studying causal relationships between the process structure and operational and financial performance metrics, and (iii) Formulating managerial decisions regarding internal managerial levers (process drivers) and their impact on operational and financial measures of process performance. The objective is to show how managers can structure and manage processes and process drivers to improve the performance of any business process with discrete flow units. Making a factory [or the service system] operate for the company just like the human body operates for the individual. The autonomic nervous system responds even when we are asleep. The human body functions in good health when it is properly cared for, fed and watered correctly, exercised frequently and treated with respect.Taiichi Ohno, Toyota Production System. SOM306 is an introductory course in Operations Management. The goal is to acquaint The David Nazarian College of Business and Economics students with the scope of this field. During this course, you will be introduced to terminologies, concepts, ideas, techniques, tools, models, and methodologies in the design and operations of manufacturing and service systems. Operations Management techniques, such as short-term and long-term forecasting, process flow analysis, capacity planning, throughput and performance analysis, cycle time and flow time reduction, theory of constraints, inventory management in terms of when to order and how much to order, waiting-line analysis, optimization models, aggregate planning, and lean operations, are introduced. Operations Management Defined. (i) If we want to define OM in one line, OM is the set of concepts, models, and methods enabling us to create flow in an operational system. By-products of smooth flow are short cycle time, short flow time, balanced flow, and relaxed bottlenecks. (ii) If we are going to add a second line to this definition, OM is the set of concepts, models, and methods enabling us to understand trade-offs, benefits, and costs. The by-product of understanding trade-offs is a balance between customer-wait (physical or virtual waiting lines), product-wait (safety inventory), and process-wait (safety capacity). (iii) If we are compelled to add a third line to our definition, OM is the set of concepts, models, and methods, enabling us to reduce variability (variability in lead times, throughput, costs, quality, etc.). (iv) Finally, OM is the set of concepts, models, and methods enabling us to align product attributes with our customer value propositions and to align our customer value proposition with process competencies in the four-dimensional space of cost, quality, time, and variety. Specific Features of the Course. One of the most binding constraints for business school students—from when they are admitted to college as ‘raw material’ from high school, to when they graduate and leave college as the final product (or customer, if you wish)—is their low quantitative and analytical skills. The low level of quantitative capabilities of our graduates has kept us from excelling beyond the graduates of rising countries. The Organization for Economic Cooperation and Development (OECD) Skills Outlook (2013) compares the literacy, mathematical, and computer skills of U.S. residents with other OECD countries. In mathematics, the U.S. trailed 18 countries and beat only Italy and Spain (not in soccer of course). Believing that managers cannot go far if their quantitative and analytical capabilities are below a certain threshold, we have tried to improve these qualifications through our Operations Management (OM) classroom. In a typical traditional OM class, at least 50% of the class time is spent on delivering the content, and the rest on problem-solving, case studies, and term projects. We have tried to improve the situation by flipping our OM class. By delivering the lectures using screen capture technology, the students can learn the material at a time and location of their choice, when they are in control to pause, rewind, and fast-forward the professor. The class time is no longer spent on teaching the basic concepts, but rather on problem-solving, answering questions and troubleshooting, as well as real-life applications, collaborative exercises such as case studies, and virtual world applications such as web-based simulation games. A flipped classroom is an online course because its online components must compete with the best of the online courses. A flipped classroom is also a traditional course because not even a single class session is purposely canceled while all the lectures are delivered online. A network of resources and learning processes, ensuring a smooth, lean, and synchronized course delivery system, reinforces this core concept.Links to Program Mission. The specific features of the course and their relative importance are depicted below. Quantitative and Analytical. We use OM as a tool to improve the quantitative and analytical capabilities of our students. We will learn the fundamentals of analytical problem solving, and how it can improve business decision-making. We will learn to develop a structured, data-driven, analytical, and quantitative approach to discussing the core OM concepts. We have learned that one of the high-shadow-priced binding-constraints of our students lies within understanding the basic quantitative logic in Operations Management. Here we provide three examples.Problem 1- Basic Quantitative Logic in Process Flow Analysis. Utilization (U) is defined as Throughput (production level or demand) R divided by process capacity (Rp). That is U=R/Rp. Cycle time (CT) is defined based on capacity. This is the time interval between the exits of two products out of our system, based on our capacity. CT is the reverse of capacity, CT=1/Rp. Takt time (TT) is defined based on throughput. This is the time interval within which the market expects us to send out another product. It is time we have to send out the next product to satisfy the demand. TT is the reverse of throughput, TT=1/R. Suppose the market expects us to send out one product every 10 minutes. Suppose our capacity allows us to send out one product every 8 minutes. Compute utilization, then compute demand and capacity per hour.Problem 2- Basic Quantitative Logic in Inventory Management. Suppose demand for a product (Throughput) is D units per year. Also, suppose ordering costs (OC) does not depend on order quantity but is S per order. Suppose each time you order Q units. Therefore OC=S(D/Q). When you order Q units, you start consuming it at a constant rate. As soon this rate reaches 0, you receive a new order. In a simple logical way, estimate, on average, how many units you have. Suppose on average you have Q/2, and suppose the cost of carrying one unit of inventory per year is H. What is your carrying cost (CC) per year? Suppose the total cost of the system (TC) is equal to ordering cost plus carrying. That is TC=OC+CC. We can intuitively (or with the strength of mathematics) show that the best ordering quantity (EOQ) is when OC=CC. Suppose total ordering cost when ordering EOQ is $2,100.? Caring cost per unit, per year, is $7. Compute EOQ.Problem 3- Basic Quantitative Logic in Product-Process Time. We produce two lines of products, namely, Product-A and Product-B. There are two models of each product, namely Product-A1, Product-A2, Product-B1, and Product-B2. 50% of the production (product mix) is Product-A, and 50% is Product-B. Furthermore, 40% of Product-A is Product-A1, and 30% of Product-B is Product-B1. All products pass an initial process, which takes 10 minutes. Product A1 and B1 do not need any further processing and are already completed. Product A2 and B2 need to go through a secondary process, which takes 10 minutes. What is the average processing time of one unit of product-A (Not A1 or A2, but A)? What is the average processing time of one unit of product-B (Not B1 or B2, but B)? What is the average processing time of one unit of product? Problem 4- NYT monthly education outreach called "What's Going On in This Graph"? Thinking. We will improve the systems thinking capabilities of our students by teaching basic OM concepts, not as isolated islands, but as a total system designed towards improving quality, cost, lead-time, and the variety of the outputs. These encompass strategic, long-range decisions such as process design, facility layout, and capacity planning, as well as operational decisions such as flow time reduction, throughput planning, scheduling, productivity assurance, and inventory management. You will learn to implement the system view as the unifying paradigm to study the core OM concepts. Remember, while incorrect in mathematics, as long as it's going to teamwork 2 > 1+1, due to the link created between two independent nodes, and the associated synergy created by the link between 1 and 1. This is the essence of system thinking. At the same time (1+2)-(1+1) <1, and that is when the benefits of the subsystems block the way to see the benefit of the total system. Performance of the subsystems needs to be linked to the performance of the total system. You are encouraged to watch the following short videos Operations Cat-DropElephant in the Dark . Spreadsheet Modeling. In improving the quantitative capabilities of our students, instead of traditional analytical tools, such as derivatives and integrals, we rely on computational understandings. In this course, our students will deepen their understanding of modern spreadsheet modeling in a way that they can see improvement in their day-to-day quantitative tasks in their work environment. We enhance the knowledge of the student’s use of spreadsheet modeling. We have learned that understanding the knowledge behind these models and developing small pilot spreadsheets leads to a better understanding of the course material. Through data visualization cases and web-based games, the stage is set to motivate the students to improve their spreadsheet competencies. Excel is fully embedded in this course. Improving your Excel skills is as important as improving your Operation Management skills. Your instructor has been approached by people having interviews (from an entry level interviewee for a salary under 50K to top managerial positions with salaries ranging 200K-300K), where a significant part of the interview was focused on the capabilities of the applicant in processing and understanding large spreadsheets. You are encouraged (as a matter of fact required) to watch the following examples to improve your spreadsheet modeling skills. Please bring your questions to class. You do not need to learn all the formatting details in the following lectures, but it puts you in a better position in the job market if you improve your Excel skills. Please note that SOM306-Asef is an Excel-intensive class. Descriptive Statistics.YouTubeDescriptive Statistics.xlsx HYPERLINK "" ECON-FIN-SOM.YouTube HYPERLINK "" \l "Page1" ECON-FIN-SOM.xlsxPredictive Analytics-Moving Average.YouTubeHYPERLINK "" \l "Page1"Predictive Analytics-Moving Average.xlsxVisualization of Data and Information. Aside from quantitative representation (translating long writings into symbols and mathematical relationships), you will have a chance to practice tabular representation (translating long writings into tables) and schematic representation (translating several pages of writing and tables into graphs or figures). Also, you will exercise how to deal with large, unorganized, or erroneous big data sets. You are encouraged to watch the following lectures as examples of replacing writing with much higher-quality communication platforms such as Tabular, Schematic, and mathematical representations. Examples are Graduation Initiative 2025 and Flipped Classroom.ppt.Teamwork. We encourage collaborative learning and creative thinking. The first day of the class is not spent on the syllabus, but rather on the importance of Teamwork and collaborative learning. Teamwork is experienced through case studies, term-project, and web-based simulation games. The concept of interconnected-satellite- micro-campuses is also reinforced. In this setting, the in-class-lecturing role of the instructor is even lighter than the experienced form of the flipped classroom. In an interconnected-satellite- micro-campus concept, groups of 3 students will go through an active learning process throughout the semester (in coffee shops, libraries, at parks, on-campus, etc.). This is done using the network of the resources and learning processes provided to them by the professor (including the recorded lectures, animated solved problems, weekly pre-class and post-class online quizzes, and simulation games, etc.). They learn to play the role of an aggregate-self-teacher, where the professor will occasionally become involved, primarily as a remote coach. Unlike many other team-formation practices, the key factor in forming teams is the vicinity of the residence/work-place of the students. In an advanced setting of this system, teams of students will also create intra-team links to share intellectual findings and reach a higher aggregate capability. While the professor develops resources and learning processes, the capabilities are created by links of the individual students in a team, and interfaces of the teams in an aggregate network. Conceptually speaking, V=C(R+P), where V is the value created by this course, R and P are the resources and learning processes developed by the professor, and C represents the capabilities developed by the students. Conceptually speaking, R and P have an additive impact, while C has a multiplicative impact. A key task is to understand the complexity of the triangle defined by students. In this system, the students are (i) customers, (ii) more than being customers, they are products and (iii) more than both, and they are the most valuable resource in this system. A student success initiative profoundly depends on the contribution of all the edges of this triangle. As it can be extracted from Figure 2a, at their customer role, the institution and faculty need to serve them well by providing various support services. At their product role, the institution needs to provide various human and capital resources, and the faculty need to provide learning processes, and continually assess the quality and value-added. At their asset role, the system expects their profound contribution to the transformation process from high school graduates (input) to college graduates (output).ECON/FIN/MKT/SOM Interfaces. We address interfaces of OM with Marketing and Finance (the three basic functions in all operating systems) concepts throughout the semester. To enjoy the learning process. Finally, we try to create an environment where you enjoy the learning process. Nevertheless, Dr. Asef’s efforts go nowhere if you do not welcome this process. As stated earlier, V=C(R+P).Learning Goals. There will be several simulation games and several learning goals specific problems in the exams to enable the college to assess your knowledge in the following areas: (a) to provide definitions or short explanations of concepts and issues related to the area of Operations Management, (b) to be familiar with a basic set of standard operation problems, (c) to interpret quantitative analysis of various operational problems and present the results to management.Text Book. This course has no mandatory textbook.Main Reference Managing Business Process Flows, 3rd Ed. 2012. Anupindi, Chopra, Deshmukh, Van Mieghem, and Zemel. Pearson Prentice Hall, 2012. ISBN: 978-0-13-603637-1.Secondary References Building Lean Supply Chains with the Theory of Constraints. 2012. Srinivasan. McGraw-Hill. ISBN: 978-0-07-177121-4. Operations Management. 12th edition, 2014. Stevenson. McGraw-Hill ISBN: 978-0078024108. Supply Chain Management: Strategy, Planning, and Operation. 5th edition, 2010. Chopra and Meindl. PEARSON Prentice Hall. Print ISBN: 978-0-13-274395-2.Other RMS Video Learning Center at the Supply Chain, 2nd edition, 2007. Shapiro. ISBN: 9780495126096. Spreadsheet Modeling and Decision Analysis: A Practical Introduction to Business Analytics, 7th Edition, 2015. Ragsdale, Cengage Learning, ISBN: 978-1285418681.An Introduction to Management Science-Revised: A Quantitative Approach to Decision Making, 13th Edition-Revised, 2012. Anderson, Sweeney, Williams, Camm, and Martin, South-Western/Cengage Learning, ISBN: 978-1-111-53222-2.Novels. You may read the following two novels some time in your academic life. The Goal: A Process of Ongoing Improvement. Eliyahu Goldratt and Jeff Cox. (novel)Critical Chain. Eliyahu Goldratt. (novel)The books do not replace the teaching material covered during the semester. Nothing will replace (i) listening to the recordings, reading the lectures, and going through the PowerPoint slides before coming to class, (ii) completing the assignments before coming to class, and (iii) coming to class and being on time, not leaving the class early, remaining focused in class, and writing the required notes. Our class has a flipped format. You may read Characteristics of our Flipped Classroom.pdf or watch The Flipped Classroom.YouTube. Our class has a flipped format. A flipped classroom includes components of both an online and a traditional course. It is an online course because its online components must compete with the best of online courses. A flipped classroom is also a traditional course, because, despite the online delivery of all lectures, no single class session is purposely canceled. A flipped classroom needs to be (i) smooth: the workload is uniformly distributed over the semester due to well-paced online lectures, (ii) lean: students do not have the opportunity to postpone watching the lectures and learn the material in a paced manner due to weekly pre-class and post-class quizzes, and (iii) synchronized: online resources facilitate in-class discussions, and face-to-face problem-solving and in-class practices reinforce these online learning processes. While resources and learning processes are developed and provided by the professor, s/he mainly plays the role of a coach or facilitator. The capabilities are created by the students, their inter-team links, and their intra-team aggregate network. Conceptually speaking, V=C(R+P), where V is the value created by the course, R and P are the resources and learning processes developed by the professor, and C represents the capabilities created by the students. Conceptually, while R and P have an additive impact, the impact of C is multiplicative. As we can learn from great directors, cinematographers, and screenwriters such as Sir David Lean and Stanley Kubrick, to have a single great piece, it needs to consist of a network of good components well-integrated into each other. This core concept is followed in the network of resources of our flipped classroom. The concept is reinforced by distributed-team-centered learning processes, as shown below. Nevertheless, the teachers’ efforts go nowhere if the students do not welcome this process. We follow Carnegie hours in this class. According to this standard, for each hour of scheduled class, the students are expected to allocate two additional hours. For more information on Flipped Classroom, you may read Characteristics of our Flipped ClassroomThe composition of marks: Class Participation. Please post a clear portrait on CANVAS by the end of the first week. If you have specific concerns regarding posting your photo, please come to my office and let me know. Please note that it is very important to work with me to create a learning environment. In several semesters, I have had complaints from the students regarding text messaging or surfing on unrelated websites by their classmates. By text messaging and surfing on unrelated websites, you distract yourself and waste your own time and financial resources. You also waste your classmates’ time and resources as well as that of the state subsidiaries. It also may distract your instructor. All students are expected to turn off their cell phones during class sessions. Exceptions are (i) unexpected emergencies or (ii) using the cell phone for teaching material. In both cases, the student must inform Dr. Asef in advance. Students are expected to use their laptops and tablets strictly for presentation slides or computations. Thank you for helping us create an effective learning environment. Please come to class, be on time, do not leave the class early, and remain focused in class. Being focused in class, reading the PowerPoint slides, and solving the assignments play the most important role in your success in this course. If you intend to leave the class early, you need to leave a note at the beginning of class and explain the reason. It will be a great help to me to build my course around your constraints and needs if you fill out two online questionnaires. Examples of these questions are: How many hours per week do you spend on your education? How many texts do you get in a 75-minute class (min, average, max)? Do you reply to text messages during class?, etc. All I expect from you is to be honest in answering the questions, and answer them logically. If you do not like filling in the questionnaires, please come to my office, and I will assign you a different task. Finally, you can always come to my office and justify for missing classes. I carefully listen and try my best to resolve it to your benefit. There are two exceptions: (i) if you leave the class after my assistant checks the role sheet and (ii) if I see you are text messaging in my classroom. Please note that the first instance is considered an instance of unethical behavior. You need to have a laptop/tablet throughout the semester during lectures, for quizzes and exams. I encourage all students to go into State 0 at least one minute before the class starts. State 0 means absolute meditation mode. Born in Moscow in 1863, Constantin Stanislavsky had a more profound effect on the process of acting than anyone else in the twentieth century did. Over forty years he created an approach that forefronted the psychological and emotional aspects of acting. The Stanislavsky System held that an actor’s main responsibility was to be believed (rather than recognized or understood). Today in the United States, Stanislavsky’s theories are the primary source of study for many actors. Among the many great actors and teachers to use his work are Marlon Brando and Gregory Peck. Many artists have continued experimentation with Stanislavsky’s ideas. Stanislavsky saw that the difference between the good actor and the great actor was the ability to be relaxed and to be private in public. We learn from Stanislavsky: as the students relax before the lecture starts, they clean the slate, going to a zero state, and are ready for the best performance in the learning process.Games. During the semester, three web-based games will be played in teams. Each team is composed of four students. Teams of less than or greater than four are not allowed. Students should register their teams in the first week of the semester. Each game takes one week. During these games, you will examine the capabilities of the quantitative and analytical tools that you have learned in the course. The first game is focused on the Forecasting Models, Process Flow Analysis, and Waiting Line Models. In the second game, in addition to these techniques, you will need to exercise your knowledge of Inventory Models and Revenue Management models. Game 2 starts from scratch, not from the point you have finished Game 1. Game 3 is the same as game 2, with additional components on CONWIP and Transfer Batches. Game 3 also starts from scratch. Game grades will be determined by the financial position of your company at the end of each game. The team in the best cash asset position gets 100, and the last team gets 60. If a team’s financial position is the same as the “do-nothing” team, their grade is set to 0. No report is needed for any game. We have experienced that after playing the first game, the students realize that knowing the course material plays a profound role in their standing, and therefore, they allocate more time to learn the course material related to the second and third games. Please read the following documents to become familiar with the nature of the games. HYPERLINK ""Overview of the GamesHYPERLINK ""Game 1HYPERLINK ""Game 2Please do not pay attention to the demand data in these documents. You need to find the demand patterns based on your analysis. Also, no report is needed. Your grade will be determined by your cash position at the end of each game. The first team gets 100; the last team gets 60. The teams with no action during the game will get zero. To Purchase the access code. The access codes are sold online at . Our institution name is "CalState Univ. Northridge". The product is titled "Littlefield Code for SOM306". Our price will be $18, payable by MasterCard, Visa, Discover orAmerican Express cards.To Register. Students can register their teams at register; you need BOTH the individual code purchased and the course code which is 'california' (without ' '). IMPORTANT. When registering for the game, please enter your last name first, followed by your first name. Enter your last and first names EXACTLY as it appears on CANVAS. The most common problem is entering the code you have bought at the bookstore when you are supposed to be using registration code. On the page you get after entering your registration code, make up a team name and a password and enter both. This is for the first student (the second, third and fourth student must follow the team name and password initiated by the first person). IMPORTANT (again). When registering for the game, please enter your last name first, followed by your first name. Enter your last and first names EXACTLY as it appears on CANVAS. To Play. Once the simulator has started, students can access their teams from . Dr. Asef’s recorded lectures will allow you to learn the basic concepts at a time that best fits your schedule, and when you are focused. When you come to class after going through these simple steps, you will be in an excellent position. If students do not learn the basic concepts presented through screen captured lectures, there will be no basis for active problem solving, troubleshooting, and discussions in our face-to-face class times. In a quantitative and analytical course, it is the problem solving and profound face-to-face discussions, rather than delivering the basic concepts, which requires the presence of the teacher. You need to be prepared for at least one quiz per week. Some of the quizzes are In-class, and some are Out-of-class. In-class quizzes will not be announced in advance. Therefore, you are expected to attend all the f2f classes. In-class quizzes are taken immediately as the class starts. Group discussions on the lecture material, as well as on the solved assignments, are very beneficial.Nevertheless, quizzes are individual tasks, and any collaboration on the quizzes is prohibited. Usually, you have 15-50 minutes to take the quizzes. The time window for out-of-class quizzes is from 9:30 am on Friday to 9:30 pm on Sunday of the same week. Quizzes will be moved around based on the progress of the students in the course material. Exams. There will be two midterms and a final exam. The exams are on the computer. You need to bring your laptop or tablet to Noski. MAKE SURE IT IS FULLY CHARGED. There will also be an “almost” cumulative final exam. Exams are closed book/closed notes and are a combination of problems and short questions. Please carefully check the dates and times of the exams. No make-up exam is allowed except for medical reasons and unexpected situations. Such circumstances must be supported by written evidence. During the exam, you may be asked to change your seat. This by no means indicates that you have conducted any act of academic dishonesty.Nevertheless, you must comply immediately. Please note that you cannot have your cell phone at your approach during the exam. Please note that if an ”ON” and approachable cell phone will be found, the student may not finish the exam. Thanks for your cooperation. Mac users. Please make sure that you have Office Suite software installed on your computer. If you cannot open the lecture links, instead of clicking on the link, copy the link and paste it into your browser. In addition, when opening a PowerPoint slide, do not open it by default, because it will open as a pdf file and all the animations are lost. Open PowerPoint slides using keynotes to retain all the animations. GradingAcademic Integrity. Academic integrity is a core value at CSUN. As such, students are expected to perform their work independently (except when the professor expressly permits collaboration). When practiced, academic integrity ensures that all students are fairly graded. Academic dishonesty, however, undermines the educational process and must not be tolerated. Simply stated, academic dishonesty is the intentional use or attempted use of unauthorized material, information, or study aids on academic exercises. Academic dishonesty demonstrates a lack of respect for oneself, fellow students, and the professor. It can ruin the university’s reputation and the value of the degree it offers. We all share the obligation to maintain an environment that practices academic honesty. All students need to sign and date the last page of this syllabus and submit it to Dr. Asef in the first week of classes.CSUN Student with Disabilities Statement. Students with disabilities must register with the Center on Disabilities and complete a services agreement each semester. Staff within the Center will verify the existence of a disability based on the documentation provided and approve accommodations. Students who are approved for test-taking accommodations must provide an Alternative Testing Form to their faculty member signed by a counselor in the Center on Disabilities before making testing arrangements. The Center on Disabilities is located in Bayramian Hall, room 110. Staff can be reached at 818.677.2684.SOM Tutoring Room JH 4120 Schedule. SOM tutoring services are available at the following days and hours in JH4120: Mon. 10-1, 2-6, Tues. 9-12, 1-5, Wed. 10-1, 2-6, Thurs. 9-11, 1-5, Fri. 9-11. The TA who is more familiar with my work is Burcu Gulagiz. Office hours MW 12.30 PM to 2.00 PM, TTR10.00 AM to 12 PM. Honor Students TutoringHonors students provide free tutoring to students enrolled in COBAE lower division, and upper division required classes. To make an appointment, please Visit Click Appoint a Tutor. Select the course you need tutoring. Enter your information.Schedule of Classes. This syllabus is an invitation for students to engage in an exciting and interactive study of Operations Management. The course intends to provide you with information, offer practice with skill sets, and enhance your capacity to use fundamental concepts of operations management. To that end, modifications to subjects and dates of this syllabus, except for exam dates, might be warranted as determined by the professor as he assesses the learning needs of this particular class of students. The week-by-week schedule has a dynamic rolling nature. It is subject to revision (i) after each class session based on the progress in the classroom, (ii) based on the performance of the students in quizzes among other factors, (iii) as soon as I find that adding a line of explanation may help the students who are somehow behind, among other things. This plan of work is subject to change based on the actual progress in the classroom. In God we trust; all others must bring data.W. Edwards Deming 1900-1993. Statement of Reading and Understanding Syllabus of OM Course of Asef-VaziriI, …………………………….. acknowledge that I have read and understood the syllabus of the OM course, taught by Dr. Asef, very carefully. I, at this moment, commit myself to follow it in its entirety. I restate the following:I will not use my cell phone in the classroom, except in the case of emergency or academic needs. I will get Dr. Asef’s permission in advance. I will not use my laptop or tablet during lectures except for viewing the teaching material provided by Dr. Asef and their related computations. I understand that if I do not follow classroom rules, my class participation grade may be set to zero. I have been informed that Dr. Asef encourages group-work, especially in solving the assignments and preparing for quizzes. However, I have also been informed that if I share any concept from my quiz with a fellow student who has not taken the quiz yet, or if I provide such student with a tool that I have developed individually before the quiz, or a tool that I have realized its value after taking the quiz, my grade and the other student(s) grade could be set to zero for one or all quizzes. This promise holds even after I finish this course or complete my education at CSUN. I fully understand that Dr. Asef has designed these quizzes to help the students to understand the material. I also understand that I cannot have any coordination with other students while taking my quizzes. In other words, no specific pattern should be observed between the timing of my quiz and the quiz time of other students. I understand that Dr. Asef has the right to access my laptop/tablet – physically or through a software – during the exams, short-tests and class-sessions. I have read and understood the CSUN Student Conduct Code, printed in the schedule of classes and the CSUN policy on Academic Dishonesty (2010-2013 Catalog, Appendix E, Student Conduct). I verify that all of the work I submit in the quizzes and exams will be my own. I understand the Student Core Values are: Respect, Honesty, Integrity, Commitment, and Responsibility.I commit myself not to drop this course after the first week of classes because I understand that it may have a negative impact on the performance of my teammates. I am, and I will remain a loyal Operations Management HERO (Hope, Effectiveness, Resilience, and Optimism). ____________________________________________________ __________________ Signature Date ................
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