Syllabus

Course : Operations Management

Program : MBA MSM XVII – Module III
Beginning / ending date : From the 23rd of January to the 06th of March, 2018
Credits : 2.50
Professor : Jorge Benzaquen
E-mail : jbenzaq@pucp.edu.pe
Telephone : (511) 626-7100

I. General Description

Operations Management is a process that involves planning, organization, direction and

control of productive operations in order to achieve the company goals with efficiency,
effectiveness and productivity.
The operations in question are those whose processes combine, separate, repair, move,
reshape or, somehow, transform resources aimed at obtaining a product, a physical good or a
service.
The operations of physical goods production are those whose purpose is to obtain goods that
can be exchanged or traded and whose value depends on their physical properties. The
operations of producing services are not associated with the physical properties of the
product, but with the process designed to get the service for the customer that goes through
the process that provides value added to it.

II. United Nations Development Program (UNDP)

Principles for a Responsible Management Education

As institutions of higher education involved in the development of current and future
managers, we declare our willingness to progress in the implementation, within our
institution, of the following Principles, starting with those that are more relevant to our
capacities and mission. We will report on progress to all our stakeholders and exchange
effective practices related to these principles with other academic institutions:

Principle 1: Purpose.
We will develop the capabilities of students to be future generators of sustainable value for
business and society at large and to work for an inclusive and sustainable global economy.

Principle 2: Values.
We will incorporate into our academic activities and curricula the values of global social
responsibility as portrayed in international initiatives such as the United Nations Global
Compact.
 2

Principle 3: Method.
We will create educational frameworks, materials, processes and environments that enable
effective learning experiences for responsible leadership.

Principle 4: Research.
We will engage in conceptual and empirical research that advances our understanding about
the role, dynamics, and impact of corporations in the creation of sustainable social,
environmental and economic value.

Principle 5: Partnership.
We will interact with managers of business corporations to extend our knowledge of their
challenges in meeting social and environmental responsibilities and to explore jointly
effective approaches to meeting these challenges.

Principle 6: Dialogue.
We will facilitate and support dialog and debate among educators, students, business,
government, consumers, media, civil society organizations and other interested groups and
stakeholders on critical issues related to global social responsibility and sustainability.
We understand that our own organizational practices should serve as example of the values
and attitudes we convey to our students.

CENTRUM Católica was one of the first 100 organizations to sign the United Nations Global
Compact's Principles for Responsible Management Education (PRME).

Sustainable Development Goals (SDG).

At the UN Sustainable Development Summit in 2015, the Member States approved the 2030
Agenda, https://goo.gl/GBT8vd () that includes a set of 17 Sustainable Development Goals
(SDGs) to eradicate poverty, protect the planet, and ensure prosperity. These are:

.
 3

III. Learning Objectives

General Objectives.
 Understand the fundamental concepts, the most common practices and the analytical
techniques used in relation to the operations systems processes for producing goods
and services, and analyzing the stages of planning, organizing, directing and
controlling.
 Have an overview of the international standards for measuring industrial, safety and
quality impacts as mechanisms that contribute to sustainable development.

Specific Objectives.
 Know the stages of Production Operations Management.
 Understand the operating cycle of the company.
 Understand the input - process - output diagram.
 Know the classification of companies for their production operations.
 Understand the process of transformation matrix.
 Analyze the operations by functions and by processes.
 Understand the concepts related to plant location and capacity.
 Understand the concepts related to product planning and design.
 Understand the concepts related to process planning and design.
 Understand the concepts related to plant planning and design.
 Understand the concepts related to labor planning and design.
 Understand the aggregate planning of production operations.
 Know the fundamentals of the techniques used for scheduling operations: project
management.
 Know the fundamental of the techniques used in Operations Management.
 Understand the Programming in a Project Management
 Understand the concepts and apply the most used techniques in quality control.
 Understand the concepts that support the management of maintenance and control of
assets.
 Understand the concept of Quality.

IV. Competencies

The student will:

 Define and properly integrate the various concepts developed in the course into a
context.
 Identify, understand, acknowledge and analyzes the application of the concepts and
tools developed during the course.
 Diagnose the context of the company to propose and evaluate alternative solutions to
their problems in operations management with a theoretical-practical foundation.
 Develop a comprehensive view of operations management within the company with a
perspective of quality and local and global competitiveness.
 Evaluate operations management as an important element in the development and
success of the company.
 Participate actively in the development of the classes and in the elaboration of
assignments, recognizing the value of the opinions of his team and classmates,
 4

seeking to contribute with his knowledge and experience, a complementary

perspective that enriches the development of the course and the individual and group
learning.

V. Methodology

The participants are required to read the assigned readings in advance of each session in order
to achieve an active participation in class and a critical analysis of the course material.

The course methodology is highly participatory and it is goal-oriented. The grading will be
calculated as follows:

Attendance and punctuality.

The punctual attendance to all the classes shows respect and it is an expected behavior our the
students. Entry to class will not be allowed if the students arrive late. All students begin the
course with a grade of 20. Two points are subtracted for each session they do not attend.
Therefore, in a standard day of classes (2 sessions), the students will lose up to four points,
regardless of whether it is duly justified or not. One point per session will be subtracted for
student tardiness. In addition, it is worth to point out that the students who exceed the absence
limit (5 sessions) will fail the course.

Class participation.
The active participation of the students through critical commentaries on the readings, the
application of cases and exercises, and the discussion of their own experiences related to the
topics covered in class is encouraged throughout the course.

Tests.
The students will take tests related to the readings assigned to the course without prior notice.

Course essay.
The students must submit an essay. The characteristics and instructions to write this
document are included in the Program Guidelines (Appendix "N").
It is recommended to watch the MOOC “How to write argumentative essays”:
https://www.youtube.com/watch?list=PLGE47OxIb19hg3wcekxDO7mjDPO0ZY-
DU&v=HkTekE6l8o0
See grading rubric in Appendix A.

Business Operative Diagnosis (BOD).

Final applied assignment:
This is a unifying assignment. The students must submit it on the date set by the professor.
The Business Operative Diagnosis, to be developed in group form, is to assess the operational
area of an existing business (in the company where they work or have worked) in order to
have the facilities of the case in order to have the required information. It should contrast the
way the company produces with the way it should produce, according to the concepts studied
in the course.

The BOD will be delivered in two parts: Part 1 (BOD 1) "Process Mapping" which will be
graded on a score of 5, and Part 2 (BOD 2) "Specific Planning, Aggregate Planning and
Organization," which will be graded on a score of 15. For more information, see Appendix B.
 5

Conclusions and recommendations should be presented to implement the proposed

improvements as a result of the comparison conducted.
It is recommended to begin the assignment from the beginning of the course due to its
importance as the practical complement of the theoretical issues developed in it.

In addition to the taught hours, the course considered (8) hours to write the essay and (12)
hours to develop the final applied assignment.

VI. Evaluation System

The final grade will be based on a weighted average of the following:

Individual Evaluations
Attendance and punctuality 10%
Class participation 40%
Controls (3) 15%
Essay 15%

Group Evaluations
Final Applied Assignment 20%

Total 100%

VII. Detailed Contents

Sessions 1 – 2.
Management of Productive Operations
Required Reading.
Class Note D’Alessio Fernando, Management Concept

Sessions 3 – 4.
Functions versus Processes
Required Reading.
Class Note D’Alessio Fernando, The process Based Organization
Garvin, D. A. (1990). Note on quality: The view of deming, juran and Crosby. HBS No.
687011-PDF-ENG [Background Note]. Boston, MA: Harvard Business School
Publishing.
BOD
BOD 1: Mapping of processes.

Sessions 5 – 6.
Location and Capacity Planning of the Plant
Product (Goods and Services)
Required Readings.
Shim, J. K. & Siegel, J. G. (1999). Facility location. In Operations Management: A
 6

Streamlined Course for Students and Business People (pp. 155 – 165).
Iansiti, M., Kosnik, T. J. & Stein, E. (2011). Innovation a customer driven approach.
HBS No. 695016-PDF-ENG [Background Note]. Boston, MA: Harvard Business
School Publishing.
Class Note D’Alessio, Fernando, Product Planning and Design
Case.
Case 1: Product planning, Fernando D’Alessio

Sessions 7 – 8.
Process
Required Readings.
Garvin, D. A. (1981). Type of processes. HBS No. 682008-PDF-ENG [Background
Note]. Boston, MA: Harvard Business School Publishing.
Class Note D’Alessio, Fernando, Process Planning and Design
Case.
Case 2: Sasser, W. E. & Klug, J. R. (2004). Benihana of Tokio. HBS No. 673057-PDF-
ENG [Case]. Boston, MA: Harvard Business School Publishing.

Sessions 9 – 10.
Plant and Work
Aggregate planning
Required Readings.
Apple, J. M. (1963). Plant Layout and Materials Handling. In Planning and Analyzing
the Materials Flow Pattern (pp. 154-177). NY: Ronald Press.
Apple, J. M. (1963). Planning and allocating space. In Planning and Analyzing the
Material Flow
Landel, R. D. (2001). Aggregate production management. HBS No. UV3494-PDF-ENG
[Background Note]. Boston, MA: Harvard Business School Publishing.
Case.
Case 3: The Peach Bleach Company

Sessions 11 – 12.
Project Management and Technology
Required Readings.
Bowen, H. K. (2002). Project management manual. HBS No. 697034-PDF-ENG
[Background Note]. Boston, MA: Harvard Business School Publishing.
Tyagi, V., Jain, A., & Jain, P. K. (2013). Towards integrated manufacturing planning and
control: A review and classification. IUP Journal of Operations
Management, 12(2), 57-79.

Sessions 13 – 14.
Control of Production Operations
Statistical Process Control
Required Readings.
Bohn, R. E. (1988). Statistical quality control for process development. HBS No.
684068-PDF-ENG [Background Note]. Boston, MA: Harvard Business School
Publishing.
Bohn, R. E. (2007). Constructing and using process control chart. HBS No. 686118-
PDF-ENG [Background Note]. Boston, MA: Harvard Business School Publishing.
 7

Case.
Case 4: Bayfield Mud Company. In Schroeder, R (2011). Operation Management (5th
ed.). México D.F., México: Mc Graw Hill.

Sessions 15 – 16.
Asset Control – Maintenance Management / Total Quality
Required Readings.
Class Note D’Alessio, Reliability and Maintainability.
Garvin, D. A. (1990). Note on quality: The view of deming, juran and Crosby. HBS No.
687011-PDF-ENG [Background Note]. Boston, MA: Harvard Business School
Publishing.

Case
Case 5: Boepple, J. (2013). Analyzing low patient satisfaction at herzog memorial
hospital. Kellogg School of Management No. KEL740-PDF-ENG [Case]. Boston,
MA: Harvard Business School Publishing.

Turn in the Essay.

Sessions 17 – 18.
Total Quality
Required Reading.
Garvin, D. A. (1990). Note on quality: The view of deming, juran and Crosby. HBS No.
687011-PDF-ENG [Background Note]. Boston, MA: Harvard Business School
Publishing.
Case
Case 6: Leonard, F. S. (2006). Paul Chester, director, quality assurance. HBS No.
607002-PDF-ENG [Case]. Boston, MA: Harvard Business School Publishing.

Sessions 19 – 20.
BOD
Submission and Presentation of the BOD 2.

VIII. References

Required.
Apple, J. M. (1963). Plant Layout and Materials Handling. In Planning and Analyzing
the Materials Flow Pattern (pp. 154-177). NY: Ronald Press.
Apple, J. M. (1963). Planning and allocating space. In Planning and Analyzing the
Materials Flow Pattern (pp. 178-203). NY: Ronald Press.
Bohn, R. E. (2007). Constructing and using process control chart. HBS No. 686118-
PDF-ENG [Background Note]. Boston, MA: Harvard Business School Publishing.
Bohn, R. E. (1988). Statistical quality control for process development. HBS No.
684068-PDF-ENG [Background Note]. Boston, MA: Harvard Business School
Publishing.
Bowen, H. K. (2002). Project management manual. HBS No. 697034-PDF-ENG
[Background Note]. Boston, MA: Harvard Business School Publishing.
Class Note D’Alessio, Reliability and Maintainability.
Class Note D’Alessio, Fernando, Process Planning and Design
 8

Class Note D’Alessio, Fernando, Product Planning and Design

Garvin, D. A. (1990). Note on quality: The view of deming, juran and Crosby. HBS No.
687011-PDF-ENG [Background Note]. Boston, MA: Harvard Business School
Publishing.
Garvin, D. A. (1981). Type of processes. HBS No. 682008-PDF-ENG [Background
Note]. Boston, MA: Harvard Business School Publishing.
Iansiti, M., Kosnik, T. J. & Stein, E. (2011). Innovation a customer driven approach.
HBS No. 695016-PDF-ENG [Background Note]. Boston, MA: Harvard Business
School Publishing.
Landel, R. D. (2001). Aggregate production management. HBS No. UV3494-PDF-ENG
[Background Note]. Boston, MA: Harvard Business School Publishing.
Shim, J. K. & Siegel, J. G. (1999). Facility location. In Operations Management: A
Streamlined Course for Students and Business People (pp. 155 – 165).
Hauppauge, NY: Barron's Business Review Series.
Tyagi, V., Jain, A., & Jain, P. K. (2013). Towards integrated manufacturing planning and
control: A review and classification. IUP Journal of Operations
Management, 12(2), 57-79. Retrieved from
http://search.proquest.com/docview/1399924268?accountid=28391

Cases.
Bayfield Mud Company. In Schroeder, R (2011). Operation Management (5th ed.).
México D.F., México: Mc Graw Hill.
Boepple, J. (2013). Analyzing low patient satisfaction at herzog memorial hospital.
Kellogg School of Management No. KEL740-PDF-ENG [Case]. Boston, MA:
Harvard Business School Publishing.
Product planning, Fernando D’Alessio
Sasser, W. E. & Klug, J. R. (2004). Benihana of Tokio. HBS No. 673057-PDF-ENG
[Case]. Boston, MA: Harvard Business School Publishing.
The Peach Bleach Company

IX. Professor

DEGREES AND CERTIFICATIONS

Professor Benzaquen is a Doctor of Engineering in Ocean Engineering. He holds a

Master of Science in Naval Architecture and Marine Engineering from the Massachusetts
Institute of Technology, United States, a Master’s degree in Economics from Pontificia
Universidad Católica del Perú and a Bachelor’ s degree in Naval Maritime Science from
the Peruvian Naval Academy. He has completed specialization studies at Harvard
Business School, University of California, Wharton School, University of Pennsylvania,
Pontificia Universidad Católica del Perú and Centro de Altos Estudios Nacionales
(CAEN), Peru. He also completed the Colloquium on Participant Centered Learning
(CPCL) at Harvard Business School, United States.

PROFESSIONAL EXPERIENCE

Professor Jorge Benzaquen has been Surveillance President at Plus Capital, member of
the Economic Council at the Peruvian Navy, and Executive Director at the Material
Resources Directorate General at the Peruvian Navy. He has worked at the Peruvian
 9

Navy industrial services (SIMA-PERU) and has been the General Manager and
Operations Manager at SIMA-Callao and SIMA-Chimbote shipyard. Professor
Benzaquen has been National Director of the Pan American Institute of Naval
Engineering (IPIN-PERU), Chairman of the Technical Committee at the 14th Pan-
American Congress of Naval Engineering in Lima, Peru. He has been a Port Costs
Consultant at Transports Plan Project Consult company, Head of the study on the judicial
service’ s new scope at the central registry of sentences, and Adviser and Head of the
processes and costs committee at Corporación Ganadera.

PUBLICATIONS

Professor Benzaquen has been the author and coauthor of several papers published in
international and peer-review journals, such as:

 Benzaquen, J. (2017). Total factor productivity of the Latin-American Industry:

Large shipbuilding in Peru. International Journal of Productivity and Performance
Management, 66(2), 231-250.
 Benzaquen, J., & Pérez, M. (2016). El ISO 9001 y TQM en las empresas de
Ecuador. GCG: Revista de Globalización, Competitividad y Gobernabilidad, 10 (3), 153-176.
 Benzaquen, J., & Convers, J. (2015). El ISO 9001 y TQM en las empresas de
Colombia. GCG: Revista de Globalización, Competitividad y Gobernabilidad, 9 (3), 107-128.
 Benzaquen, J. (2014). El ISO 9001 y TQM en las empresas latinoamericanas:
Perú. GCG: Revista de Globalización, Competitividad y Gobernabilidad, 8(1), 67-89. gcg.
 Benzaquen, J. (2013). Calidad en las empresas latinoamericanas: El caso
peruano. GCG: Revista de Globalización, Competitividad y Gobernabilidad, 7(1), 41-59.
 Benzaquen, J., Del Carpio, L., Zegarra, L. A., & Valdivia, C. A. (2010). A
competitiveness index for the regions of a country. CEPAL Review, 102, 69-86.

He has co-authored several books, such as: Casos de Operaciones (Editorial: McGraw-
Hill/CENTRUM Publishing, 2012), Planeamiento Estratégico del Sistema Educativo del
Perú (Editorial: CENTRUM Publishing, 2012), Planeamiento Estratégico de los
Principales Puertos del Perú (Editorial: CENTRUM Publishing, 2012), Competitividad y
Desarrollo: Evolución y Perspectivas (Editorial: Planeta/CENTRUM Católica, 2011) in
which he developed the Noción de Competitividad en el Tiempo [Notion of
competitiveness over time], and Plan estratégico para los seguros generales en el Perú
[Strategic plan for general insurance service in Peru] (Editorial: CENTRUM Publishing,
2011), Estrategia para el desarrollo comercial de la concha de abanico en la región Piura
(CENTRUM Publishing, 2010), among others. He is the author of the following studies:
Los factores de la competitividad en el Perú, impulsar la industria naval para contribuir al
desarrollo nacional, El mundo globalizado y su interacción con la realidad nacional del
Perú y de la región: diagnóstico y pronóstico de la variable inversión productiva. In
addition, he has written the following articles: Construcción naval de alto bordo y el
Transporte marítimo nacional ¿Qué sucedió? ¿Qué debemos hacer? and Cambio
tecnológico en las construcciones navales [Technological Change in the shipbuilding
industry].

CURRENT POSITION

Professor Jorge Benzaquen currently is the Director of Development and Innovation,

Professor, and Researcher at the Operations, Logistics, Supply Chain Management, and
 10

Technologies department at CENTRUM Católica Graduate Business School.

AWARDS

 Academic Excellence Award 2012.

 Academic Excellence Award 2013.
 Award for intellectual contribution, 2013.
 Award for full time faculty academic excellence in Master’ s Programs 2014.
 Award for intellectual contribution, 2014.
 Award for full time faculty academic excellence in Master’ s Programs 2015.
 Award for intellectual contribution, 2015.
 Award for full time faculty academic excellence in Master’ s Programs 2016.
 Award for intellectual contribution, 2016.
 Professor distinguished for academic excellence 2012 – 2016.
 Distinguished researcher 2013-2016.

Appendix A: Argumentative Essay Rubric

Conditions precedent to accepting the assignment: (A) The student must include in the first
paragraph a clear thesis affirming or denying in one sentence a proposal related to the essay
topic; (B) it should be a 2,000 word essay.

EXCELLENT GOOD SUFFICIENT UNSUFFICIENT

CRITERIA %
18 - 20 14 - 17 11 - 13 11 - 11
Develops the topic in a
Almost all the paragraphs Only some or none of the
balanced way. The 7, 8 or Most paragraphs have a
have a fairly uniform paragraphs have the
10% 9 paragraphs have a fairly fairly uniform extension:
extension: 150 to 250 requested extension (150 to
uniform extension: 150 to 150 to 250 words.
Format 30% words. 250 words).
250 words.
All the sentences have no Almost all the sentences Most sentences have no Some sentences have no
more than three or four have no more than three or more than three or four more than three or four
5% lines. These can be four lines. lines. lines.

comfortably read.
APA standards are
15%
excellently complied.
The introductory
paragraph includes the
10% context, thesis and
describes the
argumentation logic.
Each paragraph describes a main idea, but sometimes a main idea, and
20% a main idea that is logically it is not logically and clearly sometimes these are not
and clearly connected with connected with the
the precedent and
subsequent ideas.
Content 70%
Each paragraph has more
10% than two valid academic
references.
The thesis excellently
20% contributes to understand
the subject better, due to
its originality and
relevance.
The conclusion includes
10% the most important
evidence and supports the
thesis.
APA standards are
correctly complied.
The introductory paragraph The introductory paragraph
includes the context, the
thesis and but it does not
adequately describe the
argumentation logic.
Each paragraph describes Not all paragraphs describe
precedent and subsequent connected with the
ideas.
Each paragraph has at
least two valid academic
references.
The thesis adequately
contributes to understand
the subject better, due to its
originality and relevance.
The conclusion includes
some of the most important
evidence and supports the
thesis.
APA standards are only
complied in the most
important situations.
includes the context, the
thesis and vaguely
describes the
argumentation logic.
logically and clearly
precedent and subsequent
ideas.
Most paragraphs have at
least two valid academic
references.
The thesis contributes to
understand the subject
better, due to its originality
and relevance.
The conclusion includes
some evidence and tries to
support the thesis.
11
APA standards are
carelessly complied.
The introductory paragraph
doesn’t include the context
and it doesn’t describe the
argumentation logic.
Most paragraphs don’t
describe a main idea or
aren’t logically connected
with the precedent and
subsequent ideas.
Most paragraphs have less
than two valid academic
references.
The thesis doesn’t
contribute to understand
the subject better due to
lack of originality or
relevance.
The conclusion doesn’t
include evidence and it
doesn’t support the thesis.
 12

Appendix B

Contents of the Business Operations Diagnosis (BOD)

Business Operations Diagnosis Part 1 (BOD 1)
Mapping the Processes
This work must have at least the following information:
The Company and its Processes
1. Company description.
2. Company organization.
3. Company milestones (indicate the operating cycle, the input-process-output diagram,
company classification and where the company is located in the Transformation Process
Matrix).
4. Company products.
5. Mapping company processes (indicate whether the company has mapped its processes, has
indicators and if so, diagram it; if it does not have its processes mapped, indicate the
structure and mode of operations of the company, etc.).
6. Frugalization, streamlining Breaking Processes (if the company has or does not have a
map of the processes, it should streamline them, dividing them into operational processes
and administrative processes).
7. Analysis the Frugalization (Breaking Process).
8. Conclusions and recommendations.

Business Operational Diagnosis Part 2 (BOD 2)

Such work shall have the following information at least:

Specific planning, aggregate planning, and organization

1. Introduction
 Description of the company
 Milestones (input-output process diagram, company classification and
transformation process matrix).
 Location.
 Dimensions.
 Company products
2. Planning and Design of the Product, analysis of the following items:
 Planning stages.
 Aspects related to the producer.
 Aspects related to the client.
3. Planning and Design of the Process analysis of the following items:
 Aspects related to the company’s processes.
 Diagram Activity Process (DAP), choose one or more processes and define the
following:
 Description of the problems in the process.
 Use of tools to improve process quality.
 13

 Evaluation of the Results.

4. Planning and Design of the Plant and Work.
 Consider the principles and factors presented for plant distribution.
 Describe in detail and analyze the business plant distribution.
 Analyze the most important organizational aspects.
 Propose improvements.
5. Aggregate Planning and Organization.
 Analyze the strategies of the aggregate planning (forecasting, costs
alternatives…) and indicate if it is optimal.
 Organization: Analyze the schedule of the company and the technologies used.
6. Conclusions and recommendations.

Evaluation Criteria of the BOD 2 (see Rubrics on next page)

 Form and quality of the presentation: writing, grammar and use of tables and figures.
 The document must be submitted according to the format presented in the course. The
writing should permit an understandable reading and language must be properly used.
 Show evidence of research undertaken in the company.
 Objective data, that are the input for constructive critical analysis, must be presented.
 The extent to which the important subjects and tools taught in the course are properly
applied.
 The BOD seeks to use all the tools studied in the course, so the student must show that
he/she is able to correctly use the tools applied in the chosen study situation. The proper
use of tools allows the student to objectively describe the area of operations of an
organization, and make proposals to improve it.
 Relevance of the conclusions and recommendations. The conclusions and
recommendations should refer to the assignment conducted, and must be deduced in a
logical manner from the analysis conducted.
 Document N° R101V7034

Rubric for the Final Applied Assignment

Business Operations Diagnosis (BOD)

EXCELLENT GOOD SUFFICIENT UNSUFFICIENT

Indicator %
18-20 14-17 11-13 <11
The format and quality The DOE is submitted The DOE is submitted The format and The format and
of the presentation, flawlessly. It has an optimally. It has an presentation is acceptable. presentation is poor. APA
grammar and usage of accurate format in strict accurate format in strict The student made an effort guidelines are not
tables and figures. 20 accordance with APA accordance with APA to comply with APA complied throughout the
guidelines, without guidelines, without guidelines. document.
grammatical errors. relevant grammatical
errors.
It shows evidence of All the evidence included The majority of the Only some of the evidence There is not verifiable
the research in the research is evidence included in the included in the research is evidence.
10
conducted at the referenced and verifiable. research is referenced and referenced and verifiable.
Business company. verifiable.
Operations
It includes objective All the data included in Most of the data included Only some data included in The data included in the
Diagnosis
(BOD) data that are the the DOE are objective and in the DOE are objective the DOE are objective and DOE are not objective and
(Part 2). inputs for the 20 verifiable inputs. and verifiable inputs. verifiable inputs. verifiable inputs.
constructive critical
analysis.
The extent to which The main subjects and The main subjects and tools The main subjects and tools The main subjects and
the subjects and tools tools taught in the course taught in the course are taught in the course are tools taught in the course
30
taught in the course are accurately applied in mostly applied in the DOE. applied in the DOE in a are not applied in the DOE.
are appropriately used. the DOE. suitable way.
Relevance of the 20 Includes highly relevant Includes adequate Includes conclusions and Includes irrelevant and
conclusions and conclusions and conclusions and recommendations that are poor conclusions and
recommendations. recommendations for the recommendations for the not very relevant for the recommendations for the
company. company. company. company.

100
 15

Sessions Sessions Sessions Sessions Sessions Sessions Sessions Sessions Sessions Sessions
1-2 3-4 5-6 7-8 9-10 11-12 13-14 15-16 17-18 19-20
Case 5:
Analyzing
Case 3: Case 4: Low Patient
Case 1: Case 2: Case 6:
Bleach Bayfield Satisfaction
Cases Product Benihana of Paul
Peach Mud at Herzog
planning Tokio Chesler
Company Company Memorial
Hospital.
Kellogg
BOD 2:
BOD 1: Submission
BOD/ESSAY Process Essay and
mapping presentation
of the BOD 2