UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (Singapore)

BBS 42 FT

Operations Management

BMGT2005S

STUDY GUIDE

Copyright © March 2025

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Authors: Dr. Eamonn Ambrose

Dr. Kate McLoughlin

Dr Dipan K Mehta

This manual was prepared for University College Dublin as a comprehensive support for
students completing the above mentioned Degree programme.

© This publication may not be reproduced, in whole or in part without permission from
University College Dublin.

Module Co-ordinators: Dr. Eamonn Ambrose

Email: [Link]@[Link]
Dr. Kate McLoughlin
Email: kate.mcloughlin1@[Link]

Local lecturer: Dr Dipan K Mehta

Email: [Link]@[Link]

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 TABLE OF CONTENTS

PAGE

WELCOME MESSAGE 4

1. INTRODUCTION 5

a. Background details
b. Module aims
c. Programme Goals

2. MODULE OUTLINE 11

a. Module learning outcomes

b. Themes and topics
c. Learning materials

3. MODULE DELIVERY SCHEDULE 16

a. Session arrangements
b. Student engagement
c. Office hours arrangements

4. ASSESSMENT DETAILS 20

a. Assignments
b. Module assessment components

5. GRADING 23

a. University grading policy

b. Grade descriptors for assessment components

6. CONCLUDING COMMENTS 26

APPENDICES 27

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WELCOME MESSAGE

Dear Student,

As coordinators of this module, we would like to welcome you to the subject of Operations
Management (OM). OM is not only very important but also exciting and challenging. It is at
the forefront of change in the business world and OM has never had a higher status within
the boardrooms around the world for providing competitive advantage as it does now. In
addition OM plays a dominant role in the design and management of sustainability within
organisations. OM is about creation, the creation of products and services on which we
depend. It is the reason for any organisations’ existence - large or small, manufacturing or
service, for profit or not for profit. In this course, you will discover the information, learning,
knowledge and skills that will help you establish a solid foundation in operations
management thinking and practice.

Should you require clarification on any matter pertaining to the module, please do not
hesitate to contact us.

Dr Eamonn Ambrose
Dr Kate McLoughlin
Dr Dipan K Mehta

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PART 1: INTRODUCTION

This Study Guide is designed to provide you with details of this module; the learning
outcomes; plus delivery and assessment arrangements. The Study Guide consists of 6
parts.

Part 1 gives background details to the subject area are provided and the broad aims of the
module are set out.

Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the
themes and topics to be explored are explained along with the (c) learning supports to be
used.

Part 3 gives details of the module delivery arrangements. It sets out the session
arrangements and the expectations in relation to your prior preparation and student
engagement.

Part 4 provides details of the assessment techniques used in this module explaining the
assessment components, their rationale.

Part 5 explains the UCD grading policy and grade descriptors drawing on the university
document are given for each assessment component (i) Continuous Assessment and (ii)
Examination.

Part 6 presents the concluding comments.

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Accessing Live Zoom Classes
This module will be wholly delivered via UCD’s integrated Zoom classroom.

Kindly access the zoom class by logging into Brightspace, go to “BMGT2005S-Operations

Management (Singapo-2023/24 Autumn”, click “My Class”, “Zoom”.

Please always login using your UCD email address and your name. Your name should be
visible to the lecturer and other students to facilitate collaboration.

Please join your online session no later than five minutes before the advised time of your
session.

Engagement tools on Collaborate

Throughout the online sessions for this module, you will be frequently asked to engage with
both your lecturer, and with your fellow students.

The lecturer may send you into breakout groups and you discuss some class content in
smaller groups before your findings are discussed with the whole class. You may use the
“Share Screen” function (if enabled) to show some summary points of the breakout group
discussions.

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If you select “Chat”, a chat window will open and you can communicate with the whole class
or with your lecturer. If you would like to send a private message to your lecturer, please
select your lecturer’s name instead of everyone.

By clicking on “Reactions”, another menu will open. This menu allows you to raise your hand
if you have a question or would like to comment. If you see a hand icon in the left upper
corner of your screen, your hand is currently raised. You can lower your hand by clicking on
this icon a second time. The lecturer can also lower your hand.

When you join a Zoom session, you will be muted, and your camera is turned off. But for
better engagement in the class, it is advised to keep your camera turned on. Please only
unmute yourself if you would like to speak to avoid background noises. You can change your
audio and video setting by clicking the small arrow beside the “Unmute” or “Start Video” icon.

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Background Details

The course is designed to explain and evaluate the current thinking in operations and supply
chain management. It is expected that students will gain an understanding of this field and
be able to apply theories and concepts in a practical setting.

Module Aims

The aims of this module are to enable students to

 acquire an in-depth knowledge of OM;

 encourage students to think strategically and critically about OM;
 acquire creative thinking skills including critical analysis of theory and integrating
differing streams of knowledge;
 form a strategic focus and the ability to apply concepts at an operational level; and
 promote class discussion, group work and personal development.

The assessment tasks for this module have been designed with this in mind as detailed later
in the study guide.

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 Table 1: Programme Goals
Programme Goals Programme Learning Outcomes Module code

Specify the overall Specify the learning outcomes Module title

programme goal and associated with each
insert a one-line programme goal.
description of each goal. Module Components

On successful completion of
the programme students
should be able to:

1) Programme Goal 1: Programme Learning Outcome This is achieved

1a: through the lectures
Informed Thinkers: and the exercises in the
Our graduates will be Explain current theoretical text book. We will
knowledgeable on underpinnings of business and the provide multiple
management theory management of organisations. scenarios that replicate
and will be able to business environments
apply this theory to and organisational
business problems structures.
(Knowledge).
Programme Learning Outcome Throughout the lectures
1b: tools and techniques
will be presented to
Apply appropriate methods, tools solve business
and techniques for identifying, problems.
analysing and resolving business
problems within functional and
across functional business areas.

2) Programme Goal 2: Programme Learning Outcome 2a Part of the continuous

assessment part is to
Communication, Prepare a short business make a presentation.
Analytical and Critical presentation (written and/or oral)
Thinking Skills: Our on a current business issue.
graduates will have
well developed skills Programme Learning Outcome This goal is achieved
of communication, 2b: through the group
analysis and critical project and the cases.
Analyse specific business case
thinking (Skills and
studies or problems and formulate
Competencies).
a report detailing the issues and
recommended actions.

Programme Learning Outcome This goal is achieved

through the group

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 2c: project where research
is required.
Conduct secondary research on
management-related issues and
report on the findings and draw
appropriate conclusions.

3) Programme Goal 3: Programme LearningOutcome We will solve cases,

3a: video cases and
Personal and exercises together in
Professional Develop collaborative learning groups. Also the
Development: Our and team-work skills by engaging assignment is a group
graduates will in module-related team activities. based activity.
demonstrate a
commitment to Programme Learning Outcome This outcome is
personal and 3b: achieved throughout
professional the multiple exercises
excellence and Demonstrate capacity for problem and cases we work on
development (Skills, solving collaboratively and in the class.
Competencies and individually.
Attitudes).

4) Programme Goal 4: Programme Learning Outcome This part will be

4a: discussed throughout
Ethical Awareness: the class. Sustainable
Our graduates will Demonstrate an awareness of operations is part of the
demonstrate an ethical values and business curriculum.
awareness of ethical issues concerning the
issues in business advancement of the broader
and their impact on societal ‘good’.
society (Attitudes).
Programme Learning Outcome We will include a
4b: discussion and
exercises on the social
Illustrate an understanding of how and environmental
business decisions might implications of logistics.
influence society and the wider
community at large.

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PART 2: MODULE OUTLINE

Module Title: Operations Management

Module Code: BMGT2005S
No. of ECTS: 10

Module Learning Outcomes

On completing the OM module, students will be expected to be able to:

 Describe the functional areas of operations management and explain how they
interface with an organisation's other functional areas.
 Analyse the various issues and problems that traditionally arise in the management
of operations within both manufacturing and service organisations.
 Apply the terminology, modelling, and methodology often employed in designing and
improving an operations function.
 Think critically and use analytical tools in making business decisions and problem
solving.

Module Text: Operations and Process Management. By Nigel Slack, Alistair

Brandon-Jones and Nicola Burgess. Pearson.7th Edition 2024

ISBN-13: 9781292729268

Themes and Topics

This module will provide students with an overview of the field of OM. The first topic,
Introduction to OM, introduces some of the underlying ideas in operations management
and supply chain management as well as their role in the organisation. Specifically, we
analyse how the operations and supply chain function in the business sees itself and its
purpose.

Next, Operations Performances explains how to identify the key performance objectives of
the operation and to align performance measurement and execution with the strategic goals
of the organisation.

In the two topics Process Design and People, Layout and Job Design, students will gain
an insight into how a company’s core business activities – its business processes - are

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designed. We then examine how the process design impacts people’s jobs and working
environment within the operation.

The fifth topic, Innovation of Products and Services, explores deeper into the innovation
as a process and explains how to go about designing the products and services that are
needed to ensure competitiveness in a market.

In Sustainability in Operations, students will examine how operations and supply chain
management impacts on the environment and on society in general. Traditionally operations
and supply chains have focused on making products quickly at as low cost as possible whilst
meeting the quality the customer is looking for. However, what is the impact of these
processes on our environment and society? Creating sustainable operations and supply
chains poses a considerable challenge due to the inherent complexity with many
processes and the involvement of many global partners

Next, Inventory Management discusses the importance of maintaining a smooth,

uninterrupted flow of materials from supplier to factory to end customer. Inventory
management is a fundamental topic of operations management, as it impacts on operational
efficiency, customer service and the financial viability of a business.

In Operations Strategy we examine the importance of having an operational strategy for

the business which is aligned with the overall business goals and mission. The topic also
considers a framework for strategy development which takes account of constantly changing
business environments.

The next topic, Supply Chain Management the students will get a first insight into the
complexity of supply chain management and its role on overall corporate performance.
Supply chain management (SCM) is the process of managing the flow of goods and services
to and from a business, including every step involved in turning raw materials and
components into final products and getting them to the ultimate customer.

Capacity Planning discusses how organisations ensure the current and future demand for
their products and services and explains the importance of maintaining a smooth,
uninterrupted flow of materials from supplier to factory to end customer. Capacity and
inventory management are fundamental topics of operations management, as they concern
the planning and control of the supply or processing side of matching supply and demand.

Inventory management involves the processes a business uses to acquire, store, track,
and ship items it sells, aiming to optimize stock levels to meet customer demand while
minimizing costs and preventing stockouts or overstocking. Inventory management

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encompasses the entire lifecycle of inventory, from purchasing raw materials or finished
goods to storing them, tracking their movement, and ultimately shipping them to customers.

Lean Operations will look beyond the borders of the organisation to managing multiple
organisations and students will gain an insight into the developments of these challenging
and exciting topics. Lean operations management is a process that focuses on minimizing
waste and maximizing value within an organisation. In other words, it is a continuous
improvement methodology that is designed to help organisations improve their performance
by reducing waste and increasing efficiency.

Quality Management examines the implications of quality, particularly in relation to total

quality management (TQM), which places quality at the heart of the organisation’s strategy.
Quality management is the act of overseeing all activities and tasks that must be
accomplished to maintain a desired level of excellence. This includes the determination of a
quality policy, creating and implementing quality planning and assurance, and quality control
and quality improvement.

Project Management examines a special kind of project focusing on one off activities and
processes with a defined start and end. Specifically, we will discover the importance and
several managerial project management practices that organisations take to deal with in
completing project successfully while managing operations. Project management is
important because it helps ensure that projects are completed on time, within budget, and to
the expected quality of work. It also helps identify and mitigate risks, manage resources
effectively, and ensure stakeholders are well informed and involved throughout the project.

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Learning Materials

The textbook and MyOM Lab are important resources in preparing for class, partaking in
class discussion and reviewing and revising the material. For this module, please read the
assigned chapters in the prescribed text as well as the worked examples and case study
readings assigned (see required chapters in module delivery schedule below).

Students are required to bring their text book to the class, during the sessions. Please
read the cases before class to prepare for in class discussion.

Other useful sources

Students completing the Operations Management module are expected to participate in

session discussions and learning activities and be familiar with recent developments in the
business world. To facilitate this, the following source material is useful

o Journal of Operations Management

o MIT Sloan Management Review
o Harvard Business Review
o The Economist
o The Wall Street Journal
o The South China Morning Post
o The Straits Times
o The Financial Times
o Business Week
o Fortune

N.B. Students are required to have their text book ready for the online class
sessions as the case studies and questions at the end of each chapter will be
used in class discussion throughout the module. It is also important that students
read the lecture materials in advance of class so as to allow for a detailed
discussion of the key issues.

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Other useful sources

Students completing the Global Logistics module are expected to participate in session
discussions and learning activities and be familiar with recent developments in the
business world. To facilitate this, the following source material is useful:

o Academy of Management Executive/Academy of Management Journal

o Journal of Logistics Management
o Journal of Operations Management
o Harvard Business Review
o International Journal of Logistics Management
o International Journal of Physical Distribution and Logistics Management
o International Journal of Operations and Production Management
o MIT Sloan Management Review
o Supply Chain Management: An International Journal.

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PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students’ ability to engage in prior preparation, to seek
confirmation and clarification as appropriate and to be actively engaged during the sessions.

Session Arrangements

Each student is expected to attend and be prepared for all sessions. Table 2 below outlines
the structure for the sessions (06/05/24 - 04/07/24).

Table 2: Module Delivery Schedule – themes, readings, cases

No. Topic/Theme Title/ Date Textbook Case/Exercise

Lecturer Chapters/
Readings
1. Introduction to OM Chapter 1

Dr Eamonn Ambrose/ Dr Kate OM(1)-06/05/2025

McLoughlin
OM(2)-07/05/2025
OM(3)-06/05/2025
OM(4)-07/05/2025

2 Operations Chapters
Performance OM(1)-07/05/2025
1&2
Dr Eamonn Ambrose/ Dr Kate OM(2)-14/05/2025 Group Exercise
McLoughlin
OM(3)-20/05/2025
OM(4)-26/05/2025

3. Process Design Chapters

Dr Eamonn Ambrose/ Dr Kate OM(1)-07/05/2025

McLoughlin 5&6 Group Exercise
OM(2)-14/05/2025
OM(3)-20/05/2025
OM(4)-26/05/2025

4. People, Layout and Chapters

Job Design OM(1)-08/05/2025
5&6 Group Exercise
Dr Eamonn Ambrose/ Dr Kate OM(2)-15/05/2025
McLoughlin
OM(3)-21/05/2025
OM(4)-27/05/2025

5. Innovation of Chapter
Products and OM(1)-09/05/2025 Group Exercise
Services 3
OM(2)-16/05/2025
Dr Eamonn Ambrose/ Dr Kate

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 McLoughlin OM(3)-22/05/2025
OM(4)-28/05/2025

6. Sustainability in
Operations OM(1)-09/05/2025
Reading to Group Exercise
Dr Eamonn Ambrose/ Dr Kate OM(2)-16/05/2025
McLoughlin be advised
OM(3)-22/05/2025
OM(4)-28/05/2025

7. Inventory Chapter
Management OM(1)-13/05/2025
9 Group Exercise
Dr Eamonn Ambrose/ Dr Kate OM(2)-19/05/2025
McLoughlin
OM(3)-23/05/2025
OM(4)-29/05/2025

8. Operations Strategy Chapter

Dr Eamonn Ambrose/ Dr Kate OM(1)-13/05/2025

McLoughlin 2 Group Exercise
OM(2)-19/05/2025
OM(3)-23/05/2025
OM(4)-29/05/2025

9. Supply Chain Group A – 23/05/2025 Chapter 7

Management Group B – 6/06/2025
Dr Dipan K Mehta Group C – 2/06/2025
Group D – 27/05/2025 Group Exercise
Group E – 5/06/2025
Group F – 5/06/2025

10. Capacity Group A – 29/05/2025

Management Group B – 9/06/2025
Dr Dipan K Mehta Group C – 10/06/2025
Chapter 8
Group D – 5/06/2025 Group Exercise
Group E – 6/06/2025
Group F – 6/06/2025

11. Operations Group A – 30/05/2025

Improvement Group B – 16/06/2025
Dr Dipan K Mehta Group C – 13/06/2025 Chapter 11
Group Exercise
Group D – 10/06/2025
Group E – 11/06/2025
Group F – 12/06/2025

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 12. Lean Operations Group A – 9/06/2025

Dr Dipan K Mehta Group B – 17/06/2025

Group C – 17/06/2025
Chapter 12
Group D – 11/06/2025 Group Exercise
Group E – 12/06/2025
Group F – 19/06/2025

13. Quality Management Group A – 16/06/2025

Dr Dipan K Mehta Group B – 23/06/2025

Group C – 23/06/2025 Chapter 13
Group Exercise
Group D – 19/06/2025
Group E – 19/06/2025
Group F – 26/06/2025

14. Project Management Group A – 24/06/2025

Dr Dipan K Mehta Group B – 24/06/2025

Group C – 30/06/2025 Chapter 15
Group Exercise
Group D – 20/06/2025
Group E – 20/06/2025
Group F – 27/06/2025

16. Module Wrap-up &

OM(1)-02/07/2025
Examination Review
OM(2)-04/07/2025 - -
Dr Eamonn Ambrose/ Dr Kate
McLoughlin OM(3)-03/07/2025
OM(4)-04/07/2025

* Some chapters in the text are assigned for more than one theme.

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Preparation Required in Advance of Sessions / Seminars

 In addition to the Assignment, you are expected to have read all the required
chapters in the text and case studies where listed (see detail in module contents).

The readings detailed above have been assigned and students are expected to be fully
familiar with them. These readings are an important learning source and supplement the
session and text materials.

Student Engagement

During the online sessions, students are expected to be able to discuss issues arising from
the assigned chapters and readings for the topics as scheduled above. This is especially the
case for virtual classes as the student participation is vital for the learning experiences.

Session participation is a vital element in the design of this module. Therefore, all students
are expected to engage in class discussion and debate in order to facilitate the formation of
their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions)
may need to be upgraded / modified during or following the sessions depending on the
issues raised.

Office Hours Arrangements

Should you wish to meet us individually to discuss any aspect of this module we will be
available at the end of the delivery of each topic.

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PART 4: ASSESSMENT DETAILS

This module has two assessment components with specific weightings and marks awarded
totalling 100i. The purpose of each assessment is as follows:

 Continuous Assessment aims to focus your learning by ensuring understanding of the

quantitative and qualitative aspects of operations management theories and concepts.
 The Examination is the formal examination which aims to get insights on your
understanding of issues (theory and practice) addressed in the module.

Students are expected to complete all assignments ensuring that they are submitted by the
specified date. All submissions must be typed, be well laid out, written in an academic style
with appropriate headings (introduction, main part and concluding comments) and sections.
Please ensure that all submissions are entirely your own work – for UCD’s policy on
plagiarism click on the link below (please see Appendix 2 for further information on
Plagiarism and the policy on the Late Submission of Coursework):
[Link]

The weighting assigned for each component is shown in Table 3 below. (I = Individual; T =
Team)

Table 2 – Assessment Components

Assessment components Weighting Individual /Team

1. Continuous Assessment 40% I

2. Examination 60% I

As the Overseas Programme modules are worth 10 ECTS they should be graded out of 200 marks.
*While the criteria detailed above refer to A – D grades (inclusive) only, please note that all bands

*With regards to Continuous Assessments, students are asked to expect one final grade for this assessment
component. All graded elements will be taken into consideration and calculated to create one final grade.

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Module Assessment Components

In the following pages, further details of each assessment component are presented along
with expectations in relation to prior preparation and completion.

Continuous Assessment: (40%) - Individual Written Report (2000 – 2500 words).

The individual report requires students to apply the theories and concepts learnt in the
course to a practical setting. Choose any European company of your choice in any industry
and organise a report with a detailed discussion based on the following:

1. Introduction of the chosen company.

2. Evaluation of the company’s 4V framework.
3. Discuss the inventory management process of the chosen company.
4. Evaluation and discussion of the company’s supply chain management.
5. How the company may manage its capacity management.
6. How the company may make operations improvements.
7. How the company may manage lean operations.
8. How the company may implement quality management.
9. Conclusion.
10. Reference list.

Examination: (60%) - In-class, Closed-book Exam.

The examination will focus on module themes and the material covered in the text, cases,
assigned readings, videos and class discussions. For this, students are expected to
demonstrate their understanding of theory and practice addressed throughout the module.
The examination question format will be designed to allow you to show your understanding
of the topics discussed and also reveal your learning (new and prior). More specific
guidelines regarding the examination paper format and questions will be provided during the
final session.

The examination will cover all the material from the book, the readings, along with material
covered in class. A recent past examination paper is included in Appendix 4 to this Study
Guide; please be prepared for slightly different style of questions.

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Table 2B – Assignment Deadline Summary

Assignment Deadlines Date Assignment Due

Continuous Assessment
(40%)
16th of July, 2025
Individual Written Report

Examination

(60%) 30th of July, 2025

In-class, Closed-book Exam

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PART 5: GRADING

This section of the Study Guide provides students with details of the UCD grading system
and also explains criterion referenced grading (UCD Policy). Under criterion referenced
grading, students are graded on the quality of their work without reference to other students
(norm referenced). For instance, the submission that meets the required guidelines in terms
of writing style, analysis, description and / or summary will be awarded according to the
standards set out. All students’ work is graded to indicate the standard attained using the
criterion referenced approach.

Table 3: UCD Grading System

Module Grades
Module Grade
Description
Grade Point
A+ 4.2
A 4.0 Excellent
A- 3.8
B+ 3.6
B 3.4 Very Good
B- 3.2
C+ 3.0
C 2.8 Good
C- 2.6
D+ 2.4
D 2.2 Acceptable
D- 2.0
FM+ 0.0
FM 0.0 Fail
FM- 0.0
No grade - work submitted
NM 0.0
did not merit a grade
No work was submitted by
the student or the student
ABS 0.0
was absent from the
assessment

More specific grade descriptors are set out for your assessment components in the following
pages.

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Table 4: Grade Descriptors – Component grades

Grade Additional criteria more relevant to module levels 3 and 4

in the categories of analysis, synthesis and evaluation

An exceptionally deep and systematic engagement with the assessment task,

A+ with consistently impressive demonstration of a comprehensive mastery of the
subject matter and discerning judgement, reflecting
 a deep and broad knowledge and highly-developed critical insight, as well
as effective synthesis of extensive reading
 a critical comprehensive and perceptive appreciation of the relevant
literature or theoretical, technical or professional framework
 an exceptional ability to organise, analyse and succinctly present arguments
fluently and lucidly with a high level of critical analysis, supported by very
convincingly deployed evidence, citation or quotation
 a highly-developed capacity for original, creative and logical thinking

A deep and systematic engagement with the assessment task, with

A consistently impressive demonstration of a comprehensive mastery of
the subject matter, reflecting
 a deep and broad knowledge and critical insight as well as extensive
reading
 a critical and comprehensive appreciation of the relevant literature or
theoretical, technical or professional framework
 an exceptional ability to organise, analyse and present arguments
fluently and lucidly with a high level of critical analysis, amply supported
by evidence, citation or quotation;
 a substantial capacity for original, creative and logical thinking

A substantial engagement with the assessment task, demonstrating

B
 a thorough familiarity with the relevant literature or theoretical, technical
or professional framework
 well-developed capacity to analyse issues, organise material, present
arguments clearly and cogently well supported by evidence, citation or
quotation
 some original insights and capacity for creative and logical thinking

An intellectually competent and factually sound answer with, marked by

C
 evidence of a reasonable familiarity with the relevant literature or
theoretical, technical or professional framework
 good developed arguments, but more statements of ideas
 arguments or statements adequately but not well supported by
evidence, citation or quotation
 some critical awareness and analytical qualities
 some evidence of capacity for original and logical thinking

An acceptable level of intellectual engagement with the as task showing

D
 some familiarity with the relevant literature or theoretical, technical or
professional framework
 mostly statements of ideas, with limited development of argument
 limited use of evidence, citation or quotation
 limited critical awareness displayed
 limited evidence of capacity for original and logical thinking

24
 The minimum acceptable level of intellectual engagement the
D- assessment task with
 the minimum acceptable appreciation of the relevant literature or
theoretical, technical or professional framework
 ideas largely expressed as statements, with little or no developed or
structured argument
 minimum acceptable use of evidence, citation or quotation
 little or no analysis or critical awareness displayed or is only partially
successful
 little or no demonstrated capacity for original and logical thinking

An unacceptable level of intellectual engagement with the assessment task, with

 no appreciation of the relevant literature or theoretical, technical or
FM professional framework
 no developed or structured argument
 no use of evidence, citation or quotation
 no analysis or critical awareness displayed or is only partially successful
no demonstrated capacity for original and logical thinking

NB All students are advised to read the UCD Business School Code of Practice for
Group work – see Appendix 1.

25
PART 6: CONCLUDING COMMENTS
This Study Guide is designed to assist and guide your learning for this module. It is
important that you read it regularly and do so in conjunction with the core text, the assigned
readings and session materials. Should you need clarification on issues covered, please let
us know during the seminar sessions.

We hope you enjoy the module and we wish you good luck with the rest of your study and
for the future.

Dr Eamonn Ambrose
Dr Kate McLoughlin
Dr Dipan K Mehta
March 2025
Operations Management Module Coordinators

26
APPENDIX 1: GROUP WORK – BEST PRACTICE GUIDELINES FOR
STUDENTS 2018/19

1. Rationale for group work:

There are many reasons for using group work as part of a learning or assessment strategy –
e.g. enhancing peer learning, creating a participative learning environment, encouraging
debate and discussion, promoting social interaction, and developing students’ teamwork
skills (e.g. negotiation, delegation and leadership).

2. Group formation:
Groups may be allowed to self-form or they may be constituted through some form of
random assignment. In the latter case, the assignment process may be structured to
achieve some diversity within groups – for instance across areas such as ability, cultural
background and gender – or on the basis of class attendance.

3. Managing the group:

a) The onus is on the group to ensure that individual members fully contribute to the
completion of the assigned task.
b) Students must familiarise themselves with the College of Business teamwork model –
[Link]
c) Effectively managing the group process and addressing challenges encountered
throughout the process is part of developing collaborative skills.
d) Groups must agree basic ground rules around communication procedures, performance
targets, arranging and organising meetings, maintaining records of group activity,
progress reports, solving problems, finalising the project and signing off on the final
product. The group should also, at an early stage in the process, discuss issues around
equity and fairness.

27
e) Groups should draw up a team agreement and set milestones to use as moments for the
group to review and identify emerging issues and assess progress.
f) Groups should assign roles to each member (such as leader, convener, facilitator,
editor).
g) Groups should maintain minutes of meetings, work plans etc.
h) Individual members should maintain a journal of their own contribution.

4. Assessment of group work:

a) The assessment of group work may involve the assessment of the ‘product’ of group
work (i.e. the content covered by the group work activity and assessed by the module
coordinator) and/or the assessment of the group work ‘process’ (i.e. participation in the
group and assessed by group members).
b) An individual assessment component (e.g. peer evaluation, individual reporting) may be
included.
c) Where group work contributes to a module grade, members will be awarded a grade that
accurately reflects their contribution to the completion of the task. To address the
problem of ‘free-riders’ within a group, differential grading may be applied by the Module
Coordinator.

5. Dealing with problems within groups:

a) Any student who is concerned about a member’s contribution to the group’s work must
firstly communicate this to the group members. It can be helpful for the student to
communicate this concern in writing to the rest of the group. The group must strive to
resolve the problem within the group.
b) The removal of a group member’s name from the cover page of a piece of coursework
can only be done with the advance approval of the Module Coordinator.
c) If a group member believes that his/her concerns have not been satisfactorily addressed
within the group, the matter should be brought to the attention of the Module Coordinator
in a timely manner. The Module Coordinator may request that this concern be raised
with him/her in writing.
d) Group problems cannot be solved retrospectively by the Module Coordinator.

6. Additional Resources:
UCD College of Business #LearningInsights: Collaboration and Group work video resources:
[Link]

28
APPENDIX 2: TEAM AGREEMENT FOR TEAM X [DATE: ]

TEAM MEMBERS CONTACT DETAILS

1
2
3
4
INFORMAL COMMUNICATION

We have decided

1)
2)
3)
MEETINGS

We have decided

1)
2)
3)
MAKING DECISIONS

We have agreed

1)
2)
3)
4)
5)
SANCTIONS

We hope to work in harmony together. We have different strengths. We accept that this is
a team piece of work and we are all responsible for doing our best. However we agree
now that

If individuals have difficulties in working with the team or on the task, we will try to
sort them out promptly by talking with each other
 We will seek advice - as soon as is possible - from our tutor for those serious
problems which we cannot resolve ourselves.
SIGNED

29
30
APPENDIX 3 – TWO ADDITIONAL DOCUMENTS

You are advised to read the following important documents before you commence your
studies on this module:

1. Guidelines for the Late Submission of Coursework

This document provides a detailed outline of the rules and regulations surrounding the
presentation, submission and marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks. Further details on
[Link]

2. A Briefing Document for Students on Academic Integrity and Plagiarism.

The University understands plagiarism to be the inclusion of another person’s writings or
ideas or works, in any formally presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations) which form part of the
assessment requirements for a module or programme of study, without due
acknowledgement either wholly or in part of the original source of the material through
appropriate citation. Further details please go to
[Link]

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that

you have presented information or ideas belonging to someone else falsely as being your
own original thoughts on a subject.

All assessments/projects submitted must be the result of your own work.

The following statement must be included on the cover page of all assignments
submitted:
I declare that all materials included in this essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed, electronic or personal.

Signed: Student name/s, student number

Date:

31
i

APPENDIX 4 – PAST EXAMINATION PAPER

Note to Students: Providing a copy of this paper does not signify that future papers
will follow the exact same format.

PAST EXAMINATION PAPER

1. All operations create and deliver services and products by changing inputs into
outputs, using an ‘input-transformation-output’ process.

a. Discuss the mixture of three types of inputs to any operation’s processes (50
marks).
b. Inputs can be conceptualized as the purchasing process to the operations.
Explain how this purchasing process works (50 marks).

2. Running operations on a day-to-day level requires a tightly defined set of objectives.

These are known as performance objectives, which apply to all types of firms.

a. List and briefly explain each of these objectives (50 marks).

b. If ‘speed’ is an important performance objective for a firm, explain how can this
company achieve fast customer response, and the consequences of doing so?
(50 marks)

3. There are many reasons to avoid accumulating inventory where possible. The
reasons are generally related to cost, space, quality and organisational issues.
However, the task of operations management is to allow inventory to accumulate
only when its benefits outweigh its disadvantages.

a. What are these advantages of holding inventory for both operations and their
customers? (50 marks)
b. The purpose of inventory control is not only to control costs, but also to ensure
continuous production by holding adequate stocks. Describe the assumptions
behind the two approaches that are generally used for inventory control (50
marks).

4. Capacity management is a key challenge in any operation.

 a. Define the design capacity of an operation. Explain how usually this capacity
cannot be achieved due to operational issues (25 marks)..
b. Define the utilisation and efficiency of an operation and explain how they are
calculated. Improving utilisation and improving efficiency in an operation require
very different challenges. Explain these differences with reference to specific
examples (25 marks).
c. Overall Equipment Effectiveness is an alternative measure of capacity losses.
Explain the term, and describe the three losses which make up the OEE
measure (50 marks).

5. Lean production is both a philosophy and a set of tools for running a successful
operation.

a. Identify the five lean principles and explain each one with reference to specific
examples (50 marks).
b. Two key tools in lean operations are level scheduling and SMED. Explain
what is meant by these two terms, and explain why level scheduling will not
be successful without SMED (50 marks).

6. Quality management involves a range of costs depending on the strategy adopted

by the operation.

a. Describe the four quality costs that can be incurred in an operation, and give
examples of each (25 marks).
b. Explain how the four quality costs might vary as an operation moves from
quality inspection to quality control to quality management (25 marks).
c. Total Quality Management challenges the idea that there is an optimum level
of defects at which total quality costs are minimised. Do you agree? Explain
why/why not (50 marks).

oOo