SCM 7010 (A01) ADVANCED SUPPLY CHAIN MANAGEMENT

SUMMER 2016

INSTRUCTOR Name: Samuel Levy (please call me Sam) Phone: TBA Office Location: TBA Fax: TBA Office Hours: Please make an appointment Email: levys@umanitoba.ca (I am quite quick to respond by email) Class Time: Every Wednesday from 6:15 PM-9:30 PM, May 4-July 6 COURSE DESCRIPTION Supply chain management (SCM) is a discipline effectively as old as trade itself. Through the course of human history, supply chains have evolved greatly in terms of scope into the complex creations that now dominate the business landscape. SCM as a management discipline is relatively new, having only been formalized as such in the 1970s. Nevertheless, effective SCM practices are widely regarded as the single greatest driver of success for businesses and organizations that persist in today’s globalized industry, from Apple to Red Cross. The fundamental goal of SCM in a modern context is to apply a systems approach to managing the entire flow of information, materials, and services from raw materials suppliers through factories and warehouses to the end customer. Through this chain of events, resources are expended in order to transform products and services into valuable outputs, for the purposes of financial gain or realizing other non-financial organizational objectives.

The aim of this course is to provide an in-depth examination of the major issues and considerations associated with the management of supply chains all over the world. Some of the major themes in this course include: supply chain planning, strategic decision making, managerial and technical approaches, international competition, business to business and business to customer relationships, sustainability, innovation, internet and e-business applications, sharing of risks and rewards, controlling of performance, and not-for-profit management.

This course has no prerequisites, however it would be of benefit to students to complete OPM 7120– Operations and Supply Chain Management prior to registering. COURSE OBJECTIVES On course completion, you should be able to:

1. Describe the various strategic considerations facing today’s supply chains.

2. Analyze a real-world supply chain situation for essential information.

3. Apply a variety of strategic approaches and theories to resolve supply chain issues.

4. Recognize how the success of each organization is dependent on a customer service, process thinking,

and performance measurement.

5. Demonstrate an understanding of the benefits of collaboration, innovation, and sustainability.

6. Describe and critically evaluate outsourcing decisions.

7. Explain the considerations behind not-for-profit supply chains.

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AACSB Assurance of Learning Goals and Objectives.

The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement

for the School and our students. Part of “student improvement” is ensuring that students graduate with the knowledge and

skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below

for the MBA Program. The checked goal(s) and objective(s) will be addressed in this course and done so by means of the

items listed next to the checkmark.

Goals and Objectives in the MBA Program

Goals and

Objectives

Addressed in

this Course

Course Item(s)

Relevant to these

Goals

and Objectives

1 Strategic Thinking Students will think critically and creatively about solutions to

organizational problems, considering short-term and long-term goals, resources, risks, and

opportunities.

X

A. Students are able to identify situations where strategic thinking is necessary. X Session 1/2/3/4/6/7/8/9/10

B. Students are able to identify different strategies. X Session 1/2/3/4/6/7/8/9

C. Students are able to perform a basic strategic analysis. Session 1

D. Students are able to recommend strategic alternatives and their implementations. Session

1/2/3/4/6/7/8/9/10

2 Global Perspective Students will adopt a global mindset in considering organizational

decisions.

X

A. Students have an awareness of global diversity, and multicultural awareness. X Session 1/3/6/8/9

B. Students have an awareness of different global perspectives. X Session 1/3/6/8/9

C. Students have been exposed to global business environments through course

materials

X Session 1/2/3/4/6/7/8/9

3 Ethical Mindset Students will consider ethical and moral issues when analyzing and

recommending solutions to organizational problems.

A. Students demonstrate an understanding of the responsibility of business in society. X Session 1/6/8/9

B. Students demonstrate an understanding of ethical decision making. X Session 1/6/8/9

C. Students demonstrate moral development in ethical decision making.

D. Students demonstrate an understanding of the responsibilities of a leader’s role as it relates to ethics.

X Session 1/6/8/9

4 Quantitative and Financial Proficiency Students will demonstrate the ability to

approach organizational issues using quantitative and financial analysis.

X

A. Students are able to identify that a problem containing a quantitative aspect exists. X Session 2/4/7

B. Students are able to apply financial methodologies in the answering of business

questions. X Session 2/4

C. Students are able to demonstrate a basic financial proficiency in understanding the

role and flow of money in an organization. X Session 2/4/7

D. Students are able to interpret the results of a financial analysis.

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COURSE MATERIALS

Textbook: Fawcett, Ellram, and Ogden, Supply Chain Management: From Vision to Implementation (2007)

o Note: students must have this textbook no later than shortly after the first class

Package of cases and readings, mainly from the Harvard Business School or the Richard Ivey School of Business (available at the University bookstore)

o Note: students must have this course package prior to the start of the first class

In-class hand-outs UM Learn: This course will utilize UM Learn as an online repository of lecture notes/slides, supplementary reading materials, grade tracking, and other pertinent information. You can access UM Learn by visiting the following link: https://universityofmanitoba.desire2learn.com/d2l/login If you have not already done so, you will also be able to claim your ID by following the instructions provided on this page. Once you’ve logged in this course will automatically be available. Please note that all PowerPoint slides for each lecture will be made available for download via UM Learn at least 24 hours prior to preceding the lecture (6:15 PM on Tuesday evenings at the latest). COURSE ASSESSMENT Student progress will be assessed as follows:

Item Weight

Class participation

Attendance: 5%

In-class participation: 25%

30%

Quizzes

A total of 7 in accordance with the course schedule, where only the top 5 will count towards your final score

5%

Mid-term examination 20%

Team project

Written report: 10%

Presentation: 10%

20%

Final examination 25%

Total 100%

The score (as a percentage) you receive for each item is multiplied by the associated weight (percentage). After you have completed all items, apply the weights and sum the resulting scores. This sum will be your final grade. The University has adopted a plus/minus grading system. The plus/minus grade will show on the grade report and transcript.

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Class participation: Assignment to teams: During the first class you will be assigned into teams of approximately 3 people and given the opportunity to select a “cool” name to distinguish your group. The main purpose of these groups is to help you learn by discussing each case or the study material with others both prior to class, as well as at the start of Part 2 (per the course schedule). As well, you may be asked complete other team-based exercises in class. This group will also be the same team you will complete your team project with. Attendance: You will get 5% attendance simply for being in class. Your score out of 5 will be a raw score based on the percentage of lectures you attend (i.e. If you only attend 80% of all lectures you will get 4/5). NOTE, per Asper MBA policy: Class attendance is required. Missing more than 20% of this course due to absences may result in a failing grade. It is your responsibility to inform the professor in advance of your absence and the reason for it (medical documentation or employer note if away for a work commitment) is required. The professor decides how to deal with the impact of missed classes on your final grade. Please ensure that your name card is displayed at all times. Please choose a permanent seating location by the start of the second class as well. In-class participation: The main method of instruction for this course will be the analysis and discussion of case studies, each highlighting a supply chain situation where a decision must be made in light of a number of trade-offs and alternatives. These in-class discussions require active student participation. Class time will be devoted to discussing the situation, the managerial and technical implications of various options, and the action to be taken to implement preferred options. Ultimately, your job, as a student, is to put yourself in the position of the decision maker and address the issue of what should be done and why. There is no right answer to a case, but some answers are more right than others. It is of vital importance that any proposed solution realistically addresses the issues and recognize the trade-offs involved. You should be able to justify your decisions and opinions with information obtained through the required readings and class lectures. Imagine the classroom setting as if you are walking into a boardroom discussion, and approach it will the same level of preparedness and tact. Being disparaging or condescending with respect to the ideas of others will not only detract from the discussion, but will not be tolerated. It is necessary that you are committed to the “4 Ps” of student involvement in class discussions:

1. Preparation: If the student does not read and analyze the case study/in-class group work assignment, the discussion will mean little and not lead to the learning environment we seek. It is recommended that you set aside at least 2 hours to read, reflect, and prepare your contributions for each case.

2. Presence: If the student is not present she or he cannot learn and, more importantly, cannot add her or his unique thoughts and insight to the group discussion.

3. Promptness: Students who enter the classroom late disrupt the discussion and diminish the level of decorum of the teaching-learning process.

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4. Participation: Each student’s learning is best facilitated by regular participation. More importantly, the case student has the responsibility to share his or her understanding and judgment with the class to advance the group’s collective skills and knowledge.

For some classes, supplemental readings or other information may be provided. Although not mandatory, this information will help you to further understand the concepts addressed in the case study. Such information will be made available one week in advance of the associated session both in class and on UM Learn. For all classes, you will be assigned “Questions for Consideration” that will be distributed during the first session (as well as made available via UM Learn). These questions are for guidance to help you focus on certain aspects of a particular case. You should be fully be ready to address each question in class. In order to receive a good mark for participation, you do not need to be a top participant, nor do you have to have the perfect answer when you do participate. Do not hesitate to speak simply because you think your ideas might be challenged; the classroom is the place for such challenges. The participation grade is a significant component of the final grading process and is intended to be a stimulant to discussion, not a deterrent. On a rare (and exceptional) occasion, if you are not prepared for a class and do not wish to be called upon for discussion and participation, please let me know prior to class (preferably by e-mail). You do not have to explain why you were unprepared; I will simply expect more from you on other days. For each session, you will be given an individual score of 0-5 depending on your level of participation. Your score for in-class participation will be based on the total score across all sessions, omitting your lowest score [i.e. If you get 4/5 (80%) during each session, except for one exceptional week where you only receive a 1/5, this lowest score will be dropped and your overall mark will be 20/25 (80%)]. The specific scoring criteria are as follows: 5: The student comes to class prepared and puts together pieces of the discussion to develop new approaches that take the class further; contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate; participates very actively in small groups. 4: The student comes to class prepared and makes comments which are relevant and reflect an understanding of the course material; comments frequently and helps move the conversation forward; shows interest in and respect for others’ views; actively and respectfully listens to peers and instructor; participates actively in small groups. 3: The student comes to class prepared but only occasionally contributes to class discussion; comments sometimes enhance the conversation but do little to move it forward. Nevertheless, the student shows interest in the discussion, listens attentively, and takes notes. Student participates actively in small groups 1-2: Student demonstrates some class preparation but does not voluntarily contribute to discussions and offers only minimal answers. Student sometimes displays a lack of interest in discussions and occasionally offers comments to move the conversation forward in small groups. 0: Student demonstrates a complete lack of preparation, may radiate negative energy via bored language, appears distracted, and displays a lack of interest in the class and groups.

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Your total in-class participation score is a function of your participation during the “Topic Discussion/Lecture” portion of each session (Part 1, per the Course Schedule), as well as during the case discussion (Part 2, per the Course Schedule). Heavier emphasis will be placed on Part 2, however. IMPORTANT: Please note that this is a small class (11 students) so everyone should have ample opportunity to participate. Each day prior to the case discussion portion (Part 2, per the course schedule), I will write a name or two at random on the board. The selected student(s) will be given priority to speak during that session, and asked specific case related questions with the intent of furthering the conversation. Your name will appear only once during the semester. Quizzes: As indicated, there will be a total of 7 quizzes administered over the course of the semester at the start of most sessions (per the Course Schedule). Only your top 5 scores will count towards your final grade. Team Project: Each team will complete a 10-15 page report (5 pages per team member) on an important strategic issue facing supply chains in Canada today or within the not-so-distant past. The goal of this exercise is to take the theories and lessons learned in the course and apply them towards analyzing a specific situation in order to provide insight. What follows is a list of suggested topics, although only one group may cover each topic. Once you and your team have made a decision you should inform me as soon as possible— first come, first serve. Topic selections are due by the end of June 1’s session (session 5). You are more than welcome to pick a topic other than what is suggested, but it needs to be approved by me beforehand.

1. The implications of signing the Trans-Pacific Partnership (TPP) for Canadian companies that operate global supply chains

2. The key to Keystone: the Canadian supply chain perspective on the Keystone XL pipeline project: facts, fiction, and the road ahead

3. The warming of the north: an analysis of the challenges and opportunities facing Canadian supply chains operating in Northern Communities and through the Northwest Passage

4. Off-target? The closing of Target’s operations in Canada while WAL-MART announces new stores: a post-mortem and comparative analysis

5. High times: the supply chain structure and considerations for a legalized Canadian marijuana industry While it is most certainly appropriate and necessary to analyze any one of these issues from a holistic perspective, the majority (51%+) of your discussion should focus on the specific supply chain implications. Written portion:

Plan the report carefully so it is well-organized, cohesive, and non-redundant.

The report must be typed in size 12 font and double spaced.

Please include a title page and table of contents.

Please use APA formatting for any references.

Kindly use subheadings per the outline below.

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Report outline:

Executive abstract (1 page maximum, excluded from the total length): The report must begin with a one page abstract that provides an overview of the discussion and findings. Introduction (20% of length/grade): This first segment should present a brief background on the issues at play and the nature of the industry and/or organizations being analyzed. The challenge here is to be succinct yet thorough. Environmental background (40% of length/grade): In this section, examine the internal and external environments pertinent to the topic. Try to maintain a strategic, high level focus rather than getting mired in the details. Recommendations and predictions (40% of length/grade): When proposing a recommendation or the industry or organizations, be specific. Similarly, when making any predictions, be specific and provide back-up. Appendix— exhibits, tables, and figures (supplementary): All calculations, figures, and other information should be summarized in this section. Presentation: Each team will also complete a presentation to the class on the chosen topic (7 minutes minimum/10 minutes maximum per team member). So if your group has 2 members, you will present for between 14-20 minutes; if it has 3, you will present for between 21-30 minutes. Generally speaking, the more time you use the better, as you will be able to better explain the situation and your conclusions. Presentations will be followed by a brief 5-10 minute question period, by both myself and other students. Disclaimer: In situations where there is an irreconcilable problem with the contribution of a particular team member, please inform me as soon as possible. Upon verification, said team member will be removed from the group, and given a significant assignment of my choosing in lieu of the team project. Examinations: Examinations will be designed to test your knowledge of the content of this course, which includes the assigned readings, lecture notes, handouts, and any other content covered in class. The format may consist of a combination of question types, including a case vignette (mini-case) analysis, short answers, long answers, multiple-choice questions. Additional information will be provided in the session prior to the examination. The mid-term exam will be 90 minutes and held in-class, whereas the final exam will be 120 minutes and scheduled outside of class. The mid-term exam will include all content covered to that point in the course. The final examination is cumulative, with emphasis placed on the content covered after the midterm. It will follow roughly the same format as the midterm. Any absence in the exams not covered by a valid excuse (per University policy) may result in a grade of zero for the exam and probable failure in the course. For examinations, the only electronic device allowed will be a basic calculator and the only other material allowed will be an English-language dictionary. Any other items require your instructor's permission well

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before the exam. Please take a moment to familiarize yourself with the MBA program’s policy on academic integrity at the end of this outline. Final grades Final grades will be assigned as follows:

Cumulative Marks Grade GPA Performance

90-100 A+ 4.5 Excellent

80-89 A 4.0 Very Good

75-79 B+ 3.5 Good

70-74 B 3.0 Satisfactory

65-69 C+ 2.5 Marginal

60-64 C 2.0 Unsatisfactory

50-59 D 1.0 Unsatisfactory

Below 50 F 0.0 Unsatisfactory

COURSE SCHEDULE Each class will be broken into two main parts (with variation on exam/presentation days). The first half will primarily consist of a quiz and a discussion of the topic to be covered that day. The second half will focus on a discussion of the assigned case, which pertains to the preceding topic. It is almost certain that the course will adhere to this schedule, barring any unforeseen circumstances. Accordingly, all dates and assignments are subject to change. In such an event as much advance notice as possible will be given. Part 1: Quiz (6:15-6:35): Upon arriving into the class you will complete a short quiz (10-15 multiple choice questions) lasting approximately 15-20 minutes on the assigned textbook reading for that session, with the exception of the first quiz that will cover both chapter 1 and chapter 2. Quiz evaluation (6:35-6:50): Upon completing each quiz the correct answers will be reviewed in class, and the opportunity will be presented for appeals. Should there be common and justified consensus that a question was unfair, misleading, or incorrect then I will be more than happy to consider alternative answers and award marks as appropriate. Topic discussion (6:50-7:45): Discussion of the topic of that day’s session.

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----- Break 7:45-8:00 ----- Part 2: Case preparation (8:00-8:15): Prior to the class-wide case analysis and discussion you will be given 10-15 minutes to review the case with your assigned team.

Case analysis and discussion (8:15-9:30): We will discuss the class as a case using the case analysis methodology covered in the first lecture, and proceed through the assigned questions for consideration

Session and Date

Mandatory Readings Part 1 Part 2— Case Discussion and Analysis

Session 1— May 4

None, but Chapter 1 of the text is recommended for this session

Introductions and course overview

Discussion: Supply chain Management: A Quick Primer

Discussion: Preparing for a Case Discussion

Trip Trap: Managing Certification in the Global Supply Chain (Harvard Business)— to be completed in-class

Session 2— May 11

Text Chapter 1

Text Chapter 2

Case: Pharmacy Service Improvement at CVS (A) (Harvard Business)

Quiz #1: Chapter 1 and Chapter 2

Discussion: Customer Fulfillment Strategies

Pharmacy Service Improvement at CVS (A) (Harvard Business)

Session 3— May 18

Text Chapter 3

Case: Dabbawallahs of Mumbai (A) (IVEY)

Quiz #2: Chapter 3

Discussion: Process Thinking: SCM’s Foundation

Dabbawallahs of Mumbai (A) (IVEY)

Session 4— May 25

Text Chapter 13

Case: Red Brand Canners and Its Supply Chain (IVEY)

Quiz #3: Chapter 13

Discussion: Performance Measurement

Red Brand Canners and Its Supply Chain (IVEY)

Session 5— June 1

None Midterm Examination (90 minutes)

Team project planning period

Topic selections due by the end of the period

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Session 6— June 8

Text Chapter 15

Case: Starbucks and Conservation International (Harvard Business)

Quiz #4: Chapter 15

Discussion: Collaborative Innovation and Sustainability

Starbucks and Conservation International (Harvard Business)

Session 7— June 15

Text Chapter 6

Case: Exel PLC Supply Chain Management at Hauz Mart (Harvard Business)

Quiz #5: Chapter 6

Discussion: Scanning and Global Supply Chain Design

Exel PLC Supply Chain Management at Hauz Mart (Harvard Business)

Session 8— June 22

Text Chapter 9

Case: IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A) (Harvard Business)

Quiz #6: Chapter 9

Discussion: Core Competencies and Outsourcing

IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A) (Harvard Business)

Session 9— June 29

To be provided

Case: World Food Programme: Lesotho: Building Sustainable Operations (INSEAD/ECCH)

Quiz #7: On assigned readings

Discussion: Not-for-Profit and Development Aid Supply Chains

World Food Programme: Lesotho: Building Sustainable Operations (INSEAD/ECCH)

Session 10— July 6

None Team project report due Team project presentations (all teams) Final exam question and answer period

Final Exam: 2 hours; date TBD ACADEMIC REGULATIONS Students are encouraged to contact Accessibility Services at 204474-6213 or the instructor should special arrangements need to be made to meet course requirements. For further information please visit http://umanitoba.ca/student/saa/accessibility/ Any student with special needs should also bring this to the attention of the instructor as soon as possible so the appropriate accommodations can be made.

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EXAM RESCHEDULING POLICY Students are expected to write ALL exams with their classmates at the scheduled exam time. Requests for final exam rescheduling must be referred to the Graduate Program Office (rescheduling of midterm tests is overseen by individual instructors). Please refer to Missing a Test/Exam on page 14 of the MBA Student Handbook for further information: http://umanitoba.ca/faculties/management/programs/graduate/mba/media/Student_Handbook_-_August_2014.pdf UNCLAIMED ASSIGNMENT POLICY

Pursuant to the FIPPA Review Committee’s approved recommendations as of August 15, 2007, all unclaimed student assignments will become the property of the faculty and will be subject to destruction six months after the completion of any given academic term.

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It is critical to the reputation of the I. H. Asper School of Business and of our degrees that everyone associated with our faculty behaves with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba Graduate Calendar addresses the issue of academic dishonesty under the heading “Plagiarism and Cheating.” Specifically, acts of academic dishonesty include, but are not limited to:

o Using the exact words of a published or unpublished author without quotation marks and without referencing the source of these words

o Duplicating a table, graph or diagram, in whole or in part, without referencing the source

o Paraphrasing the conceptual framework, research design, interpretation, or any other ideas of another person,

whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source

o Copying the answers of another student in any test, examination, or take-home assignment

o Providing answers to another student in any test, examination, or take-home assignment

o Taking any unauthorized materials into an examination or term test (crib notes)

o Impersonating another student or allowing another person to impersonate oneself for the purpose of submitting

academic work or writing any test or examination

o Stealing or mutilating library materials

o Accessing tests prior to the time and date of the sitting

o Changing name or answer(s) on a test after that test has been graded and returned

o Submitting the same paper or portions thereof for more than one assignment, without discussions with the instructors involved.

Many courses in the I. H. Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic dishonesty. Because of the unique nature of group projects, all group members must exercise extraordinary care to insure that the group project does not violate the policy on Academic Integrity. Should a violation occur on a group project, all group members will be held jointly accountable, no matter what their individual level of involvement in the specific violation. Some courses, while not requiring group projects, encourage students to work together in groups (or at least do not prohibit it) before submitting individual assignments. Students are encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid violating this policy. In the I. H. Asper School of Business, all suspected cases of academic dishonesty involving a graduate student (i.e. MBA, MSc or PhD student) will be reported directly by the instructor to the Dean of the Faculty of Graduate Studies.

ACADEMIC INTEGRITY I.H. Asper School of Business, The University of Manitoba

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Samuel (Sam) Levy M. Sc., B. Comm. (Hons) Areas of Research Interest: Supply Chain Management, Supply Chain Strategy, Supply Chain Sustainability/Green Supply Chains, Illegal Supply Chains, Supply Chain Corruption, Not-for-Profit Supply Chains Areas of Teaching: Supply Chain Management, Operations Management, Business Strategy, Transportation Systems and Logistics, Total Quality Management Sam Levy is a Sessional Instructor in the areas of Supply Chain and Operations Management at the I.H. Asper School of Business University of Manitoba, where he has taught since 2011. He earned his B. Comm. (Hons) and M. Sc. in Management from the I.H. Asper School of Business, and has plans to complete his PhD. Sam has a diverse background in the supply chain and operations industry, having worked in the areas of strategic planning, program and project management, and occupational health and safety. Over the course of his career Sam has helped to create and enact significant strategic, tactical, and operational level plans and initiatives with leading provincial organizations in the public sector. As well, Sam has overseen the design and delivery of numerous programs and projects focused on quality standards, accreditations, capital utilization, and process redesigns. Sam is currently the Chair of Industry and Transportation at Red River College and oversees a variety of programs, including but not limited to: Transportation and Logistics, Total Quality Management, Operations Management, Warehousing and Distribution, and Six Sigma training. Sam’s research interests thus far have been focused on unconventional topics in the supply chain literature base, including illegal supply chains and supply chain corruption. He has presented on these and other topics at international conferences. In his (limited) spare time Sam enjoys creative writing, reading, terrier-wrangling, and video games.