SupplyChainNetworkDesignGMBAMay16

SUBJECT OUTLINE
Name of Subject 1 (Subject Code 1)
Supply Chain Network Design (MBAG LSC 102)
(Use a separate outline template for each subject in the course)
SECTION 1 GENERAL INFORMATION
1.1 Administrative details
Associated higher
education awards
(for example,
Bachelor, Diploma)

Duration
(for example, one
semester, full year)

Master of Business
Administration
(Global)

12 Months

Level
(for example,
introductory,
intermediate,
advanced level, 1st
year, 2nd year, 3rd
year)
Term 2

Subject
Coordinator

Prof George Rosier

1.2 Core or elective subject

Indicate if the subject is a
Core subject
Elective subject
Other (please specify below):

1.3 Subject weighting

Using the table below, indicate the credit point weighting of this subject and the credit
point total for the course of study (for example, 10 credit points for the subject and 320
credit points for the course of study).
Subject credit points Example: 10
credit points

Total course credit points Example:

320 credit points

2 credit points

46 credit points

1.4 Student workload

Using the table below, indicate the expected student workload per week for this subject.

SupplyChainNetworkDesignGMBAMay16

No. timetabled hours

per week*
9

No. personal study

hours per week**
9

Total workload hours per week***

18

*Total time spent per week at lectures, tutorials, clinical and other placements etc.
**Total time students are expected to spend per week in studying, completing
assignments, etc.
***That is, * + ** = workload hours.
For those students requiring additional English language support, how many
additional hours per week is it expected that they will undertake?
Additional English language support: _____ hours per week
1.5

Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
This subject will be taught over 2 weeks with 18hours of classroom contact.
Block release (provide details)

Work-integrated learning activity

Mixed/blended
Distance/independent learning (timetabled)
Full-time
Part-time
External
Fast track (provide details)

Other (please specify)

1.6

Pre-requisites and co-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this
subject?
Yes

No

SupplyChainNetworkDesignGMBAMay16
If YES, provide details of the prerequisite or co-requisite requirements below.

1.7

Other resource requirements

Do students require access to specialist facilities and/or equipment for this subject
(for example, special computer access, physical education equipment)?
Yes

No

If YES, provide details of specialist facilities and/or equipment below.

SECTION 2 ACADEMIC DETAILS

2.1a AQF Mapped Course Learning
Course name:

Master of Business Administration (Global)

AQF
specification
Knowledge

Level 9

Learning outcomes

Graduates of a Masters Degree

(Coursework) will have :
a body of knowledge that includes the
understanding of recent developments in a
discipline and/or area of professional practice
knowledge of research principles and
methods applicable to a field of work and/or
learning

Graduates of MBA (Global) will

be equipped with:
the latest disciplinary and
interdisciplinary business and
management knowledge to aid
planning and control in a
dynamic global environment
the principles and methods of
research for the purpose of
responsible investigation from
an applied perspective in the
field of Business

Graduates of a Masters Degree

(Coursework) will have:
Cognitive skills to demonstrate mastery of
theoretical knowledge and to reflect critically
on theory and professional practice or
scholarship
cognitive, technical and creative skills to
investigate, analyse, and synthesize complex
information
problems, concepts, and theories and to
apply established theories to different bodies
of knowledge or practice
cognitive, technical, and creative skills to
generate and evaluate complex ideas and

Graduates of MBA (Global) will

:
Global Intelligence:
understand business issues
and acquire disciplinary and
interdisciplinary skills to
responsibly solve problems in
local and global contexts
Creativity, Innovation: seek
effective alternative solutions by
improvising, and thinking
outside of the box
Decision Making: think
critically and reason analytically

Skills

SupplyChainNetworkDesignGMBAMay16

Application of
knowledge and
skills

concepts at an abstract level

communication and technical research skills
to justify and interpret theoretical
propositions, methodologies, conclusions and
professional decisions to specialist and nonspecialist audiences
technical and communication skills to
design, evaluate, implement, analyse and
theorise about developments that contribute
to professional practice or scholarship

to acquire skills to make

reasoned and sound business
decisions
Effective Communication:
attain professional written and
verbal communication skills
tailored to the needs of various
audiences as well as for
impromptu purposes. To
develop effective interpersonal
communication: mindful
listening, empathy and reliability
Teamwork and Leadership:
work effectively with others to
provide business solutions with
an appreciation of various
cultural, economic, political and
technological aspects

Graduates of a Masters Degree

(Coursework) will demonstrate the application
of knowledge & skills:
with creativity and initiative to new situations
in professional practice and/or for further
learning
with high level personal autonomy and
accountability
to plan and execute a substantial researchbased project, capstone experience and/or
piece of scholarship

Graduates will demonstrate the

application of knowledge and
skills:
make sound decisions with
the use of tools and models to
solve complex business
situations
apply creative and innovative
techniques to address new
issues and generate ideas for
sustainable growth
plan and execute research
based project/s within their
respective areas of expertise
and specialisation with a high
level of personal autonomy and
accountability

2.1.b MBA (Global) Mapping of course learning Outcomes and Graduate Attributes
MBA (Global) Course Learning Goals and Outcomes AQF Level 9
Learning Outcome 1: Knowledge of business and management
Students should be equipped with the latest disciplinary and interdisciplinary business and
management knowledge to aid planning and control in a dynamic global environment
Learning Outcome 2: Knowledge of research methods and principles
Students should be equipped with the principles and methods of research for the purpose
of responsible investigation from an applied perspective in the field of Business
Learning Outcome 3: Global intelligence
Students will understand business issues and acquire disciplinary and interdisciplinary

SupplyChainNetworkDesignGMBAMay16
skills to responsibly solve problems in local and global contexts
Learning Outcome 4: Creativity and Innovation
i. Students should seek effective alternative solutions by improvising, and thinking out of
the box
ii. Students should apply creative and innovative techniques to address new issues and
generate ideas for sustainable growth
Learning Outcome 5: Decision making
i. Students should think critically and reason analytically to acquire skills to make reasoned
and sound business decisions
ii. Students should make sound decisions with the use of tools and models to solve
complex business situations
Learning Outcome 6: Effective communication
Students should attain professional written and verbal communication skills tailored to the
needs of various audiences as well as for impromptu purposes. Students should develop
effective interpersonal communication: mindful listening, empathy, and reliability
Learning Outcome 7: Teamwork and Leadership
Students should be able to work effectively with others to provide business solutions with
an appreciation of various cultural, economic, political and technological aspects
Learning Outcome Goal 8: Research Competence
Students should plan and execute research based project/s within their respective areas of
expertise and specialisation with a high level of personal autonomy and accountability

2.1.c Mapping of course learning outcomes/ graduate attributes, subject learning

outcomes and assessments
Course Learning Goals &
Outcomes and Graduate
Attributes
Knowledge of business
1
and management

2
3

Knowledge of business
and management

Knowledge of research
methods and principles
Global intelligence

Subject Learning Outcomes (SLO)

On successful completion of this
subject, the students will be able to:
A
Understand logistics and supply
chain concepts, operations and
driving forces and how logistics
operations can impact overall
return on a particular
investment or a firm
B
Understand the costs of an
inventory policy and the use of
information to restructure the
inventory and distribution
policies
Not Addressed
C

Appreciate the role of logistics

operations in improving the
efficiency of global supply
chains and the performance
parameters used to measure
facility performance and to
highlight the costs involved in
running global facilities

Assessment Item

Class Participation
Final Examination

Class Participation
Individual Assignment
Final Examination
Not Addressed

Class Participation
Final Examination

SupplyChainNetworkDesignGMBAMay16
4

Creativity and innovation

Decision making

Effective communication

Teamwork and leadership

Research competence

Acquire skills to structure and

modify an existing distribution
network to optimize savings
due to aggregation and
consolidation
Apply quantitative tools to take
decisions related to
transportation, warehousing,
inventory and logistics
outsourcing
Appreciate the infrastructural
changes needed in an
organization when a change in
distribution policy is executed.
Understand the drivers behind
the decision.
Structure a logistics network,
taking into consideration
network partners and other
stakeholders

Not Addressed

Class Participation
Group Assignment
(Student Board Room
Discussions)

Class Participation
Final Examination

Class Participation
Group Assignment
(Student Board Room
Discussions)
Final Examination

Class Participation
Group Assignment
(Student Board Room
Discussions)
Not Addressed

2.1.d Assessment tasks

Subject Learning
Outcomes (SLO)
On successful
completion of this
subject, the students
will be able to:
SLO B
SLO D,F,G

Assessment tasks
Type *

When assessed year,

session and week

Individual
Assignment
Group Assignment
Student Board
Room Discussions

Session 9

Weighting
(% of total
marks for
subject)
20%

Sessions 2-9

20%

Class Participation

Sessions 1-9

Final Examination

Exam week

SLO A,B,C,D,E,F,G

10%

SLO A,B,C,E,F

50%

Total

100%

SupplyChainNetworkDesignGMBAMay16
2.2 Session details.
Session Topic
1

Pre-readings, cases and

exercises

Pedagogy

Introduction to Supply Chain

network Design

Review of Logistics Operations

Class
discussion

Managing Risks in Global Supply

Chains

Reading: Harrington, Global

Supply Chain Networks: Eye for
Design

Reading: OHealy, Choosing a

Warehouse Location: Look for
More than Just Price

Class
discussion

Case: Zara (Case Centre 603002-1)

3

Value of aggregation,
postponement and
postponement strategies,

Reading: Note on Postponement

(Chopra et al, 1998)

Aggregate planning in supply

chain & sales and operation
planning

Article: Note on Material

Requirements Planning

Role of information
technology in planning
logistics operations and
supply chain networks
Just In Time Systems

Design of Kanban System

Case: TBA

Video: Sales and Operations

Planning

Class
discussion and
exercises
Class
exercises and
discussion

Article: The impact of information

and communication technologies
on logistics management

Class
discussion

Article: Just-in-Time Production

Controlled by Kanban

Lecture and
discussion

Video: Just in Time

Case presentation: Expozay
7

Determining the optimum level

of product availability

Reading: The Newsvendor

Problem (Porteus)

Case
discussion

Case: TBA
8

Case study on decision making

for facility location and capacity
planning

Reading: What is the right supply

chain for your product? (HBR
97205)

Case
discussion

Case: Brunswick Distribution Inc

9

Case study on distribution

networks

Case: Merloni Elettrodomestici

SpA: The Transit Point
Experiment (HBS 9-690-003)

Case
discussion

SupplyChainNetworkDesignGMBAMay16
Student Board Room Schedule and questions

Session Topic

Personal preparation

SBR Exercise

Introduction to Supply Chain

network Design

None

No SBR

Managing Risks in Global

Supply Chains

Prepare: Zara. What is

interesting or unusual about
Zaras supply chain?

What are the reasons

behind Zaras
success?

Value of aggregation,
postponement and
postponement strategies,

Read: Note on Postponement

(Chopra et al, 1998)

Explain the dual

supply chain. Is it
likely to help
Benetton recover?

Aggregate planning in supply

chain & sales and operation
planning

Article: Note on Material

Requirements Planning

No SBR

Read: The impact of

information and communication
technologies on logistics
management

No SBR

Article: Just-in-Time Production

Controlled by Kanban

No SBR

Role of information
technology in planning
logistics operations and
supply chain networks
Just In Time Systems

Design of Kanban System

Prepare: Benettons dual

supply chain

Video: Just in Time

Case presentation: Expozay
Determining the optimum
level of product availability

Case study on decision making Prepare: Brunswick

for facility location and
Distribution Inc
capacity planning

What should
Brunswick do?

Case study on distribution

networks

No SBR

Reading: The Newsvendor

Problem (Porteus)

Prepare: Merloni
Elettrodomestici SpA
Review subject and bring
questions to class

No SBR

SupplyChainNetworkDesignGMBAMay16
2.3 Prescribed and recommended readings
Provide below, in formal reference format, a list of the prescribed and recommended readings
for the subject.
Readings
Books
Chopra, S., &Meindl, P. (2013). Supply Chain Management: Global Edition (5th ed.). NJ: Prentice
Hall
Coyle, JJ, Langley, CJ, Novack, RA & Gibson, BJ (2013). Supply chain management: a logistics
perspective (9th ed.). South-Western/Cengage Learning.
Jacobs, FR & Chase, R (2013). Operations and Supply Chain Management (14th ed.). McGraw-Hill
Krajewski, LJ, Ritzman, LP, Srivastava, SK & Malhotra MK (2011). Operations Management:
Processes And Supply Chains (9th Ed.). India: Pearson Education.
Krajewski, LJ, Ritzman, LP & Malhotra MK (2013). Operations Management: Processes And Supply
Chains (10th Ed.). Pearson Education.
Senge, PM (2006). The Fifth Discipline: The art and science of the learning organization. London:
Random House.
Stevenson, WJ (2012). Operations Management (11th ed.). McGraw-Hill.

Articles
Billington, C., & Lee, H. (1992). Managing Supply Chain Inventory: Pitfalls and Opportunities. MIT
Sloan Management Review, (SMR005-PDF-ENG).
Chopra, S., Blount, J., Meindl, P., Prach, M, Su.,&Takemura, F. (1998). Note on Postponement.
Kellogg School of Management, (KEL128-PDF-ENG).
Feng, CM and Yuan, CY (2006). The Impact of Information and Communication Technologies on
Logistics Management. International Journal of Management, Dec 2006, Vol. 23 Issue 4, 909-924.
Garvin, D. A., & Simpson, J. (1987). Note on Manufacturing Resource Planning (MRP II). Harvard
Business School, (687097-PDF-ENG).
Hammond, J. H.(2013, September). Operations Management Reading: Managing Inventory. In
Shapiro, R. D. (Eds.) Core Curriculum: Operations Management. Boston, Massachusetts: Harvard
Business Publishing.
Harrington, L. (2007, March). Global Supply Chain Networks: Eye for Design. Retrieved October 4th,
2013 from inboundlogistics.com website: http://www.inboundlogistics.com/cms/article/global-supplychain-networks-eye-for-design/
OHealy, P. (2005, January). Choosing a Warehouse Location: Look for More than Just Price.
Retrieved October 4th, 2013 from inboundlogistics.com website:
http://www.inboundlogistics.com/cms/article/look-for-more-than-just-price-when-choosing-awarehouse-location/

SupplyChainNetworkDesignGMBAMay16

OReilly, J. (2011, July). Distribution Network Optimization: Repairing Cracked Supply Chain Design.
Retrieved October 4th, 2013 from inboundlogistics.com website:
http://www.inboundlogistics.com/cms/article/distribution-network-optimization-repairing-crackedsupply-chain-design/
Piper, C. J. (2007, February). Note on Material Requirements Planning. Richard Ivey Shool of
Business, (907D05-PDF-ENG)
Rhea, J. T. (1984). Just-in-Time Production Controlled by Kanban. Harvard Business School,
(684047-PDF-ENG)
Sanchez-Rodrigues, V., Potter, A.,& Naeem, M. (2010). Evaluating the causes of uncertainty in
logistics operations. International Journal of Logistics Management, 21(1), 45-64.
Useful web sites
McKinsey Insights (research reports from McKinsey & Company): http://www.mckinsey.com/insights
Strategy and Business (Journal of PWC Strategy&, formerly Booz & Co): http://www.strategybusiness.com/
Further reading and other web links may be provided on Blackboard.

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SupplyChainNetworkDesignGMBAMay16
3. Other Matters
3.a Engaged Learning
Engaged Learning is defined as interactive, high impact, application-based problem
solving in which students directly participate in their learning, facilitated by faculty. It
includes any/all of the following (this list is not exhaustive):
Case discussions
Exercises
Simulations
Role plays
Live, in-class projects
Field work
3.b Student Board Room (SBR)
The SBRs are required part of each session of each course. These help reinforce
teamwork, preparation, leadership and in-class contribution.
SBRs are designed to be evaluated as another type of contribution/participation.
1. The SBRs will elect a team leader for the duration of that sequence of courses (i.e.
after each Immersion course, and after each set of two 2-week courses, the teams will
change).
2. The SBRs will meet twice each day: the night before their morning session, and in the
morning before their afternoon session.
a. SBRs will be used for students to discuss assignments for the next class (not to
review previous classes). The assignments (readings/articles/cases/videos) are
given by faculty as part of the required preparation. The purpose is for students to
work in their SBR team to get prepared for the next class.
b. SBR team leaders are required to write meeting minutes that summarize the
discussion and assess each team members contribution.
i. These minutes will be submitted to faculty before the start of class each day.
ii. Faculty will use the meeting minutes to call on teams and gauge their actual
preparation, as compared to the teams meeting minutes. This will be one of
several inputs to student participation and contribution in class.

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SupplyChainNetworkDesignGMBAMay16
3.c Assessment of Class Participation

Subject: Rubric for assessing Class Participation / Contribution applicable to all courses at S P
Jain. This rubric is a scoring tool that clearly characterizes the performance of class participation
/ contribution of a student and to provide formative feedback, to support and guide.
Points

(<4/10 points)

(4 to < 6 /10 (6 to < 8 /10 (8 to

points)
points)
points)

Measurement

Fail/Low Pass

Satisfactory

Good

10

/10

Excellent

Student comes to
Student comes
class with an
to class with an
attitude to learn,
attitude to learn
and familiar with well versed on
the assigned
assigned
readings and is
readings and is
able to ask and
able to ask and
answer questions
answer
questions
Student does not Student actively
Student can only
Student is not
contributes to
volunteer but
respond if
able to answer
Level of
class discussion
able to answer
questions are
questions.
engagement
all
questions
repeated
or
when
Appears
to
be
(40 to 45%)
without any
clarifications
unengaged with
assistance
provided
the class
Student never
Student listens
Students
Student makes
Class
to others without makes disruptive
occasionally
inappropriate or
decorum and
or inappropriate
interrupting and
makes
behaviour (10 disruptive
comments
rarely make
inappropriate or
comments
to 20%)
inappropriate or
disruptive
disruptive
comments
comments
Note: Rubric prepared after referring to several Australian and American University teaching
excellence and resource centres
Prepared for
Learning (40
to 45%)

Student does not

come to class with
an attitude to
learn and does
not demonstrate
any familiarity with
assigned readings

Student
demonstrates a
surface
understanding of
the assigned
readings and is
able to ask and
answer questions

Process to administer this tool:

I.
II.

III.
IV.

Course Coordinator (PC) is expected to share this rubric with the concerned instructor
and students before start of a particular subject.
PC expected to add this note with student pictures (see Annexure 1) as well detailed
picture profile of the class in the welcome kit and hand it over to instructor at the
beginning of a particular subject.
Instructor is expected hand over these sheets with marks after completing the last
session to PC.
PC is expected to share marks on to grade book and provide students two days time to
get back to instructor for any clarifications, conclude the process within 5 days of
completion of the subject.

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SupplyChainNetworkDesignGMBAMay16
3.d. Assessment of Group Work/Assignment/Presentation
This rubric describes a set of components for assessing written group work / assignment as
well group presentation (to be filled by the instructor). Marks will vary among group members
while assessing group presentation.
Group No:
Name of the Subject:
Date:
Measurement

Score ( 1- 10) where 1 is

poor and 10 is excellent

Use of a relevant framework

Analysis of data / information
Understanding of key issues
Quality of content (extent of
research and relevance)
Quality of recommendation
(feasibility and impact)
Quality of Presentation
Visual Group effort
Oral Presentation & defence
Individual effort
Student 1:_________________
Student 2:_________________
Student 3:_________________
Student 4:_________________
Total / Average score
Student 1:
Student 2:
Student 3:
Student 4:
Note: Rubric adopted from SBR document
Process to administer this tool:

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Comments if any

SupplyChainNetworkDesignGMBAMay16
I.
II.
III.

Course Coordinator (PC) is expected to share this rubric with the concerned instructor
and students before start of a particular subject.
Instructor is expected hand over these sheets with marks after completing assessment
to PC.
PC is expected to share marks on to grade book and provide students two days time to
get back to instructor for any clarifications, conclude the process within 5 days of
completion of the assessment.

3.e Assessment of Final Examination

The subject concludes with an individual final examination comprising main questions, often
with several sub-sections. The format and content of questions will closely resemble with the
exercises, cases, and write-ups etc., distributed in the class. The rationale of the final
examination is to assess the student understanding of the knowledge, skills and their application
imparted in the subject in relation to achievement of the learning outcome and goals of the
course and the learning outcomes described in this subject outline. The marking scheme will be
explained in class by the instructor.
3.f Quality Assurance by demonstrating the achievement of course learning
outcome and goals and learning outcome of the individual subject.
S P Jain monitors the quality of student learning and student experience for its entire course.
For this purpose, both internal audit by designated academic staff and external audit by external
examiners of good standing from reputed universities are conducted periodically. These audits
are conducted to determine the extent to which both course and subject learning goals and
outcomes are achieved. For this purpose, test check of answer scripts and other assignments
are also undertaken periodically. The reports arising as a result of these audits will be used to
implement changes aimed at improving the quality of S P Jain courses.

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