MGT3059 Week 2 Project RubricCourse MGT3059-Operations Mana

MGT3059 Week 2 Project Rubric
Course: MGT3059-Operations Management SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-2)
2 points
Satisfactory (C
Range) (3)
3 points
Proficient (B
Range) (4)
4 points
Exemplary (A
Range) (5)
5 points
Criterion Score
Identified
inefficiencies in
the way that

human
resources are
utilized in a
business at
which you have
worked in the
past or with
which you are
familiar.
/ 5Did not identify
inefficiencies in the
way that human
resources are
utilized.
Described human
resource utilization
in a way that
indicated that the
current practices

were as efficient as
possible.
Described human
resource
utilizations that are
not clearly
inefficient.
Identified
inefficiencies in the
way that human
resources are
utilized in a
business at which
you have worked in
the past or with
which you are
familiar.
Provided insightful

observations as to
why human
resources are not
being utilized
efficiently.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-6)
6 points
Satisfactory (C
Range) (7)
7 points
Proficient (B
Range) (8)
8 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score

Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-6)
6 points
Satisfactory (C
Range) (7)
7 points
Proficient (B
Range) (8)
8 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Proposed
solutions to
eliminate
inefficiency in
terms of the use
of human
resources.

/ 10Did not suggest
solutions that
might eliminate the
inefficiencies.
Proposed solutions
that would actually
decrease efficiency.
Proposed solutions
that did not appear
to be directly
related to the
inefficiency under
discussion.
Proposed solutions
that might
eliminate the
inefficiency in
terms of the use of

human resources.
Offered thoughtful
solutions to the
inefficiency
problem in human
resource
deployment.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-2)
2 points
Satisfactory (C
Range) (3)
3 points
Proficient (B
Range) (4)
4 points
Exemplary (A
Range) (5)
5 points
Criterion Score

Defined
changes to job
designs that
might be
needed to
implement the
proposed
solutions.
/ 5Did not suggest job
design changes that
might be needed.
Described changes
to job designs that
would make it less
likely to be able to
improve efficiency.
Described changes
to job design that

are not clearly
related to proposed
solutions.
Defined changes to
job designs that
might be needed to
implement the
proposed solutions.
Provided clever and
convincing
proposals to
change job designs.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-2)
2 points
Satisfactory (C

Range) (3)
3 points
Proficient (B
Range) (4)
4 points
Exemplary (A
Range) (5)
5 points
Criterion Score
Identified
changes to
work
measurement
that might be
needed to
implement the
proposed
solutions.
/ 5Did not define
changes to work
measurement that

might be needed.
Identified work
measurement
changes that would
lessen the ability to
implement the
proposed solutions.
Suggested changes
to work
measurement that
would not have an
impact on the
success of the
proposed solutions.
Identified changes
to work
measurement that
might be needed to

implement the
proposed solutions.
Offered changes to
work measurement,
including a clear
rationale for each
such change.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-6)
6 points
Satisfactory (C
Range) (7)
7 points
Proficient (B
Range) (8)
8 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score

Explained if and
why changes to
compensation
might be
needed to
implement the
proposed
solutions.
/ 10Did not discuss
changes in
compensation.
Provided irrational
explanations as to
why compensation
changes might be
needed.
Did not offer a
clear rationale as to

whether or not
changes to
compensation
might be justified.
Explained if and
why changes to
compensation
might be needed to
implement the
proposed solutions.
Offered insightful
analysis as to why
compensation
changes might be
needed.
Criteria
No Submission
0 points

Emerging (F
through D Range)
(1-2)
2 points
Satisfactory (C
Range) (3)
3 points
Proficient (B
Range) (4)
4 points
Exemplary (A
Range) (5)
5 points
Criterion ScoreCriteria
No Submission
0 points
Emerging (F
through D Range)
(1-2)
2 points
Satisfactory (C
Range) (3)
3 points
Proficient (B
Range) (4)
4 points
Exemplary (A
Range) (5)

5 points
Criterion Score
Communication:
Use of tone,
word choice,
audience,
transitions, and
progression of
ideas.
/ 5
Mechanics: Use
of grammar,
sentence
structure, and
spelling.
/ 5
Submission
contained no

discernible overall
intent in author’s
selection of ideas.
Submission
contained random
presentation of
ideas, which
prevented
understanding the
majority of author’s
overall intent.
Ideas presented in
a way that forced
the reader to make
repeated inferences
in order to identify
and follow the
author’s overall

intent.
The reader could
follow the author’s
overall intent as
stated.
The writer’s overall
argument and
language were clear
and tightly focused,
leaving the reader
with no room for
confusion about
author’s intent.
Errors in basic
writing conventions
were sufficiently
numerous to
prevent reader

comprehension.
Errors in basic
writing conventions
were sufficiently
numerous to
prevent reader
comprehension of
majority of the
work.
Errors in basic
writing conventions
interfered with, but
did not prevent,
reader
comprehension.
The reader noticed
a few errors in
basic writing

conventions but
these few errors
did not interfere
with reader
comprehension.
Test was basically
error free, so that a
reader would have
to purposely search
to find any errors
that may be
present.
Total / 50
Criteria
No Submission
0 points
Emerging (F
through D Range)
(1-2)
2 points

Satisfactory (C
Range) (3)
3 points
Proficient (B
Range) (4)
4 points
Exemplary (A
Range) (5)
5 points
Criterion Score
Academic/APA/
PPT Formatting
Use of citations,
references, and
structural
formatting
including title
page, running
head, page
numbers,
headings, title

slides, graphics,
data, notes
section, (as
appropriate),
introduction,
and conclusion.
/ 5No attempt at
Academic/APA/PP
T formatting in
presentation.
Academic/APA/PP
T format
attempted, but
errors were
significant,
preventing
comprehension of
message.

Academic/APA/PP
T format attempted
but errors were
distracting.
Used
Academic/APA/PP
T format
accurately. Errors
noticeable but
minor.
Used
Academic/APA/PP
T format
proficiently. Work
basically error free.
Overall Score
No Submission
0 points minimum

Emerging (F through D Range)
1 point minimum
Satisfactory (C Range)
35 points minimum
Proficient (B Range)
40 points minimum
Exemplary (A Range)
45 points minimum
Excel Independent Challenge 2
Create the worksheet (name it DATA) shown below. Wait to
create the Pivot Table until
instructed to do so.
You work for Brain Trust, a home-based business that creates
and manufactures 3-D
printed toys for all age groups. The Excel spreadsheet just
created shows the category,
related age-group, inventory quantity, and sales price for each
item.
1. Apply Data Bars (Hint: Conditional Formatting) to the Total
column. (Your choice

of color).
2. Apply Conditional Formatting of your choice to the Age
Group Column so that it
is easy to see each Age Group.
3. Insert a new worksheet into your workbook. Name it
REPORT..
4. Create the illustrated Pivot Table sorting on Category and
Total.
5. Format the Totals in the Pivot Chart as Accounting.
6. Change the Quantity of STEM Card Sets to 500 and Foam and
Foam and Clay
Kit to 100.
7. Apply Data Bars (Hint: Conditional Formatting) to the Total
column. (Your choice
of color).
8. Apply Conditional Formatting of your choice to the Age
Group Column so that it
is easy to see each Age Group.
9. Create each of the graphs described below and put on a
separate worksheet
labeled using the “letter” shown beside the description. In other

words, you will
have a worksheet labeled “a”, “b”, etc. You will add a
descriptive title to each
chart and a legend of your choosing.
a. Create a Pie Chart that shows each Category as a Percentage
of Total
Sales.
b. Create a Pie Chart that shows Quantity of each item as a
percentage of
total quantity.
c. Create a Line Chart that shows the total in dollars of each
item in the
Toddler category.
d. Extra-Credit: Create a 2-D column chart that shows Quantity
(of units by
Category).
Excel Independent Challenge 1
Create the six-month budget shown in the picture below.

Sunlight Systems is a small-
consulting company that advises consumers and business about
energy options. Apply
the following formatting to the spreadsheet:
1. Landscape Orientation
2. Apply the Integral Theme
3. Use Median Color Theme to apply shading as shown. (Your
choice).
4. Enter Formulas to derive Totals cells through worksheet.
5. Profit/Loss formula is Total Revenues minus Total Expenses.
6. Save the file as Excel Independent Challenge 1.
Answer the following questions and insert the answers in the
question blanks at the
bottom of the spreadsheet:
1. In February, you estimate that three new business will ask for
consultations at an
average rate of 1200 per consultation. These contracts are in
addition to the
current revenue for consultations. You project that the contract
revenue
generated in February will increase by 5 percent in March, 10
percent in April,

then 20 percent in May and June. Calculate all increases based
on February
revenue. Hint: The formula for cell D6 is =$C$6*1.05. What is
the total revenue
for consulting in cell H6? Enter the cell address H^ in cell B20.
2. Make the salaries expense for both May and June $15,000.
What is the total
salaries expense for the six-month period after the change.
3. Increase the advertising costs for March by 30% of the costs
for February. Hint:
The required formula is =C14*1.3. Enter the answer to Question
3 using a cell
address.
4. Double the equipment lease for March. What is the total
projected profit/loss for
March after the increase? Insert a cell address in B23 which is
the answer to
question 4.
5. Create a pie chart (using totals after steps 1-4 above are
applied) that shows the
percentage of each expense for the six-month period as a part of
the total

expense. (What percentage was Salaries, Rent, etc. of the total
expense?) Insert
the chart under the spreadsheet. Add a title to the chart. Add
labels for each pie
segment. Show percentages for each segment. Display the labels
outside the
pie. HINT: Think carefully when you are choosing your ranges
for the pie chart.
1
Productivity In More Depth
Getting all you can out of what you have
In this course, you will focus on processes, usually including
people (labor), capital equipment, and
activities to create the good or the service. Throughout this
course, you will consider the following
questions:
• How do you change the inputs into outputs?
• What impact do these inputs have on an organization?

• How can you improve the performance of these processes?
As children, most people learn about the five Ws (who, what,
where, when, and why) of writing a paper.
The same basic questions are important in OM. As an operations
manager, you need be aware of the
following:
• Who will do the work (staffing decisions)?
• What is the product or the service?
• Where will the production happen (in what facility or on what
production line)?
• When will the production happen (the planning of input and
output)?
• Why is there a need for the product or the service (to meet
customer demand)?
Due to the fact that the profit of many organizations (after all
expenses have been taken into consideration)
is often not much larger than 2%, the ability to save $2 in the
operations of a company has the same net
impact on the organization’s bottom line as does a sales
increase of $100. Using this relationship, since it is
often easier to save $200 than to increase sales by $10,000, it is
vital to have an understanding of operations
and how to effectively manage OM processes.
In the Operations and Productivity video, you were introduced
to the calculation of productivity. That
equation can be used for a single input resource to calculate
what is considered a “partial” (or “single
factor”) productivity measure. For example, if you used 25

hours of labor make 100 widgets, your partial
productivity would be 4 (four widgets per hour of labor).
Besides labor hours, you would also use materials, capital,
energy, and overhead when making the widgets.
Including more of these variables in your productivity measure
will give you a broader view of system
productivity. This type of productivity measure is a multifactor
productivity measure, in which you can use
two or more inputs, typically represented in dollars. When all
factors are included in such a multifactor
measure, it is known as a total productivity measure.
2 Productivity In More Depth
Getting all you can out of what you have
Generally, you need to be concerned about three key
productivity variables: labor, capital, and
management. A change in these variables will directly link to
productivity, and the variables are often the
focus of productivity improvement projects.
© 2017 South University
Page 2 of 2
Operations Management

©2017 South University
Forecasts and Errors
Can We Predict The Future?
Let’s use the following table to demonstrate how forecasts
differ on the basis of the selected technique.
Using each technique, you’ll estimate the demand for Week 10.
Week Demand
1 960
2 1,340
3 1,790
4 1,500
5 1,220
6 1,710
7 1,140
8 1,030
9 1,560

Naïve Approach: This is the easiest forecasting technique. The
forecast for the demand in the next period
is equal to the sales in the previous period. Therefore, the
forecast for the demand in Week 10 is 1,560.
Moving Averages: This technique is slightly more difficult. You
need to use the historical demand over a
specific number of periods in order to estimate the demand in
the next period. If you’re using a three-week
moving average, the forecast for the demand in Week 10 will be
equal to the sum of the demand in the
previous three weeks divided by 3.
(1,140 + 1,030 + 1,560)/3 = 1,243.33 ~ 1,244 units
Note: In forecasting, you always need to round off (represented
by ~) because you can’t produce partial
units such as 1,243.33. Rounding is usually done in the upward
direction, as you want to be sure to able to
plan on enough inventory (or capacity) for the level of demand
that you are anticipating.
Exponential Smoothing: This technique is a bit more
complicated than the moving average forecast.
Exponential smoothing uses a smoothing factor, α (the Greek
symbol alpha), having a value between 0 and
1 to weigh the difference between the demand and forecast for
the last period. For example, if the forecast
for Week 9 is 1,294 ([1,710 + 1,140 + 1,030]/3) using a three
week moving average and α = 0.15, the
forecast for Week 10 will be:

2 Forecasts and Errors
Can You Predict The Future?
1,294 + 0.15(1,560 – 1,294) = 1,294 + 0.15(266) = 1,294 + 39.9
= 1,333.9 ~ 1,334
Now we turn our attention to measures that check the accuracy
of a forecast. As stated in the video lecture,
three of the most commonly used measures of forecast accuracy
are MAD, MSE, and MAPE. The
following table shows the forecast and actual demand data for a
product for five weeks. On the basis of this
information, we wish to calculate the MAD, MSE, and MAPE,
in order to determine how effective the
forecasts have been.
Note that the “Error Squared” column in the table is simply
generated by multiplying the value in the
“Deviation” column by itself (“squaring” it). Also, note that
the “Absolute Percent Error” column is
calculated by dividing the value in the “Absolute Deviation”
column by the value in the “Actual” column,
and expressing it as a percentage (by multiplying it by 100).
Week Forecast Actual Deviation Absolute
Deviation
Error
Squared
Absolute
Percent

Error
1 10 12.4 2.4 2.4 5.76 19.35%
2 10 8.2 -1.8 1.8 3.24 21.95%
3 10 11.2 1.2 1.2 1.44 10.71%
4 10 9.7 -0.3 0.3 0.09 3.09%
5 10 10.7 0.7 0.7 0.49 6.54%
Sum 6.4 11.2 0.616552
MAD = Sum of absolute deviation / n = 6.4/5 = 1.28
MSE = Sum of errors squared / n = 11.02/5 = 2.204
MAPE = (100 × Absolute percent error) / n = (100 ×
0.616552)/5 = 12.33%
Therefore:
MAD MSE MAPE
1.28 2.204 12.33%
What do these values tell you? Is a MAD of 1.28 good or bad?
This is difficult to say. Organizations may
compare such values among several forecasting techniques (like
those discussed above) in order to
determine what is “good enough” as a forecast.
The MAD can change based on the magnitude of the data. The

MAD measures the dispersion of the
observed values from the expected value. You organization
must make a judgment as to whether or not
your forecast is doing an adequate job in terms of the MAD
value. The MSE measures the squared
differences between the actual demand and the forecast demand.
Like the MAD, the MSE can change based
Page 2 of 3
3 Forecasts and Errors
Can You Predict The Future?
on the magnitude of the data. The MAPE measures the average
of the absolute differences between the
forecast demand and the actual demand. The MAPE value of 12
percent indicates that, on average, your
forecast is off by 12 percent.
© 2017 South University
Page 3 of 3

Forecasting
Life is full of uncertainties. You don't know what the weather
will be tomorrow or what your
organization's sales �gures will be. However, you can try to
predict the future. You can use the weather
forecast to estimate the weather and historical sales data to
predict future sales.
In a business environment, a forecast is often an estimate of
future demand. A forecast can be
quantitative or qualitative. In addition, it can be based on
factors that are either internal or external to
the organization.
Forecasts help reduce uncertainty as well as anticipate and
manage change. There are three types of
forecasts: economic, technological, and demand. In this course,
you will focus on demand forecasts. An
operations manager uses forecasts to anticipate inventory and
capacity demand, manage lead times,

estimate costs for budgeting, and improve productivity.
Let's start with qualitative forecasts. There are no numbers
involved in generating a qualitative
analysis. There are multiple methods, such as expert opinions or
a consensus, which an organization
can use to collect data without performing a numerical analysis.
Focus groups and market research are
used to collect data on a new product in case historical data is
not available.
Another way to forecast a new product is to conduct a historical
analogy. This process works especially
well when the new product is similar to a previous product of
the organization. The use of historical
analogy assumes that the results experienced in offering the new
product will be similar to the results
experienced when the previous product was launched.
In some situations, a qualitative forecast is appropriate.
However, in other cases, a qualitative forecast
can be developed in conjunction with a quantitative forecast.
Such quantitative forecasts will be
discussed next.

Quantitative Forecasting
Quantitative forecasts are number based. They may be simple or
may rely heavily on statistical
methods.
You can determine the quality of a forecast by calculating a
number of different measures of forecast
accuracy. Among the most widely used are the mean absolute
deviation (MAD), the mean squared
error (MSE), or the mean absolute percent error (MAPE).
Besides forecast accuracy, other factors also should be
considered when evaluating a forecast. For
example, is the data seasonal? What are the current trends? Are
the customers' preferences changing?
These factors can have an impact on the forecast and need to be
included. Seasonality can be included
through the use of a seasonal index that relates the average
demand in a period to the average demand
in all periods.
A forecast can be created by graphing a series of historical data
points and then �tting a line to the
series to predict future values. This graph is considered a trend
projection because it assumes the
future will follow the current trend and the same path.

Another technique that helps you forecast demand is regression.
This technique assumes a linear
relationship between the independent and dependent variables.
Regression differs from other
forecasting techniques because it can provide a distribution of
possible values rather than a single
value. This distribution is referred to as the standard error of
the estimate. In addition, a regression
equation indicates through the coef�cient of correlation how
closely the model represents your data.
Quantitative forecasts require calculation. See the
Supplemental Media entitled “Forecasts and
Errors” in order to review multiple forecasting techniques and
the calculations associated with the
measures of forecast error listed in the video.
Additional Materials
Forecasts and Errors
(media/week2/SUO_MGT3059%20W2%20L3%20Forecasts%20
And%20Errors.pdf?
_&d2lSessionVal=SWzqLkE3HvLXZkZ375Dqp03nU&ou=8645
8)
https://myclasses.southuniversity.edu/content/enforced/86458-
17101179/media/week2/SUO_MGT3059%20W2%20L3%20Fore
casts%20And%20Errors.pdf?_&d2lSessionVal=SWzqLkE3HvL

XZkZ375Dqp03nU&ou=86458
Operations and Productivity
How do you de�ne OM? One simple de�nition is taking a set
of inputs and transforming these into an
output. For example, you might have two slices of bread,
peanut butter, and grape jelly (three inputs).
From those inputs, you can assemble them (a process) into a
peanut butter and jelly sandwich (an
output).
What is considered an input? That depends on the situation. It
could be raw materials, information, or
customers themselves. The output could be a product or a
service.
It is easy to understand a product; it's something you can feel
and touch. However, if someone is a
consultant, it may not be clear what is being offered by the
person. This is a key difference between
goods and services. A service is usually intangible, being
produced and consumed simultaneously.
There are many key decisions that need to be made within an
organization, and OM plays an important
role. It creates the goods or services that are sold by the
organization. However, it is also an expensive

activity, because most of the money within the organization is
spent in OM.
No matter what type of product is being produced, an
organization is interested in utilizing its
resources well. Organizations must focus on making the best use
of their resources (labor, equipment,
and activities).
To determine how well you are doing as an organization or a
department, it’s necessary to measure
your performance or productivity. This is calculated as the
ratio of outputs to inputs.
Productivity=
Units Produced
=
Outputs
Inputs used Inputs
For example, if it takes 100 hours of work to make 100 widgets,
you have a productivity factor of 1. If
you make an improvement to your process and now take only 50
hours to make 100 widgets, you’ve
doubled your productivity to a factor of 2.
The relationship between operations and productivity has many
other �ne points that must be

considered. Review the Supplemental Media entitled
“Productivity In More Depth” to understand
some of these �ner points.
Additional Materials
Productivity In More Depth
(media/week1/SUO_MGT3059%20W1%20L1%20Productivity%
20In%20More%20Depth.pdf?
_&d2lSessionVal=SWzqLkE3HvLXZkZ375Dqp03nU&ou=8645
8)
https://myclasses.southuniversity.edu/content/enforced/86458-
17101179/media/week1/SUO_MGT3059%20W1%20L1%20Prod
uctivity%20In%20More%20Depth.pdf?_&d2lSessionVal=SWzq
LkE3HvLXZkZ375Dqp03nU&ou=86458

MGT3059 Week 2 Project RubricCourse MGT3059-Operations Mana

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MGT3059 Week 2 Project RubricCourse MGT3059-Operations Mana