Sample Student Activity Guide

FLG 105: Introduction to Material Management and Operation St Activity Guide
s
FLG 105 STUDENT ACTIVITY GUIDE
!

s
BREAKOUT SESSION 1-1: WHAT IS MATERIALS MANAGEMENT?
Instructions:
• You will be placed in breakout rooms.
• The Scribe and Spokesperson for your group have been preselected.
• Within your group, answer the following questions.
• What is Materials Management?
• What are the objectives of inventory planning?
• What are the three basic flows in the supply chain?
Notes:
• The Scribe will take notes and compile the answers and the Spokesperson will share
the answers with the rest of the class.
• Each group will have 15 minutes for discussion and 3 minutes to share with the
group.
Debriefing Instructions:
• The Spokesperson will present their group’s response with the rest of the class.
• Use the Raise Hand Icon to ask questions or add to the discussion.
• You will have 3 minutes per group.
!

s
BREAKOUT SESSION 2-2: GATHERING STAKEHOLDER INPUTS
This activity requires you to develop stakeholder data collection plans for use in demand
planning for different types of services and products.
Instructions:
You will be required to develop data collection plan for each of two scenarios. Your tasks for
each scenario consist of the following activities:
1. Identify members of the two major stakeholder groups.
2. Develop a plan to gather demand planning data from each group.
3. Record your answers using the Student Worksheets.
4. Be prepared to report to the class and provide your rationale and limitations for each
choice.
For each scenario, you should:
1. Read the scenario.
2. Identify and list upstream and downstream stakeholders.
3. For each stakeholder type, develop a plan to gather demand planning inputs using
both quantitative and qualitative methods. Your plan should include the following
information for each stakeholder group:
• List of stakeholders in the group.
• Data to be gathered. Try to identify 2 to 3 data items from each stakeholder
type that will impact demand planning.
• Data collection method. Identify whether the collection method is quantitative
or qualitative.
• Rationale for your selected data items and data collection method.
• Limitations of the data that will be collected on the eventual forecast. You can
provide this for any or all of your data items.
Scenario 1
Your manager asked you to help with the demand planning process on a specific
expendable item that is currently being used in your facility. The product is
currently in use at your facility and the historical usage data pulled from GIP is as
follows.
• 3.2-liter glass collection jar and 6-ft. suction tubing
• Product Number: INROCK1140A
• Quantity: Box of 5
• Price: $345 per box
You have information that says the type of tubing currently in use may not be
available in the near future.
!

s
Scenario 1 Student Worksheet
A. List upstream stakeholders.
Data Item to be Collected from !
Upstream Stakeholders
Data Collection
Method
Qualitative or
Quantitative?
1
2
3
Rationale for Data Items and Collection Methods for Upstream Stakeholders
1
2
3
Limitations of data you have collected from upstream stakeholders on the eventual
forecast
1
2
3
!

s
B. List downstream stakeholders.
Downstream Stakeholders
Data Collection
Method
Qualitative or
Quantitative?
1
2
3
Rationale for Data Items and Collection Methods for Downstream Stakeholders
1
2
3
Limitations of the data you have collected from downstream stakeholders on the
eventual forecast
1
2
3
!

s
Scenario 2
Your facility is going to start offering drop-in childcare service for patients. Your
manager asked you to help with the demand planning process for all of the NX
equipment associated with this new service. Your facility does not currently offer
childcare service. However, the service was approved last year, and construction
of the facility is nearing completion. The service is expected to launch in !
3 months.
Scenario 2 Student Worksheet
A. List upstream stakeholders.
Upstream Stakeholders
Data Collection
Method
Qualitative or
Quantitative?
1
2
3
Rationale for Data Items and Collection Methods for Upstream Stakeholders
1
2
3
Limitations of the data you have collected from upstream stakeholders on the eventual
forecast
1
2
3

s
B. List downstream stakeholders.
1
2
3
Rationale for Data Items and Collection Methods for Downstream Stakeholders
1
2
3
Limitations of the data you have collected from downstream stakeholders on the
eventual forecast
1
2
3
!

s
BREAKOUT SESSION 2-2: ENVIRONMENTAL VARIABLES - REAL-WORLD
EXAMPLES
This activity is designed to help you understand the wide range of environmental variables that
can influence the demand planning process and the various ways in which these changes can
be accommodated by modifications to demand planning or supply chain operations.
Instructions:
For each of the environmental variables listed below, provide a real-world example of a change
that impacted your demand planning or supply chain operations and how your facility adapted to
accommodate this change. Select a recorder to document your group’s answers. Be prepared
to share your answers with the class.
Environmental Variable 1: Change in Government Policy
Describe the change in Government policy.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Describe how your demand planning or supply chain operations adapted to the change.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Environmental Variable 2: Change in Patient Care
Describe the change in patient care.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
!

s
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Environmental Variable 3: New Services Offered
Describe the new services offered.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Environmental Variable 4: Major Equipment Change
Describe the major equipment change.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Environmental Variable 5: Change in Patient Demographics
Describe the change in patient demographics.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
!

s
BREAKOUT SESSION 4-1: APPLIED FORECASTING AND SUPPLY PLANNING
This activity covers a step-by-step walkthrough of a forecasting process and an opportunity for
you to create a quantitative forecast of your own using Excel or the Worksheets provided. This
three-part activity includes reviewing a forecast based on qualitative information, reviewing the
qualitative forecast against the actual usage and the reasons why forecast and actual may be
different, and then developing a quantitative forecast for the next period.
Instructions:
1. Using the requirements detailed in the Demand Forecasting Scenario, you will:
o Review a qualitative forecast for your facility.
o Review actual vs. forecasted usage for your facility.
o Discuss limitations and reasons for each forecast type and variance.
o Develop a quantitative forecast using either Excel or the Worksheets
provided.
2. Open the Excel spreadsheet titled “FLG105_Activity_4-1_Forecasting_Student” on your
computer or locate the student Worksheets to complete this activity.
3. Read the scenario, then complete the activities in Parts 1-3 after the scenario.
Demand Forecasting Scenario
Your facility is going to start offering childcare services for the staff. Because
your facility has not offered this service in the past, you have obtained the
usage information from another facility that started offering this service about a
year ago.
There are some differences, however. The other facility did not provide
diapers, but your facility will. They also supported juice and snack packs in the
supply chain because they did not have a dietary department. Your dietary
department will be suppling those items. Note that it took 6 months for the
other facility to get to full capacity, which you expect to be true at your facility
as well. Your expected start date for providing the service is July 2017.
Part 1 – Review Qualitative Forecast
• Review: Facility B’s actual usage in the Facility B Actual Usage tab or Worksheet.
This is the data that will be used to create a qualitative forecast for your startup of the
new service.
• Review: The Qualitative Forecast tab or Worksheet to see how the actual usage
data from Facility B is used to create your facility’s qualitative forecast.
o Because it is the startup period, we used the first 6 months of Facility B’s
actual usage to build your forecast for the first 6 months of your facility’s
operation.
o Because we are now at capacity, we used the second 6 months of Facility B’s
actual usage to build your forecast for the second 6 months of your facility’s
operation.
• Discuss: What are the limitations of the qualitative forecast?

s
• Record: Be prepared to share your observations with the class.
Part 2 – Review the Comparison of Forecast to Actual
• Review: The information in the Compare Forecast to Actual tab or Worksheet. This
data represents a comparison of the qualitative forecast compared to actual usage
for the first year of your facility’s operation.
• Discuss: Based on the forecasted vs. actual usage, what do you think are reasons
for each of the variances between forecast and actual? Pay particular attention to the
last 3 months, since that is when you are at capacity and usage has stabilized.
Part 3 – Quantitative Forecast
• Develop: From your actual usage, build your quantitative forecast for the next !
12 months using the Quantitative Forecast tab or Worksheet. You will use the last !
3 months of your actual usage, since that is when you are at capacity and usage has
stabilized.
• Discuss: What are the weaknesses or limitations of the quantitative forecast? Make
note of any observations you would like to share with the class about the process of
creating a quantitative forecast.
!

FLG 105: Introduction to Material Management and Operation
s
BREAKOUT SESSION 4-1: FACILITY B ACTUAL USAGE WORKSHEET
!

s
BREAKOUT SESSION 4-1: QUALITATIVE FORECAST WORKSHEET
!

s
BREAKOUT SESSION 4-1: COMPARE FORECAST TO ACTUAL WORKSHEET
!

s
BREAKOUT SESSION 4-1: QUANTITATIVE FORECAST WORKSHEET
Last 3 Months
Actual
Quantitative Forecast
Daycare Usage by Month Apr
18
May
18
Jun
18
Jul
18
Aug
18
Sep
18
Oct
18
Nov
18
Dec
18
Jan
19
Feb
19
Non-Toxic Cleaner !
(1 gal bottle)
3 3 3 3 3 3 3 3 3 3 3
Hand Wipes (Case) 4 4 4 4 4 4 4 4 4 4 4
Baby Wipes (Case) 5 5 5 5 5 5 5 5 5 5 5
Non-toxic Markers (Case) 5 5 5
5 5 5 5 5 5 5 5
Art Packs (Case) 4 4 4 4 4 4 4 4 4 4 4
Diapers Size 0 (Case) 3 2 3 3 3 3 3 3 3 3 3
Diapers Pull-Up (Case) 1 1 1
1 1 1 1 1 1 1 1
Instructions:
• Start by calculating the average usage based on the last 3 months from the actual usage
(Apr 18 – Jun 18).
• You can either compute the averages by hand or by formula in Excel, however you feel
most comfortable.
• The average will be calculated using this formula: (Apr 18 + May 18 + Jun 18)/3.
• Complete this calculation and record the result in each cell in column Jul 18.
• Copy each of the values you entered in column Jul 18 into all the other cells of that row.

FLG 105: Introduction to Material Management and Operation Instructor Guide
s
BREAKOUT SESSION 5-1: ABC INVENTORY CLASSIFICATION
This activity is designed to give you practice applying what you’ve learned about ABC inventory
classification. You will complete the calculations twice using the information in Tables 1 and 2,
then answer the Student Discussion Questions.
If you are not comfortable with Excel, the activity can be completed using the tables printed
below.
Instructions
1. Open Excel on your computer and open the workbook titled “FLG105_Activity_5-
1_ABC_Classification_Student”.
2. Go to the sheet labeled “Table 1.” Information is the same as Table 1 below.
3. Re-sort the table by the Annual Value from largest to smallest. If students are not
familiar with Excel, you may instruct them to unhide sorted versions of the table.
a. Click on either tab at the bottom of the spreadsheet.
b. Right-click to unhide the presorted table.
4. For the re-sorted table, calculate the Cumulative Value (all previous items’ annual
value + current items’ annual value).
5. Calculate the Cumulative % for each item (Cumulative Value/Total Sum).
6. Classify each item as A, B, or C.
NOTE: Detailed instructions are included in the workbook for completing the calculation.
Table 1
Item # Unit Cost
Annual
Usage
Annual Value
Cumulative
Value
Cumulative
%
Classification
1 $ 4.50 322 $ 1,449.00
2 $ 8.00 400 $ 3,200.00
3 $ 25.00 100 $ 2,500.00
4 $ 10.00 3500 $ 35,000.00
5 $ 12.50 1500 $ 18,750.00
6 $ 20.00 61 $ 1,220.00
7 $ 35.00 25 $ 875.00
8 $ 10.50 190 $ 1,995.00
9 $ 6.50 253 $ 1,644.50
10 $ 19.00 67 $ 1,273.00
$ 67,906.50

s
7. Make two changes to the items from Table 1 in Table 2. Go to the tab labeled “Table
2” and see that some of the item usages have changed. Complete Table 2 the same
manner you completed Table 1. Information in the spreadsheet is the same as Table
2 on the next page.
8. When complete, discuss the answers to the Student Discussion Questions with your
partner or other class members.
9. Be prepared to share your answers with the class.
Table 2
Item # Unit Cost
Annual
Usage
Annual Value
Cumulative
Value
Cumulative
%
Classification
1 $ 4.50 3500 $ 15,750.00
2 $ 8.00 400 $ 3,200.00
3 $ 25.00 100 $ 2,500.00
4 $ 10.00 322 $ 3,220.00
5 $ 12.50 253 $ 3,162.50
6 $ 20.00 61 $ 1,220.00
7 $ 35.00 25 $ 875.00
8 $ 10.50 190 $ 1,995.00
9 $ 6.50 1500 $ 9,750.00
10 $ 19.00 67 $ 1,273.00
$ 42,945.50
Student Discussion Questions
1. What changed from Table 1 to Table 2?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Of the two variables, price and usage, which one has the greatest effect on
classification?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
!

s
BREAKOUT SESSION 6-1: TRUE OR FALSE?
Directions:
• You will be placed in breakout rooms.
• The Scribe and Spokesperson for your group have been preselected.
• Answer the following True/False Statements:
o More handling is better handling.
o Volume dictates the method of handling supplies.
o If an item is correct as ordered, but the ordering service does not want it, the
material handler should coordinate with the service to work with the Inventory
Management Specialist to assist with the return or rejection.
o Put-up accuracy is a success measure of the time required to process each
receipt.
Notes:
• The Scribe will take notes and compile the answers and the Spokesperson will share the
answers with the rest of the class.
• Each group will have 5 minutes for discussion and 3 minutes to share with the group.
Debriefing Instructions:
• The Spokesperson will present their group’s response with the rest of the class.
• Use the Raise Hand Icon to ask questions or add to the discussion.
• You will have 3 minutes per group.
!

s
ACTIVITY 6-2: WAREHOUSE
This activity requires you to use a planograph to identify proper storage spaces based on the
information in the Scenario and the planograph provided.
Instructions:
1. Read the scenario.
2. Work with your group to determine where in the warehouse the products will be stored
based on forecasted usage in the scenario and the planograph of the warehouse.
3. Be prepared to share your answers and your rationale for selecting the locations.
Scenario
The warehouse is receiving its first shipment of two new items. The items have
been received and staged for stocking. Product A has an annual usage of !
240 cases of 10 each per case. It is used throughout the facility and has product
going out every day to patient care locations. Product B has an annual usage of
24 cases of 5 each per case and is used in only a select patient care locations. It
is not ordered by these locations every day but maybe once per week.
Planograph
!

s
Where in the warehouse will each product be stored? Why did you choose that location?
Product A
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Product B
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________!

s
ACTIVITY 7-1: SAFETY
The first part of this activity presents multiple potential hazards and gives the students the
opportunity to identify the risks. The second part of the activity gives students the opportunity to
interpret sample NFPA labels. The third part of the activity challenges students to match fire
extinguishers to the type of fire for which they are designed.
Part I Instructions: Review the following images in your assigned group. As a team, identify all
of the items that present potential hazards. Write down the hazards in the space provided. Note
that some pictures may not present a hazard.
Figure 1
Scenario 1:
What potential hazards do you see in Figure 1?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

s
Figure 2
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Figure 3

s
What potential hazards do you see in Illustration 3?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Figure 4
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

s
Figure 5
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

s
Figure 6
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

s
Figure 7
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Figure 8

s
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Figure 9
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

s
Figure 10
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
!

s
Part II Instructions: Review the following NFPA 704 system diamond labels in your assigned
groups. As a team, interpret the meaning of each of the four label quadrants. Write your
answers in the space provided. Refer to the content learned in the course or the Internet.
Answer:
Red: Extremely flammable
Yellow: Strong shock or heat that may detonate
White: Reacts with water
Blue: Extremely dangerous
Instructor Note: Phosphorus would have this label.

s
Answer:
Red: Will not burn
Yellow: Normally stable
White: Oxidizer
Blue: Extremely dangerous
Instructor Note: 30% hydrogen peroxide would have this label.
!

s
Answer:
Red: Will not burn
Yellow: Normally stable
White: Asphyxiant gas
Blue: Like ordinary material
Instructor Note: Nitrogen gas would have this label.
!

s
Part III Instructions: Review the fire extinguisher uses provided below. Then, read the
following fire scenario descriptions in your assigned groups. As a team, choose the appropriate
fire extinguisher to use from the options below.
Fire Scenario 1: You observe a small fire of burning wooden pallets, cardboard, and packing
paper near a dumpster by your loading dock. Which of the following extinguishers would be
appropriate to use?
Answer:
" Dry Powder
" Fire Hose Reel
" Foam Spray
" Water
ð CO2
ð None of the above (explain why in the Notes section)
Notes:
If there is not an immediate danger to life or that the fire may rapidly spread, it is best to
contact emergency services to fight the fire.

s
Fire Scenario 2: You observe a small fire of burning wood chips in a landscaping area. Which
of the following extinguishers would be appropriate to use?
Answer:
" Dry Powder
" Fire Hose Reel
" Foam Spray
" Water
ð CO2
Notes:
Fire Scenario 3: You observe a smoldering fire burning an energized electrical cord. Which of
the following extinguishers would be appropriate to use?
Answer:
" Dry Powder
ð Fire Hose Reel
ð Foam Spray
ð Water
" CO2
Notes:
!

s
Fire Scenario 4: You observe a small fire burning an unknown liquid next to a parked fork truck.
Which of the following extinguishers would be appropriate to use?
Answer:
" Dry Powder
ð Fire Hose Reel
" Foam Spray
ð Water
" CO2
Notes:
contact emergency services to fight the fire
Fire Scenario 5: When arriving to work, you observe large amounts of smoke pouring out of the
doors of a building where medical gases are stored. Which of the following extinguishers would
be appropriate to use?
Answer:
ð Dry Powder
ð Fire Hose Reel
ð Foam Spray
ð Water
ð CO2
" None of the above (explain why in the Notes section)
Notes:
Never enter a burning building; contact emergency services to fight the fire.
!

s
BREAKOUT SESSION 8-1: MATERIALS MANAGEMENT GAME
This activity simulates the materials management process in a game format. You will have the
opportunity to identify and correct problems that interfere with the smooth and efficient materials
management process.
Instructions: This activity consists of multiple, short rounds, as directed by the Instructor, who
provide the rules for each round. Play begins when the Instructor says, “Start round,” and the
Technologist moves you to your assigned group. The round ends when the Technologist
moves you back to the whole group and the Instructor says, “End round.” At the end of each
round, the Instructor tallies the points.
The Instructor assigns each student to one of three groups: Manufacturer, Vendor, or VHA
Supply Chain. One student within each of these three groups will be designated the
Transportation Spokesperson, who will maintain sole responsibility for communicating with the
Transportation Spokesperson of the other groups. Each group will be broken out into its own
breakout room. The Instructor plays the role of customer.
In each breakout room you will use the features of the Whiteboard to draw your responses to
the Instructor’s requests:
• Drawing tool
• Line segment tool
• Typing tool
• Web pictures sourced from Internet
Class Scoring: The entire class is scored together; students are not competing against each
other to get the highest score. Points are won and lost as follows:
• +2 points for a perfectly fulfilled order
• –1 point for an incorrect delivery to the customer
• –1 point for incorrect orders left with the customer
• –1 point for having more than 1 round’s worth of any stock in the Vendor or VHA
Supply Chain group
Rules:
1. The Instructor sends the order to the VHA Supply Chain team by joining that
breakout room to communicate the order.
2. While members of the same group may communicate with one another, members of
different groups may NOT communicate with one another unless designated as a
Transportation Spokesperson.
3. Transportation Spokespersons must communicate via private chat in accordance
with the travel routes. Note that the private chats are monitored for rule adherence

s
by both the Instructor and Technologist. The communication travel routes are as
follows:
a. Between Customer (Instructor) and VHA Supply Chain (Note: VHA Supply
Chain Spokesperson raises hand when ready to communicate with the
Customer)
b. Between VHA Supply Chain and Vendor
c. Between Vendor and Manufacturer
At the end of each round, the class may request one rule change for subsequent rounds.
The goal of the game is to satisfy the customer’s needs as efficiently as possible.
!

s
References
Document Link
TG-90-1, Storage and
Distribution Manual
https://vaww.pclo.infoshare.va.gov/PCLO/MMStrategicPlan/LogPolicySi
te/Lists/Log_Policy_List/Attachments/66/TG-90-
1_VATrainingGuide_MaterielHandlersTrainingGuide.pdf
VA Handbook 7002-1,
Logistics Management
Procedures
file:///C:/Users/amazi/Downloads/VA_Handbook_7002_8_Jan_2020%2
0(2).pdf
VA Handbook 7128,
Storage and
Distribution Procedures
file:///C:/Users/amazi/Downloads/Handbook_7128_15_Mar_1996.pdf
VA Handbook 7240,
Transportation and
Traffic Management
http://www.va.gov/vapubs/viewPublication.asp?Pub_ID=288&FType=2
VA Handbook 7348,
Utilization and Disposal
of Personal Property
file:///C:/Users/amazi/Downloads/VA_Handbook_7348_8_Jan_20
20.pdf
VHA Directive 1761(2),
Supply Chain Inventory
Management
https://www.va.gov/vhapublications/ViewPublication.asp?pub_ID=3286
!

s
Links
Organization Link to Website
APICS (formerly The American Production
and Inventory Control Society, now The
Educational Society for Resource
Management)
http://www.apics.org/
Council of Supply Chain Management
Professionals (CSCMP)
https://cscmp.org/
General Services Administration (GSA)
Advantage
https://www.gsaadvantage.gov/advantage/main/
start_page.do
International Organization for
Standardization (ISO)
https://www.iso.org/home.html
Medical/Surgical Prime Vendor Next
Generation (MSPV-NG) 2.0 Program
https://www.va.gov/opal/sac/mspvNG.asp
National Acquisition Center (NAC)
Contract Catalog Search Tool (CCST)
https://www.va.gov/nac/
NAC Federal Supply Schedule (FSS)
Contract Service
https://www.fss.va.gov/
National Fire Protection Association
(NFPA)
http://www.nfpa.org/
Occupational Safety and Health
Administration (OSHA)
https://www.osha.gov/

Sample Student Activity Guide

Recommended

Recommended

More Related Content

Similar to Sample Student Activity Guide

Similar to Sample Student Activity Guide (20)

More from Jim Piechocki

More from Jim Piechocki (20)

Recently uploaded

Recently uploaded (20)

Sample Student Activity Guide