COURSE CODE: BCOBM211 COURSE NAME: LOGISTICS AND OPERATIONS Task brief & rubrics
FINAL ASSIGNMENT (Project)
Task description: The following assignment is a group task (4-5 students).
• Objective:
• Make a comparison between the operations models of a macro bakery-cafeteria in Barcelona with a traditional, small-format bakery or cafeteria, applying basic academic concepts of operations and logistics.
Apply operations and logistics management concepts in diagnosing problems and developing recommendations for improvement.
Questions and tasks:
Important: Each team must complete all the mandatory tasks and choose one of the optional tasks.
MANDATORY TASKS:
1. COMPARISON BETWEEN THE TWO OPERATIONS MODELS. Make a comparison between the operations models of a macro bakery-cafeteria in Barcelona with that of a traditional small-format bakery or cafeteria, including the following aspects: Which is the Value Proposition from both companies? What type of operations processes (products) do both companies most likely use? What is the level of standardization or customization of their processes and products? Which of the 5 operations performance objectives do both companies seem to focus on the most (draw the polar diagram)? Remember to include the references of the data and relevant information to justify your arguments and analysis.
2. PRIMARY RESEARCH. Conduct Primary Research by visiting at least one of the stores of the chosen macro bakery-cafeteria (Vivari, 365, Granier, or El Fornet) and the small cafeteria or traditional bakery. This Primary Research may include customer surveys, interviews with managers, interviews with experts in the sector, etc. Check its bakery product portfolio. Observe (1-2 hours) how many of those products are delivered to end customer. Deduce the daily output. The evidence of the Primary Research must include the data collected, the main findings from the research, and photos of the visit (one picture from the front door and at least three from the inside).
3. LOCATION AND LAYOUT. Analize the Location and Layout Types of both companies. Draw the layouts using appropriate tools (hand drawn layouts are not accepted).What 5 factors do you think have been considered when choosing the location of both companies? What advantages and disadvantages do you think the chosen location provides for both companies? What do you consider to be the type of layout chosen by each company? What differences exist between them? Why do you think this type has been chosen?
OPTIONAL TASKS.
Choose and develop one of the following tasks and remember to include the references of the data and relevant information to justify your arguments and analysis:
1. MATERIAL HANDLING EQUIPMENT AND SYSTEMS. Analize the Material Handling Strategy of both companies. Which should be the objectives of the Material Handling Strategy? Based on those strategic objectives, the secondary research carried out, and the information collected during your on-site investigation (primary research), what would you consider are the 5 most important material handling principles for both companies?
2. CAPACITY PLANNING. Based on the information that appears in the “Relevant Information” section and the data collected during your on-site investigation, calculate the design capacity, the effective capacity, and the actual capacity for the macro bakery-cafeteria. These calculations must be based on information for the month of December 2024. What specific recommendations regarding capacity management and demand estimation would you offer this company?
3. QUALITY CONTROL. Which are the 4 types of Quality Costs that may be found in those companies? If you where the Operations Manager of any of these companies, in which of them would you invest the most? Analyze the quality control measures that each of the companies you are studying has adopted. Discuss the advantages and disadvantages in each case. Are there regulations regarding food quality, space conditions, etc. that apply to these companies? Discuss your answer.
4. WASTE AND MAINTENANCE MANAGEMENT. Analyze the types of waste that exist in both companies. Are they the same in type, volume, etc.? Considering the 8 types of waste studied in class, use the 5S method to propose a detailed and specific set of recommendations so that these companies can improve their waste management. About the maintenance systems,…what tools, techniques and new technologies could be incorporated to improve the maintenance management of the machinery and facilities of both companies?
Remember that in this type of assignments, the proposed questions should serve as a guide, but do not limit yourself exclusively to answering the questions. Make sure you include enough theoretical information (definitions of concepts, usefulness of management tools, etc.). Also, remember to back up your arguments on relevant and reliable sources.
Links of interest:
How it’s Made | Bread
Scaling Bakery Operations with AMF High-Speed Bread Systems (youtube.com)
How a Massive Bread Factory Produces 150,000 Loaves per Week — Vendors (youtube.com)
Awesome Automated Bakery Food Processing Technologies (youtube.com)
La tramposa razón por la que hay una panadería con degustación en cada esquina
Formalities:
Tasks to submit:
A/ Report in pdf/word format:
• Structure of the Report: Cover page with full names of participants, Table of Contents, Introduction(1), Main body of the report (2), Conclusions(3), bibliography. References and charts are excluded of the total page and word count.
• Appendix: you have to attach an appendix containing the results of your primary research (interview transcription/survey result).
• Word count: 1+2+3 Minimum 10 pages, 2.000 words. Appendix out of page/word count.
• Font: Arial 12,5 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in Harvard’s citation style.
B/ Presentation (pdf/powerpoint). No limit of slides. Submit to Moodle attached to the report.
In class presentation:
Format: in-class group presentation in week 13 during the scheduled class hours
Duration: 15 min (+5 min for Q&A)
Presentations should include: Cover page with full names of participants, Table of Contents.
RELEVANT INFORMATION 1. Requirements for the comparison: MACRO BAKERY-CAFETERIA (Choose one). SMALL-FORMAT BAKERY OR CAFETERIA: The display area of products for sale must have an area of approximately 25 to 35 square meters. The space for the tasting will have an area of between 15 and 20 square meters, that is, a capacity for between 8 and 12 people (No more than 3-4 tables and 8-12 chairs) In the case of cafeterias, the offer of products ready for sale must not exceed 5 items. Most of the products on the menu must be prepared at the moment.
Submission: Via Moodle (Turnitin). Limit: week 13, 1 h before the presentation.
Weight: This task is 60 % of your total grade for this subject.
Rubrics :
Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
10% Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; expla-nation is focused, detailed and compe-lling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
10% Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive Only personal views offered. Unsubs-tantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project. Limited content that does not really support the purpose of the report. Very poor coverage.
Displays only rudimentary knowledge of the content area. Reader gains few if any insights
Presents some information that adequately supports the central purpose, arguments, goals, or research questions of the project. Although parts missing, it demonstrates a level of partially proficient knowledge of the content area. Reader gains some insights. Presents clear and appropriate information that adequately supports the central purpose, arguments, goals or research questions of the project.
Demonstrates satisfactory knowledge of the content area. Reader gains proficient insights.
Presents balanced, significant and valid information that clearly and convin-cingly supports the central purpose, arguments, research questions or goals of the project. Demonstrates in-depth and speciali-zed knowledge of the content area. The reader gains important insights.
Organization
COMMUNICATION
5% Information/content is not logically organized or presented. Topics/ paragraphs are frequently disjointed and fail to make sense together. Reader cannot identify a line of reasoning and loses interest.
Information/content is not, at times, logically organized or presented. Topics/paragraphs are frequently disjointed which makes the content hard to follow. The reader finds it hard to understand the flow of the report.
Information/content is presented in a rea-sonable sequence. Topic /paragraph transition is unclear in places with linkages for the most part. Reader can generally unders-tand and follow the line of reasoning, although work nee-ded to be proficien-tly organized. Information/content is presented in a clear and understandable sequence. Topic/ paragraph transition is good with clear linkages between sections and arguments. Reader can understand and follow the line of reasoning.
Information/content is presented in a logical, interesting and effective se-quence. Topics and arguments flow smoothly and cohe-rently from one to another and are clearly linked. Rea-der can easily follow the line of reasoning and enjoyed reading the report.
Style & Tone
COMMUNICATION
5%
Writing is poor, unclear and unen-gaging, and the rea-der finds it difficult to read and maintain interest. Tone is not professional or suita-ble for an academic research project. A reorganization and rewrite is needed. Writing is unenga-ging and reader finds it difficult to maintain interest. Tone is not consis-tently professional or suitable for an academic research project. Work needed on academic writing style. Writing is usually engaging and keeps the reader’s attention. Tone is generally appropriate for an academic research project, although a clearer and more professional style and tone is needed. Writing style and tone is generally good and sustains interest throughout. Tone is professional and appropriate for an academic research project.
Writing is compelling and sustains interest throughout. Tone is consistently professional and appropriate for an academic research project.
Use of References
COMMUNICATION
5%
Little or no evidence of reference sources in the report. Content not supported and based on unsubstantiated views.
Most references are from sources that are not peer-reviewed or professional, and have uncertain reliability. Few if any appropriate citations are provided. Reader doubts the validity of much of the material. Professionally legiti-mate references are generally used. Fair citations are presen-ted in most cases. Some of the infor-mation/content/evidence comes from sources that are re-liable, but more aca-demic sources nee-ded to be convincing Professionally and academically legitimate references are used. Clear and accurate citations are presented in most cases. The majority of the information/ content/evidence comes from sources that are reliable. Presents compelling evidence from pro-fessionally and aca-demically legitimate sources. Attribution is clear and accura te. References are 75% from primarily peer-reviewed professional journals or other approved sources.
Formatting
COMMUNICATION
5%
Research project exhibits no formatting, or frequent and significant errors in Harvard formatting.
There are too many errors in the Harvard formatting to be acceptable as a partially proficient piece.
Harvard formatting is employed in the research project with minor errors. A review and rework of format and style of referencing in text and in the bibliography is needed. Harvard formatting is used accurately and consistently throughout the research project, although some issues are apparent as the reader is unable to find sources. Harvard formatting is used accurately and consistently throughout the research project. Accurate hyperlinks are included where required, making it easy for readers to review sources.
Oral Communication Skills
COMMUNICATION
20 %
Oral presentation cannot be understood because there is no logical sequencing of research information. Presenter uses superfluous graphics or no graphics; graphics do not support or relate to the information presented. Presenter reads mostor all of the project notes with little or no eye contact. Presenter mumbles, incorrectly pronounces terms and/or speaks too quietly.Oral presentation rambles, is unclear and cannot be followed by the audience. Presenter is unprofessional, lacks confidence, is uncomfortable and cannot answer basic questions. Research information is presented in a sequence that at times is difficult to follow.
Graphics support and are related to the content of the project, but presenter reads from slides and does not talk around the topic.Presenter tries to maintains eye contact with the audience but reads from notes too much. Presenter uses good voice dynamics and clearly enunciates terms, however they are uncomfortable for the most part and finds it hard answer-ring questions. Over-all, the oral presen-tation is delivered in a borderline manner and needs more practice and prepa-ration to reach required standards of delivery. Research information is presented in a sequence that the audience can follow. Graphics support are related to the content of the project. Presenter maintains eye contact with the audience with a few minor exceptions; presenter reads from notes on a few occasions. Presenter uses good voice dynamics and clearly enunciates terms. Presenter is comfortable for the most part and adequately answers questions.
Overall, the oral presentation is delivered in a satisfactory manner and meets expectations with respect to oral communication skills. Research information is presented in a sequence that the audience can follow. Graphic ssupport and are related to the content of the project. Presenter maintains eye contact with the audience with a few minor exceptions, seldom returning to notes. Presenter uses good voice dynamics and clearly enunciates terms. Presenter is comfortable and answers questions well.
Overall, the oral presentation is delivered in a good manner and meets expectations with respect to oral communication skills.
Research information is presented in a logical, interesting and effective sequence, which the audience can easily follow. Oral presentation uses effective graphics to explain and reinforce the information presented. Presenter maintains eye contact with audience and does not read from notes. Presenter speaks in a clear voice and uses correct, precise pronunciation of terms. Oral presentation is thorough, clear, compelling, informative and professionally delivered. Presenter is professional, confident and comfortable, and answers questions effectively.
Analytical / Critical Thinking Skills
CRITICAL THINKING
20% Research problem, concept or idea is not clearly articu-lated, or its compo-nent elements are not identified or described. Research information is poorly organized, categorized and/or not examined; research information is often inaccurate or incomplete. Presents little if any analysis or interpret-tation; inaccurately and/or inappropria-tely applies research methods, techniques , models, frameworks and/or theories to the analysis. Presents few solutions or conclusions; solutions or conclusions are often not well supported, are inaccurate and/or inconsistent, and are presented in a vague or rudimentary manner.
Research problem, concept or idea is not clearly articulated at times and confusing. Research information is badly organized, categorized, and/or only superficially examined; research information is often incomplete. Presents limited analysis or interpretation; inaccurately and/or inappropriately applies research methods, techniques, models, frameworks and/or theories to the analysis. Presents some solutions or conclusions but they are often not wellsupported, or logical.
Adequately iden-tifies and describes (or sketches out) the research problem, concept or idea and its components. Gathers and examines information relating to the research problem, concept or idea; presents and appraises research information with some minor inconsistencies, irrelevancies or omissions. Generally applies appropriate research methods, techniques, models, frameworks and/or theories although within accuracies. Outlines solutions or conclusions that are somewhat logical and consistent with the analysis and evidence; identifies and/or lists solutions or conclusions although not always clearly.
Formulates a clear description of the research problem, concept or idea, and specifies major elements to be examined. Selects information appropriate to addressing the research problem, concept or idea; accurately and appropriately analyses and interprets relevant research information. Effectively applies appropriate research methods, techniques, models, frameworks and/or theories in developing and justifying multiple solutions or conclusions; solutions or conclusions are coherent, well supported and complete.
Effectively formula-tes a clear descript-tion of the research problem, concept or idea, and specifies major elements to be examined. Selects and prioritizes infor-mation appropriate to addressing the research problem, concept, or idea; accurately and ap-propriately analyzes and interprets relevant research information.Precisely and effectively applies appropriate research methods, employs advanced skills to conduct research. Uses techniques, models, frameworks and/or theories in develop-ping and justifying multiple solutions or conclusions; solu-tions or conclusions are insightful, cohe-rent, well supported, logically consistent and complete. Displays a mastery of complex and specialized areas
Integration Skills
APPLICATION & EVALUATION
20% Shows little ability to employ theory and practice across the functional areas of business in the assessment of issues relating to the research problem, concept, or idea. Does not recognize or correctly identify cross-functional organizational issues relevant to the researchproblem, concept or idea. Does not adequately evaluate the research problem, concept or idea in light of relevant principles, theories and practices across the business functional areas. Few if any solutions, recommendations for action, or conclusions are presented, and/or they are not appropriately justified or supported. Shows some ability to employ theory and practice across the functional areas of business in the assessment of issues relating to the research problem, concept or idea. Recognizes organiza-tional issues relevant to the research problem, concept or idea but does not show understanding. Does not adequately evaluate the research problem, concept or idea in light of relevant principles, theories and practices across the business functional areas. Some solutions offe-red but difficult to understand. Recom-mendations for action or conclusions are presented, but they are often not well supported, or logical. Exhibits application of principles, theories and practices across the functional areas of business to the analysis of the research problem, concept or idea. With some exceptions, outlines and describes (or sketches out) some cross- functional organizational issues that are relevant to the research problem, concept or idea.
Adequately identifies and describes (or summarizes) solutions, recommendations for action, or conclusions that are, for the mostpart, appropriate, but which needto be more aligned with principles and concepts in the functional areas of business. Demonstrates an ability to integrate and apply principles, theories and practices across the functional areas of business tothe analysis of the research problem, concept or idea.
Identifies, examines and critically evaluates important cross-functional organizational issues associated with the research problem, concept or idea. Clearly justifies solutions, recommendations for action, or conclusions based on analytics and an insightful synthesis ofcross-disciplinary principles andconcepts in the functional areas of business.
Demonstrates well-developed ability to integrate and apply principles, theories and practices across the functional areas of business to the analysis of the research problem, concept or idea. Effec-tively identifies, exa-mines and critically evaluates important cross-functional orga-nizational issues asso-ciated with the rese-arch problem concept or idea. Clearly and effectively justifies solutions recommen-dations for action, or conclusions based on strong analytics and an insightful synthesis of cross-disciplinary principles and con-cepts in the functional areas of business. Can link thinking across disciplines and contexts.