MODULE CURRICULUM DOCUMENT

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Republic Polytechnic

Manufacturing and Logistics Applications Page

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MODULE CURRICULUM DOCUMENT

MANUFACTURING AND LOGISTICS APPLICATIONS (C362)

Approved by: Boo Chong-han

Director, School of Infocomm

Date of Approval: 20 March 2015

Submitted by: Wong Huan Leong

Senior Lecturer

Effective Date: AY2015 Semester 1

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SECTION 1: MODULE RUBRIC

Module Provider: School of Infocomm (SOI)

Supported Departments:

NA

Credit Units: 4

Total Curriculum Hours: 60

SECTION 2: MODULE OVERVIEW

This module aims to develop a comprehensive understanding of the knowledge, skills and techniques required by students who intend to work as IT professionals in the manufacturing and logistics area. The knowledge and skills garnered by students will allow them to implement and/or customize IT systems that support the manufacturing and logistics business functions and processes of a business.

The module coverage will include:

 Role of corporate structure in a Enterprise Resource Planning (ERP) system and an overview of how IT systems support businesses and their processes

 Pricing, partners management and inventory changes in an Order-to-Cash (OTC) cycle.

 Production strategies, demand forecast and Sales & Operation planning (S&OP)

 Special procurement processes and inventory changes in a Purchase-to-Pay (PTP)

cycle

 Production cycle in discrete and process manufacturing

 Inventory Costing methods and the impact of the costing methods to Sales, Cost of Goods Sold (COGS) and profit

 Quality control cycle andqualtity management process  Electronice Data Interchange (EDI)

 Logistics services which include warehousing, transportation and third party logistics (3PL) services

To attain the graduate outcome of basic competency with flagship business applications/software and tools that support the above business functions, such as the SAP ERP system, laboratory exercises will be designed to provide opportunities for students to practice and demonstrate technical skills as well as content knowledge. Laboratory exercises will be designed in relation to manufacturing and logistics business processes so that students can relate how business in these domains functions.

This is an advanced module where students should preferably have undertaken a foundational module on business functions and business processes such as the C360 Enterprise Solutions for Business module.

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SECTION 3: MODULE OUTCOMES AND LEARNING OUTCOMES

Module Outcomes Learning Outcomes

1. Design and describe the organization units used in a corporate structure for an ERP system to support manufacturing and logistics processes

1.1 Describe the organization units in an ERP tool 1.2 Design a corporate structure that will support

Order-to-Cash (OTC), Purchase-to-Pay (PTP), production and inventory management processes

1.3 Explain how IT systems helps in supporting businesses and their processes

2. Describe pricing procedures and the partners functions used within an OTC Cycle and use an ERP tool to demonstrate the relevant system functions

2.1 List the stages of the OTC cycle and identify the important data associated/required at all the stages 2.2 Explain the relationship and cardinality between the

documents used in an OTC cycle such as quotation, sales order, transfer order, delivery order and billing document

2.3 Distinguish and describe the usage of different partner functions (Sold-To, Ship-To, Bill-To and Payer) in the OTC cycle

2.4 Identify the different pricing conditions (Unit Price, Discounts, Surcharges, Tax) used in an OTC cycle and calculate the net price during sales

2.5 Use an ERP tool (SAP) to demonstrate the pricing and partner functions, and analyse material’s inventory movements at different stages 3. Define various production

strategies, explain the forecasting, operation planning and control

processes and use an ERP tool to demonstrate Sales and Operation Planning (S&OP) and Material Requirement Planning (MRP)

3.1 Define production strategies used in manufacturing and logsitics (Make to Stock, Make to Order, Assemble To Order, Engineer To Order) 3.2 Describe the fundamentals of forecasting 3.3 Identify different forecasting methods under the

Quantative and Qualitative categories

3.4 Compute forecasts using Moving Average and

Exponential Smoothing methods

3.5 Recognise the importance of forecasting accuracy

3.6 Measure forecast accuracy using the Mean Absolute

Deviation (MAD) method

3.7 Desribe the Sales & Opertaion Planning (S&OP) processes

3.8 Explain the Material Requirement Planning (MRP)

processes for finished product

3.9 Explain the Material Requirement Planning (MRP)

processes for components used in the production of a finished product

3.10 Perform MRP calculation for a finished product 3.11 Perform MRP calculation for components used in the

production of a finished product

3.12 Use an ERP tool (SAP) to demonstrate the S&OP processes and analyse the MRP results

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4. Describe Purchase-to-Pay (PTP) and special

procurement processesand

use an ERP tool to demonstrate the relevant system functions and steps for each process

4.1 Identify the stages in a PTP cycle and explain the relationship to Material Requirement Planning (MRP) activities

4.2 Explain the relationship and cardinality between the documents used in a PTP cycle such as purchase requisition, request for quotation, purchase order, good receipt and invoice document

4.3 Describe special prociurement processes in PTP

 Subcontracting processes  Blanket Order processes

 Supplier Consignment processes  Scheduling Agreement processes

4.4 Apply special procurement processes to different purchasing scenarios

4.5 Use an ERP tool (SAP) to demonstrate special PTP

cycles, analyse their financial postings and inventory movements

5. Describe the business processes in a production cycle for both discrete and process manufacturing, and use an ERP tool to

demonstrate the relevant system functions

5.1 Identify the master data used in a production cycle 5.2 Identify the stages in a production cycle and their

relationships to Material Requirement Planning (MRP)

5.3 Distinguish between discrete and process

manufacturing

5.4 Explain the benefits of using backflush strategy in issuing raw materials to production operations

5.5 Use an ERP tool (SAP) to demonstrate a production

cycle, analyse inventory movements for operations with and without backflushing strategy

6. Explain different

inventory costing methods, identify and compare the direct and indirect costs involved in the production of a finished product

6.1 Distinguish between perpectual and periodic inventory systems

6.2 Explain different types of inventory costing methods  Standard

 Moving Average

 First In First Out (FIFO)  Last In First Out (LIFO)

6.3 Calculate the cost of goods sold (COGS), ending inventory value and gross profit using different inventory costing methods such as Standard, Moving Avegare, FIFO and LIFO

6.4 Explain the impact of an inventory costing method under different business environments

6.5 Describe product costing and distinguish between the direct and indirect costs invoved in a production 6.6 Calculate product cost using material and operation

costs

6.7 Use an ERP tool (SAP) to highlight data used in inventory costing and product costing

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7. Describe the business processes in a quality control cycle, explain quality management processes and standards and use an ERP tool to demonstrate quality control

7.1 Define quality management and the different levels of quality management (Total Quality Management, Quality Assurance, Quality Control and Quality Inspection)

7.2 List and explain the various international quality standards (GMP, ISO, HACCP, RoHS) in manufacturing and logistics

7.3 Describe the stages in a quality control cycle

7.4 List and describe the document and data associated with a quality control cycle

7.5 Use an ERP tool (SAP) to demonstrate quality control cycle and analyse the inventory movement

8. Describe the purpose of Electronic Data Interchange (EDI), map business

document to an EDI format and use an ERP tool (SAP) to demonstrate the

Business-to-Business (B2B) interface

8.1 Describe EDI in a B2B interface and explain its benefits to businesses

8.2 Identify different international standards for EDI such as EDIFact, ASC X12 and Rosettanet

8.3 List the transmission mediums used for EDI 8.4 Map a business document (Purchase Order) to an

international EDI format (EDIFact) and a SAP IDoc 8.5 List business documents which can be transmitted via

EDI

8.6 Use an ERP tool (SAP) to demonstrate the conversion of SAP IDoc to business document (sales order), and analyse the data of the document created.

9. Describe logistics functions and processes, tranportation management and third party logistics (3PL) services and use an ERP tool to demonstrate the transactions and master data for transportation and storage of goods

9.1 Define logistics cycle and logistic network

9.2 Identify different modes of transport (air, land and sea) and their services

9.3 Define third party logistics (3PL) and explain the value added services that they provide

9.4 Describe the functionalities of a typical Transportation Management System (TMS)

9.5 Explain the purpose and regulation of custom 9.6 Analyse material safety data sheet (MSDS) used for

dangerous goods

9.7 Use an ERP tool (SAP) to demonstrate the transactions and master data relevant for transportation and storage of goods

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SECTION 4: TEACHING AND LEARNING

The teaching and learning approach adopted in this module is primarily problem-based learning.

Problem-Based Learning (PBL)

The module adopts the typical PBL model which involves students working on one problem a day over a structure of three learning phases and one study period.

The characteristics of PBL are as follows:

• A problem is used to trigger learning of new knowledge and skills • Students work in collaborative small groups in the process of learning • The main role of a teacher is a facilitator of students learning

• Students are given the opportunity to construct their own knowledge with the assistance of a facilitator and other suitable scaffolds

• Students are given the opportunity to undergo individual self-directed learning • Students have an opportunity to present their findings/solution

• Students reflect not just upon what they learn but how they went about learning

SECTION 5: ASSESSMENT

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Assessment Methods

Students are assessed based on 2 main components: Continuous Assessment (CA) and Semester Assessments. The students are assessed on their “attainment of knowledge and practical skills”, “engagement with knowledge and practical skills” and “engagement in collaborative learning” for the CA. These criteria focus both on the development of good learning processes and learning behaviors as well as the attainment of skill and knowledge. For the Semester Assessments, the students are assessed on their ability to understand and apply what they have learnt at two points of the semester: Mid Semester Assessment (MSA) and End Semester Examination (ESE).

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Assessment Weighting

The assessment components for this module are the (i) Continuous Assessment (CA) and (ii) Summative Assessment. (SA). The Mid Semester Assessment (MSA) and End-Semester Examination (ESE) will form the SA component.

The breakdown in weightings between CA and MSA/ESE is tabulated below.

Breakdown between CA and MSA/ESE Weighting (%)

 CA 30

 MSA / ESE 70

The weightings for MSA and ESE are shown below.

Breakdown between MSA and ESE Weighting (%)

 MSA 40

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Grading Scale for MSA/ESE

The recommended proportion of questions at Competent, Proficient and Advanced level for the module is shown below.

For Written Tests:

Level of Knowledge and Skills Recommended Proportion in each Test

Competent 55 – 65 %

Proficient 20 – 30 %

Advanced 10 – 20 %

A grading scale specifying the performance standards and corresponding percentage of marks to assign the test letter grade is shown below.

Performance Standards Percentage (%)

of Marks Test Grade

Students able to answer all questions at Competent Level, most questions at Proficient Level and some questions at Advanced Level

80 and above A

Students able to answer all questions at Competent Level and most questions at Proficient Level

75 to less than 80 B+

70 to less than 75 B

Students able to answer most questions at Competent Level and some questions at Proficient Level

65 to less than 70 C+

60 to less than 65 C

Students able to answer most questions at Competent Level

55 to less than 60 D+

50 to less than 55 D (Pass)

Students unable to answer most questions at Competent Level

40 to less than 50 E

less than 40 F

SECTION 6: LEARNING RESOURCES

The resources used for the conduct of this module are as follows: Software

 SAP Enterprise Resource Planning (ERP) System (Primary)  Microsoft (MS) Excel

Reading Materials

 Concepts in Enterprise Resource Planning, 3rd_{Edition, Ellen Monk & Bret Wagner}

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Case Study  http://www.hitachi.com.sg/ict-solutions/case_studies/index.html  http://www.sap.com/solutions/business-suite/erp/customers/index.epx E-Learning / AV materials  http://help.sap.com/  http://www.customs.gov.sg  http://www.unece.org  http://www.x12.org  http://www.iso.org  http://homes.soi.rp.edu.sg/dba/videos/manufacturing/Paint_Making_Videos.avi

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ANNEX A: PROPOSED SCHEME OF WORK Learning Outcomes Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 1.1 x 1.2 x 1.3 X 2.1 x 2.2 x 2.3 x 2.4 x 2.5 x 3.1 x 3.2 x 3.3 x 3.4 x 3.5 x 3.6 x 3.7 x x 3.8 x x 3.9 x 3.10 x x 3.11 x 3.12 x x 4.1 x x 4.2 x x 4.3 x x 4.4 x x 4.5 x x 5.1 x x 5.2 x x 5.3 x 5.4 x 5.5 x x 6.1 x 6.2 x 6.3 x 6.4 x 6.5 x 6.6 X 6.7 x x 7.1 x 7.2 x 7.3 x 7.4 x 7.5 x 8.1 x 8.2 x 8.3 x 8.4 x 8.5 x 8.6 x 9.1 x 9.2 x 9.3 x

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Learning Outcomes Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 9.4 x 9.5 x 9.6 x 9.7 x

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ANNEX B: TEMPLATE FOR ASSESSMENT SPECIFICATION TABLE

Instructions:

MCs are required to:

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prepare a MSA/ESE specification table for each assessment that is set;



align to the recommended proportions of questions as stipulated in Section 5, Assessment; and



list the following in the/assessment specification table:

- The coverage of content standards (e.g. intended Learning Outcomes) of the module;

- The knowledge and skills levels (e.g. competent, proficient and advanced) to be assessed;

- The assessment’s breadth, emphasis and depth (e.g. number of questions and marks

accorded for the Learning Outcomes and levels). Assessment Specification Table Template

Note: Adjust the recommended proportions for other types of MSA/ESE such as practical tests, assignments, etc.

* Each part of the question is be reflected in a separate row, e.g., Q1(a) is one row, Q1(b) is another

Knowledge and Skills Standards Content Standards

Question

No.*

Competent Level (Marks) Proficient Level (Marks) Advanced Level (Marks) 1.1 1.2 Total marks: Percentage of marks:

<x%+y%+z% = 100%>

x% y% z% Recommended proportion: (for written paper)

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ANNEX C: SAMPLE OF A TEACHING AND LEARNING PLAN Not Applicable

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ANNEX D: SENATE APPROVAL Not Applicable

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AMENDMENT HISTORY

S/No. Status/ Amendment

Description

Rev No. Effective Date

(Indicate AY)

Approval (Attach email record of

approval)

1 New Release 00 AY2015 Sem 1

2 01

3 02