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OPMA 5361 Operations Management

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  • Course Code: OPMA 5361
  • University: University Of Texas Arlington
  • Country: United States


  1. This document provides the rules of engagement for the Reading Article and Case Study Analysis and Presentation component of the course. 
  1. This course track serves a dual purpose. Presentations sessions will (a) develop course related concepts in class while (b) enhancing teamwork, communication, and presentation skills. 
  1. This track will enhance students’ ability to compete effectively in student competitions and in job interview cycles—students are encouraged to practice winning every day! 
  1. Each three-person research team will be assigned to analyze one Reading Article or one Case Study and present the results of their analysis to the class on a specified date. 
  1. Each team’s Reading Article or Case Study presentation will be followed by (a) a Q&A session with questions from the class and from the instructor, and (b) the instructor’s summary discussion and critique. 
  1. The Reading Article or Case Study presentation, including the Q&A and discussion, will be graded—with the maximum of 50 points specified in the Syllabus for “Article/Case Study Analysis.” 
  1. Each team will prepare a PowerPoint file for its Reading Article or Case Study presentation. The team number and all team member names (listed alphabetically by last name) must be on the initial exhibit. 
  1. The PowerPoint file will be submitted via the assignment link in Blackboard 24 hours in advance of the class meeting in which the team’s presentation is scheduled. 
  1. At the conclusion of each presentation and Q&A/discussion session, the instructor will provide a verbal critique with constructive criticism of the team’s presentation. 
  1. The in-class critique is intended to improve presentation skills for all class members—and with that in mind, grading standards will be higher for teams that present later in the semester. 
  1. To support the maturation of the skills development process for the class, the first five teams to present will not lose grade points for any critique points raised by the instructor in class. 
  1. After the three-person research teams are formed, the first five teams to volunteer to present early in the semester (as per e-mail time stamps) will be assigned to the first five scheduled Reading Articles and Case Studies. 
  1. An acceptable (but not the only possible) format for the presentation will be:
  • Introduction and summary of the facts of the Article or Case
  • Identification of the three (or more if needed) major issues raised by the Article or Case
  • Alternative takeaway points, solutions, or courses of action considered
  • Recommended key inferences, solution or course of action, with reasons for this choice
  • Conclusion with takeaways and linkage to course content, concepts, and principles 
  1. Each team will have a fixed limit of 10 minutes for the planned portion of the presentation. This allows 15 minutes for Q&A and instructor discussion/critique in a 25-minute time slot. 
  1. Each team will receive a warning or alert 9 minutes after their presentation begins, and will be required to stop presenting at the end of the 10th minute. 
  1. Presentation content that is not delivered due to the “hard stop” at the end of 10 minutes will not be recognized for grading purposes—so time control is an important part of the assignment. 
  1. Each team member is required to participate in the in-class presentation. If a team member is not available on the scheduled presentation date, the team will incur a 10-point grade penalty. 
  1. The Case Study Analysis and Presentation grade for each team will be determined as follows, with 10 points assigned to each evaluation element: 
  • Quality of analysis, including linkage to course content, concepts, and principles.
  • Presentation quality, with emphasis on effective communication and storytelling.
  • Effective Q&A performance, including ability to generate questions from the class.
  • Quality of the PowerPoint file, including effective graphics, innovation, and originality.
  • Presentation energy and memorability—would this be a highly-ranked entry in a student competition? 
  1. Each team’s grade for the Article/Case Study Analysis and Presentation will be recorded in Blackboard, with specific feedback provided in the team’s private Group Discussion Board. 
  1. If any team member withdraws from the course or is otherwise unable to participate, the Article/Case Study Analysis and Presentation will be completed by the remaining team members. 
  1. Each student is responsible for selecting teammates that can perform effectively in the Article/Case Study and Team Project components of the course. 
  1. Peer reviews are not needed unless a team member’s participation is virtually useless or non-existent. Peer reviews, if needed, will be submitted to the instructor via Blackboard e-mail.
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