MIDTERM IN OPERATIONS MANAGEMENT

JOURNAL/ARTICLE REFLECTION

The reflective journal in qualitative research is a written record by the researchers themselves and is written throughout
the research process. A reflective journal includes the details of what the researchers did, thought, and felt while
analyzing the data. Then, the rationale behind those thoughts and percepts are recorded. Keeping self-reflective journals
during the analysis process is a strategy that facilitates reflexivity by using the researchers’ journals to examine “personal
assumptions and goals” and to clarify “individual belief systems and subjectivities” (Russell and Kelly, p. 2 (2002)). By
doing so, keeping reflective journals consciously acknowledges the values and experiences of the researchers rather than
attempting to control their values through methods. In other words, the reflective practice encourages researchers to talk
about the presuppositions, experiences, and actions and rationales behind them during the research process. In this
regard, reflective journals are increasingly becoming visible within qualitative research.

Selecting an appropriate topic to reflect is perhaps the most important aspect of the journal reflection. Students must take
time to properly pick the topic they are going to reflect on. Therefore, it is critical to choose an interesting but manageable
topic of research or journal. Selecting the right topic can also help complete the paper to the highest quality and within the
allocated deadline framework.

This activity aims to provide comprehensive support in the selection of a suitable operations management that can help
students for their future endeavors in their specific field of job operations. All of the topics presented in this piece are
carefully short-listed on the basis of the following important factors;

 A topic must have a recent research interest/popularity in academics

 Data must be available to analyze the recent research; to develop a proper reflection in the form of a step forward
(personal growth factor)
 Topic must be manageable with respect to the availability of time and resources
 The chosen topic should encourage the students to explore and investigate to further their knowledge in their
preferred area
 Journal/Article Reflection Rubric

Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

Content 0-34 points 35-39 points 40-44 points 45-50 points /50
Reflection Reflection lacks critical thinking. Reflection demonstrates Reflection demonstrates some Reflection demonstrates a high
Superficial connections are made limited critical thinking in degree of critical thinking in degree of critical thinking in
with key course concepts and course applying, analyzing, and/or applying, analyzing, and/or applying, analyzing, and evaluating
materials, activities, and/or evaluating key course concepts evaluating key course concepts key course concepts and theories
assignments and theories from readings, and theories from readings, from readings, lectures, media,
lectures, media, discussions, lectures, media, discussions discussions activities, and/or
activities, and/or assignments activities, and/or assignments. assignments. Insightful and
Minimal connections made Connections made through relevant connections made
through explanations, explanations, inferences, and/or through contextual explanations,
inferences, and/or examples. examples. inferences, and examples.
Personal 0-12 points 13-18 points 19-24 points 25-30 points /30
Growth Conveys inadequate evidence of Conveys limited evidence of Conveys evidence of reflection Conveys strong evidence of
reflection on own work in response reflection on own work in on own work with a personal reflection on own work with a
to the self-assessment questions response to the self- response to the self-assessment personal response to the self-
posed. Personal growth and assessment questions posed. questions posed. Demonstrates assessment questions posed.
awareness are not evident and/or Demonstrates less than satisfactory personal growth Demonstrates significant personal
demonstrates a neutral experience adequate personal growth and and awareness through some growth and awareness of deeper
with negligible personal impact. awareness through few or inferences made, examples, meaning through inferences made,
Lacks enough inferences, examples, simplistic inferences made, insights, and challenges. Some examples, well developed insights,
personal insights and challenges, examples, insights, and/or thought of the future and substantial depth in
and/or future implications are challenges that are not well implications of current perceptions and challenges.
overlooked. developed. Minimal thought experience. Synthesizes current experience
of the future implications of into future implications.
current experience.
Writing 0-13 points 14-15 points 16-17 points 18-20 points /20
Quality Poor writing style lacking in standard Average and/or casual writing Above average writing style and Well written and clearly organized
English, clarity, language used, style that is sometimes unclear logically organized using using standard English,
and/or frequent errors in grammar, and/or with some errors in standard English with minor characterized by elements of a
punctuation, usage, and spelling. grammar, punctuation, usage, errors in grammar, punctuation, strong writing style and basically
Needs work. and spelling. usage, and spelling. free from grammar, punctuation,
usage, and spelling errors.
Timeliness Deduct 11 points-overall failing Deduct 6-10 points Deduct 1-5 points 0 points deducted /--
Journal reflection is submitted 2-3 Journal reflection is submitted Journal reflection is submitted Journal reflection is submitted on
days (49-72 hours) after the deadline. 1-2 days (25-48 hours) after within 1 day (24 hours) after the or before deadline.
the deadline. deadline.
TOTAL POINTS (sum of 4 Criteria) /100
Instructor Guide and Notes
 Sharing and discussing your Rubric with students is a good idea so that you can all come to a common understanding of what is expected
for the reflection assignment and how students’ work will be graded. Students should be able to visibly see the Rubric at the beginning
of the activity.

 Rubrics make the process of grading more objective, consistent, and quicker (in the long run).

 Rubrics can also be used when reviewing any grade appeals.

 When grading:
o Pick three students’ journal reflections at random and “practice” grading them using the Rubric so you get a better feel for it.
o Focus on the “Exemplary” mastery level (category) on each criterion before the other mastery levels (i.e., Accomplished,
Developing, Beginning-Unsatisfactory) when evaluating and grading each student’s reflection. The Exemplary mastery level
articulates the highest learning outcome.

 If the rubric doesn’t do what you want, adjust it, as needed. For example, modify mastery descriptions to add “context” for your journal
reflection assignment, if needed. However, be careful to maintain a similar “weighting” of criteria (i.e., “content” should be a
significantly higher weighting than the “mechanics” of the assignment). Also, be aware that the “points” assigned for each mastery level
have been mathematically calculated and proportioned as follows: overall, Exemplary is - 90-100%; Accomplished is - 80-89%;
Developing is - 70-79%; and Beginning-Unsatisfactory is - 0-69%.

 This Rubric will work with both “percentage-based” grading systems and “points-based” grading systems. For percentage-based grading
systems, it is important that the overall points add up to 100 points to work properly with the Gradebook in the course management
system.

 It is recommended that instructors include a “model” of an “Exemplary” journal reflection so students have a frame of reference before
undertaking the assignment.
RESEARCH TOPICS (PICK 2):

TOPIC 1: Operations Management – Comparison between different forecast approaches.

Research Aim: The main goal of this study is to examine various forecasting methodologies used in operation
management. Furthermore, this research offers insight on product operation management and what contributes to
making it more effective. In addition, this study will look at the aspects and effects of various approaches utilized in
product operation management.

TOPIC 2: Intelligent Operation Management during COVID-19

Research Aim: As a result of COVID-19, industries are facing a lack of resources and staff. This situation calls for
Intelligent operation management for continuity of the operation during this challenging situation. This study will analyze
how Intelligent operation management works during COVID-19 discussing its advantages, challenges, and possible
solutions to improve it.

TOPIC 3: The Impact of JIT on improving supply chain efficiency of large retail outlets.
Research Aim: This research aims to identify the impact of JIT on improving the supply chain efficiency of large retail
outlets.

TOPIC 4: Analyzing the operational risks involved in the manufacturing of automobiles and how can
plant managers minimize these risks.
Research Aim: The main aim of this study will be to identify and analyze the major risks that can be experienced by
companies during the manufacturing of automobiles and vehicles while proposing effective strategies that can be used by
plant managers to reduce these risks. In this study, the researcher will use a conceptual model of operational
management, which helps increase the overall effectiveness of automobile industries
Engineering Design Report
Question: Discuss at least two things you learnt or discovered – for example about design 1. Addresses the
or working in groups or the physical world – through participating in the Impromptu assignment question
Design activities.
2. Reflects on direct
Firstly, the most obvious thing that I discovered was the advantage of working as part of a experiences
group [1]. I learned that good teamwork is the key to success in design activities when
time and resources are limited. As everyone had their own point of view, many different 3. Direct reference to
ideas could be produced, and I found the energy of group participation made me feel more the course activity
energetic about contributing something [2].
4. The style is
Secondly, I discovered that even the simplest things on earth could be turned into relatively informal,
something amazing if we put enough creativity and effort into working on them [1]. With yet still uses full
the Impromptu Design activities [3] we used some simple materials such as straws, string, sentences.
and balloons, but were still able to create some 'cool stuff’ [4]. I learned that every design
has its weaknesses and strengths and working with a group can help discover what they 5. Relating what was
are. We challenged each other's preconceptions about what would and would not work. learnt.
We could also see the reality of the way changing a design actually affected its
performance.
Social Science fieldwork report (methods section)
The field notes were written by hand on lined paper. They consisted of jotted notes and 1. Description/
mental triggers (personal notes that would remind me of specific things when it came to explanation of
writing the notes up). I took some direct observational notes recording what I saw where this method.
was relevant to the research questions and, as I was aiming to get a sense of the culture and
working environment, I also made researcher inference notes [1] [2]. 2. Includes
discipline-specific
[3] I found the note-taking process itself helpful, as it ensured that I listened carefully and language
decoded information. Not all the information I recorded was relevant but noting what I
found informative contributed to my ability to form an overview on re-reading. However, 3. Critical evaluation
the reliability of jotted notes alone can be questionable. For example, the notes were not a of method
direct transcription of what the subjects said but consisted of pertinent or interesting
information. 4. Conclusion and
recommendation
Rarely did I have time to transcribe a direct quotation, so relied on my own fairly rapid based on the writer's
paraphrasing, which risks changing the meaning. Some technical information was difficult experience
to note down accurately [3]. A tape recorder would have been a better, more accurate
method. However, one student brought a tape recorder and was asked to switch it off by a
participant who was uneasy about her comments being directly recorded. It seems that
subjects feel differently about being recorded or photographed (as opposed to observers
taking notes), so specific consent should be sought before using these technologies [4].
Prepared by:

EMIL JAY L. TULABOT, MBA

Program Coordinator – Entrepreneurship/Instructor

Approved by:

RIA ALICE S. FLORES, MBA

Dean – College of Management