Introduction to Logistics Management – (SCM 345)

Course Description and Syllabus

Mahyar Eftekhar
Associate Professor of Supply Chain Management
W. P. Carey School of Business, ASU
Office: BA433
Email: [email protected]

Fall 2023
Office hours: 15:00-17:00 on Tuesday, or by appointment.
Schedule: 9:00-10:15 (for 71356), 10:30-11:45 (for 71357) on Tuesday & Thursday
Location: Tempe BA 353

Course Description: In recent years, numerous companies have secured global market domi-
nance through the efficient operation of their procurement, production, and distribution systems.
Such companies consistently deliver high-quality products at lower costs while retaining the flexi-
bility to adapt to market shifts. Today’s business environment, with its global marketplace, neces-
sitates that strategic planning transcends national borders and embraces a worldwide perspective.
It’s not unusual for a company to design a product in Europe, manufacture it in Asia, and then
market it in the USA. Such extensive globalization intensifies the challenges in logistics and per-
formance measurement. The intricacy has only grown in the wake of the COVID-19 pandemic,
pushing companies towards greater agility and resilience. Clear priorities have become elusive.
Long-term growth, employee productivity, immediate financial results, and customer service qual-
ity are all crucial objectives that might need simultaneous attention.

While Marketing cultivates and amplifies product demand, and Finance provides the necessary
capital, it’s logistics that sources raw materials, oversees production, and ensures product delivery
to customers. Logistics represents the strategic planning and coordination of material and person-
nel movement and storage. Its primary aim is to deliver the right product to the right customers,
in the correct location and at the opportune time. This can span from sourcing sub-components
for manufacturing, ensuring product availability on retail shelves, to supplying the appropriate

1
blood type and quantity to humanitarian organizations assisting the injured.

One of the defining features of logistics is its comprehensive perspective of the activities and pro-
cesses under its umbrella. While individual components like procurement, inventory manage-
ment, production planning, transportation, and distribution are pivotal, logistics primarily focuses
on synergizing these elements to enhance the system’s time and space value. As a result, adeptly
managed logistics can substantially boost a company’s returns.

Goals: The primary objective of this course is to equip students with a foundational understanding
of “Logistics and Supply Chain Management,” emphasizing how supply chain decisions influence
performance metrics. Such foundational knowledge is imperative in today’s business environ-
ment where companies can no longer silo their decision-making processes within specific func-
tional areas. Instead, an organization should be perceived as an integrated system, wherein various
functional fields—like marketing, supply chain, and finance—and distinct actors such as suppliers,
manufacturers, and retailers are intricately interlinked. Grasping the interrelationships among
these functions can enhance the system’s effectiveness (in terms of achieving objectives) and effi-
ciency (in terms of accomplishing results at a lower cost), ultimately driving the firm towards its
overarching goals.

Building upon foundational knowledge typically acquired from related courses in Operations Man-
agement, Logistics, and Supply Chain Management, this course delves deeper into the subject mat-
ter. However, we will begin with the rudimentary concepts and definitions to ensure everyone is
on the same page. The course is tailored to arm students with practical frameworks and models,
enabling them to critically assess a company’s logistics operations. Concurrently, students will
gain a robust understanding of the analytical tools at their disposal, which can be employed to
curtail costs and elevate service standards. To encapsulate, the course has three pivotal objectives:
(i) Impart a foundational understanding of the concepts, tools, and techniques pivotal to SCM and
logistics; (ii) Illuminate the interrelation between logistics and other organizational functions; and
(iii) Sharpen students’ ability to dissect and resolve logistics-related challenges.

Pedagogical Philosophy: This course has four components; lectures and class discussions, short
quizzes, course projects, and case cracking:
• Lectures: This is a conceptual course and so at each session, the most significant concepts
and tools of a particular topic will be presented and discussed in class.
• Class participation offers an optional opportunity for students to earn extra points. During
each session, I will pose a number of questions, and those who respond will receive a score
card. Students will receive a participation score at the end of each session, and their average
participation score throughout the semester will be counted towards their class participation
grade. Grading value: 20 points.
• Case cracking is an important part of this course. I will discuss four case studies. Students
should read each case before our discussion in class, and be ready to discuss. These sessions

2
 provide an excellent opportunity to learn case-solving techniques (and also earn extra class
participation bonus points).

• A semester-long project that is designed in collaboration with Deloitte Consulting for our
SCM345. The case will be distributed at the beginning of the semester, and representatives
of Deloitte will be visiting our class to provide further information and answer students’
questions. Students groups are expected to provide a report, and present their case in front
of managers. Groups will be evaluated by our guest managers including those from Deloitte.
(More details will be provided in class.) Grading value: 140 points (average of report
and presentation)

→ If a student is absent (without solid justification) during their group’s presentation,

they will not receive any grade for the presentation.
→ Teammates’ comments about individuals’ performance will be counted to evaluate
each student.

• Two supply chain simulation games that reflect a good summary of analytical parts of this
course. Each game takes one week, and students are expected to apply the tools they learned
in service management, forecasting and inventory management classes. Students will be
evaluated based their overall ranking in two classes! Grading value: 140 points. Game
one values 60 points and game two 80 points.

→ Teammates’ comments about individuals’ performance will be counted to evaluate

each student.

• Regular quizzes will be conducted throughout the course. All quizzes are scheduled for
Thursdays and will be held online. We will have a total of eight quizzes. To evaluate each
student’s performance, I will sum the five highest scores, plus the score earned from the
inventory chapter. For the timing of each quiz, please refer to the syllabus. Grading value:
120 points.

→ Make sure to read the relevant references, in addition to handouts, to prepare for each
exam! This is because at each class, we may not be able to fully cover a chapter.

• The final exam is optional, and if students choose to take it, their quiz scores will automat-
ically be dropped out i.e., it will NOT be considered to calculate their final grade. In other
words, the final exam completely substitutes the quizzes. Grading value: 120 points.

Grade conversions are as follows: A+ (above 388), A (372–387.9), A- (360–371.9), B+ (348–

359.9), B (332–347.9), B- (320–331.9), C+ (308–319.9), C (292–307.9), D (268–291.9),
E (below 268).

To be eligible to pass this course, a student must achieve a cumulative score of at least 50% across
all exams. This means that the average score from the six quizzes or the score from the final exam

3
must be above 60.

Required Textbooks and References: To develop the course materials, multiple references has
been used listed below. I will distribute handouts, and all reference textbooks are available at my
office for those who would like to borrow a reference for further reading. (Details will be explained
in class.)

1. Coyle, J.J., C.J. Langley, B.J. Gibson, R.A. Novack, and E.J. Bardi (2013), Supply Chain Man-
agement: A Logistics Perspective (9th Ed.). South-Western – Cengage Learning, Mason, OH.

2. Cachon, G. and C. Terwiesch. (2013) Matching Supply with Demand: An Introduction to

Operations Management (3rd Ed.) McGraw-Hill.
3. Christopher, M. (2016) Logistics and Supply Chain Management (5th Ed.) Pearson: NY.
4. Webster, S. (2009) Principles of Supply Chain Management (2nd Ed.) Dynamic Ideas.
5. Slack, N. and M. Lewis (2015) Operations Strategy (4th Ed.) Pearson.

The following case studies are required for this course:

1. Polaris Industries Inc. Sunil Chopra. Kellogg School of Management (KEL725)

2. Grocery Gateway: Customer Delivery Operations. Fraser Johnson. Ivey Publishing (902D03)
3. A-CAT Corp.: Forecasting. Jitendra Sharma. Ivey Publishing (W13377)
4. Greendust: Revolutionizing the Return Process. Gangwar Sharma et al. Ivey Publishing,
(W16502)

To purchase these cases, please use: https://hbsp.harvard.edu/import/1077162.

Schedule: Any change will be posted on Canvas, so please check it regularly. For those who
choose to take the final exam, it is on Thursday December 7, at 7:30 am.

4
 S Date Topic Reference (in addition to handouts) Assignment
1 08/17 Introduction Webster (Ch. 1) & Christopher (Ch. 1)
2 08/22 System slack Webster (Ch. 3)
3 08/24 Logistics strategy Slack & Lewis (Ch. 1 & 2) Quiz (S1-2)
4 08/29 Logistics strategy Slack & Lewis (Ch. 1 & 2) Assemble your team & inform me!
5 08/31 Global logistics Christopher (Ch. 10) Quiz (S3-4)
6 09/05 Order management Coyle et al. (Ch. 8)
7 09/07 Service role of logistics Coyle et al. (Ch. 8)
8 09/12 Forecasting methods Coyle et al. (Ch. 7)
9 09/14 Forecasting methods Coyle et al. (Ch. 7) Quiz (S5-7 only conceptual)
10 09/19 Introduction to Deloitte Consulting Case by Benjamin Ruh Read the case before class!
11 09/21 Forecasting methods A-CAP case discussion
12 09/26 Inventory management Webster (Ch. 6; pages 115–131)
All teams are expected to (i) update me about their progress, and (ii) share feedback about their teammates’ involvement.
13 09/28 Inventory management Webster (Ch. 7) Quiz (S8-9 & 12 only conceptual)
14 10/03 Inventory management Webster (Ch. 7) Simulation game 1 starts at 12:00 pm.
15 10/05 Inventory management Cachon & Terwiesch (Ch. 14)
10/10 Fall break: No class!
16 10/12 Review Session Quiz (S6-9 only calculation)
17 10/17 Virtual Q&A about the Deloitte Case with Benjamin Ruh Submit your report for Game 1
18 10/19 Distribution & warehousing Coyle et al. (Ch. 11) Simulation game 2 starts at 12:00 pm.
19 10/24 Supply chain relationship Coyle et al. (Ch. 4)
20 10/26 Transportation Coyle et al. (Ch. 10)
21 10/31 Finance & OM + Presentation remarks Cachon & Terwiesch (Ch. 6)
22 11/02 Case discussion: Growing pains from acquisitions by Dustin Weil Quiz (S18-20)
All teams are expected to (i) update me about their progress, and (ii) share feedback about their teammates’ involvement.
23 11/07 Humanitarian logistics Submit your report for Game 2
24 11/09 Reverse logistics Blackburn et al. & GreenDust Case Quiz (S12-15 only calculation)
25 11/14 Visiting Gatorade plants, by Apollonnia Akabay Submit the project report by 11:59 pm.
26 11/16 Network design Polaris case discussion Quiz (S21, 23-24)
27 11/17 Extra: All groups will present their project. Time interval: 8:00 am to 12:00 pm. Location will be determined.
28 11/21 Last-mile-delivery Grocery Gateway case discussion
11/23 Thanksgiving. No class!
29 11/28 Career Quest: Supply Chain Pathways and Pro Tips for Job Seekers by Mindi Levinson (Kinaxis); On Zoom – Optional
11/30 No class

Remark: All quizzes are closed-book, even though they are administered online. Each quiz contains
random questions designed to assess whether a student is using external resources for answers. As a
result, I reserve the right to request certain students to retake some exams in my office for verification
purposes.

5
Performance of Supply Chain Simulation Game: This is a group activity where we will en-
gage in two online supply chain games. Each game is designed to span over a period of seven
days. Both games function as online supply network simulators, providing a dynamic platform
for students to explore various aspects of supply chain management. In each game, students will
have the opportunity to set production and inventory control parameters, select from different
transportation options, and decide when and where to add new factories and warehouses. The
ultimate goal for each team is to maximize its firm’s cash position by the end of the game. Critical
thinking is key in this activity. Teams must thoroughly analyze the game mechanics and develop
a winning strategy.

This semester, I will run the game for both SCM345 classes at the same time. Groups of both classes
will be competing against each other. Therefore, the evaluation of each team will be based on their
ranking among teams of both classes. The ranking score is distributed as follows:

Rank Grade
1st Full-mark
2nd 95%
3rd 90%
4th and 5th 85%
6th, 7th and 8th 78%
9th and 10th 72%
11th and 12th 65%
13th and 14th 58%

Submitting reports for these games is optional. However, groups have the opportunity to
submit a report to recover up to 10 points they might have lost due to a lower ranking. Such a
report should be three pages in length, double-spaced, using the 11-Cambria font, and 1” margins
on all sides. If additional information is needed, such as detailed calculations or data not provided
in the case, groups can include up to three appendix pages. Exceeding this page limit will result
in an 3-point deduction. Reports should detail (i) What the group did; (ii) what actions could have
led to better results; and (iii) an analysis using concepts and calculations from lectures to support
the team’s conclusions. Reports are of paramount importance! Each group must articulate – in
clear, plain English – the strategies they employed, the reasons for their specific decisions, and
how they could improve if they were to replay the game. The primary objectives of this exercise
are to:

• Foster teamwork and enhance team problem-solving skills.

• Develop proficiency in observing and analyzing operational data from a real-world scenario.

6
 • Apply supply chain management techniques and concepts in a practical context.

How to set up the game…?

Remark: Purchasing this game is mandatory for two primary reasons: (i) copyright considera-
tions, and (ii) active participation in team decisions. All students must have full access to the game
to effectively contribute to decision-making. Those who do not will not be awarded any grade for
this component.

Step 1 Students must purchase individual access codes. A link to our virtual store is provided on the
team registration page. It takes students to http://mgr.responsive.net/Manager/ShowClient.
Your institution name is “Arizona State University”. The product is titled “SC Code for Pro-
fessor Eftekhar”. Price will be $24, payable by MasterCard, Visa, Discover or American
Express cards.

Step 2 Students can register their teams at https://op.responsive.net/sc/eftekhar/start.html.

To register, they need BOTH the code they purchase and the course code “carey”. Please wait
for me to explain how to choose the name of your team.

Step 3 Students can access a description of the first assignment at https://op.responsive.net/

sc/eftekhar/Assign1/

Step 4 Students can access a description of the second assignment at https://op.responsive.net/

sc/eftekhar/Assign2/

Step 5 Once the simulation begins, students can access their teams at https://op.responsive
.net/sc/eftekhar/entry.html

Deloitte Case Study Report and Presentation

This is a team project, and all teams are required to work on a single case study identified at the
beginning of the semester. This project has been developed in collaboration with industry profes-
sionals. (Detailed requirements for this project will be explained in class.)

All groups must email me their analytical report before the deadline. All reports will be shared
with practitioners to grade each group’s performance. I will send a “confirmation message” once
I’ve received your report. If you don’t receive this confirmation, please re-send the document. Af-
ter submission, your solution cannot be modified. I will only grade the version officially emailed
to me before the deadline. Late submissions will not be accepted. The email subject should be:
[Team Name] - [Case Title].

Report format:

• Cover Page: This should list the team members and the group title.
• Main Report: Limited to four pages, double-spaced, using font 11-Cambria, with 1” margins
on all sides. Reports exceeding this limit will be penalized by 20 points.

7
 • For detailed calculations (e.g., forecasting, demand patterns, etc.), teams may include up to
four appendix pages.
• A well-structured report that aligns with course concepts and demonstrates comprehensive
calculations will typically receive full marks. Reports should include:
– Executive Summary: A brief summary (under 200 words) outlining the problem and
the team’s primary recommendation(s).
– Analyses and Recommendations: Depth, clarity, and quality of analysis are paramount.
The report should demonstrate students’ understanding of fundamental logistics con-
cepts and tools. The feasibility of recommendations is preferred over verbosity. Grad-
ing criteria include: understanding of the case, use and articulation of course con-
cepts/tools, discussion on the estimated success rates and performance impact of rec-
ommendations, inclusion of analytics (e.g., calculations, data analysis), validity of the
analytics, and overall writing quality, including adherence to format, justification of
recommendations, and writing precision. Please consider that your recommendations
should be well justified and connected to the analyses you present.

Note: All reports will be checked for plagiarism electronically. Reports with over 10% matching
content will be scored zero, and the students will be referred to the office of academic integrity.

Grading the Oral Presentation:

All groups must present their case, either at ASU or the company’s site (to be determined). Ev-
ery group member should actively participate in the presentation, which should not exceed 15
minutes. Key grading components include:

• Introduction quality and engagement.

• Clarity and organization.
• Effectiveness of slides and visual aids.
• Presentation delivery, including speaker confidence and body language.
• Time management.
• Quality and precision of answers to questions.
• Overall engagement and retention of audience interest.

General rules and remarks:

• While the project reports and the presentations will be a group effort, each group member
will be graded individually. The individual grade will be calculated by considering peer
reviews for each group member. The peer reviews are confidential and will be submitted by
each group member for the other group members along with each of the final report. Group
members will be graded by their peers in accordance with the form (posted on Canvas).
A peer evaluation grade will result from averaging these evaluations across the reviews
submitted by all teammates for each member.

• Unless a computational error has been made, grades will NOT be changed after the end of
the semester. There will be NO extra-credit opportunities other than those mentioned above.

8
 • Assignments (e.g., project reports) must be turned in on the day it is due at the beginning of
the class. Late reports will NOT be accepted. All homework assignments will count towards
final grade. If a student cannot (or chooses not to) submit one of the homework assignments
for any reason, that assignment will receive the grade zero.
• I expect that:
– Students will attend class regularly and on time. Repeated lateness may result in a
student being asked to leave the class session and it affects their final grade negatively.
– Students will come to class prepared, including completing the reading and other as-
signments.
– Students will turn all assignment in at the beginning of the class on the day they are
due, unless other arrangements have been made beforehand.
– Students will conduct themselves professionally during class periods. Unethical behav-
ior that disturbs the class may result in being asked to leave the classroom. I reserve
the right to assess students’ behavior in the classroom. Generally, an action that results
in disturbing the speaker or other students will be considered an “unethical” act.
– Use of cell phones, reading text messages or emails are prohibited. It may result in
a student being asked to leave the classroom and affect their final grade negatively.
Using laptops to take notes in forbidden in all classes I teach. Students are asked to use
papers to write notes.
• “Incomplete Grades:” grades of “Incomplete” will not be given, unless students can ade-
quately justify inability to complete the coursework due to personal impediments, such as
illness.
Students with Documented Disabilities: If you have need for reasonable academic accommodation
by virtue of a documented disability, please contact your instructor as soon as possible (within the
first week of classes) to discuss your needs. Students with documented needs for such accommo-
dation are required to meet the same achievement standards for this class as all students; accom-
modations may be made in terms of how such achievement is demonstrated. Students without
documentation may not receive accommodation.

Students Requiring Other Types of Accommodation: If you have need for academic accommoda-
tion due to a family obligation, because of a job interview, or by virtue of your religion, please
contact your instructor to discuss your needs. Exams and assignment deadlines are not subject
to change unless accommodations are made early in the term (i.e., within the first week of classes).

No Extra Credit: Your course grades are based on the above information. There will be no extra-
credit opportunities. Please do not ask for exceptions.

No “Incomplete” Grades: Grades of “Incomplete” will not be given, unless students can adequately
justify inability to complete the coursework due to personal impediments, such as illness.

9
Grade Appeals: Should you have any concerns about a grade you received for a deliverable in the
course (an assignment, exam, etc.), please submit it in writing via email to the instructor after 24
hours of receiving the grade, and during a 48-hour time window. Please state in your email the
reasons for your concerns. Requests to review a grade for a particular deliverable in the course
will be considered up until 3 calendar days after you received the grade. Unless a computational
error has been made, grades will not be changed after the end of the course. Please do not come
to my office with “extenuating circumstances” for why your grade should be changed. You are
welcome to discuss with me concerns regarding your progress during the course as deliverables’
grades are handed back to you.

Disclaimer: The contents of this syllabus are subject to change in the event of unforeseen circum-
stances during the course. Students will be notified promptly if changes were to occur. If you have
concerns in the event of any of such of those changes, please notify the instructor within a week
after the announcement of the change.

Updated on August 18, 2023

10