Objective Oriented Learning Process Format RBT (OLF)

Branch: EIE/MECH/BIOTECH/EEE

Semester: VII

Subject code & Title: 12K022 ENTERPRISE RESOURCE PLANNING-MATERIALS MANAGEMENT II

Unit/Lesson No: 2/5
T-L tools: PPT/Blackboard

Faculty name: A.Nandhakumar

Topic: Simplification of Physical Inventory

Prerequisite Knowledge:
Physical inventory, Determination of book inventory
1. Topic for Learning through evocation:

2. Topic Introduction:
2.1. General Objective: Students will be able to understand the Simplification of Physical
Inventory
2.2. Specific Objectives: Students will be able to
To be used by teacher as a teaching learning process guideline for classrooms and laboratory

1. List the three steps for combining the physical inventory

2. Recognize the technique of batch input
3. Explain the two steps for carrying out the batch input procedure.
4. Differentiate between sessions that can only be run in SAP systems and those that
transfer data from other systems.
Knowledge Dimension

Taxonomy of Objectives
The Cognitive Process Dimension
Remember Understand
Apply
Analyse Evaluate
1

Create

A. Factual Knowledge
B. Conceptual
2,3
4
Knowledge
C. Procedural
Knowledge
D. Meta
Cognitive
Knowledge
Explanatory Notes: (This is not the notes for the topic. It is an explanatory notes to remember the reason for doing a particular
mapping in the table above)
A. Factual Knowledge: It is a knowledge that contains the basic elements students must know if they are to be acquainted with the discipline or to solve
any of the problems in it.

B. Conceptual Knowledge: It includes knowledge of categories and classifications and the relationships between and among them.
C. Procedural Knowledge: It is the knowledge that takes the form of series of logical steps to be followed. It is more skill oriented and can include
algorithms, techniques and methods.

D. Meta Cognitive Knowledge: It is the knowledge of ones own cognition.

2.3: Key words:

PI documents, Restricted stock, Inventory differences

2.4: Key diagrams (if any):

Fig 5 a. Combining Physical Inventory Steps

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

Fig 5 b Batch Input Sessions

Fig 5 c Carrying Out Physical Inventory with Batch Input Sessions

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

3. Discussion:
The students will be asked to discuss the relevant topic among their team/other team/Faculty. The
students those who have not taken part will be noted and kindle them to do.

4.Mind Map: (It must revolve around the concept)

# Batch input procedure takes place in two steps:

1.Create physical inventory

documents
2. Enter count
3. Post inventory difference

(i) A batch input session containing all

relevant data is generated.
(ii) The batch input session is processed and
the data it contains is imported
into the SAP system.

Batch Input
Combining Physical
Inventory Steps

Sessions
accept
data from SAP
systems:

Administration
of Sessions
Sessions accept
data from other
systems:

Simplification of
Physical
Inventory

Create physical inventory documents without

special procedure
Create PI documents with special procedure of
physical inventory
Block material and freeze book inventory
Set zero count
Post difference

Enter count
Post count and difference
Enter count without reference
Enter count without reference and
posting of difference

5. Summary:
Simplification of Physical
(i) Combining Physical Inventory Steps

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

1.Create physical inventory documents

2. Enter count
3. Post inventory difference
(ii) Administration of Sessions - Batch Input
Batch input is a standard technique for transferring large amounts of data to
the SAP system.
The batch input procedure takes place in two steps:
(i) A batch input session containing all relevant data is generated.
(ii) The batch input session is processed and the data it contains is imported

into the SAP system.

(ii) Sessions accept data from SAP systems:
a. Create physical inventory documents without special procedure
b. Create PI documents with special procedure of physical inventory
c. Block material and freeze book inventory
d. Set zero count
e. Post difference
(iii) Sessions accept data from other systems:
a. Enter count
b. Post count and difference
c. Enter count without reference
d. Enter count without reference and posting of difference
6. Assessment through Stimulating questions/Analogy/New ideas and Concepts:
1. Which menu path do you use to call the administration of batch input sessions?
2. Under what circumstances BAPIs are used.

7. Sample formative assessment questions (MCQs): (There should be minimum of 10

questions/lesson plan):
1. Which of following sessions accept data from other systems:

a. Enter count
b. Post count and difference
To be used by teacher as a teaching learning process guideline for classrooms and laboratory

c. Enter count without reference

d. Enter count without reference and posting of difference
2. Which of the following steps are involved in combining Physical Inventory
i) Create physical inventory documents
ii) Enter count
iii) Post inventory difference
a. (ii) and (iii) only b. (i) and (ii) only c. (i), (ii) and (iii) only c. (i) and (iii) only
8. References: (Books/Periodicals/Journals)
1. Scaling Heights with the Right Training and Support, Education Services, TSCM50
Procurement I Part I and II, Participant Handbook, Instructor-Led Training.
2. Martin Murray, Materials Management with SAP ERP: Functionality and Technical
Configuration, SAP Press; Boston, 3rd Edition.
3. Martin Murray, Materials Management in SAP ERP - 100 Things You Should Know About,
SAP Press; Boston, 2013
4. Mukesh Shukla, SAP Materials Management, Tata McGraw Hill India Ltd, New Delhi, 2nd
Edition.

Verified by Subject Expert:

Approved by HOD:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory