《运营管理-日产(2010英文版)》.ppt

* Using this and subsequent slides, you might go through in more detail the decisions of Operations Management. While greater detail is provided by these slides than the earlier one, you may still decide to have the students contribute examples from their own experience. * * * * * Ask your students for input here. Look for positions that they or their parents have filled. You might also ask them (a) what positions they are seeking upon graduation; and (b) to “predict” how demand for workers in each of these areas is likely to change over time, and why. Finally, have them consider the skills required of the occupants of each position * You should stress that the time-based historical perspective is only one way to look at the development of Operations Management, outcome focus is another. * You might ask students why standardization is so important. If their answers do not raise the issue, here is a good time to introduce the concept of “setup.” Discussion of Whitney also raises issues of quality control, and even worker training. * Some students argue that Taylor’s main objective was to get more from the workers. You might discuss the difference between trying to get more out of the workers and trying to improve their efficiency. * There are several issues which can be raised here: - the individual nature of individuals (not everyone is suited to the same job) - how does one decide what is “proper” training? - perhaps “a poor workman blames his tools;” but a workman may only be as good as his tools - “a day’s pay for a day’s work” - what is a “day’s work”? How do we decide? How do we arrive at a monetary value for this day’s work? * Ask the students: So what? Get them to think about task performance at various levels of detail. - How does one determine the most efficient motions to be used? - How does one “balance” the performance of a task so that one limb does not bear an excessive load? - How can one “design a job” before actual