汽车生产运作管理概括.ppt

At this point, you may be most interested in getting the students to think. Ask questions such as: - Why did Whirlpool go global. - What did they do? - Why did they not simply try to serve the global market from a single manufacturing center in the U.S.? At this point, look more for answers that are thoughtful and show insight than answers that are strictly correct. With this Whirlpool example, you might try to stress: 1. Achieving the desired change in outcome required a change in attitude throughout the whole organization 2. Management must “walk the talk,” e.g., lead by example 3. Success will not come without employee empowerment (changes in information technology create changes in the organizational power structure) 4. Successes need to be celebrated and all members of the organization need to have a share in the payoffs. Two additional points: 1. Any activity is an “operation” 2. No company produces only “goods” - service is a greater or lesser part of any product. (Discuss this in more detail later) One might ask students to consider: - marketing = deciding what is needed - finance = securing resources - operations = doing it! What are the limitations of this perspective? Here is the point at which you can add to your discussion of the three business functions. In an effort to encourage student participation, you might allow students to lead the discussion as to the nature of each function, while you lead the discussion as to the relationship of the individual functions to the larger business. Initiate a class discussion about how these functions expand as the firm grows and how new activities have become important (i.e., MIS and Human Resources) Students can do the math! It may be useful to show a more detailed breakdown of cost-of-goods-sold, and illustrate the contribution to cost-of-goods sold of marketing, finance/accounting, and operations. It may also be helpful to use this data to introduce and illustrate fixed and variab