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Operations Management, 10th Edition Prof Nigel Slack, Alistair Brandon-Jones Nicola Burgess, 2022 Instructor Manual


Operations Management, 10th Edition Prof Nigel Slack, Alistair Brandon-Jones Nicola Burgess, 2022 Instructor Manual

Operations Management

( Instructor Manual)

Operations Management, 10th Edition Prof Nigel Slack, Alistair Brandon-Jones Nicola Burgess, 2022 Instructor Manual

Edition: 10thEdition

Author Name:Nigel Slack, Alistair Brandon-Jones Nicola Burgess,

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Operations Management, 10th Edition Prof Nigel Slack, Alistair Brandon-Jones Nicola Burgess, 2022 Instructor Manual

Operations Management

( Instructor Manual)

Operations Management, 10th Edition Prof Nigel Slack, Alistair Brandon-Jones Nicola Burgess, 2022 Instructor Manual

Edition: 10thEdition

Author Name:Nigel Slack, Alistair Brandon-Jones Nicola Burgess,

contact:

Whatsapp +1 (949) 734-4773

 

for the Facebook page click here 

 

for more books  for  ( Test Bank and Solution Manual) click here

 

 

 

sample free

 

PART ONE
TEACHING GUIDES
Starting out
In teaching, how you choose to present your material will shape your students’ whole view of
Operations Management (OM). How you choose to start a module (course, programme, set of
sessions, etc.) will set the scene for everything else you do. That is why, the first session of any course
is important. It establishes the ‘feeling’ of the course; it sets students’ expectations and it defines the
scope of what’s to come in subsequent sessions. So how should you start? Well the first rule is, ‘don’t
try to be something that you aren’t’. Your personal style of teaching is yours; don’t try to copy
someone else’s style. The front of the class is an exposing place – students can see when you are
pretending. But (and it’s a big but), irrespective of your personal style, there are some things that I
believe (remember this is a personal view) need to be established right at the beginning of a course.
They are given below:
• Operations management is relevant to you.
• Operations management is important generally.
• Operations management is exciting.
How you convince students that OM is relevant, important and exciting will depend on a number of
things, the formal objectives of the programme, the position of the course within the programme,
what personally motivates you as a teacher and so on. But, for me, the key factor is how much
experience of business life the students have. The table summarises how I see the experience of
students influencing how we can convey a sense of relevance, importance and excitement.
Relevance
Relevance means selecting ideas and using examples that have evident meaning to students and
communicating the ideas in an engaging way. Select ideas and examples that have meaning because
they cover the issues that students recognise from their own experience and they are set in contexts
that are familiar to them. So, for example, undergraduate students may have some experience of
working in operations processes through vacation work or formal internships, but many will not. This
does not mean that they don’t have experience of OM processes – they do – but their experience will
probably be as a customer – as someone being processed, rather than someone doing the processing.
There are three implications of this. First, the topics to cover should be operational, process-level
ones rather than the more strategic ones. For example, how are all processes similar at a high level?
What are processes transforming? How are they different? What are their objectives?
Nigel Slack, Alistair Brandon-Jones, and Nicola Burgess, Operations Management, 10e, Instructor’s Manual
10
© 2022 Pearson Education Limited. All Rights Reserved.
Degree of
work
experience
Relevance – it means
something for me
Importance – it has
value generally
Interest – it involves
me
Relatively little
– e.g.
Undergraduate
students
What – operational,
process level content
Examples – processes
where they are customers
Style – one paragraph
local cases and twominute
video clips of local
queues
Consequences of
operations success and
failure focus on what
they can see are
obviously important. For
example, disaster
response supply chains,
poor or good university
processes.
Quirky/unusual
examples
Exploit feelings as
customers, ‘what
infuriates you? What
delights you?’
Experienced
– e.g.
Executive
MBS students
What – Introductory
models, but move quickly
on to the strategic
Examples – A wide range
of sectors
Style – Topical examples
from business/financial
press
Again, the
consequences of
operations success and
failure (‘OM can make or
break your business!’).
Distinguish between
operations that are
‘different’ and those that
are ‘better’.
Quirky/unusual also
works for experienced
students
Emphasise the
challenges facing
operations managers.
Second, the examples should be based on processes that the students have actually experienced,
probably as customers. Avoid ‘widget manufacturing’ examples (at best theoretical and dull, at worst
mystifying and dull) they will mean nothing to most undergraduates. And anyway, the world is not
short of good relevant examples of processes they are familiar with. Third, teaching needs to move
from example to theory, not the other way round. This will demonstrate that the standard OM models
are not separate from their experiences, but are actually a way of explaining experience.
With experienced students such as an executive MBA class, the problem is the same but the solution
is very different. Here the big issue is likely to be that many of the class will think of OM as being of
real relevance only to those actually working in the operations function. The challenge is to establish
the difference between operations as an activity and operations as a function. (Corny trick but it works
– ask the class – ‘who works in operations?’ a few students raise their hands, ask ‘who has internal
or external customers?’ most/all raise their hands, ask ‘who uses resources to create value for the
firm?’ everyone raises their hands, ask again, ‘OK who now works in operations?’) Again, the
introductory models are appropriate, but I find it useful to move quickly onto the strategic
consequences of good OM such as low costs, secured revenue, more effective fixed and working
capital, lower risks and enhanced capabilities. Illustrate this with examples from as wide a range of
industries as possible, always starting with an accessible service example (I use parcel delivery
services such as TNT), but including the sectors represented in the class. This is where the
business/financial press is useful. There are always plenty of examples relating to OM in the Financial
Times or the Economist. With experienced students, you really do have to go beyond the conventional
narrow boundaries of OM if you want to set the subject in a strategic context.
Nigel Slack, Alistair Brandon-Jones, and Nicola Burgess, Operations Management, 10e, Instructor’s Manual
11
© 2022 Pearson Education Limited. All Rights Reserved.
Importance
Convincing students of the importance of OM means that you have to establish its value to any type
of enterprise. For experienced or inexperienced students, this requires exploring the consequences of
operations success and failure. Again focus on what students will clearly recognise as obviously
important. Inexperienced students may not fully understand how good or bad OM affects business,
but they do have an intuitive grasp of the importance of how one organises, for example, disaster
response supply chains, healthcare processes and high-profile (banking?) failures. They fully
understand good and bad University processes. Ask ‘what would happen if we lost your exam
scripts?’ ‘how would it help if we returned your assignment feedback in half the time?’ ‘how could
we do this? etc.’ The same principle applies to experienced students – what are the consequences of
operations success and failure? I use the slightly dramatic headline; ‘Operations Management can
make or break your business!’ Again, use examples of enterprises with reputedly good or bad
operations. However, with experienced students, I think it is useful to distinguish between successful
operations that are ‘different’ from those of competitors (e.g. Amazon, Zara and IKEA) and those
that are broadly similar but they are organised ‘better’ (e.g. Toyota and Four Seasons). Relate this
idea to their own organisations. Ask ‘are you going to improve by being different (to competitors), or
being better?’ This can move on to a discussion of different philosophies of improvement.

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