This paper discusses the benefits of restructuring the introductory undergraduate production and operations management (pom) course to improve its pedagogical effectiveness and to better convey the importance of integrating logistics planning activities. The introduction of a dynamic integrative semester‐long case study which involves students in applying pom concepts and tools through a simulation game is reported.
Manufacturing in Eastern European countries is in transition to open‐market competition. One transitional issue is university education for operations managers from the perspective of business practitioners. Survey responses by 203 manufacturing professionals from 83 companies provide recommendations for operations management education at the University of Sibiu in Romania. The recommendations substantially reorient curricula that traditionally prepared students for professions in centrally controlled economies rather than for open‐market competition. The redesigned curriculum has an educational advantage in its integration of production, marketing, and engineering, all under one college of engineering. However, the curriculum is inconsistent with some tenets of quality management and just‐in‐time production. Also, survey data imply a need for coverage of competitive manufacturing strategy that, currently, is underrepresented in the curriculum.
This study examines the effects of using different priority rules at different stages of a multistage, flow‐dominant shop. A simulation model is constructed of a manufacturing system comprised of three stages: gateway, intcrmcdiatc, and finishing. As is typical of a flow‐dominant shop, the overall flow of the simulated system (gateway to intermediate to finishing) is consistent with a flow shop, but processing in the intermediate stage involves multiple work centers and resembles a job shop. Shop performance is observed when four well‐known priority heuristics are applied in different combinations in the gateway, intermediate, and finishing stages of the process. Multiple performance measures addressing the strategic objectives of delivery speed and delivery reliability are recorded under two different shop load conditions. Results show that the measures of both delivery speed and delivery reliability are affected by the priority rule combinations, and that a tradeoff exists between average performance and consistency of performance. Certain priority rule combinations affect performance in predictable ways, allowing the user to assess tradeoffs between delivery speed and delivery reliability.
This paper considers a problem of optimal buffer allocation in cyclic asynchronous mixedmodel assembly lines with deterministic processing times. An analytical model is used to provide new insights into properties of optimal buffer allocation, that is, a buffer configuration that guarantees the highest possible throughput rate on the assembly line with a minimum number of buffers. Optimal buffer configuration is characterized, and an efficient algorithm to find such a configuration is developed. The approach proposed in this paper also provides insights on how to allocate a given number of buffers to workstations on the assembly line to maximize the throughput rate.
The problem of production planning and setup scheduling of multiple products on a single facility is studied in this paper. The facility can only produce one product at a time. A setup is required when the production switches from one type of product to another. Both setup times and setup costs are considered. The objective is to determine the setup schedule and production rate for each product that minimize the average total costs, which include the inventory, backlog, and setup costs. Under the assumption of a constant production rate, we obtain the optimal cyclic rotation schedule for the multiple products system. Besides the decision variables studied in the classical economic lot scheduling problem (ELSP), the production rate is also a decision variable in our model. We prove that our solutions improve the results of the classical ELSP.
Motivating students to learn and apply operations management concepts is an important aspect of the learning process in an operations management class. While an emphasis on techniques and pedagogical technology has some motivational benefits, this paper proposes an emphasis on student/teacher interaction and a deeper understanding of complex situations. To support this approach, publishers should provide the materials to effectively use the new classroom technologies and the tools to support a wide variety of teaching styles. In addition, publishers should provide creative cross‐functional simulations so that students can understand the role of operations management in the context of the firm. Finally, rich decision‐making environments are needed to put the students in more realistic situations.
We describe a “learn‐by‐doing” approach that involves the following three phases designed in part to integrate management and engineering curricula and instill a continuous learning philosophy: (1) involve cross‐functional teams as “process and business owners” in a replica of a real‐life manufacturing/design problem (Do), (2) require teams to not only learn by doing but to then apply or implement what they have learned in phase 1 (Apply), and (3) share best practices and knowledge gained with subsequent participants (Document). These last two phases are essential and potentially the most valuable but are often ignored in the learning process. They can be accomplished either manually or through the use of an electronic bookshelf (e.g., company or school intranet), which is a database system used to collect and store templates of best practices, collective wisdom, and related information associated with learning and operational activities. We describe two of several educational packages we have developed and discuss their impact on our teaching, our students, and practitioners.
We offer a view of operations management in the future based on a mapping of the field's history. We discuss issues raised by this view of the future that we expect will affect those who will teach and conduct research in operations management.
This paper empirically investigates the effect of advanced manufacturing technology on process stability during flexible production in a process industry. A sample of 61 North American fine paper plants is used to examine the relationship between the level of automation installed for controlling changes between paper grades and the incidence of paper web breaks. These web breaks are catastrophic failures; they require the entire plant to be stopped, reinitialized, and restarted. Because a large fraction of breaks occurs shortly after changeovers, they are an important determinant of the aspect of plant flexibility, called mobility, or the ability to move between products with only small penalties. In an attempt to ensure stable and mobile production, many plants have implemented changeover automation. We find, however, that higher levels of this automation are significantly associated with higher rates of catastrophic failure among the plants studied. We suggest that this finding becomes less paradoxical when considered in light of a recent stream of research on advanced manufacturing technologies, loosely called the usability perspective. According to this perspective, automation designed and implemented with the narrow, technical goal of replacing human operators or removing their discretion over a production process is misguided, especially in environments in which requirements are changing rapidly.
It is well known by systems thinkers that the behavior of complex systems (for example, the company as a whole or the operations subsystem) depends upon their structure (the set of system variables and their interrelationships). In our opinion, the methods and tools presently used for production and operations management (pom) teaching are insufficient to cope with an ever more complex reality. Over the last few years, the research group GIdEao, following an original idea (Machuca 1992a, 1992b) has been developing transparent‐box business simulators (TBBSS) based on systems thinking and system dynamics models; the aim was to maintain the advantages of the existing didactic tools while mitigating their drawbacks. The most distinctive feature of TBBSS (as opposed to the traditional black‐box business games) is that the structure of the system to be simulated is always accessible to the users, who can thus reflect on the causes underlying the results obtained and thereby improve decision‐making and the learning process. We will show how to work with TBBSS, and we will comment on the results obtained in an empirical experiment which aims to measure the influence of TBBSS on the learning process.