Matching Supply with Demand: An Introduction to Operations Management 3rd Edition Class Notes

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1Matching Supply with Demand: An Introduction to Operations Management3rdEditionby Gerard Cachon and Christian TerwieschThis documentdescribes our pedagogical strategy, summarizes the materials provided along with the textto aid instructors (i.e., instructor materials), details our copyright policy regarding the instructor materials,andprovides a brief description of how we use the text in our own teaching(e.g., cases, preparationquestions, etc.)Pedagogical strategy:Our guiding philosophy with the design of this textis“real operations–realsolutions”:we provide realcompany cases and real solutions totheir operational challenges while presenting the material in a mannerthatnon-engineering student can understand. In fact, we also like the expression “rigor with relevance”:we do not shy away from rigorous mathematical analysis but our analysis is always focused on relevantoperational problems.Our primary target audience is students in MBA degree programs (daytime, weekend or executive). Eventhough the models we present are quite rich (e.g., they allow for different objective functions and differentperformance measure evaluations) we find that MBA students are capable of mastering this materialandthey appreciatethat thecourse has not been “dumbed down”.In fact, we find that both “quant jocks” and“poets” enjoy the course. Because the text emphasizes models and the qualitative insights from thosemodels, we find that juniorprofessorsare successful in the MBA classroom even with their limitedexperience. Finally, we suspect that the text will work quite well with business or engineer undergraduatestudents.The following is a list of our design features that make this text a useful teaching tool:1.Multiple levels of detail. Each chapter walks students through a case analysis ingreat detail. Butwe find that students sometimes want a quick “how do I do X” solution, so we provide exhibitswithin the chapter that explain to students the steps need to do a particular calculation.Furthermore, at the end of each chapter and at the end of the text there are lists of key equationsfor when students remember the process to do the calculation but can’t remember the particularequation details.2.Little mathematical notation.Students do not have the time or the desire to remember themeaning of many different mathematical symbols or variables. So in many cases we write outvariable names so that there is no confusion, e.g., it is clear what “Expected Sales” means.3.Plenty of practice problems.Students learn by repetition. So we provide enough practiceproblems to satisfy even the most eager student.

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24.Presentation slides linked to the text.We find that the less quantitatively oriented studentsappreciate our in class lectures that cover examples from the text, because then they can read thetext latter for additional explanations and reinforcement. Some of the quantitatively strongstudents would prefer less redundancy, but when we consider the needs of all students, theredundancy is a net winner.5.Excel spreadsheets.We give students spreadsheets that perform the analysis of many of themodels. Students that are able to absorb this material quickly and need to minimize their time onthe course appreciate these tools.6.Statistics Tutorial.Students do not always receive the statistics they need from their statisticscourse. (For example, at our school the Poisson distribution is never mentioned in the statisticscore class.) So we provide a statistics tutorial in the appendix that gives the students exactly thestatistics they need for this text.7.Advanced materials. Some students, the “quant jocks”, often want to know how equations arederived. To satisfy their curiosity, we provide that supplemental information in the Appendix.Summary of Instructor Materials:1.Lecture slides. (Power Point files). These are slides that we use in our course. Many containreferences to cases and problems in the text, but there is additional content as well.2.Solutions to allend-of-chapterproblems in the text.(Word files).3.Text figures. (Power Point). These files contain the figures that are used in the text (and may notbe contained in the lecture slides).4.Case materials. We use a number of cases along with the text in our course and have preparedmaterials associated with the cases, e.g., data students can use to answer preparation questions,case analysis slides, etc.5.Model solvers. We have developed several Excel spreadsheets that help students solve several ofthe model discussed in the text.6.Supplementaryquestions.We providequestions beyond those at the end of each chapter, includingboth quantitative and qualitative questions. We have used these questions infinal exams andhomework assignments.All of our homework and final exams are multiple choice with no partialcredit. We have had a very positive experience using this testing format: students find the formatto be fair, grading errors are minimized (in particular, there is no need to train graders on how tooffer partial credit), grading ambiguities are minimized (students with short answer questions canbe strategic in how they answer even if they do not know the answer), grading time is very quickand question development does not require much more time than typical qualitative or quantitativequestions.7.Sample syllabi.These syllabi are from our courses that use the text and include course policy,timetables, case preparation questions, etc.

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3Copyright policy:All instructor materials that are not included in the actual text are copyrighted by the authors,Gerard Cachon and Christian Terwiesch. Instructors that adopt the text as a requirement for theircourse are free to use these materials and to modify them as they see fit. All others are required toobtain explicit written permission from the authors.Suggested course outline:In our own teaching we use the text in24 sessions (divided between two courses, each with 12sessions)and each session is 80 minutes of class time.The following are the cases we use and thechapters that contain materials associated with those cases:ChapterCaseTopic2-4Toshiba: OME works (HBS 9-696-059)Process analysis2-4National Cranberry(HBS 9-688-122)Process analysis7Executive Shirt (HBS 9-696-071)Process analysis (with batching)8-9Beau Ties (UVA-om-0836)Queuing8-9Manzana Insurance (HBS 9-692-015)Queuing, process design12Le Club Francais (Wharton case)orLL Bean (HBS 983-003)Newsvendormodel13Timbuk2 (Wharton case) orNational Bicycle (Wharton case)Newsvendormodel, reactive capacity13Sport Obermeyer (HBS 9-695-022)Reactive capacity14Hewlett-Packard (Stanford)Order-up-to model, delayeddifferentiation15Barnes and Noble vsAmazon.com(HBS 9-798-063)Risk pooling16We do not use a case.Revenue management17Barilla (HBS 9-694-046)Supply chain coordination, bullwhipeffect17Video Vault (HBS 9-102-070)Supply chain contractingThe followingoutlines the sequence inwhich we present the material. The first set of 12 sessionscovers process analysis, quality,and lean manufacturing. The second set coversinventory andsupply chain management.

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