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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