Clase 01 - Fundamentos de Adm. Operaciones
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Clase 01 - Fundamentos de Adm. Operaciones
- 1. SESIÓN 01: FUNDAMENTOS DE LA ADMINISTRACIÓN DE OPERACIONES Docente: Ing. Marco Luis Pérez Silva Email: mperezucv@hotmail.com
- 2. OPERACIONES La administración de las operaciones es la responsable de la producción de los bienes y servicios de la organización, a partir de ser la responsable de la toma de decisión en la función de operaciones y los sistemas de transformación que se utilizan. La Administración de Operaciones es una de las tres funciones principales de cualquier organización (“operaciones”, “marketing “y “administación y finanzas”). Facultad de Ciencias Empresariales - Escuela de Administración
- 9. Funciones - Fabricación Facultad de Ciencias Empresariales - Escuela de Administración Operaciones Finanzas/ Contabilidad Marketing Logística Producción Control de calidad Abastecimiento Fabricación
- 10. Funciones - Banco Facultad de Ciencias Empresariales - Escuela de Administración Operaciones Finanzas/ Contabilidad Marketing Compensación de cheques Planificación de cajero Gestión de transacciones Seguridad Banco comercial © 1984-1994 T/Maker Co.
- 11. Funciones - Compañías Aéreas Facultad de Ciencias Empresariales - Escuela de Administración Operaciones Finanzas/ Contabilidad Marketing Apoyo en tierra Operaciones de vuelo Mantenimiento de instalaciones Servicios de comida (catering) Compañía Aérea © 1984-1994 T/Maker Co.
- 22. EFECTIVIDAD EFICACIA EFICIENCIA PRODUCTIVIDAD ADAPTABILIDAD
- 24. Facultad de Ciencias Empresariales - Escuela de Administración Implica alcanzar el objetivo formulado Se es eficaz cuando se obtiene el resultado esperado EFICACIA
- 25. EFICIENCIA Facultad de Ciencias Empresariales - Escuela de Administración Eficiencia implica alcanzar el objetivo, optimizando la asignación de recursos . Busqueda de la óptima asignación de recursos, minimizándolos. eliminando el desperdicio. (menor costo, menor tiempo, optimo resultado...) La productividad es una medida de eficiencia.
- 26. PRODUCTIVIDAD Relación entre la cantidad de bienes y servicios producidos y la cantidad de recursos utilizados. Productividad Unidades producidas Ingresos Empleados =
Notas del editor
- This is the typical breakdown one finds in many business courses. It may be helpful to the students if you discuss each of these elements in relationship to something you or they have done. Work on a group project, for example, can provide a useful vehicle for the discussion.
- You might pick a company that produces a physical product that will be familiar to the students, ask students to identify the product, and discuss its characteristics. Once the students have identified the physical characteristics of the product, you can ask “What other characteristics does the company believe its product possesses?” This question will often raise the issue of “service.” Companies which might it be helpful to consider include: Xerox - an information management company (not just copiers) McDonalds, Burger King, Wendys - either compare the viewpoints of the three companies, or contrast them to a gourmet restaurant Volkswagen versus Volvo, Mercedes or Rolls Royce.
- Here it is probably useful to look to the students to identify both company and product. You might use the approach of taking one characteristic at a time and asking the students to identify a service that has that characteristic: Unique - wedding planning High customer interaction - health care Inconsistent definition - “consulting” etc.
- At this point, you might approach this and the next several slides by asking students to identify a product (good or service as appropriate) that illustrates each characteristic. You might also ask them to identify products that violate one or more of these distinctions between goods and services.
- You might ask students why standardization is so important. If their answers do not raise the issue, here is a good time to introduce the concept of “setup.” Discussion of Whitney also raises issues of quality control, and even worker training.
- Some students argue that Taylor’s main objective was to get more from the workers. You might discuss the difference between trying to get more out of the workers and trying to improve their efficiency.
- There are several issues which can be raised here: - the individual nature of individuals (not everyone is suited to the same job) - how does one decide what is “proper” training? - perhaps “a poor workman blames his tools;” but a workman may only be as good as his tools - “a day’s pay for a day’s work” - what is a “day’s work”? How do we decide? How do we arrive at a monetary value for this day’s work?
- Assembly lines are widely accepted and used. Are they actually “God’s gift to repetitive manufacturing?” Have students consider the Volvo experiment where teams were used to build automobiles.
- Have students consider why Dr. Deming’s popularity was so great in Japan, but took such a long time to develop in the U.S.
- You might first ask students to consider the conditions under which each of the key variables is most important. Once the conditions are identified, you might list the conditions on the board or screen and ask students to develop a method for comparing various countries on the basis of these conditions. Where would they place the U.S.? Developing countries? Etc.