Teaching quality in logistics

The quality principles, beliefs, and tools that students need to function in today's corporate environment are identified, how these can be applied to the logistics academic discipline is discussed, and some pedagogical issues that arise in incorporating quality into a logistics curriculum are...

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Bibliographic Details
Published in:Journal of business logistics 1993-07, Vol.14 (2), p.41
Main Authors: Novack, Robert A, Grenoble, William L, Goodbread, Nancy J
Format: Article
Language:English
Subjects:
Business community
Business schools
Colleges & universities
Curricula
Customer services
Education
Educational leadership
Logistics
Pedagogy
Principles
Process controls
Product quality
Quality improvement
Quality management
Role models
Students
Success
Teaching
Total quality
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Summary:The quality principles, beliefs, and tools that students need to function in today's corporate environment are identified, how these can be applied to the logistics academic discipline is discussed, and some pedagogical issues that arise in incorporating quality into a logistics curriculum are addressed. An important transition to quality is a change in organizational culture through a change in quality principles and beliefs. It is imperative that the logistics educator reinforce quality these principles and beliefs in the course materials. Some of them are: 1. customer satisfaction, 2. continuous improvement, and 3. empowerment. Some of the common tools used in quality programs are: 1. customer service audits, 2. statistical process control, and 3. quality function deployment. Some of the evolving paradigms that logistics students must know to be successful managers in today's environment are: 1. directing versus coaching, 2. managing empowerment, 3. fostering teamwork, and 4. leading versus managing.
ISSN:0735-3766
2158-1592