Beruflich Dokumente
Kultur Dokumente
19,2
Service operations
management: return to roots
Robert Johnston
104 Wanvick Btisiness School, University of Warwick, Coventry, UK
Introduction '
"Service" captured the interest and imagination of operations management (OM)
academics in the 1980s. The service movement was driven, in part, by a
realisation that classes were filled with students who would be, or were, involved
in non-manufacturing tasks. There was some disillusion felt with the existing
operations management material, by both the students and by academics.
Economic batch quantities, line balancing and stock control are just a few of the
topics widely taught then which bore little relation to the key issues faced by
managers running service operations. That is not to say that these tools and
techniques were of no value, but customer service, service quality and service
design were centra! issues facing many service operations managers, yet there
were no tools or techniques to help them in these matters.
The need for service-based material was also timely. It matched the emerging
realisation of the importance of the customer and a more customer-oriented view
of operations. This was a significant shift away from the more internally-focused
efficiency view of operations management. It also fitted with a growing
"strategic" trend in operations. This questioned the traditional reactive role of
operations and attempted to make the subject more market-oriented by
understanding how operations could not only support but also help develop a
strategic advantage (see for example Hayes and Wheelwright, 1984; Hill, 1985,
Inlemational Journal nf f)peTations
1989; Skinner, 1974,1985).
& lYoduaion Management,
Vnl,19No.2,l999.pp.lM-124,
Service operations have great appeal, and they are all around us. There is a
<0 MCB University Press. 0144-3577 plethora of examples and experiences and, indeed, research data that can be
gleaned from everyday life: service operations are all-pervasive. They are Service OM:
therefore a normal part of our students' lives. They can easily relate to the return to roots
problems of scheduling hospital beds, the layout of a multiplex cinema or the
quality of a retail encounter. Although undoubtedly important, car factories,
paper mills and plastic coating lines can seem remote from many people's lives.
Furthermore, each one of us is almost constantly playing out some role or other
within a service operation. As students sit in a lecture they are playing a part in 105
a service experience, just as we are delivering, or rather orchestrating, that ^ ^ ^ ^ ^ ^ ^ ~ ^ ^
service. As they go to the library, or to eat, or to socialise, they are having
interactive service experiences. Service "factories" are everywhere; "The mall is
my factory" is the title of a reflective piece on service operations by Chase (1996).
Operations academics, just like operations practitioners, tend to be
enthusiasts. On plant tours, students experience their teacher's fascination and
insights into the processes and the systems and procedures that support them.
Student feedback lays testimony to their enthusiasm, understanding and
fascination with all things operational. Service operations are even more
compelling. The full title of Chase's paper is "The mall is my factory: reflections
of a service junkie". In it he provides some tell-tale signs of the service operations
"junkie" which might sound uncomfortably familiar to many service operations
academics:
• You ask the resort hotel manager if you could peek at the reservation
system while you are on vacation rather than spending an afternoon on
the beach.
You go out of your way to visit theme parks in Korea just to benchmark
them against Disneyland.
You are more interested in the planes and taxis you took to get to the
factory tour than you are in the factory.
• You provide unsolicited feedback to your dentist on how the scheduling
and appointments system could be improved.
I would like to add a couple more:
Your partner is reluctant to be taken to a restaurant to celebrate your
wedding anniversary in case something goes wrong.
Your children will only go with you to the theme park if you promise not
to debrief them on the way home.
This growing and compelling interest in service was happening in many parts of
the world and in different functional areas (Brown et al., 1994; Gronroos, 1994;
Johnston, 1994; Schneider, 1994), In marketing, accounting and HRM for
example, academics were waking up to their service-based students. There was
growing concern about the product-based nature of their material. Marketing
seemed preoccupied with the marketing of white goods. Accountancy academics
used examples which were based around an imaginary product, the "widget".
Ironically, this has become the accepted name for a beer can insert which forces
IJOPM gas into the beer when the can is opened, in order to provide a creamy head. (No
]^9 2 doubt the majority of OM academics will have opened up a can to have a look!)
Thus the service management movement was born in many different disciplines
by people united by a shared enthusiasm and interest for all things intangible.
From these early beginnings, a large-scale, world-wide movement gained pace
and membership. Over the last ten to 20 years this has had a profound effect on
106 research and teaching. The service operations movement, like the service
• " • " ^ ^ ^ ^ ^ ^ ^ ~ marketing movement, has been characterised by a number of stages; an initial
realisation of the difference between goods and service, the development of
conceptual frameworks and the empirical testing of these frameworks {see
Brown et al., 1994). I would contend that we are now entering a fourth stage
concerned with the application of the tools and frameworks to improve service
management. I would also contend that as the service movement has grown,
with increasing overlap between the subjects of operations, marketing and HRM
for example, this fourth stage is also characterised by a "return to roots", a
realisation that we might have lost, or inadvertently ignored, the strength of our
core disciplines and the need to bring a sense of academic rigour and depth to the
developing subject of service management.
The next sections briefly chart the development of operations through the
first three stages and lay out the challenges as we enter this fourth stage in the
development of service operations management. Several areas for future
research are discussed.
4. People, management
Despite some excellent additions to the literature in the HRM area (such as Berry,
1995; Schneider and Bowen, 1995), operations academics need to retrace their
roots and focus on the design of jobs. The problem is not knowing that
customers expect empathy, reliability, assurance etc., but delivering it time after
time, month after month, week after week, day after day, hour after hour. (A
recent BBC documentary portrays a heterosexual male prostitute in Australia
providing service to his clients, hour after hour, sometimes for a week at a time.)
We need to understand how all employees can deliver constant and consistent
high levels of service and how we can design jobs and motivate employees to do
this:
IJOPM • What are the key service operational competencies?
19,2 • How do we develop those competencies?
How do operations managers go about maintaining the energy and
commitment of front-line workers? , ^
How does one ensure that a constant level of service is provided?
116 ,
^ ^ ^ ^ ^ ^ ^ ^ ^ ^ 5. Sendee design ' '
The service design models used in the literature are strongly based upon product
design processes, yet there is some evidence that product design processes are
not used, or indeed applicable, in service situations (Shulver and Slack, 1997). Do
we understand how services are designed from conception to consumption and
how existing product-based models can be applied?:
• What is a service design?
• How is a service concept developed into a service?
What is a service concept?
What are the most effective methods of developing a service?
• What are good design tools and techniques?
• Seamless service is a great idea for a customer but how does one achieve
this in most "silo-based" organisations?
How can the World Wide Web be utilised to create new services, even
virtual services and the use of virtual reality simulations in service (no, I
don't have the prostitute in mind)?
How do we capture the technological dimensions of the next century?
Conclusion
My view is that in stage four we are seeing a return to roots, which is no bad
thing. This will add new depth and grounding to the literature on service
management. In operations it will allow us and encourage us to undertake
research and make strong statements about things which we understand
(quality, design and improvement, for example). But somehow we need to add
this depth and focus without losing the richness that has developed as different
functional areas have come together to share areas of common interest. I think
that holding these areas together will be a greater challenge to service academics
over the next few years than the research agendas to which we are compellingly
and enthusiastically drawn.
Note
1. This agenda is partly based upon discussions with Dick Chase, Peter Docherty,
Christopher Easingwood, Ulf Karlsson, Jos Lemmink, Jan Mattsson, David Tansik and
Chris Voss at the Service Operations Research Workshop, Chalmers University,
Gothenburg, 19-21 September 1997.
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