,SOLUTION MANUAL FOR SERVICE OPERATIONS MANAGEMENT
IMPROVING SERVICE DELIVERY 5TH EDITION BY ROBERT
JOHNSTON, MICHAEL SHULVER, NIGEL SLACK, GRAHAM
CLARK
Contents
Introduction to the instructor’s manual for Service Operations Management (Fifth edition) 4
Answers to case examples, discussion questions and case exercises 5
Part I Framing service operations 6
1 Introduction to service operations 7
2 The world of service 23
3 Service strategy 32
4 The service concept 46
Part II Service people 58
5 Customer relationships 59
6 Service quality 69
7 Designing customer experience 83
8 People in the service operation 95
9 Service culture 112
Part III Delivering service 123
10 Service supply networks 124
11 Designing the service process 137
12 Managing service performance 153
13 Service resources and capacity 172
Part IV Improving service operations 189
14 Service innovation 190
15 Service improvement 203
16 Learning from problems 213
17 Learning from other operations 224
1
, Introduction to the instructor’s manual for
Service Operations Management (Fifth edition)
A tutor support website has been created by the authors at: www.servops.net. This site contains
slides, video commentaries, case studies and other resources to support your teaching. Use of site
requires you to register. Please be patient during the registration process. For obvious reasons we
need to check that tutors are bona fide. If a tutor has an existing login and password to the servops
site for fourth edition, then that login will work for the new servops site.
This instructor’s manual in pdf form is a more portable, but much simplified version of the
resources on the website. The purpose of the manual is to provide you with a basic set of resources
to help you make best use of the text.
In this document you will find answers to the following, organised by chapter:
Answers to end-of-chapter discussion questions
Each chapter contains end-of-chapter discussion questions. These pages will provide answers and
teaching notes for the questions, and in some instances, PowerPoint slides to help debrief the questions.
Information on case exercises
At the end of every chapter there is a short, focused case study. These pages will provide detailed
notes about how to teach and get the most out of each case study. Additional PowerPoint slides
have been included in the PowerPoint packs (see below).
PowerPoint slides
The figures in the book have been reproduced as PowerPoint slides in a form that you can develop
and amend to fit with your style of presentation. We have also included some of the slides that can
be used to debrief the end-of-chapter case studies. The slides can be downloaded with this
instructor’s manual, or from servops.net.
Comments
If you have any comments about this fifth edition, we would be pleased to hear from you. Please
email the authors at: . Your comments and suggestions will be read with
keen interest and noted for future reference.
2
, Answers to case examples, discussion
questions and case exercises
Discussion questions
The questions for the most part relate to real organisations, albeit sometimes disguised. The purpose
of the questions in this guide is to stimulate discussion, so there are no definitive answers. However,
we have provided some discussion material and the occasional ‘solution’ as guidance. We have
provided information on the key issues that we think should be covered in the answers. You will
need to adapt the material to meet the needs of your particular students and your own teaching style.
Some of the discussion questions require that students apply chapter concepts in their own or other
organisations. The latter are therefore left open for you to explore with your students.
End-of-chapter case exercises
The text is laid out to conform to the more traditional approach to teaching; text-based supported
with cases. If you prefer to take a case-based approach you will find the cases rich enough to base a
whole session around each one. We have deliberately kept the cases short to allow them to be read
in class. This feature is useful for executive teaching and it also increases the likelihood of students
reading the case before class! However, the cases are rich enough to stimulate a great deal of debate
and learning. This case exercise section provides for each chapter some ideas on how to teach the
cases using support material from the text. Again; the answers we have provided are neither
definitive nor exhaustive but should be used as a guide to help your own teaching.
Some lecturers prefer brief and broad questions with the case studies (such as ‘analyse the situation
and comment’) to encourage their students to develop their own structure to the answer. Others
prefer a much more guided approach with detailed and well-structured questions. The choice
depends upon personal preference and also the type of students being taught, e.g. undergraduates
versus postgraduates. To deal with this issue we have provided brief questions in the textbook and
sometimes more detailed questions in this pdf manual.
Servops.net
This manual is just a start. Our teaching is dynamic, and as it evolves we will upload additional
material to the servops.net website. So, if you think one of the case or discussion question ‘answers’
is lacking, take a look at the relevant pages on the website. If you have your own ideas… if you think
we have missed something, please get in touch.
3
IMPROVING SERVICE DELIVERY 5TH EDITION BY ROBERT
JOHNSTON, MICHAEL SHULVER, NIGEL SLACK, GRAHAM
CLARK
Contents
Introduction to the instructor’s manual for Service Operations Management (Fifth edition) 4
Answers to case examples, discussion questions and case exercises 5
Part I Framing service operations 6
1 Introduction to service operations 7
2 The world of service 23
3 Service strategy 32
4 The service concept 46
Part II Service people 58
5 Customer relationships 59
6 Service quality 69
7 Designing customer experience 83
8 People in the service operation 95
9 Service culture 112
Part III Delivering service 123
10 Service supply networks 124
11 Designing the service process 137
12 Managing service performance 153
13 Service resources and capacity 172
Part IV Improving service operations 189
14 Service innovation 190
15 Service improvement 203
16 Learning from problems 213
17 Learning from other operations 224
1
, Introduction to the instructor’s manual for
Service Operations Management (Fifth edition)
A tutor support website has been created by the authors at: www.servops.net. This site contains
slides, video commentaries, case studies and other resources to support your teaching. Use of site
requires you to register. Please be patient during the registration process. For obvious reasons we
need to check that tutors are bona fide. If a tutor has an existing login and password to the servops
site for fourth edition, then that login will work for the new servops site.
This instructor’s manual in pdf form is a more portable, but much simplified version of the
resources on the website. The purpose of the manual is to provide you with a basic set of resources
to help you make best use of the text.
In this document you will find answers to the following, organised by chapter:
Answers to end-of-chapter discussion questions
Each chapter contains end-of-chapter discussion questions. These pages will provide answers and
teaching notes for the questions, and in some instances, PowerPoint slides to help debrief the questions.
Information on case exercises
At the end of every chapter there is a short, focused case study. These pages will provide detailed
notes about how to teach and get the most out of each case study. Additional PowerPoint slides
have been included in the PowerPoint packs (see below).
PowerPoint slides
The figures in the book have been reproduced as PowerPoint slides in a form that you can develop
and amend to fit with your style of presentation. We have also included some of the slides that can
be used to debrief the end-of-chapter case studies. The slides can be downloaded with this
instructor’s manual, or from servops.net.
Comments
If you have any comments about this fifth edition, we would be pleased to hear from you. Please
email the authors at: . Your comments and suggestions will be read with
keen interest and noted for future reference.
2
, Answers to case examples, discussion
questions and case exercises
Discussion questions
The questions for the most part relate to real organisations, albeit sometimes disguised. The purpose
of the questions in this guide is to stimulate discussion, so there are no definitive answers. However,
we have provided some discussion material and the occasional ‘solution’ as guidance. We have
provided information on the key issues that we think should be covered in the answers. You will
need to adapt the material to meet the needs of your particular students and your own teaching style.
Some of the discussion questions require that students apply chapter concepts in their own or other
organisations. The latter are therefore left open for you to explore with your students.
End-of-chapter case exercises
The text is laid out to conform to the more traditional approach to teaching; text-based supported
with cases. If you prefer to take a case-based approach you will find the cases rich enough to base a
whole session around each one. We have deliberately kept the cases short to allow them to be read
in class. This feature is useful for executive teaching and it also increases the likelihood of students
reading the case before class! However, the cases are rich enough to stimulate a great deal of debate
and learning. This case exercise section provides for each chapter some ideas on how to teach the
cases using support material from the text. Again; the answers we have provided are neither
definitive nor exhaustive but should be used as a guide to help your own teaching.
Some lecturers prefer brief and broad questions with the case studies (such as ‘analyse the situation
and comment’) to encourage their students to develop their own structure to the answer. Others
prefer a much more guided approach with detailed and well-structured questions. The choice
depends upon personal preference and also the type of students being taught, e.g. undergraduates
versus postgraduates. To deal with this issue we have provided brief questions in the textbook and
sometimes more detailed questions in this pdf manual.
Servops.net
This manual is just a start. Our teaching is dynamic, and as it evolves we will upload additional
material to the servops.net website. So, if you think one of the case or discussion question ‘answers’
is lacking, take a look at the relevant pages on the website. If you have your own ideas… if you think
we have missed something, please get in touch.
3
