Our favorite example of a cinematic tickler is the chocolate factory assembly line scene from the 1950's I Love Lucy TV show. In three minutes, Lucy and Ethel demonstrate many of the issues surrounding the classic assembly lineūpace, balance, performance measurement, quality control, communication between work stations, training, results of a speed-up, inventory shrinkage and worker response to Theory X management. This brief sketch was recently designated by TV Guide as one of TV's most "Memorable Moments."

The Lucy example illustrates the key characteristics of a "cinematic tickler." It is short, humorous, focused on a particular issue or concept, and is well-produced and directed.

Roles for Cinematic Ticklers

Ice breakers

• Give a visual anchor for reference during classroom discussion or small group work;
• Offer a quick introduction to a new topic;
• Provide a humorous introduction to enliven a potentially dry topic.

A great example of an ice breaker is a scene that occurs very early in the film The Return of the Jedi. In this scene, Darth Vadar, the lord of the dark side in the Star Wars trilogy, arrives at the still-under-construction Death Star to announce, "I'm here to get you back on schedule." This tickler can be used to introduce project scheduling and control issues.

Point makers

• Illustrate principles underlying course concepts;
• Can be integrated into a lecture or discussion;
• Can be used as a precursor to student discussion and interactive learning;
• Can present a specific problem that engages critical analysis.

One of the best examples of a point maker is the segment from Apollo 13 revolving around the fabrication of a system to replace the failed air filters in the lunar lander, or as the project manager says in the film, "We have to find a way to fit a square peg in a round hole." This tickler can be used to illustrate the importance of teamwork and innovative problem solving in projects. Additionally, it dramatizes the importance of component parts commonality in new product development.

If you feel that cinematic ticklers can be an effective addition to your classroom offerings, then the next step is to prepare a few ticklers for your next course offering. The use of ticklers begins with selection and preparation, and continues with its careful integration into your presentation.

Selection and Preparation

First, use ticklers that are in good taste and be sensitive to the diversity of your audience. While we have all complained about the limits of political correctness, we suggest that you select clips that will not lead to controversies that distract from your original objectives.

In keeping with this thought, watch a tickler a number of times before you use it, and try to anticipate student responses to it. You may even want to preview the clip with colleagues and students to get their reactions. For instance, although the film Gung Ho provides an interesting and often humorous view of the differences between Japanese and American cultures and industrial practices, we have observed that some people find ticklers from the film to be racially offensive. This is perhaps an excellent example of a tickler whose net value may be nil because of the negative reactions it may generate. We have listed a few other examples of class and colleague-tested ticklers in Table 1.

Second, if you decide to use a tickler in class, purchase a copy of the film or program rather than making a copy. In virtually all situations, using a tape other than an original violates copyright protection laws.

Third, queue the tape up to the appropriate place before you go to class. This avoids the use of class time for non-value added activities. Additionally, if students are watching while you are running through the tape, you are likely to diminish the impact of the tickler when you show it during the class session.

Finally, we urge you to test the equipment right before class and make sure that it works. All of us have probably wasted time in class figuring out how to get a VCR in sync with a TV set or video projector. Don't walk into class assuming that everything is functioning. Remember that Murphy is alive and well in most universities.

Set Up, Presentation and Discussion During Class

In contrast, the Apollo 13 tickler can best be preceded by explaining to your class what they are about to see, and by asking them to watch for examples of good or poor practice exhibited during the tickler.

To ensure that ticklers are viewed as an integral and effective tool for your students, we recommend the use of small group discussion. This is a particularly effective approach for point-making ticklers like the clip from Apollo 13. For instance you can ask your students to form small breakout groups and spend five to ten minutes responding to a series of questions, and then summarize the small group discussions with the entire class.

In using ticklers, you will find that it is particularly important to carefully select the start and finish point for the tickler. Show too much, and the point is muddled by other aspects of the film; show too little, and the key concept may be lost for lack of contextual information. To assist you, we have suggested start and finish times for the example ticklers presented in the table. Most importantly, don't show the entire program or film. It is legally questionable to do this, and it is a poor use of class time.

Also, we recommend that you avoid overusing cinematic ticklers in your classes. When you do use them, vary the time of their use so that they become a stimulant to discussion rather than an expected respite from another lecture. Careful use of ticklers can also help us to rise above detractors who characterize the use of ticklers as a sell-out to commercialism and "edutainment." We believe if they are used appropriately, cinematic ticklers provide a powerful tool for eliciting student interest and knowledge in the field of operations management.

Some Suggested Ticklers

If you would like to suggest additional ticklers that might be added to the lists, please check the Web page to see if the tickler is already on the list. If not, contact Karen Brown at kbrown@seattleu.edu or Dwight Smith-Daniels at dwight.smith- daniels@asu.edu to suggest your ticklers. We also plan to hold the third annual cinematic ticklers session at next year's annual meeting in San Diego.

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