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The purpose of this paper is to investigate the benefit of pre-emptive disruption management measures for assembly systems towards the target dimension adherence to delivery times.

The research was conducted by creating simulation models for typical assembly systems and measuring its varying throughput times due to changes in their disruption profiles. Due to the variability of assembly systems, key influence factors were investigated and used as a foundation for the simulation setup. Additionally, a disruption profile for each simulated process was developed, using the established disruption categories material, information and capacity. The categories are described by statistical distributions, defining the interval between the disruptions and the disruption duration. By a statistical experiment plan, the effect of a reduced disruption potential onto the throughput time was investigated.

Pre-emptive disruption management is beneficial, but its benefit depends on the operated assembly system and its organisation form, such as line or group assembly. Measures have on average a higher beneficial impact on group assemblies than on line assemblies. Furthermore, it was proven that the benefit, in form of better adherence to delivery times, per reduced disruption potential has a declining character and approximates a distinct maximum.

Characterising the benefit of pre-emptive disruption management measures enables managers to use this concept in their daily production to minimise overall costs. Despite the hardly predictable influence of pre-emptive disruption measures, these research results can be implemented into a heuristic for efficiently choosing these measures.

The purpose of this paper is to explore the process of involving students and staff on school action groups, and staff and student experiences of reviewing local data and initiating school-level changes, to address bullying and other aggression.

The authors draw on qualitative, process data collected at four purposively sampled pilot intervention schools in England via semi-structured interviews with school managers, action group members and facilitators (n=33), focus groups with students (n=16) and staff (n=4), and observations.

School staff used multiple methods to recruit a diverse range of students onto school action groups. Locally tailored data reports were an important catalyst for action groups to identify priorities and plan whole school change – both through the process of “validation” (whereby existing concerns were confirmed) and “discovery” (whereby new problems were identified). An unexpected benefit of providing schools with these data was that it triggered analyses of other data sources, including routine monitoring data. External facilitators were important in promoting student voice and ensuring the intervention retained integrity as a whole-school restorative approach.

It was feasible to involve young people using action groups, and there was evidence of school-level actions led by students, including in disadvantaged school contexts. Future Health Promoting Schools interventions could incorporate this approach to support locally appropriate, school-level change.

The micro-level processes that were observed, whereby action groups interrogated feedback reports and collected additional data, suggest the responsiveness of such youth-involvement interventions to local needs. Contrary to many public health interventions, implementation appeared to be facilitated rather than hindered by features of the secondary-school “market” whereby parents have some choice between schools.