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Iima Teaching Note Merton
Iima Teaching Note Merton
Abstract
We discuss Merton Trucks [Dhe90a] as a case to introduce linear
programming in the MBA program. This case adapted from Sherman
Motor Company case, was used to introduce Linear Programming
formulations as well as duality. Refer to the teaching note [Dhe90b].
Our approach differs from the approach suggested by
Dhebar [Dhe90b]. First, our audience consists pre-dominantly of engineers with not too much work experience. As a result, handling
math and algebra is relatively easy. Explaining the algebraic formulation, graphical approach and using the Excel solver do not consume
that much time. Second, because this case is used during the first
week of the MBA program, students are still unfamiliar with the case
methodology and we spend significant time in understanding case
facts. The circular logic used in allocating fixed costs based on the
product mix that in turn is used in deciding the product mix takes
some time to understand. Third, because of the participant background, they have difficulty in translating the model to the specific
business situation and interpreting the trade-offs involved in various
what-if analyses that are prompted by the case questions.
We return to the case when we teach duality. After explaining
duality, we analyze the case to show how some of the questions and
what-if analyses can be simplified using duality.
This note is based on our experiences with teaching three large
batches of students in our MBA programs.
Why do the company president and sales manager feel that 101s
are making a loss and hence 101s production should be stopped?
From Table B, it costs $40,205 to produce a 101-truck while it sells for
$39,000.
Why do the president and the production manager feel outsourcing
engine assembly will help? No slack in engine assembly currently.
Show Resource Usage worksheet of merton facts.xls.
Why does the controller feel that cutting back on 102s is an answer?
Overheads are the answer and they are dealt next.
4000
6000
5000
4500
0
0
Objective: contributions,
Engine Assembly,
Metal Stamping,
101 Assembly,
102 Assembly,
Non-negativity,
Non-negativity.
Decisions variables:
t101 = number of model 101 trucks produced,
t102 = number of model 102 trucks produced,
t103 = number of model 103 trucks produced.
The algebraic formulation is:
max 3000t101 + 5000t102
1t101
+ 2t102
+ 2t102
2t101
2t101
3t102
t102,
t101,
+
+
+
+
2000t103,
0.8t103
4000,
1.5t103
6000,
1t103
5000,
4500,
t103
0.
b. Ignore.
Problem 4: (20 minutes) Overtime production - re-solve. Students take
time understanding that even though the trucks are identical after production, the trucks produced during over time and regular time have to
be disambiguated in the model by using extra variables due to differing
engine assembly costs and the capacity constraints of engine assembly.
Decisions variables:
t101
t102
o101
o102
=
=
=
=
+ 3800o102,
+ 2o102
+ 2o102
+ 3o102
o102
0.
4000,
2000,
6000,
5000,
4500,