Professional Documents
Culture Documents
Figure 2.5
© 2011 Pearson Education, Inc. publishing
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Forecasting Approaches
Qualitative Methods
Used when little data exist
New products
New technology
Involves intuition, experience
e.g., forecasting sales on
Internet
1. Naive approach
2. Moving averages
3. Exponential smoothing time-series
4. Trend projection models
5. Linear regression
associative
model
Trend Cyclical
Seasonal Random
Actual demand
line
Average demand
over 4 years
Random variation
| | | |
1 2 3 4
Time (years)
Figure 4.1
© 2011 Pearson Education, Inc. publishing
as Prentice Hall
Trend Component
Persistent, overall upward or downward
pattern
Changes due to population, technology,
age, culture, etc.
Typically several years duration
Number of
Period Length Seasons
Week Day 7
Month Week 4-4.5
Month Day 28-31
Year Quarter 4
Year Month 12
Year Week 52
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as Prentice Hall
Cyclical Component
Repeating up and down movements
Affected by business cycle, political, and
economic factors
Multiple years duration
0 5 10 15 20
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Random Component
Erratic, unsystematic, ‘residual’ fluctuations
Due to random variation or unforeseen events
Short duration
and nonrepeating
Actual 3-Month
Month Shed Sales Moving Average
January 10
10
12
February 12
13
March 13 (10 + 12 + 13)/3 = 11 2/3
April 16
May 19 (12 + 13 + 16)/3 = 13 2/3
June 23 (13 + 16 + 19)/3 = 16
July 26 (16 + 19 + 23)/3 = 19 1/3
22 –
20 –
18 –
16 –
14 –
12 –
10 –
| | | | | | | | | | | |
J F M A M J J A S O N D
20 – Actual
sales
15 –
Moving
10 – average
5 –
| | | | | | | | | | | |
J F M A M J J A S O N D
Figure 4.2
© 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing
Form of weighted moving average
Weights decline exponentially
Most recent data weighted most
Requires smoothing constant ()
Ranges from 0 to 1
Subjectively chosen
Involves little record keeping of past data
Ft = Ft – 1 + (At – 1 - Ft – 1)
Actual = .5
200 – demand
Demand
175 –
= .1
150 – | | | | | | | | |
1 2 3 4 5 6 7 8 9
Quarter
© 2011 Pearson Education, Inc. publishing
as Prentice Hall
Impact of Different
225 –
Actual = .5
200
Chose
– high values
demandof
Demand