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Operations and
Productivity 1
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Global Edition, Eleventh Edition
Principles of Operations Management, Global Edition, Ninth Edition

PowerPoint slides by Jeff Heyl

© 2014
© 2014
Pearson
Pearson
Education
Education 1-1
Outline
▶ Definition of Operations
Management (OM)
▶ Organizational Functions
▶ Why Study OM?
▶ Significant Events in OM
▶ Goods Versus Services
▶ Measuring productivity

© 2014 Pearson Education © 2011 Pearson Education, Inc. publishing as 1-2


Prentice Hall
What Is Operations
Management?
Production is the creation of
goods and services
Operations management (OM) is
the set of activities that create
value in the form of goods and
services by transforming inputs
into outputs

© 2014 Pearson Education 1-3


Organizing to Produce
Goods and Services
▶ Essential functions:
1. Marketing – generates demand
2. Production/operations – creates the
product
3. Finance/accounting – tracks how well the
organization is doing, pays bills, collects the
money
4. Human Resources – provides labor,
employs, assigns and gives training.

© 2014 Pearson Education 1-4


The Supply Chain
▶ A global network of organizations and
activities that supply a firm with goods and
services
▶ Members of the supply chain collaborate to
achieve high levels of customer satisfaction,
efficiency and competitive advantage.
Figure 1.2

Farmer Syrup Bottler Distributor Retailer


producer

© 2014 Pearson Education 1-5


Why Study OM?
1. OM is one of four major functions of any
organization, we want to study how people
organize themselves for productive
enterprise
2. We want (and need) to know how goods
and services are produced
3. We want to understand what operations
managers do
4. OM is such a costly part of an
organization
© 2014 Pearson Education 1-6
Options for Increasing
Contribution
TABLE 1.1
FINANCE
MARKETING /ACCOUNTING
OPTION OPTION OM OPTION
INCREASE REDUCE REDUCE
SALES FINANCE PRODUCTION
CURRENT REVENUE 50% COSTS 50% COSTS 20%
Sales $100,000 $150,000 $100,000 $100,000
Cost of goods –80,000 –120,000 –80,000 –64,000
Gross margin 20,000 30,000 20,000 36,000
Finance costs –6,000 –6,000 –3,000 –6,000
Subtotal 14,000 24,000 17,000 30,000
Taxes at 25% –3,500 –6,000 –4,200 –7,500
Contribution $ 10,500 $ 18,000 $ 12,750 $ 22,500

© 2014 Pearson Education 1-7


What Operations
Managers Do
Basic Management Functions

▶ Planning
▶ Organizing
▶ Staffing
▶ Leading
▶ Controlling

© 2014 Pearson Education 1-8


Ten Strategic Decisions
TABLE 1.2
DECISION CHAPTER(S)
1. Design of goods and services 5, Supplement 5
2. Managing quality 6, Supplement 6
3. Process and capacity design 7, Supplement 7
4. Location strategy 8
5. Layout strategy 9
6. Human resources and job design 10
7. Supply-chain management 11, Supplement 11
8. Inventory management 12, 14, 16
9. Scheduling 13, 15
10. Maintenance 17

© 2014 Pearson Education 1-9


The Strategic Decisions
1. Design of goods and services
▶ Defines what is required of operations
▶ Product design determines quality,
sustainability and human resources
2. Managing quality
▶ Determine the customer’s quality
expectations
▶ Establish policies and procedures to
identify and achieve that quality
Table 1.2 (cont.)

© 2014 Pearson Education 1 - 10


The Strategic Decisions
3. Process and capacity design
▶ How is a good or service produced?
▶ Commits management to specific
technology, quality, resources, and
investment.
4. Location strategy
▶ Nearness to customers, suppliers, and
talent.
▶ Considering costs, infrastructure, logistics,
and government. Table 1.2 (cont.)

© 2014 Pearson Education 1 - 11


The Strategic Decisions
5. Layout strategy
▶ Integrate capacity needs, personnel levels,
technology, and inventory
▶ Determine the efficient flow of materials,
people, and information.
6. Human resources and job design
▶ Recruit, motivate, and retain personnel with
the required talent and skills.
▶ Integral and expensive part of the total
system design.
Table 1.2 (cont.)

© 2014 Pearson Education 1 - 12


The Strategic Decisions
7. Supply-chain management
▶ Integrate supply chain into the firm’s strategy.
▶ Determine what is to be purchased, from
whom, and under what conditions.
8. Inventory management
▶ Inventory ordering and holding decisions.
▶ Optimize considering customer satisfaction,
supplier capability, and production schedules.

Table 1.2 (cont.)

© 2014 Pearson Education 1 - 13


The Strategic Decisions
9. Scheduling
▶ Determine and implement intermediate-
and short-term schedules.
▶ Utilize personnel and facilities while
meeting customer demands.
10. Maintenance
▶ Consider facility capacity, production
demands, and personnel.
▶ Maintain a reliable and stable process.
Table 1.2 (cont.)

© 2014 Pearson Education 1 - 14


Significant Events in OM

Figure 1.4
© 2014 Pearson Education 1 - 15
The Heritage of OM
▶ Division of labor (Adam Smith 1776;
Charles Babbage 1852)
▶ Standardized parts (Whitney 1800)
▶ Scientific Management (Taylor 1881)
▶ Coordinated assembly line (Ford/
Sorenson 1913)
▶ Gantt charts (Gantt 1916)
▶ Motion study (Frank and Lillian Gilbreth
1922)
▶ Quality control (Shewhart 1924; Deming
1950)
© 2014 Pearson Education 1 - 16
The Heritage of OM
▶ Computer (Atanasoff 1938)
▶ CPM/PERT (DuPont 1957, Navy 1958)
▶ Material requirements planning (Orlicky
1960)
▶ Computer aided design (CAD 1970)
▶ Flexible manufacturing system (FMS 1975)
▶ Baldrige Quality Awards (1980)
▶ Computer integrated manufacturing (1990)
▶ Globalization (1992)
▶ Internet (1995)
© 2014 Pearson Education 1 - 17
Eli Whitney
▶ Born 1765; died 1825
▶ In 1798, received government
contract to make 10,000 muskets
▶ Showed that machine tools could
make standardized parts to exact
specifications
▶ Musket parts could be used in any
musket

© 2014 Pearson Education 1 - 18


Frederick W. Taylor
▶ Born 1856; died 1915
▶ Known as ‘father of scientific
management’
▶ In 1881, as chief engineer for
Midvale Steel, studied how tasks
were done
▶ Began first motion and time studies
▶ Created efficiency principles
© 2014 Pearson Education 1 - 19
Taylor’s Principles
Management Should Take More
Responsibility for:
► Matching employees to right job
► Providing the proper training
► Providing proper work methods and
tools
► Establishing legitimate incentives for
work to be accomplished

© 2014 Pearson Education 1 - 20


Frank & Lillian Gilbreth
▶ Frank (1868-1924); Lillian (1878-1972)
▶ Husband-and-wife engineering team
▶ Further developed work measurement
methods
▶ Applied efficiency methods to their
home and 12 children!
▶ Book & Movie: “Cheaper by the Dozen,”
“Bells on Their Toes”

© 2014 Pearson Education 1 - 21


Henry Ford
▶ Born 1863; died 1947
▶ In 1903, created Ford Motor Company
▶ In 1913, first used moving assembly
line to make Model T
▶ Unfinished product moved by conveyor
past work station
▶ Paid workers very well for 1911
($5/day!)

© 2014 Pearson Education 1 - 22


W. Edwards Deming
▶ Born 1900; died 1993
▶ Engineer and physicist
▶ Credited with teaching Japan quality
control methods in post-WW2
▶ Used statistics to analyze process
▶ His methods involve workers in
decisions

© 2014 Pearson Education 1 - 23


Operations for
Goods and Services
▶ Manufacturers produce tangible product,
services often intangible
▶ Operations activities often very similar
▶ Distinction not always clear
▶ Few pure services

© 2014 Pearson Education 1 - 24


Differences Between Goods and
Services
TABLE 1.3
CHARACTERISTICS OF SERVICES CHARACTERISTICS OF GOODS
Intangible: Ride in an airline seat Tangible: The seat itself
Produced and consumed simultaneously: Beauty salon Product can usually be kept in inventory (beauty care
produces a haircut that is consumed as it is produced products)
Unique: Your investments and medical care are unique Similar products produced (iPods)

High customer interaction: Often what the customer is Limited customer involvement in production
paying for (consulting, education)
Inconsistent product definition: Auto Insurance Product standardized (iPhone)
changes with age and type of car
Often knowledge based: Legal, education, and medical Standard tangible product tends to make automation
services are hard to automate feasible
Services dispersed: Service may occur at retail store, Product typically produced at a fixed facility
local office, house call, or via internet.
Quality may be hard to evaluate: Consulting, Many aspects of quality for tangible products are easy
education, and medical services to evaluate (strength of a bolt)
Reselling is unusual: Musical concert or medical care Product often has some residual value

© 2014 Pearson Education 1 - 25


Productivity Challenge
Productivity is the ratio of outputs (goods and
services) divided by the inputs (resources
such as labor and capital)

The objective is to improve productivity!

Important Note!
Production is a measure of output only
and not a measure of efficiency

© 2014 Pearson Education 1 - 26


The Economic System
Inputs Transformation Outputs

Labor, Examples of Goods


capital, Transsformation are: and
management Storage services
Transportation
Machining

Feedback loop

Figure 1.6

© 2014 Pearson Education 1 - 27


Improving Productivity at
Starbucks
A team of 10 analysts
continually look for ways
to shave time. Some
improvements:
Stop requiring signatures Saved 8 seconds
on credit card purchases per transaction
under $25
Change the size of the ice Saved 14 seconds
scoop per drink
New espresso machines Saved 12 seconds
© 2014 Pearson Education
per shot 1 - 28
Improving Productivity at
Starbucks
A team of 10 analysts
continually look for ways
to shave time. Some
improvements:
Operations improvements have
helped StarbucksSaved
Stop requiring signatures increase yearly
8 seconds
revenue per outlet
on credit card purchases bytransaction
per $250,000 to
under $25 $1,000,000 in seven years.
Change the size Productivity
of the ice has improved
Saved 14 by 27%, or
seconds
scoop about 4.5% per year.
per drink
New espresso machines Saved 12 seconds
© 2014 Pearson Education
per shot 1 - 29
Productivity
Units produced
Productivity =
Input used

▶ Measure of process improvement


▶ Represents output relative to input
▶ Only through productivity increases
can our standard of living improve

© 2014 Pearson Education 1 - 30


Productivity Calculations
Labor Productivity
Units produced
Productivity =
Labor-hours used

1,000
= = 4 units/labor-hour
250

One resource input  single-factor productivity

© 2014 Pearson Education 1 - 31


Multi-Factor Productivity
Output
Productivity =
Labor + Material + Energy +
Capital + Miscellaneous
► Also known as total factor productivity
► Output and inputs are often expressed in
dollars

Multiple resource inputs  multi-factor productivity

© 2014 Pearson Education 1 - 32


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day

Old labor 8 titles/day


=
productivity 32 labor-hrs

© 2014 Pearson Education 1 - 33


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day

Old labor 8 titles/day


= = .25 titles/labor-hr
productivity 32 labor-hrs

© 2014 Pearson Education 1 - 34


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day
New System:
14 titles/day Overhead = $800/day

Old labor 8 titles/day


= = .25 titles/labor-hr
productivity 32 labor-hrs

New labor 14 titles/day


=
productivity 32 labor-hrs

© 2014 Pearson Education 1 - 35


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day
New System:
14 titles/day Overhead = $800/day

Old labor 8 titles/day


= = .25 titles/labor-hr
productivity 32 labor-hrs

New labor 14 titles/day


= = .4375 titles/labor-hr
productivity 32 labor-hrs

© 2014 Pearson Education 1 - 36


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day
New System:
14 titles/day Overhead = $800/day

Old multifactor 8 titles/day


=
productivity $640 + 400

© 2014 Pearson Education 1 - 37


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day
New System:
14 titles/day Overhead = $800/day

Old multifactor 8 titles/day


= = .0077 titles/dollar
productivity $640 + 400

© 2014 Pearson Education 1 - 38


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day
New System:
14 titles/day Overhead = $800/day

Old multifactor 8 titles/day


= = .0077 titles/dollar
productivity $640 + 400

New multifactor 14 titles/day


=
productivity $640 + 800

© 2014 Pearson Education 1 - 39


Collins Title Productivity
Old System:
Staff of 4 works 8 hrs/day 8 titles/day
Payroll cost = $640/day Overhead = $400/day
New System:
14 titles/day Overhead = $800/day

Old multifactor 8 titles/day


= = .0077 titles/dollar
productivity $640 + 400

New multifactor 14 titles/day


= = .0097 titles/dollar
productivity $640 + 800

© 2014 Pearson Education 1 - 40


Productivity Variables
1. Labor - contributes
about 10% of the
annual increase
2. Capital - contributes
about 38% of the
annual increase
3. Management -
contributes about 52%
of the annual increase
© 2014 Pearson Education 1 - 41
Productivity and the
Service Sector
1. Typically labor intensive
2. Frequently focused on unique individual
attributes or desires
3. Often an intellectual task performed by
professionals
4. Often difficult to mechanize and automate
5. Often difficult to evaluate for quality

© 2014 Pearson Education 1 - 42


Ethics, Social Responsibility,
and Sustainability
Challenges facing
operations managers:
▶ Develop and produce safe, high-quality
green products
▶ Train, retrain, and motivate employees
in a safe workplace
▶ Honor stakeholder commitments

© 2014 Pearson Education 1 - 43


Managing Inventory
12
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Global Edition, Eleventh Edition
Principles of Operations Management, Global Edition, Ninth Edition

PowerPoint slides by Jeff Heyl

© 2014
© 2014
Pearson
Pearson
Education
Education 1 - 44
Outline
1. Types of Inventory
2. Functions of Inventory
3. ABC Analysis
4. Record Accuracy
5. Cycle Counting
6. Independent vs. Dependent
Demand Inventory Control
Systems
© 2014 Pearson Education © 2011 Pearson 1 - 45
Outline – Continued
7. Deterministic Inventory Models
 Economic Order Quantity (EOQ)
Model.
 Production Order Quantity (POQ)
Model.
 Quantity Discount Model.
8. Probabilistic Models and Safety Stock
9. Single-Period Inventory Model
10. Fixed-Period (P) Systems

© 2014 Pearson Education © 2011 Pearson 1 - 46


Amazon.com
 Amazon.com started as a “virtual”
retailer – no inventory, no
warehouses, no overhead; just
computers taking orders to be filled
by others
 Growth has forced Amazon.com to
become a world leader in
warehousing and inventory
management
© 2014 Pearson Education © 2011 Pearson 1 - 47
Inventory Management

The objective of inventory


management is to strike a
balance between inventory
investment and customer service

© 2014 Pearson Education © 2011 Pearson 1 - 48


Inventory Classifications

Inventory

Process Number Demand


Other
stage & Value Type

Raw Material A Items


Independent Maintenance
WIP B Items
Dependent Repair
Finished Goods C Items
Operating

© 2014 Pearson Education 1 - 49


Functions of Inventory
1. To decouple various parts of the
production process by covering
delays
2. To protect the company against
fluctuations in demand
3. To provide a selection for
customers
4. To take advantage of quantity
discounts
5. To hedge©against
2011 Pearson inflation
© 2014 Pearson Education 1 - 50
Problems Caused by
Inventory
▶ Inventory ties up working capital
▶ Inventory takes up space
▶ Inventory is prone to:
▶ Damage, Pilferage and
Obsolescence
▶ Inventory hides problems

© 2014 Pearson Education 1 - 51


The Material Flow Cycle

Cycle time

95% 5%

Input Wait for Wait to Move Wait in queue Setup Run Output
inspection be moved time for operator time time

Figure 12.1

© 2014 Pearson Education © 2011 Pearson 1 - 52


Important Issues in
Inventory Management

1. Classifying inventory
items
2. Keeping accurate
inventory records

© 2014 Pearson Education © 2011 Pearson 1 - 53


ABC Classification System

Classifying inventory according to some


measure of importance and allocating
control efforts accordingly.
A - very important
B - mod. important High
A
C - least important Annual
$ value B
of items

Low C
Low High
© 2014 Pearson Education Percentage of Items
1 - 54
12-54
ABC Worked Example

▶ Item Usage and Value

© 2014 Pearson Education 1 - 55


ABC Worked Example

▶ Annual Usage Values

© 2014 Pearson Education 1 - 56


ABC Worked Example

▶ Ascending Usage Values

© 2014 Pearson Education 1 - 57


ABC Worked Example

▶ ABC Chart Showing Classifications

© 2014 Pearson Education 1 - 58


ABC Classification System

 Policies employed may include


More emphasis on supplier
development for A items
Tighter physical inventory
control for A items
More care in forecasting A
items
© 2014 Pearson Education © 2011 Pearson 1 - 59
Inventory Record Accuracy
&Cycle Counting
 Items are counted and records are
updated on a periodic basis
 Often used with ABC analysis
to determine the cycle
(frequency of counting)
 Eliminates shutdowns and
interruptions
 Maintains accurate inventory
records
© 2014 Pearson Education © 2011 Pearson 1 - 60
Cycle Counting Example 2,
page 516, Ch.12
5,000 items in inventory, 500 A items, 1,750 B items, 2,750 C items
Policy is to count A items every month (20 working days), B items
every quarter (60 days), and C items every six months (120 days)

Item Number of Items


Class Quantity Cycle Counting Policy Counted per Day
A 500 Each month 500/20 = 25/day
B 1,750 Each quarter 1,750/60 = 29/day
C 2,750 Every 6 months 2,750/120 = 23/day
77/day

© 2014 Pearson Education © 2011 Pearson 1 - 61


Record Accuracy and Inventory
Counting Systems
▶ Periodic Inventory Counting System
Physical count of items is made at periodic
intervals
▶ Perpetual (continual) Inventory
Counting System
Computer System that keeps track
of removals from inventory
continuously, thus
monitoring current levels of
each item

© 2014 Pearson Education 1 - 62


Independent and Dependent
Demand Inventory Management
Systems
 Independent demand - the
demand for the item is
independent of the demand for
any other item in inventory
 Dependent demand - the
demand for the item is
dependent upon the demand for
some other item in the
inventory
© 2014 Pearson Education © 2011 Pearson 1 - 63
Examples for Independent Versus
Dependent Demand
▶ Independent demand – finished goods, items
that are ready to be sold such as computers,
cars.
▶ Forecasts are used to develop production and
purchase schedules for finished goods.
▶ Dependent demand – components of finished
products such as chips, tires and engine that
make up these finished goods
▶ Dependent demand inventory control techniques
utilize material requirements planning (MRP) logic to
develop production and purchase schedules

64
© 2014 Pearson Education 1 - 64
Inventory Independent Demand

A Dependent Demand

B(4) C(2)

D(2) E(1) D(3) F(2)

Independent demand is uncertain. That is why it is forecasted.


Dependent demand is certain and it is calculated.

65
© 2014 Pearson Education 1 - 65
Regardless of the nature of demand
(independent, dependent) two
fundamental issues underlie all
inventory planning:

How Much to Order?


When to order?

© 2014 Pearson Education 66 1 - 66


Independent Demand Inventory Models
to Answer These Questions
1) Single-Period Inventory Model:One time ordering
decision such as selling t-shirts at a football game,
newspapers, fresh bakery products. Objective is to
balance the impact of running out of stock with the
impact of being left with stock that does not sell.
2) Multi-Period Inventory Models
▶ Fixed-Order Quantity Models: Each time a fixed
amount of order is placed.
▶ Economic Order Quantity (EOQ) Model
▶ Production Order Quantity (POQ) Model
▶ Quantity Discount Models
▶ Fixed-Time Period Models :Orders are placed at
specific
© 2014 Pearson times intervals.
Education 1 - 67
Key Inventory Terms
▶ Lead time: time interval between ordering and receiving the
order
▶ Holding (carrying) costs: cost to carry an item in inventory for
a length of time, usually a year (heat, light, rent, security,
deterioration, spoilage, breakage, depreciation, opportunity
cost,…, etc.,)
▶ Ordering costs: costs of ordering and receiving inventory
(shipping cost, preparing invoices, cost of inspecting goods
upon arrival for quality and quantity, moving the goods to
temporary storage)
▶ Set-up Cost: cost to prepare a machine or process for
manufacturing an order
▶ Shortage costs: costs when demand exceeds supply, the
opportunity cost of not making a sale
© 2014 Pearson Education 1 - 68
Basic EOQ Model
Important assumptions
1. Demand is known, constant, and
independent
2. Lead time is known and constant
3. Receipt of inventory is instantaneous and
complete
4. Quantity discounts are not possible
5. Only variable costs are ordering and
holding
6. Stockouts can be completely avoided
© 2014 Pearson Education © 2011 Pearson 1 - 69
Inventory Usage Over Time

Usage rate Average


Order inventory
Inventory level

quantity = Q on hand
(maximum
Q
inventory
level) 2

Minimum
inventory

0
Time

Figure 12.3
© 2014 Pearson Education © 2011 Pearson 1 - 70
Minimizing Costs
Objective is to minimize total costs
Total cost of
holding and
setup (order)

Minimum
total cost
Annual cost

Holding cost

Setup (or order)


cost
Optimal order Order quantity
quantity (Q*)
Table 12.4(c)
© 2014 Pearson Education © 2011 Pearson 1 - 71
The EOQ Model
Annual setup cost =
D
Q
S

Q = Number of pieces per order


Q* = Optimal number of pieces per order (EOQ)
D = Annual demand in units for the inventory item
S = Setup or ordering cost for each order
H = Holding or carrying cost per unit per year

Annual setup cost = (Number of orders placed per year)


x (Setup or order cost per order)

Annual demand Setup or order


=
Number of units in each order cost per order

= D (S)
Q

© 2014 Pearson Education © 2011 Pearson 1 - 72


The EOQ Model
Annual setup cost =
D
Q
S
Q
Q = Number of pieces per order Annual holding cost = H
2
Q* = Optimal number of pieces per order (EOQ)
D = Annual demand in units for the inventory item
S = Setup or ordering cost for each order
H = Holding or carrying cost per unit per year

Annual holding cost = (Average inventory level)


x (Holding cost per unit per year)

Order quantity
= (Holding cost per unit per year)
2

= Q (H)
2

© 2014 Pearson Education © 2011 Pearson 1 - 73


The EOQ Model
Annual setup cost =
D
Q
S
Q
Q = Number of pieces per order Annual holding cost = H
2
Q* = Optimal number of pieces per order (EOQ)
D = Annual demand in units for the inventory item
S = Setup or ordering cost for each order
H = Holding or carrying cost per unit per year
Optimal order quantity is found when
annual setup cost equals annual
holding cost
D Q
S = H
Q 2
Solving for Q* 2DS = Q2H
Q2 = 2DS/H
Q* = 2DS/H

© 2014 Pearson Education © 2011 Pearson 1 - 74


An EOQ Example
Determine optimal number of needles to order (Q)
D = 1,000 units per year
S = $10 per order
H = $.50 per unit per year

2DS
Q* =
H
2(1,000)(10)
Q* = = 40,000 = 200 units
0.50

© 2014 Pearson Education © 2011 Pearson 1 - 75


An EOQ Example
Determine expected number orders per year (N)
D = 1,000 units Q* = 200 units
S = $10 per order
H = $.50 per unit per year

Expected Demand D
number of =N= =
orders Order quantity Q*

1,000
N= 200= 5 orders per year

© 2014 Pearson Education © 2011 Pearson 1 - 76


An EOQ Example
Determine expected time between orders (T)
D = 1,000 units Q* = 200 units
S = $10 per order N = 5 orders per year
H = $.50 per unit per year

Number of working
Expected time days per year
between orders = T = N

250
T= 5 = 50 days between orders

© 2014 Pearson Education © 2011 Pearson 1 - 77


An EOQ Example
Determine total annual cost:
D = 1,000 units Q* = 200 units
S = $10 per order N = 5 orders per year
H = $.50 per unit per year T = 50 days

Total annual cost = Setup cost + Holding cost

D Q
TC = S
Q+ H 2

1,000 200
TC = ($10) +
200 ($.50)
2

TC = (5)($10) + (100)($.50) = $50 + $50 = $100

© 2014 Pearson Education © 2011 Pearson 1 - 78


Robust Model

 The EOQ model is robust


 It works even if all parameters
and assumptions are not met
Because the total cost
curve is relatively flat in
the area of the EOQ
© 2014 Pearson Education © 2011 Pearson 1 - 79
Minimizing Costs
Objective is to minimize total costs
Total cost of
holding and
setup (order)

Minimum
total cost
Annual cost

Holding cost

Setup (or order)


cost
Optimal order Order quantity
quantity (Q*)
Table 12.4(c)
© 2014 Pearson Education © 2011 Pearson 1 - 80
An EOQ Example
Suppose Management underestimates demand by 50%
D = 1,000 units 1,500 units Q* = 200 units
S = $10 per order N = 5 orders per year
H = $.50 per unit per year T = 50 days

D Q
TC = S
Q+ H 2

1,500 200
TC = ($10) +
200 ($.50)
2 = $75 + $50 = $125

© 2014 Pearson Education © 2011 Pearson 1 - 81


An EOQ Example
Actual EOQ for new demand is 244.9 units
D = 1,000 units 1,500 units Q* = 244.9 units
S = $10 per order N = 5 orders per year
H = $.50 per unit per year T = 50 days

D Q
TC = S
Q+ H 2
Only 2% less than
1,500 244.9 the total cost of
TC = ($10) +
244.9 ($.50) $125 when the
2
order quantity was
200
TC = $61.24 + $61.24 = $122.48

© 2014 Pearson Education © 2011 Pearson 1 - 82


Production Order Quantity
(POQ) Model
 Used when the third assumption of
EOQ model is relaxed: Receipt of
inventory is not instantaneous and
complete
 Used when units are produced and
used/or sold simultaneously
 Hence, inventory builds up over a
period of time after an order is
placed
© 2014 Pearson Education © 2011 Pearson 1 - 83
Production Order Quantity
Model
Part of inventory cycle during
which production (and usage)
is taking place
Inventory level

Demand part of cycle


with no production
Maximum
inventory

t Time

Figure 12.6
© 2014 Pearson Education © 2011 Pearson 1 - 84
Production Order Quantity
Model
Q = Number of pieces per order p = Daily production rate
H = Holding cost per unit per year d = Daily demand/usage rate
t = Length of the production run in days

Annual inventory Holding cost


= (Average inventory level) x
holding cost per unit per year

Annual inventory
= (Maximum inventory level)/2
level

Maximum Total produced during Total used during


= –
inventory level the production run the production run

= pt – dt

© 2014 Pearson Education © 2011 Pearson 1 - 85


Production Order Quantity
Model
Q = Number of pieces per order p = Daily production rate
H = Holding cost per unit per year d = Daily demand/usage rate
t = Length of the production run in days

Maximum Total produced during Total used during


= –
inventory level the production run the production run
= pt – dt
However, Q = total produced = pt ; thus t = Q/p

Maximum Q Q d
inventory level = p –d =Q 1–
p p p

Maximum inventory level Q d


Holding cost = (H) = 1– H
2 2 p
© 2014 Pearson Education © 2011 Pearson 1 - 86
Production Order Quantity
Model
Q = Number of pieces per order p = Daily production rate
H = Holding cost per unit per year d = Daily demand/usage rate
D = Annual demand
Setup cost = (D/Q)S
Holding cost = 1HQ[1 - (d/p)]
2
(D/Q)S = 1 - (d/p)]
HQ[1
2
2DS
Q2 = H[1 - (d/p)]

2DS
Q* = H[1 - (d/p)]
p
© 2014 Pearson Education © 2011 Pearson 1 - 87
Production Order Quantity
Example
D = 1,000 units p = 8 units per day
S = $10 d = 4 units per day
H = $0.50 per unit per year

2DS
Q* = H[1 - (d/p)]

2(1,000)(10)
Q* = = 80,000
0.50[1 - (4/8)]

= 282.8 or 283 hubcaps

© 2014 Pearson Education © 2011 Pearson 1 - 88


Production Order Quantity
Model
Note:

D 1,000
d=4= =
Number of days the plant is in operation 250

When annual data are used the equation becomes

2DS
Q* =
annual demand rate
H 1– annual production rate

© 2014 Pearson Education © 2011 Pearson 1 - 89


Quantity Discount Models
 These models are used where the price of
the item ordered varies with the order size.
 Reduced prices are often available when
larger quantities are ordered.
 Trade-off is between reduced purchasing
and ordering cost and increased holding
cost

Total cost = Setup (order) cost + Holding cost +


Product (purchase) cost

D Q
TC = S
Q+ H +2 PD

© 2014 Pearson Education © 2011 Pearson 1 - 90


Total Costs with Purchasing Cost
Cost

Adding Purchasing cost TC with PD


doesn’t change EOQ

TC without PD

PD

0 EOQ Quantity
© 2014 Pearson Education 1 - 91
Quantity Discount Models
▶ There are two general cases of quantity
discount models:
1.Carrying costs are constant (for example:
$2 per unit).
2.Carrying costs are stated as a
percentage of purchase price (for
example: 20% of unit price)

© 2014 Pearson Education © 2011 Pearson 1 - 92


Total Cost with Constant Carrying
Costs (Compute common EOQ)
TCa
Total Cost

TCb
Decreasing
TCc
Price

CC a,b,c

OC

EOQ Quantity
© 2014 Pearson Education 1 - 93
Quantity Discount Model
with Constant Carrying Cost
QUANTITY PRICE
S = $2,500
1 - 49 $1,400 H = $190 per computer
50 - 89 1,100 D = 200
90+ 900

2SD 2(2500)(200)
Qopt = = = 72.5 PCs
H 190

For Q = 72.5 SD H Qopt


TC = + 2 + PD = $233,784
Qopt

For Q = 90 SD HQ
TC = + 2 + PD = $194,105
Q
© 2014 Pearson Education 1 - 94
Quantity Discount Models
(When carrying costs are specified as a
percentage of unit price)
Steps in analyzing a quantity discount
1. For each discount range, calculate Q*
2. If Q* for a discount range doesn’t
qualify, adjust it upward (set it to the
smallest possible order size of next
discount range)
3. Compute the total cost for each Q* or
adjusted value from Step 2
4. Select the Q* that gives the lowest total
cost
© 2014 Pearson Education © 2011 Pearson 1 - 95
Quantity Discount Models
A typical quantity discount schedule, Inventory
Carrying cost is 20% of unit price
Discount Discount
Number Discount Quantity Discount (%) Price (P)
1 0 to 999 no discount $5.00
2 1,000 to 1,999 4 $4.80

3 2,000 and over 5 $4.75

Table 12.2

© 2014 Pearson Education © 2011 Pearson 1 - 96


When carrying costs are specified as a percentage of
unit price, the total cost curve is broken into different
total cost curves for each discount range

Total cost curve for discount 2


Total cost
curve for
discount 1
Total cost $

Total cost curve for discount 3


b
a Q* for discount 2 is below the allowable range at point a
and must be adjusted upward to 1,000 units at point b

1st price 2nd price


break break

0 1,000 2,000
Figure 12.7
Order quantity
© 2014 Pearson Education © 2011 Pearson 1 - 97
Quantity Discount Example
Calculate Q* for every discount 2DS
Q* =
IP
2(5,000)(49)
Q1* = = 700 cars/order
(.2)(5.00)

2(5,000)(49)
Q2* = = 714 cars/order
(.2)(4.80)

2(5,000)(49)
Q3* = = 718 cars/order
(.2)(4.75)
© 2014 Pearson Education © 2011 Pearson 1 - 98
Quantity Discount Example
Calculate Q* for every discount 2DS
Q* =
IP
2(5,000)(49)
Q1* = = 700 cars/order
(.2)(5.00)

2(5,000)(49)
Q2* = = 714 cars/order
(.2)(4.80) 1,000 — adjusted
2(5,000)(49)
Q3* = = 718 cars/order
(.2)(4.75) 2,000 — adjusted
© 2014 Pearson Education © 2011 Pearson 1 - 99
Quantity Discount Example
Annual Annual Annual
Discount Unit Order Product Ordering Holding
Number Price Quantity Cost Cost Cost Total
1 $5.00 700 $25,000 $350 $350 $25,700

2 $4.80 1,000 $24,000 $245 $480 $24,725

3 $4.75 2,000 $23.750 $122.50 $950 $24,822.50

Table 12.3
Choose the price and quantity that gives the lowest
total cost
Buy 1,000 units at $4.80 per unit

© 2014 Pearson Education © 2011 Pearson 1 - 100


When to Reorder with EOQ Ordering
▶ The EOQ models answer the equation of how much
to order, but not the question of when to order. The
reorder point occurs when the quantity on hand
drops to predetermined amount.
▶ That amount generally includes expected demand
during lead time.
▶ In order to know when the reorder point has been
reached, a perpetual inventory is required.
▶ The goal of ordering is to place an order when the
amount of inventory on hand is sufficient to satisfy
demand during the time it takes to receive that
order (i.e., lead time)
© 2014 Pearson Education 1 - 101
When to Order: Reorder Points (Make sure
demand and lead time are expressed in the
same time units)
 If the demand and lead time are both
constant, the reorder point (ROP) is
simply:

Demand Lead time for a


ROP = per day new order in days
=dxL
D
d= Number of working days in a year

© 2014 Pearson Education © 2011 Pearson 1 - 102


Reorder Point Curve
Q*
Inventory level (units)

Resupply takes place as order arrives

Slope = units/day = d

ROP
(units)

Time (days)
Figure 12.5
Lead time = L
© 2014 Pearson Education © 2011 Pearson 1 - 103
Reorder Point Example
Demand = 8,000 iPods per year
250 working day year
Lead time for orders is 3 working days

D
d= Number of working days in a year

= 8,000/250 = 32 units

ROP = d x L

= 32 units per day x 3 days = 96 units

© 2014 Pearson Education © 2011 Pearson 1 - 104


When to reorder
▶ When variability is present in demand or lead
time, it creates the possibility that actual
demand will exceed expected demand.
▶ Consequently, it becomes necessary to carry
additional inventory, called “safety stock”, to
reduce the risk of running out of stock during
lead time. The reorder point then increases by
the amount of the safety stock:
ROP = expected demand during lead time + safety
stock (SS)

© 2014 Pearson Education 1 - 105


Safety Stock
Quantity

Maximum probable demand


during lead time

Expected demand
during lead time

ROP

Safety stock
LT Time
Safety stock reduces risk of
stockout
© 2014 during lead time
Pearson Education 1 - 106
Safety stock
▶ Because it cost money to hold safety stock, a
manager must carefully weigh the cost of
carrying safety stock against the reduction in
stockout risk it provides.
▶ The customer service level increases as the
risk of stockout decreases.
▶ The order cycle “service level” can be
defined as the probability that demand will not
exceed supply during lead time. A service
level of 95% implies a probability of 95% that
demand will not exceed supply during lead
time.
© 2014 Pearson Education 1 - 107
Safety Stock
▶ The “risk of stockout” is the complement of
“service level”
Service level = 1 - Probability of stockout
▶ Higher service level means more safety
stock
▶ More safety stock means higher ROP

© 2014 Pearson Education 1 - 108


Reorder Point with a Safety Stock
Inventory level

Q
Reorder
point, R

Safety Stock
0
LT LT
Time
© 2014 Pearson Education 1 - 109
Probabilistic Models to Determine ROP
and Safety Stock (Stockout Cost/Unit is
known)
▶ Use safety stock to achieve a desired
service level and avoid stockouts

ROP = d x L + ss

Annual stockout costs = the sum of the units short for each
demand level * the probability of that demand level * the stockout cost/unit
* the number of orders per year

© 2014 Pearson Education 1 - 110


Safety Stock Example
(Stochastic demand and constant lead time)
ROP = 50 units Stockout cost = $40 per frame
Opt. # of Orders per year (N) = 6
Carrying cost = $5 per frame per year (SS ???)

NUMBER OF UNITS PROBABILITY

30 .2
40 .2
ROP  50 .3
60 .2
70 .1
1.0

© 2014 Pearson Education 1 - 111


Safety Stock Example
ROP = 50 units Stockout cost = $40 per frame
Orders per year = 6 Carrying cost = $5 per frame per year

SAFETY ADDITIONAL TOTAL


STOCK HOLDING COST STOCKOUT COST COST

20 (20)($5) = $100 $0 $100

10 (10)($5) = $ 50 (10)(.1)($40)(6) = $240 $290

0 $ 0 (10)(.2)($40)(6) + (20)(.1)($40)(6) = $960 $960

A safety stock of 20 frames gives the lowest total cost


ROP = 50 + 20 = 70 frames

© 2014 Pearson Education 1 - 112


Probabilistic Models to Determine
ROP and Safety Stock when the
cost of stockouts cannot be
determined
 Desired service levels are used to
set safety stock
ROP = demand during lead time + ZsdLT

where Z = Number of standard deviations


sdLT = Standard deviation of demand during lead
time

© 2014 Pearson Education 1 - 113


Probabilistic Demand

Probability of Risk of a stockout


no stockout (5% of area of
95% of the time normal curve)

Mean ROP = ? kits Quantity


demand
350
Safety
stock
0 z
Number of
standard deviations
© 2014 Pearson Education © 2011 Pearson 1 - 114
Probabilistic Example
m = Average demand during lead time = 350 resuscitation kits
sdLT = Standard deviation of
demand during lead time = 10 kits
Z = 5% stockout policy (service level = 95%)

Using Appendix I, for an area under the curve of 95%, the Z =


1.65

Safety stock = ZsdLT = 1.65(10) = 16.5 kits

Reorder point = Expected demand during lead time + Safety stock


= 350 kits + 16.5 kits of safety stock
= 366.5 or 367 kits

© 2014 Pearson Education 1 - 115


Probabilistic Demand

Minimum demand during lead time


Inventory level

Maximum demand during lead time

Mean demand during lead time


ROP = 350 + safety stock of 16.5 = 366.5
ROP 
Normal distribution probability of
demand during lead time
Expected demand during lead time (350 kits)

Safety stock 16.5 units

0 Lead
time Time
Figure 12.8 Place Receive
order order
© 2014 Pearson Education © 2011 Pearson 1 - 116
Get the probability from
standard normal table
▶ z denotes a standard normal
random variable
▶ Standard normal curve is
symmetric about the origin 0
▶ Draw a graph

© 2014 Pearson Education 1 - 117


Get the probability from standard
normal table
▶ z denotes a standard normal random
variable
▶ Standard normal curve is symmetric
about the origin 0
▶ Draw a graph

© 2014 Pearson Education 1 - 118


From non-standard normal to
standard normal
▶ X is a normal random variable with mean
μ, and standard deviation σ

▶ Set Z=(X–μ)/σ
Z=standard unit or z-score of X

Then Z has a standard normal distribution and

© 2014 Pearson Education 1 - 119


Table Appendix I: P(0<Z<z)

z .00 .01 .02 .03 .04 .05 .06


0.0 .0000 .0040 .0080 .0120 .0160 .0199 .0239
0.1 .0398 .0438 .0478 .0517 .0557 .0596 .0636
0.2 .0793 .0832 .0871 .0910 .0948 .0987 .1026
0.3 .1179 .1217 .1255 .1293 .1331 .1368 .1404
0.4 .1554 .1591 .1628 .1664 .1700 .1736 .1772
0.5 .1915 .1950 .1985 .2019 .2054 .2088 .2123
… … … … … … … …
1.0 .3413 .3438 .3461 .3485 .3508 .3531 .3554
1.1 .3643 .3665 .3686 .3708 .3729 .3749 .3770
© 2014 Pearson Education 1 - 120
Other Probabilistic Models to
determine SS and ROP
▶ When data on demand during lead time is
not available, there are other models
available
1. When demand per day is variable and lead
time (in days) is constant
2. When lead time is variable and demand per
day is constant
3. When both demand per day and lead time
(in days) are variable

© 2014 Pearson Education 1 - 121


Demand per day is variable and
lead time (in days) is constant

ROP =(Average daily demand


* Lead time in days) + ZsdLT

wheresdLT = sd Lead time


sd= standard deviation of demand per day

© 2014 Pearson Education 1 - 122


Example
Average daily demand (normally distributed) = 15
Lead time in days (constant) = 2
Standard deviation of daily demand = 5
Service level = 90%

Z for 90% = 1.28


From Appendix I

ROP = (15 units x 2 days) + ZsdLT


= 30 + 1.28(5)( 2)
= 30 + 9.02 = 39.02 ≈ 39

Safety stock is about 9 computers


© 2014 Pearson Education 1 - 123
Lead time (in days) is variable and
demand per day is constant

ROP = (Daily demand * Average lead time in


days) +Z * (Daily demand) * sLT

wheresLT = Standard deviation of lead time in days

© 2014 Pearson Education 1 - 124


Example
Daily demand (constant) = 10
Average lead time = 6 days
Standard deviation of lead time = sLT = 1
Service level = 98%, so Z (from Appendix I) = 2.055

ROP = (10 units x 6 days) + 2.055(10 units)(1)


= 60 + 20.55 = 80.55

Reorder point is about 81 cameras

© 2014 Pearson Education 1 - 125


Both demand per day and lead time
(in days) are variable

ROP = (Average daily demand


x Average lead time) + ZsdLT

where sd = Standard deviation of demand per day


sLT = Standard deviation of lead time in days
sdLT = (Average lead time x sd2)
+ (Average daily demand)2s2LT

© 2014 Pearson Education 1 - 126


Example
Average daily demand (normally distributed) = 150
Standard deviation = sd = 16
Average lead time 5 days (normally distributed)
Standard deviation = sLT = 1 day
Service level = 95%, so Z = 1.65 (from Appendix I)

ROP = (150 packs ´ 5 days) +1.65s dLT


s dLT = ( ) (
5 days ´162 + 1502 ´12 =) (5 ´ 256) + (22,500 ´1)
= (1,280) + (22,500) = 23,780 @ 154
ROP = (150 ´ 5) +1.65(154) @ 750 + 254 = 1,004 packs

© 2014 Pearson Education 1 - 127


Single-Period Inventory Model
Used to handle ordering of
perishables (fresh fruits,
flowers) and other items with
limited useful lives
(newspapers, spare parts for
specialized equipment).

© 2014 Pearson Education 1 - 128


Single-Period Inventory Model
▶ In a single-period model, items are received in
the beginning of a period and sold during the
same period. The unsold items are not carried
over to the next period.
▶ The unsold items may be a total waste, or sold
at a reduced price, or returned to the producer at
some price less than the original purchase price.
▶ The revenue generated by the unsold items is
called the salvage value.

© 2014 Pearson Education 1 - 129


Single Period Model
▶ Only one order is placed for a product
▶ Units have little or no value at the end of the
sales period

Cs = Cost of shortage = Sales price/unit – Cost/unit


Co = Cost of overage = Cost/unit – Salvage value

Cs
Service level = Cs + Co

© 2014 Pearson Education © 2011 Pearson 1 - 130


Single Period Example
Average demand = m = 120 papers/day
Standard deviation = s = 15 papers
Cs = cost of shortage = $1.25 - $.70 = $.55
Co = cost of overage = $.70 - $.30 = $.40

Cs
Service level = Cs + Co

.55 Service
= level
.55 + .40 57.8%

= .55 = .578
.95 m = 120
Optimal stocking level

© 2014 Pearson Education © 2011 Pearson 1 - 131


Single Period Example

From Appendix I, for the area .578, Z  .20


The optimal stocking level

= 120 copies + (.20)(s)


= 120 + (.20)(15) = 120 + 3 = 123 papers

The stockout risk = 1 – service level

= 1 – .578 = .422 = 42.2%

© 2014 Pearson Education © 2011 Pearson 1 - 132


Fixed-Period (P) Systems
▶ Orders placed at the end of a fixed
period
▶ Inventory counted only at the end of
period
▶ Order brings inventory up to target level
▶ Only relevant costs are ordering and
holding
▶ Lead times are known and constant
▶ Items are independent of one another
© 2014 Pearson Education 1 - 133
Fixed-Period (P) Systems, also
called Periodic Review System
Target quantity (T)

Q4
Q2
On-hand inventory

Q1 P
Q3

Time Figure 12.9


© 2014 Pearson Education © 2011 Pearson 1 - 134
Fixed-Period Systems
▶ Inventory is only counted at each
review period
▶ May be scheduled at convenient times
▶ Appropriate in routine situations
▶ May result in stockouts between
periods
▶ May require increased safety stock

© 2014 Pearson Education 1 - 135


The Global
Environment and
Operations Strategy 2
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Global Edition, Eleventh Edition
Principles of Operations Management, Global Edition, Ninth Edition

PowerPoint slides by Jeff Heyl

© 2014
© 2014
Pearson
Pearson
Education
Education 1 - 136
OUTLINE
▶ A Global View to Operations
▶ Reasons to Globalize
▶ Developing Missions and
Strategies
▶ Strategies for Competitive
Advantage
▶ SWOT Analysis and Strategy
Development
© 2014 Pearson Education 1 - 137
Growth of World Trade
60 –

55 –

50 –

45 –

40 –
Percent

35 –

30 –

25 –

20 –

15 –

10 –| | | | | | | | |

1970 1975 1980 1985 1990 1995 2000 2005 2010


Year Figure 2.1
© 2014 Pearson Education 1 - 138
Reasons to Globalize

1. Improve the supply chain


2. Reduce costs (labor, taxes, tariffs, etc.)
3. Improve operations
4. Understand markets
5. Improve products
6. Attract and retain global talent

© 2014 Pearson Education 1 - 139


Improve the Supply Chain
▶ Locating facilities closer to unique
resources
▶ Auto design to California
▶ Athletic shoe production to China
▶ Perfume manufacturing in France

© 2014 Pearson Education 1 - 140


Reduce Costs
▶ Foreign locations with lower wage rates
can lower direct and indirect costs
▶ Trade agreements can lower tariffs
▶ Maquiladoras
▶ World Trade Organization (WTO)
▶ North American Free Trade Agreement
(NAFTA)
▶ APEC, SEATO, MERCOSUR, CAFTA
▶ European Union (EU)

© 2014 Pearson Education 1 - 141


Improve Operations
▶ Understand differences between
how business is handled in other
countries
▶ Japanese – inventory management
▶ Scandinavians – ergonomics
▶ International operations can
improve response time and
customer service

© 2014 Pearson Education 1 - 142


Understand Markets
▶ Interacting with foreign customers,
suppliers, competition can lead to
new opportunities
▶ Cell phone
design moved
from Europe
to Japan
▶ Extend the
product life
cycle

© 2014 Pearson Education 1 - 143


Improve Products
▶ Remain open to free flow of ideas
▶ Toyota and BMW manage joint
research and development
▶ Reduced risk, state-of-the-art design,
lower costs
▶ Samsung and Bosch jointly produce
batteries

© 2014 Pearson Education 1 - 144


Attract and Retain Global
Talent
▶ Offer better employment
opportunities
▶ Better growth opportunities and
insulation against unemployment
▶ Relocate unneeded personnel to
more prosperous locations

© 2014 Pearson Education 1 - 145


Cultural and Ethical Issues
▶ Cultures can be quite different
▶ Attitudes can be quite different
towards
► Punctuality ► Thievery
► Lunch breaks ► Bribery
► Environment ► Child labor
► Intellectual
property

© 2014 Pearson Education 1 - 146


Key Issues of Globalization
▶ National literacy rate ► Work ethic
▶ Rate of innovation ► Tax rates
▶ Rate of technology ► Inflation
change ► Availability of raw
▶ Number of skilled materials
workers ► Interest rates
▶ Political stability
► Population
▶ Product liability laws ► Number of miles of
▶ Export restrictions highway
▶ Variations in language ► Phone system

© 2014 Pearson Education 1 - 147


Ranking Corruption
Rank Country 2012 CPI Score (out of 100)
1 Demark, Finland, New Zealand 90 Least
4 Sweden 88 Corrupt
5 Singapore 87
6 Switzerland 86
7 Australia, Norway 85
9 Canada, Netherlands 84
13 Germany 79
14 Hong Kong 77
17 Japan, UK 74
19 USA 73
37 Taiwan 61
39 Israel 60
45 South Korea 56 Most
80 China 39 Corrupt
123 Vietnam 31
133 Russia 28
© 2014 Pearson Education 1 - 148
Match Product & Parent
► Braun Household
Appliances 1. Volkswagen
► Firestone Tires 2. Bridgestone
► Godiva Chocolate 3. Campbell Soup
► Haagen-Dazs Ice 4. Tata Motors Limited
Cream
5. Proctor and Gamble
► Jaguar Autos
6. Nestlé
► MGM Movies
7. Pillsbury
► Lamborghini Autos
8. Sony
► Alpo Petfoods

© 2014 Pearson Education 1 - 149


Match Product & Parent
► Braun Household
Appliances 1. Volkswagen
► Firestone Tires 2. Bridgestone
► Godiva Chocolate 3. Campbell Soup
► Haagen-Dazs Ice 4. Tata Motors Limited
Cream
5. Proctor and Gamble
► Jaguar Autos
6. Nestlé
► MGM Movies
7. Pillsbury
► Lamborghini Autos
8. Sony
► Alpo Petfoods

© 2014 Pearson Education 1 - 150


Match Product & Country
► Braun Household
Appliances
► Firestone Tires 1. Great Britain
► Godiva Chocolate 2. Germany
► Haagen-Dazs Ice 3. Japan
Cream
4. United States
► Jaguar Autos
5. Switzerland
► MGM Movies
6. India
► Lamborghini Autos
► Alpo Petfoods

© 2014 Pearson Education 1 - 151


Match Product & Country
► Braun Household
Appliances
► Firestone Tires 1. Great Britain
► Godiva Chocolate 2. Germany
► Haagen-Dazs Ice 3. Japan
Cream
4. United States
► Jaguar Autos
5. Switzerland
► MGM Movies
6. India
► Lamborghini Autos
► Alpo Petfoods

© 2014 Pearson Education 1 - 152


Developing Missions and
Strategies

Mission statements tell an


organization where it is going

The Strategy tells the organization


how to get there

© 2014 Pearson Education 1 - 153


Mission
► Mission - where is the organization
going?
► Organization’s purpose for being
► Answers ‘What do we contribute to
society?’
► Provides boundaries and focus

© 2014 Pearson Education 1 - 154


Strategic Process
Organization’s
Mission

Functional Area
Missions

Finance/
Marketing Operations Accounting

© 2014 Pearson Education 1 - 155


Sample Missions

Sample Company Mission


To manufacture and service an innovative, growing, and
profitable worldwide microwave communications business
that exceeds our customers’ expectations.

Sample Operations Management Mission

To produce products consistent with the company’s mission


as the worldwide low-cost manufacturer.

Figure 2.3
© 2014 Pearson Education 1 - 156
Strategy
► Action plan to achieve
mission
► Functional areas have
strategies
► Strategies exploit
opportunities and
strengths, neutralize
threats, and avoid
weaknesses

© 2014 Pearson Education 1 - 157


Strategies for Competitive
Advantage

1. Differentiation – better, or at least


different
2. Cost leadership – cheaper
3. Response – more responsive

© 2014 Pearson Education 1 - 158


Competing on Differentiation
Uniqueness can go beyond both the
physical characteristics and service
attributes to encompass everything that
impacts customer’s perception of value
► Walt Disney Magic Kingdom –
experience differentiation
► Hard Rock Cafe – dining experience

© 2014 Pearson Education 1 - 159


Competing on Cost
Provide the maximum value as
perceived by customer. Does not
imply low quality.
► Southwest Airlines – secondary airports,
no frills service, efficient utilization of
equipment
► Walmart – small overhead, shrinkage,
and distribution costs
► Franz Colruyt – no bags, no bright lights,
no music, and doors on freezers
© 2014 Pearson Education 1 - 160
Competing on Response
▶ Flexibility is matching market changes in
design innovation and volumes
▶ A way of life at Hewlett-Packard
▶ Reliability is meeting schedules
▶ German machine industry
▶ Timeliness is quickness
in design, production,
and delivery
▶ Johnson Electric,
Pizza Hut, Motorola

© 2014 Pearson Education 1 - 161


Strategy Development Process
Analyze the Environment
Identify the strengths, weaknesses, opportunities, and threats.
Understand the environment, customers, industry, and competitors.

Determine the Corporate Mission


State the reason for the firm’s existence and identify the
value it wishes to create.

Form a Strategy
Build a competitive advantage, such as low price, design, or
volume flexibility, quality, quick delivery, dependability, after-
sale service, broad product lines.

Figure 2.6
© 2014 Pearson Education © 2011 Pearson Education, Inc. publishing as 1 - 162
Prentice Hall
SWOT Analysis

Mission

Internal External
Strengths Opportunities

Analysis

Internal External
Weaknesses Threats

Strategy

© 2014 Pearson Education 1 - 163


Nike SWOT Analysis
▶ Strengths
- strong at research and development.
- Nike is a global brand.
▶ Opportunities
- to develop new products such as sunglasses and
jewellery.
▶ Weaknesses
- The retail sector is very price sensitive.
▶ Threats
- The market for sports shoes and garments is very
competitive. Consumers are shopping around for a
better deal.
© 2014 Pearson Education 1 - 164
SWOT Analysis

▶ SWOT Analysis, which is a key


tool in the strategic planning
process can also be applied to
personal career planning.

© 2014 Pearson Education 1 - 165


Strategy Development and
Implementation
▶ Identify key success factors
▶ Build and staff the organization
▶ Integrate OM with other activities

The operations manager’s job is to implement


an OM strategy, provide competitive
advantage, and increase productivity

© 2014 Pearson Education © 2011 Pearson Education, Inc. publishing as 1 - 166


Prentice Hall
Strategy Development and
Implementation
▶ Only by identifying Key Success
Factors(KSFs) and Core
Competencies can an organization
achieve sustainable competitive
advantage.
▶ One of the KSFs for McDonalds is
layout.
▶ Core Competency for Honda is its
gas-powered engines.
© 2014 Pearson Education 1 - 167
Capacity and

SUPPLEMENT
Constraint
Management 7
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition

PowerPoint slides by Jeff Heyl

© 2014
© 2014
Pearson
Pearson
Education
Education, Inc. 1 - 168
Outline
► Capacity
► Bottleneck Analysis and the Theory
of Constraints
► Break-Even Analysis
► Reducing Risk with Incremental
Changes

© 2014 Pearson Education 1 - 169


Outline - Continued
► Applying Expected Monetary Value
(EMV) to Capacity Decisions
► Applying Investment Analysis to
Strategy-Driven Investments

© 2014 Pearson Education 1 - 170


Learning Objectives
When you complete this supplement
you should be able to :
1. Define capacity
2. Determine design capacity, effective
capacity, and utilization
3. Perform bottleneck analysis
4. Compute break-even

© 2014 Pearson Education 1 - 171


Learning Objectives
When you complete this supplement
you should be able to :
5. Determine the expected monetary
value of a capacity decision
6. Compute net present value

© 2014 Pearson Education 1 - 172


Capacity
► The throughput, or the number of units
a facility can hold, receive, store, or
produce in a period of time
► Determines
fixed costs
► Determines if
demand will
be satisfied
► Three time horizons
© 2014 Pearson Education 1 - 173
Planning Over a Time Horizon
Figure S7.1
Time Horizon
Options for Adjusting Capacity

Long-range Add facilities


planning
Intermediate-
Add long lead time equipment *
range Subcontract Add personnel
planning Add equipment Build or use inventory
(aggregate Add shifts
planning)
Schedule jobs
Short-range Schedule personnel
planning
(scheduling)
* Allocate machinery

Modify capacity Use capacity


* Difficult to adjust capacity as limited options exist
© 2014 Pearson Education 1 - 174
Design and Effective Capacity
► Design capacity is the maximum
theoretical output of a system
► Normally expressed as a rate
► Effective capacity is the capacity a firm
expects to achieve given current
operating constraints
► Often lower than design capacity

© 2014 Pearson Education 1 - 175


Utilization and Efficiency
Utilization is the percent of design
capacity actually achieved
Utilization = Actual output/Design capacity

Efficiency is the percent of effective


capacity actually achieved
Efficiency = Actual output/Effective capacity

© 2014 Pearson Education 1 - 176


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts

Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls

© 2014 Pearson Education, Inc. S7 - 177


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts

Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls

© 2014 Pearson Education, Inc. S7 - 178


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts

Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls

Utilization = 148,000/201,600 = 73.4%

© 2014 Pearson Education, Inc. S7 - 179


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts

Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls

Utilization = 148,000/201,600 = 73.4%

Efficiency = 148,000/175,000 = 84.6%

© 2014 Pearson Education, Inc. S7 - 180


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts

Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls

Utilization = 148,000/201,600 = 73.4%

Efficiency = 148,000/175,000 = 84.6%

© 2014 Pearson Education, Inc. S7 - 181


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Efficiency = 84.6%
Efficiency of new line = 75%

Expected Output = (Effective Capacity)(Efficiency)

= (175,000)(.75) = 131,250 rolls

© 2014 Pearson Education, Inc. S7 - 182


Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Efficiency = 84.6%
Efficiency of new line = 75%

Expected Output = (Effective Capacity)(Efficiency)

= (175,000)(.75) = 131,250 rolls

© 2014 Pearson Education, Inc. S7 - 183


Capacity and Strategy

► Capacity decisions impact all 10


decisions of operations management
as well as other functional areas of
the organization
► Capacity decisions must be integrated
into the organization’s mission and
strategy

© 2014 Pearson Education, Inc. S7 - 184


Capacity Considerations

1. Forecast demand accurately


2. Match technology increments and
sales volume
3. Find the optimum operating size
(volume)
4. Build for change

© 2014 Pearson Education 1 - 185


Economies and Diseconomies
of Scale Figure S7.2
(sales per square foot)
Average unit cost

1,300 sq ft 8,000 sq ft
store 2,600 sq ft store
store

Economies Diseconomies
of scale of scale
1,300 2,600 8,000
Number of square feet in store
© 2014
© 2014
Pearson
Pearson
Education
Education, Inc. 1 - 186
Managing Demand
► Demand exceeds capacity
► Curtail demand by raising prices, scheduling
longer lead time
► Long term solution is to increase capacity
► Capacity exceeds demand
► Stimulate market
► Product changes
► Adjusting to seasonal demands
► Produce products with complementary
demand patterns
© 2014 Pearson Education 1 - 187
Complementary Demand
Figure S7.3
Patterns
Combining the
two demand
patterns reduces
the variation
4,000 –
Sales in units

Snowmobile
3,000 – motor sales

2,000 –

1,000 – Jet ski


engine
sales

JFMAMJJASONDJFMAMJJASONDJ
Time (months)

© 2014 Pearson Education 1 - 188


Tactics for Matching Capacity
to Demand
1. Making staffing changes
2. Adjusting equipment
► Purchasing additional machinery
► Selling or leasing out existing equipment
3. Improving processes to increase throughput
4. Redesigning products to facilitate more throughput
5. Adding process flexibility to meet changing product
preferences
6. Closing facilities

© 2014 Pearson Education 1 - 189


Service-Sector Demand
and Capacity Management
► Demand management
► Appointment, reservations, FCFS rule
► Capacity
management
► Full time,
temporary,
part-time
staff

© 2014 Pearson Education 1 - 190


Bottleneck Analysis and the
Theory of Constraints
► Each work area can have its own unique
capacity
► Capacity analysis determines the
throughput capacity of workstations in a
system
► A bottleneck is a limiting factor or constraint
► A bottleneck has the lowest effective capacity
in a system

© 2014 Pearson Education 1 - 191


Bottleneck Analysis and the
Theory of Constraints
► The bottleneck time is the time of the
slowest workstation (the one that takes
the longest) in a production system
► The throughput time is the time it takes
a unit to go through production from start
to end Figure S7.4

A B C

2 min/unit 4 min/unit 3 min/unit

© 2014 Pearson Education 1 - 192


Capacity Analysis
► Two identical sandwich lines
► Lines have two workers and three operations
► All completed sandwiches are wrapped

Bread Fill
15 sec/sandwich 20 sec/sandwich
Wrap/
Order Toaster
Deliver
30 sec/sandwich 20 sec/sandwich
Bread Fill 37.5 sec/sandwich

15 sec/sandwich 20 sec/sandwich

© 2014 Pearson Education 1 - 193


Capacity Bread
15 sec
Fill
20 sec Wrap/
Order Toaster

Analysis 30 sec
Bread
15 sec
Fill
20 sec
20 sec
Deliver

37.5 sec

► The two lines each deliver a sandwich


every 20 seconds
► At 37.5 seconds, wrapping and delivery has
the longest processing time and is the
bottleneck
► Capacity per hour is 3,600 seconds/37.5
seconds/sandwich = 96 sandwiches per
hour
► Throughput time is 30 + 15 + 20 + 20 + 37.5
= 122.5 seconds
© 2014 Pearson Education 1 - 194
Capacity Analysis
► Standard process for cleaning teeth
► Cleaning and examining X-rays can happen
simultaneously

Cleaning

Takes Develops 24 min/unit Check


Check in Dentist
X-ray X-ray out

2 min/unit 2 min/unit 4 min/unit X-ray 8 min/unit 6 min/unit


exam

5 min/unit

© 2014 Pearson Education 1 - 195


Capacity Check
in
Takes
X-ray
Develops
X-ray
Cleaning

24 min/unit Dentist
Check
out

Analysis 2 min/unit 2 min/unit 4 min/unit X-ray


exam

5 min/unit
8 min/unit 6 min/unit

► All possible paths must be compared


► Bottleneck is the hygienist at 24 minutes
► Hourly capacity is 60/24 = 2.5 patients
► X-ray exam path is 2 + 2 + 4 + 5 + 8 + 6 = 27
minutes
► Cleaning path is 2 + 2 + 4 + 24 + 8 + 6 = 46
minutes
► Longest path involves the hygienist cleaning
the teeth, patient should complete in 46
minutes
© 2014 Pearson Education 1 - 196
Theory of Constraints
► Five-step process for recognizing and
managing limitations
Step 1: Identify the constraints
Step 2: Develop a plan for overcoming the constraints
Step 3: Focus resources on accomplishing Step 2
Step 4: Reduce the effects of constraints by offloading
work or expanding capability
Step 5: Once overcome, go back to Step 1 and find
new constraints

© 2014 Pearson Education 1 - 197


Bottleneck Management
1. Release work orders to the system at the
pace of set by the bottleneck
► Drum, Buffer, Rope
2. Lost time at the bottleneck represents lost
time for the whole system
3. Increasing the capacity of a non-bottleneck
station is a mirage
4. Increasing the capacity of a bottleneck
increases the capacity of the whole system

© 2014 Pearson Education 1 - 198


Break-Even Analysis

► Technique for evaluating process and


equipment alternatives
► Objective is to find the point in dollars
and units at which cost equals
revenue
► Requires estimation of fixed costs,
variable costs, and revenue

© 2014 Pearson Education 1 - 199


Break-Even Analysis
► Fixed costs are costs that continue even
if no units are produced
► Depreciation, taxes, debt, mortgage
payments
► Variable costs are costs that vary with
the volume of units produced
► Labor, materials, portion of utilities
► Contribution is the difference between
selling price and variable cost

© 2014 Pearson Education 1 - 200


Break-Even Analysis
► Revenue function begins at the origin
and proceeds upward to the right,
increasing by the selling price of each
unit
► Where the revenue function crosses
the total cost line is the break-even
point

© 2014 Pearson Education 1 - 201


Break-Even Analysis

Total revenue line
900 –

800 –
Break-even point Total cost line
700 – Total cost = Total revenue
Cost in dollars

600 –

500 –

400 – Variable cost

300 –

200 –

100 – Fixed cost



| | | | | | | | | | | |
0 100 200 300 400 500 600 700 800 900 1000 1100
Figure S7.5
Volume (units per period)
© 2014 Pearson Education 1 - 202
Break-Even Analysis
Assumptions
► Costs and revenue are linear
functions
► Generally not the case in the real
world
► We actually know these costs
► Very difficult to verify
► Time value of money is often
ignored
© 2014 Pearson Education 1 - 203
Break-Even Analysis
BEPx = break-even point x = number of units
in units produced
BEP$ = break-even point TR = total revenue = Px
in dollars F = fixed costs
P = price per unit V = variable cost per unit
(after all TC = total costs = F + Vx
discounts)
Break-even point occurs when

TR = TC F
or BEPx =
P–V
Px = F + Vx

© 2014 Pearson Education 1 - 204


Break-Even Analysis
BEPx = break-even point x = number of units
in units produced
BEP$ = break-even point TR = total revenue = Px
in dollars F = fixed costs
P = price per unit V = variable cost per unit
(after all TC = total costs = F + Vx
discounts)
F Profit = TR - TC
BEP$ = BEPx P = P
P–V = Px – (F + Vx)
F = Px – F – Vx
= (P – V)/P
= (P - V)x – F
F
=
1 – V/P
© 2014 Pearson Education 1 - 205
Break-Even Example
Fixed costs = $10,000 Material = $.75/unit
Direct labor = $1.50/unit Selling price = $4.00 per unit

F $10,000
BEP$ = =
1 – (V/P) 1 – [(1.50 + .75)/(4.00)]
$10,000
= = $22,857.14
.4375

© 2014 Pearson Education 1 - 206


Break-Even Example
Fixed costs = $10,000 Material = $.75/unit
Direct labor = $1.50/unit Selling price = $4.00 per unit

F $10,000
BEP$ = =
1 – (V/P) 1 – [(1.50 + .75)/(4.00)]
$10,000
= = $22,857.14
.4375

F $10,000
BEPx = = = 5,714
P–V 4.00 – (1.50 + .75)

© 2014 Pearson Education 1 - 207


Break-Even Example
50,000 –

Revenue
40,000 –
Break-even
point Total
30,000 –
Dollars

costs

20,000 –

Fixed costs
10,000 –


| | | | | |
0 2,000 4,000 6,000 8,000 10,000
Units

© 2014 Pearson Education 1 - 208


Break-Even Example
Multiproduct Case

Break-even F
point in dollars =
éæ V ö ù
(BEP$) åêêç1- Pi ÷ ´ Wi úú ( )
ëè i ø û

where V = variable cost per unit


P = price per unit
F = fixed costs
W = percent each product is of total dollar sales
expressed as a decimal
i = each product
© 2014 Pearson Education 1 - 209
Multiproduct Example
Fixed costs = $3,000 per month
ITEM PRICE COST ANNUAL FORECASTED SALES UNITS
Sandwich $5.00 $3.00 9,000
Drink 1.50 .50 9,000
Baked potato 2.00 1.00 7,000

1 2 3 4 5 6 7 8
ANNUAL WEIGHTED
SELLING VARIABLE FORECASTED CONTRIBUTION
ITEM (i) PRICE (P) COST (V) (V/P) 1 - (V/P) SALES $ % OF SALES (COL 5 X COL 7)

Sandwich $5.00 $3.00 .60 .40 $45,000 .621 .248

Drinks 1.50 0.50 .33 .67 13,500 .186 .125


Baked
potato 2.00 1.00 .50 .50 14,000 .193 .097

$72,500 1.000 .470


© 2014 Pearson Education 1 - 210
MultiproductBEP
Example F
=
éæ ö $
Vi ù
Fixed costs = $3,000 per month åêêç1- P ÷ ´ Wi úú( )
ëè i ø û
ITEM PRICE COST ANNUAL FORECASTED SALES UNITS
$3,000 x 12
Sandwich $5.00 $3.00 = 9,000 = $76,596
.47
Drink 1.50 .50 9,000
Baked potato 2.00 1.00 Daily $76,596
7,000
sales 312 days = $245.50
=
1 2 3 4 5 6 7 8
.621 x $245.50
ANNUAL WEIGHTED
SELLING VARIABLE FORECASTED = 30.5 CONTRIBUTION
31
ITEM (i) PRICE (P) COST (V) (V/P) 1 - (V/P) $5.00
SALES $ % OF SALES (COL 5 X COL 7)
Sandwiches
Sandwich $5.00 $3.00 .60 .40 $45,000 .621 each day.248
Drinks 1.50 0.50 .33 .67 13,500 .186 .125
Baked
potato 2.00 1.00 .50 .50 14,000 .193 .097

$72,500 1.000 .470


© 2014 Pearson Education 1 - 211
Reducing Risk with
Figure S7.6 Incremental Changes
(a) Leading demand with (b) Leading demand with a
incremental expansion one-step expansion
New
New capacity
capacity

Demand
Demand

Expected Expected
demand demand

(c) Lagging demand with (d) Attempts to have an average


incremental expansion capacity with incremental
New expansion
capacity New
Demand

Expected Demand capacity Expected


demand demand

© 2014 Pearson Education 1 - 212


Reducing Risk with
Incremental Changes
(a) Leading demand with incremental
expansion
Figure S7.6

New
capacity
Demand

Expected
demand

1 2 3
Time (years)
© 2014 Pearson Education 1 - 213
Reducing Risk with
Incremental Changes
(b) Leading demand with a one-step
expansion
Figure S7.6

New
capacity
Demand

Expected
demand

1 2 3
Time (years)
© 2014 Pearson Education 1 - 214
Reducing Risk with
Incremental Changes
(c) Lagging demand with incremental
expansion
Figure S7.6

New
capacity

Expected
Demand

demand

1 2 3
Time (years)
© 2014 Pearson Education 1 - 215
Reducing Risk with
Incremental Changes
(d) Attempts to have an average capacity with
incremental expansion
Figure S7.6
New
capacity

Expected
Demand

demand

1 2 3
Time (years)
© 2014 Pearson Education 1 - 216
Applying Expected Monetary
Value (EMV) and Capacity
Decisions
► Determine states of nature
► Future demand
► Market favorability
► Assign probability values to states
of nature to determine expected
value

© 2014 Pearson Education 1 - 217


EMV Applied to Capacity
Decision
▶ Southern Hospital Supplies capacity
expansion
EMV (large plant) = (.4)($100,000) + (.6)(–$90,000)
= –$14,000
EMV (medium plant) = (.4)($60,000) + (.6)(–$10,000)
= +$18,000
EMV (small plant) = (.4)($40,000) + (.6)(–$5,000)
= +$13,000
EMV (do nothing) = $0

© 2014 Pearson Education 1 - 218


Strategy-Driven Investment

► Operations managers may have to


decide among various financial
options
► Analyzing capacity alternatives
should include capital investment,
variable cost, cash flows, and net
present value

© 2014 Pearson Education 1 - 219


Net Present Value (NPV)
In general:
F = P(1 + i)N
where F = future value
P = present value
i = interest rate
N = number of years

Solving for P:
F
P=
(1 + i)N
© 2014 Pearson Education 1 - 220
Net Present Value (NPV)
In general:
F = P(1 + i)N
where F = future value
P While
= present value this works fine, it
i is cumbersome for
= interest rate
N = number oflarger
years values of N

Solving for P:
F
P=
(1 + i)N
© 2014 Pearson Education 1 - 221
NPV Using Factors
F
P= N = FX
(1 + i)
where X = a factor from Table S7.1 defined
as = 1/(1 + i)N and F = future
value

TABLE S7.1 Present Value of $1


YEAR 6% 8% 10% 12% 14%
1 .943 .926 .909 .893 .877
2 .890 .857 .826 .797 .769
3 .840 .794 .751 .712 .675
4 .792 .735 .683 .636 .592
Portion of
5 .747 .681 .621 .567 .519 Table S7.1

© 2014 Pearson Education 1 - 222


Present Value of an Annuity
An annuity is an investment which
generates uniform equal payments

S = RX
where X = factor from Table S7.2
S = present value of a series of uniform
annual receipts
R = receipts that are received every year
of the life of the investment

© 2014 Pearson Education 1 - 223


Present Value of an Annuity

TABLE S7.2 Present Value of and Annuity of $1


YEAR 6% 8% 10% 12% 14%
1 .943 .926 .909 .893 .877
2 1.833 1.783 1.736 1.690 1.647
3 2.676 2.577 2.487 2.402 2.322
4 3.465 3.312 3.170 3.037 2.914
5 4.212 3.993 3.791 3.605 3.433

Portion of
Table S7.2

© 2014 Pearson Education 1 - 224


Present Value of an Annuity
▶ River Road Medical Clinic equipment investment

$7,000 in receipts per for 5 years


Interest rate = 6%
From Table S7.2
X = 4.212

S = RX
S = $7,000(4.212) = $29,484

© 2014 Pearson Education 1 - 225


Limitations
1. Investments with the same NPV may have
different projected lives and salvage
values
2. Investments with the same NPV may have
different cash flows
3. Assumes we know future interest rates
4. Payments are not always made at the end
of a period

© 2014 Pearson Education 1 - 226


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
Printed in the United States of America.

© 2014 Pearson Education 1 - 227


Location Strategies
8
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition

PowerPoint slides by Jeff Heyl

© 2014
© 2014
Pearson
Pearson
Education
Education, Inc. 1 - 228
Outline
► Global Company Profile:
FedEx
► The Strategic Importance of Location
► Factors That Affect Location
Decisions
► Methods of Evaluating Location
Alternatives
► Service Location Strategy
► Geographic Information Systems
© 2014 Pearson Education 1 - 229
Learning Objectives
When you complete this chapter you
should be able to:
1. Identify and explain seven major factors
that effect location decisions
2. Compute labor productivity
3. Apply the factor-rating method
4. Complete a locational break-even analysis
graphically and mathematically

© 2014 Pearson Education 1 - 230


Learning Objectives
When you complete this chapter you
should be able to:
5. Use the center-of-gravity method
6. Understand the differences between
service- and industrial-sector location
analysis

© 2014 Pearson Education 1 - 231


Location Provides Competitive
Advantage for FedEx

▶ Central hub concept


▶ Enables service to more locations with
fewer aircraft
▶ Enables matching of aircraft flights with
package loads
▶ Reduces mishandling and delay in transit
because there is total control of packages
from pickup to delivery

© 2014
© 2014
Pearson
Pearson
Education
Education, Inc. 1 - 232
The Strategic Importance of
Location
► One of the most important decisions
a firm makes
► Increasingly global in nature
► Significant impact on fixed and
variable costs
► Decisions made relatively
infrequently

© 2014 Pearson Education 1 - 233


The Strategic Importance of
Location
► Long-term decisions
► Once committed to a location, many
resource and cost issues are difficult
to change

© 2014 Pearson Education 1 - 234


The Strategic Importance of
Location
The objective of location strategy is
to maximize the benefit of location
to the firm
Options include
1. Expanding existing facilities
2. Maintain existing and add sites
3. Closing existing and relocating

© 2014 Pearson Education 1 - 235


Location and Costs
► Location decisions based on low cost
require careful consideration
► Once in place, location-related costs
are fixed in place and difficult to
reduce
► Determining optimal facility location is
a good investment

© 2014 Pearson Education 1 - 236


Factors That Affect Location
Decisions
▶ Globalization adds to complexity
▶ Market economics
▶ Communication
▶ Rapid, reliable transportation
▶ Ease of capital flow
▶ Differing labor costs
▶ Identify key success factors (KSFs)

© 2014 Pearson Education 1 - 237


Location Decisions
Country Decision Key Success Factors
1. Political risks, government
rules, attitudes, incentives
2. Cultural and economic issues
3. Location of markets
4. Labor talent, attitudes,
productivity, costs
5. Availability of supplies,
communications, energy
6. Exchange rates and currency
Figure 8.1 risks
© 2014 Pearson Education 1 - 238
Location Decisions
Region/ Key Success Factors
Community
Decision 1. Corporate desires
2. Attractiveness of region
MN
3. Labor availability and costs
WI 4. Costs and availability of utilities
MI 5. Environmental regulations
IL IN
OH 6. Government incentives and fiscal
policies
7. Proximity to raw materials and
customers
Figure 8.1
8. Land/construction costs
© 2014 Pearson Education 1 - 239
Location Decisions
Site Decision Key Success Factors
1. Site size and cost
2. Air, rail, highway, and
waterway systems
3. Zoning restrictions
4. Proximity of services/
supplies needed
5. Environmental impact
issues

Figure 8.1

© 2014 Pearson Education 1 - 240


TABLE 8.1
Competitiveness of 142 Selected
Global Countries
2011-2012

Competitiveness COUNTRY
Switzerland
RANKING
1
Singapore 2
Index of Sweden 3
Finland 4
Countries USA
Japan
5
9
UK 10
Canada 12
Israel 22
China 26
Mexico 58
Vietnam 65
Russia 66
Haiti 141
Chad 142

© 2014 Pearson Education 1 - 241


Factors That Affect
Location Decisions
► Labor productivity
► Wage rates are not the only cost
► Lower productivity may increase total cost

Labor cost per day


= Cost per unit
Productivity (units per day)

South Carolina Mexico

$70 $25
= $1.17 per unit = $1.25 per unit
60 units 20 units

© 2014 Pearson Education 1 - 242


Factors That Affect
Location Decisions
► Exchange rates and currency risks
► Can have a significant impact on costs
► Rates change over time
► Costs
► Tangible - easily measured costs such as
utilities, labor, materials, taxes
► Intangible - less easy to quantify and include
education, public transportation, community,
quality-of-life

© 2014 Pearson Education 1 - 243


Factors That Affect
Location Decisions
► Exchange rates and currency risks
► Can have a significant impact on costs
► Rates change over time
Location decisions
► Costs
based on costs alone
► Tangible - easily measured costs such as
can create
utilities, labor, materials, taxes
difficult
ethical situations
► Intangible - less easy to quantify and include
education, public transportation, community,
quality-of-life

© 2014 Pearson Education 1 - 244


Factors That Affect
Location Decisions
► Political risk, values, and culture
► National, state, local governments attitudes
toward private and intellectual property,
zoning, pollution, employment stability may
be in flux
► Worker attitudes towards turnover, unions,
absenteeism
► Globally cultures have different attitudes
towards punctuality, legal, and ethical issues

© 2014 Pearson Education 1 - 245


Ranking Corruption
Rank Country 2012 CPI Score (out of 100)
1 Demark, Finland, New Zealand 90 Least
4 Sweden 88 Corrupt
5 Singapore 87
6 Switzerland 86
7 Australia, Norway 85
9 Canada, Netherlands 84
13 Germany 79
14 Hong Kong 77
17 Japan, UK 74
19 USA 73
37 Taiwan 61
39 Israel 60
45 South Korea 56 Most
80 China 39 Corrupt
123 Vietnam 31
133 Russia 28
© 2014 Pearson Education 1 - 246
Factors That Affect
Location Decisions
► Proximity to markets
► Very important to services
► JIT systems or high transportation costs may
make it important to manufacturers
► Proximity to suppliers
► Perishable goods, high transportation costs,
bulky products

© 2014 Pearson Education 1 - 247


Factors That Affect
Location Decisions
► Proximity to competitors (clustering)
► Often driven by resources such as natural,
information, capital, talent
► Found in both manufacturing and service
industries

© 2014 Pearson Education 1 - 248


Clustering of Companies
TABLE 8.3 Clustering of Companies
INDUSTRY LOCATIONS REASON FOR CLUSTERING
Wine making Napa Valley (US) Natural resources of land and
Bordeaux region climate
(France)
Software firms Silicon Valley, Boston, Talent resources of bright
Bangalore (India) graduates in
scientific/technical areas,
venture capitalists nearby
Clean energy Colorado Critical mass of talent and
information, with 1,000
companies

© 2014 Pearson Education 1 - 249


Clustering of Companies
TABLE 8.3 Clustering of Companies
INDUSTRY LOCATIONS REASON FOR CLUSTERING
Theme parks Orlando, Florida A hot spot for
(Disney World, entertainment, warm
Universal Studios, weather, tourists, and
and Sea World) inexpensive labor
Electronics firms Northern Mexico NAFTA, duty free export to
U.S.
Computer hardware Singapore, Taiwan High technological
manufacturers penetration rate and per
capita GDP,
skilled/educated workforce
with large pool of engineers

© 2014 Pearson Education 1 - 250


Clustering of Companies
TABLE 8.3 Clustering of Companies
INDUSTRY LOCATIONS REASON FOR CLUSTERING
Fast food chains Sites within 1 mile of Stimulate food sales, high
(Wendy’s, each other traffic flows
McDonald’s, Burger
King, and Pizza
Hut)
General aviation Wichita, Kansas Mass of aviation skills
aircraft (Cessna,
Learjet, Boeing,
Raytheon)
Athletic footwear, Portland, Oregon 300 companies, many owned
outdoor wear by Nike, deep talent pool and
outdoor culture

© 2014 Pearson Education 1 - 251


Factor-Rating Method
► Popular because a wide variety of factors
can be included in the analysis
► Six steps in the method
1. Develop a list of relevant factors called key
success factors
2. Assign a weight to each factor
3. Develop a scale for each factor
4. Score each location for each factor
5. Multiply score by weights for each factor for
each location
6. Make a recommendation based on the highest
point score
© 2014 Pearson Education 1 - 252
Factor-Rating Example
TABLE 8.4 Weights, Scores, and Solution

SCORES
(OUT OF 100) WEIGHTED SCORES
KSF WEIGHT FRANCE DENMARK FRANCE DENMARK

Labor availability
.25 70 60 (.25)(70) = 17.5 (.25)(60) = 15.0
and attitude

People-to-car ratio .05 50 60 (.05)(50) = 2.5 (.05)(60) = 3.0

Per capita income .10 85 80 (.10)(85) = 8.5 (.10)(80) = 8.0

Tax structure .39 75 70 (.39)(75) = 29.3 (.39)(70) = 27.3

Education and
.21 60 70 (.21)(60) = 12.6 (.21)(70) = 14.7
health
Totals 1.00 70.4 68.0

© 2014 Pearson Education 1 - 253


Locational
Cost-Volume Analysis
► An economic comparison of location
alternatives
► Three steps in the method
1. Determine fixed and variable costs for each
location
2. Plot the cost for each location
3. Select location with lowest total cost for
expected production volume

© 2014 Pearson Education 1 - 254


Locational Cost-Volume
Analysis Example
Three locations:
Selling price = $120
Expected volume = 2,000 units
Fixed Variable Total
City Cost Cost Cost
Athens $30,000 $75 $180,000
Brussels $60,000 $45 $150,000
Lisbon $110,000 $25 $160,000

Total Cost = Fixed Cost + (Variable Cost x Volume)

© 2014 Pearson Education 1 - 255


Locational Cost-Volume
Analysis Example
Crossover point – Athens/Brussels
30,000 + 75(x) = 60,000 + 45(x)
30(x) = 30,000
(x) = 1,000

Crossover point – Brussels/Lisbon

60,000 + 45(x) = 110,000 + 25(x)


20(x) = 50,000
(x) = 2,500

© 2014 Pearson Education 1 - 256


Locational Cost-Volume
Analysis Example
Figure 8.2


$180,000 –

$160,000 –
$150,000 –

$130,000 –
Annual cost


$110,000 –


$80,000 –

$60,000 –


$30,000 – Athens Lisbon
Brussels
lowest lowest
– cost
lowest cost
cost
$10,000 –
|
– | | | | | |
0 500 1,000 1,500 2,000 2,500 3,000
Volume
© 2014 Pearson Education 1 - 257
Center-of-Gravity Method
► Finds location of distribution center
that minimizes distribution costs
► Considers
► Location of markets
► Volume of goods shipped to those
markets
► Shipping cost (or distance)

© 2014 Pearson Education 1 - 258


Center-of-Gravity Method
► Place existing locations on a
coordinate grid
► Grid origin and scale is arbitrary
► Maintain relative distances
► Calculate x and y coordinates for
‘center of gravity’
► Assumes cost is directly proportional
to distance and volume shipped

© 2014 Pearson Education 1 - 259


Center-of-Gravity Method
åd Q ix i
x-coordinate of the = i
center of gravity åQ i
i

åd Q iy i
y-coordinate of the = i
center of gravity åQ i
i

where dix = x-coordinate of location i


diy = y-coordinate of location i
Qi = Quantity of goods moved to or from
location i

© 2014 Pearson Education 1 - 260


Center-of-Gravity Method

TABLE 8.5 Demand for Quain’s Discount Department Stores


NUMBER OF CONTAINERS
STORE LOCATION SHIPPED PER MONTH
Chicago 2,000
Pittsburgh 1,000
New York 1,000
Atlanta 2,000

© 2014 Pearson Education 1 - 261


Center-of-Gravity Method
North-South Figure 8.3

New York (130, 130)


Chicago (30, 120)
120 –
Pittsburgh (90, 110)
90 –

60 –
d1x = 30
d1y = 120
30 –
Q1 = 2,000
Atlanta (60, 40)


| | | | | |
East-West
30 60 90 120 150
Arbitrary
origin
© 2014 Pearson Education 1 - 262
Center-of-Gravity Method

(30)(2000) + (90)(1000) + (130)(1000) + (60)(2000)


x-coordinate =
2000 + 1000 + 1000 + 2000
= 66.7

(120)(2000) + (110)(1000) + (130)(1000) + (40)(2000)


y-coordinate =
2000 + 1000 + 1000 + 2000
= 93.3

© 2014 Pearson Education 1 - 263


Center-of-Gravity Method
North-South Figure 8.3

New York (130, 130)


Chicago (30, 120)
120 –
Pittsburgh (90, 110)
90 – + Center of gravity (66.7, 93.3)

60 –

30 –
Atlanta (60, 40)


| | | | | |
East-West
30 60 90 120 150
Arbitrary
origin
© 2014 Pearson Education 1 - 264
Transportation Model

► Finds amount to be shipped from


several points of supply to several
points of demand
► Solution will minimize total production
and shipping costs
► A special class of linear programming
problems

© 2014 Pearson Education 1 - 265


Worldwide Distribution of
Volkswagens and Parts
Figure 8.4

© 2014 Pearson Education 1 - 266


Service Location Strategy
1. Purchasing power of customer-drawing area
2. Service and image compatibility with
demographics of the customer-drawing area
3. Competition in the area
4. Quality of the competition
5. Uniqueness of the firm’s and competitors’
locations
6. Physical qualities of facilities and neighboring
businesses
7. Operating policies of the firm
8. Quality of management
© 2014 Pearson Education 1 - 267
Location Strategies
TABLE 8.6 Location Strategies – Service vs. Goods-Producing Organizations
SERVICE/RETAIL/PROFESSIONAL GOODS-PRODUCING
REVENUE FOCUS COST FOCUS
Volume/revenue Tangible costs
Drawing area; purchasing power Transportation cost of raw material
Competition; advertising/pricing Shipment cost of finished goods
Energy and utility cost; labor; raw
Physical quality material; taxes, and so on
Parking/access; security/lighting;
appearance/ image Intangible and future costs
Attitude toward union
Cost determinants Quality of life
Rent Education expenditures by state
Management caliber Quality of state and local government
Operation policies (hours, wage rates)

© 2014 Pearson Education 1 - 268


Location Strategies
TABLE 8.6 Location Strategies – Service vs. Goods-Producing Organizations
SERVICE/RETAIL/PROFESSIONAL GOODS-PRODUCING
TECHNIQUES TECHNIQUES
Regression models to determine importance Transportation method
of various factors Factor-rating method
Factor-rating method Locational cost–volume analysis
Traffic counts Crossover charts
Demographic analysis of drawing area
Purchasing power analysis of area
Center-of-gravity method
Geographic information systems
ASSUMPTIONS ASSUMPTIONS
Location is a major determinant of revenue Location is a major determinant of cost
High customer-contact issues are critical Most major costs can be identified explicitly
Costs are relatively constant for a given area; for each site
therefore, the revenue function is Low customer contact allows focus on the
critical identifiable costs
Intangible costs can be evaluated

© 2014 Pearson Education 1 - 269


How Hotel Chains Select Sites
► Location is a strategically important decision
in the hospitality industry
► La Quinta started with 35 independent
variables and worked to refine a regression
model to predict profitability
r2 = .51
► The final model had only four variables
51% of the
► Price of the inn profitability is
► Median income levels predicted by
just these
► State population per inn four variables!
► Location of nearby colleges
© 2014 Pearson Education 1 - 270
Geographic Information
Systems (GIS)
► Important tool to help in location analysis
► Enables more complex demographic analysis
► Available data bases include
► Detailed census data
► Detailed maps
► Utilities
► Geographic features
► Locations of major services

© 2014 Pearson Education 1 - 271


Geographic Information
Systems (GIS)

© 2014 Pearson Education 1 - 272


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
Printed in the United States of America.

© 2014 Pearson Education 1 - 273


Layout Strategies
9
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition

PowerPoint slides by Jeff Heyl

© 2014
© 2014
Pearson
Pearson
Education
Education, Inc. 1 - 274
Outline
► Global Company Profile:
McDonald’s
► The Strategic Importance of Layout
Decisions
► Types of Layout
► Office Layout
► Retail Layout
► Warehousing and Storage Layouts

© 2014 Pearson Education 1 - 275


Outline - Continued

► Fixed-Position Layout
► Process-Oriented Layout
► Work Cells
► Repetitive and Product-
Oriented Layout

© 2014 Pearson Education 1 - 276


Learning Objectives
When you complete this chapter you
should be able to:
1. Discuss important issues in office layout
2. Define the objectives of retail layout
3. Discuss modern warehouse management
and terms such as ASRS, cross-docking,
and random stocking
4. Identify when fixed-position layouts are
appropriate

© 2014 Pearson Education 1 - 277


Learning Objectives
When you complete this chapter you
should be able to:
5. Explain how to achieve a good process-
oriented facility layout
6. Define work cell and the requirements of a
work cell
7. Define product-oriented layout
8. Explain how to balance production flow in a
repetitive or product-oriented facility

© 2014 Pearson Education 1 - 278


Innovations at McDonald’s

► Indoor seating (1950s)


► Drive-through window (1970s)
► Adding breakfast to the menu (1980s)
► Adding play areas (late 1980s)
► Redesign of the kitchens (1990s)
► Self-service kiosk (2004)
► Now three separate dining sections
© 2014
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Pearson
Pearson
Education
Education, Inc. 1 - 279
Innovations at McDonald’s

► Indoor seating (1950s)


► Drive-through windowSix(1970s)
out of the
► Adding breakfast to the seven are
menu (1980s)
layout
► Adding play areas (late decisions!
1980s)
► Redesign of the kitchens (1990s)
► Self-service kiosk (2004)
► Now three separate dining sections
© 2014
© 2014
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Education
Education, Inc. 1 - 280
McDonald’s New Layout
▶ Seventh major innovation
▶ Redesigning all 30,000 outlets around the
world
▶ Three separate dining areas
▶ Linger zone with comfortable chairs and Wi-Fi
connections
▶ Grab and go zone with tall counters
▶ Flexible zone for kids and families
▶ Facility layout is a source of competitive
advantage
© 2014
© 2014
Pearson
Pearson
Education
Education, Inc. 1 - 281
Strategic Importance of Layout
Decisions

The objective of layout strategy


is to develop an effective and
efficient layout that will meet the
firm’s competitive requirements

© 2014 Pearson Education 1 - 282


Layout Design Considerations
► Higher utilization of space, equipment, and
people
► Improved flow of information, materials, or
people
► Improved employee morale and safer
working conditions
► Improved customer/client interaction
► Flexibility

© 2014 Pearson Education 1 - 283


Types of Layout
1. Office layout
2. Retail layout
3. Warehouse layout
4. Fixed-position layout
5. Process-oriented layout
6. Work-cell layout
7. Product-oriented layout

© 2014 Pearson Education 1 - 284


Types of Layout
1. Office layout: Positions workers, their
equipment, and spaces/offices to
provide for movement of information
2. Retail layout: Allocates shelf space
and responds to customer behavior
3. Warehouse layout: Addresses trade-
offs between space and material
handling

© 2014 Pearson Education 1 - 285


Types of Layout

4. Fixed-position layout: Addresses the


layout requirements of large, bulky
projects such as ships and buildings
5. Process-oriented layout: Deals with
low-volume, high-variety production
(also called job shop or intermittent
production)

© 2014 Pearson Education 1 - 286


Types of Layout

6. Work cell layout: Arranges machinery


and equipment to focus on production
of a single product or group of related
products
7. Product-oriented layout: Seeks the
best personnel and machine
utilizations in repetitive or continuous
production

© 2014 Pearson Education 1 - 287


Layout Strategies
TABLE 9.1 Layout Strategies
OBJECTIVES EXAMPLES

Office Locate workers requiring frequent Allstate Insurance


contact close to one another Microsoft Corp.

Retail Expose customer to high-margin Kroger’s Supermarket


items Walgreen’s
Bloomingdale’s

Warehouse Balance low-cost storage with low- Federal-Mogul’s warehouse


(storage) cost material handling The Gap’s distribution center

Project (fixed Move material to the limited Ingall Ship Building Corp.
position) storage areas around the site Trump Plaza
Pittsburgh Airport

© 2014 Pearson Education 1 - 288


Layout Strategies
TABLE 9.1 Layout Strategies
OBJECTIVES EXAMPLES

Job Shop Manage varied material flow for Arnold Palmer Hospital
(process each product Hard Rock Cafe
oriented) Olive Garden

Work Cell Identify a product family, build Hallmark Cards


(product teams, cross train team Wheeled Coach Ambulances
families) members

Repetitive/ Equalize the task time at each Sony’s TV assembly line


Continuous workstation Toyota Scion
(product
oriented)

© 2014 Pearson Education 1 - 289


Good Layouts Consider
► Material handling equipment
► Capacity and space requirements
► Environment and aesthetics
► Flows of information
► Cost of moving between various work
areas

© 2014 Pearson Education 1 - 290


Office Layout
► Grouping of workers, their equipment,
and spaces to provide comfort, safety,
and movement of information
► Movement of information is main
distinction
► Typically in state of flux due to
frequent technological changes

© 2014 Pearson Education 1 - 291


Relationship Chart

Figure 9.1
© 2014 Pearson Education 1 - 292
Office Layout
► Three physical and social aspects
► Proximity
► Privacy
► Permission
► Two major trends
► Information technology
► Dynamic needs for space and services

© 2014 Pearson Education 1 - 293


Supermarket Retail Layout

▶ Objective is to maximize profitability


per square foot of floor space
▶ Sales and profitability vary directly
with customer exposure

© 2014 Pearson Education 1 - 294


Five Helpful Ideas for
Supermarket Layout
1. Locate high-draw items around the periphery of
the store
2. Use prominent locations for high-impulse and
high-margin items
3. Distribute power items to both sides of an aisle
and disperse them to increase viewing of other
items
4. Use end-aisle locations
5. Convey mission of store through careful
positioning of lead-off department
© 2014 Pearson Education 1 - 295
Store Layout

Figure 9.2
© 2014 Pearson Education 1 - 296
Retail Slotting
▶ Manufacturers pay fees to retailers to
get the retailers to display (slot) their
product
▶ Contributing factors
▶ Limited shelf space
▶ An increasing number of new products
▶ Better information about sales through
POS data collection
▶ Closer control of inventory

© 2014 Pearson Education 1 - 297


Servicescapes
1. Ambient conditions - background
characteristics such as lighting, sound,
smell, and temperature
2. Spatial layout and functionality - which
involve customer
circulation path planning,
aisle characteristics, and
product grouping
3. Signs, symbols, and
artifacts - characteristics
of building design that
carry social significance
© 2014 Pearson Education 1 - 298
Warehousing and Storage
Layouts
▶ Objective is to optimize trade-offs
between handling costs and costs
associated with warehouse space
▶ Maximize the total “cube” of the
warehouse – utilize its full volume
while maintaining low material
handling costs

© 2014 Pearson Education 1 - 299


Warehousing and Storage
Layouts
Material Handling Costs
► All costs associated with the transaction
► Incoming transport
► Storage
► Finding and moving material
► Outgoing transport
► Equipment, people, material, supervision,
insurance, depreciation
► Minimize damage and spoilage
© 2014 Pearson Education 1 - 300
Warehousing and Storage
Layouts
▶ Warehouse density tends to vary inversely
with the number of different items stored
▶ Automated Storage and Retrieval Systems
(ASRSs) can significantly improve
warehouse
productivity by
an estimated 500%
▶ Dock location is a
key design element
© 2014 Pearson Education 1 - 301
Cross-Docking
▶ Materials are moved directly from receiving to
shipping and are not placed in storage in the
warehouse
▶ Requires tight
scheduling and
accurate shipments,
bar code or RFID
identification used for
advanced shipment
notification as
materials are unloaded

© 2014 Pearson Education 1 - 302


Random Stocking
► Typically requires automatic identification
systems (AISs) and effective information
systems
► Allows more efficient use of space
► Key tasks
1. Maintain list of open locations
2. Maintain accurate records
3. Sequence items to minimize travel, pick time
4. Combine picking orders
5. Assign classes of items to particular areas
© 2014 Pearson Education 1 - 303
Customizing
▶ Value-added activities performed at the
warehouse
▶ Enable low cost and rapid response
strategies
▶ Assembly of components
▶ Loading software
▶ Repairs
▶ Customized labeling and packaging

© 2014 Pearson Education 1 - 304


Fixed-Position Layout
▶ Product remains in one place
▶ Workers and equipment come to site
▶ Complicating factors
▶ Limited space at site
▶ Different materials
required at different
stages of the project
▶ Volume of materials
needed is dynamic
© 2014 Pearson Education 1 - 305
Alternative Strategy
▶ As much of the project as possible is
completed off-site in a product-oriented
facility
▶ This can
significantly
improve
efficiency but
is only possible
when multiple
similar units need to be created
© 2014 Pearson Education 1 - 306
Process-Oriented Layout
▶ Like machines and equipment are
grouped together
▶ Flexible and capable of handling a
wide variety of products or services
▶ Scheduling can be difficult and setup,
material handling, and labor costs can
be high

© 2014 Pearson Education 1 - 307


Process-Oriented Layout
Surgery ER triage room Emergency room admissions
Patient A - broken leg

Patient B - erratic heart


pacemaker

Laboratories

Radiology ER Beds Pharmacy Billing/exit

Figure 9.3

© 2014 Pearson Education 1 - 308


Process-Oriented Layout
▶ Arrange work centers so as to minimize
the costs of material handling
▶ Basic cost elements are
▶ Number of loads (or people) moving
between centers
▶ Distance loads (or people) move between
centers

© 2014 Pearson Education 1 - 309


Process-Oriented Layout
n n
Minimize cost = åå X ijCij
i=1 j=1

where n = total number of work centers or departments


i, j = individual departments
Xij = number of loads moved from
department i to department j
Cij = cost to move a load between
department i and department j

© 2014 Pearson Education 1 - 310


Process Layout Example
Arrange six departments in a factory to
minimize the material handling costs. Each
department is 20 x 20 feet and the building
is 60 feet long and 40 feet wide.
1. Construct a “from-to matrix”
2. Determine the space requirements
3. Develop an initial schematic diagram
4. Determine the cost of this layout
5. Try to improve the layout
6. Prepare a detailed plan
© 2014 Pearson Education 1 - 311
Process Layout Example
Figure 9.4

Number of loads per week


Department Assembly Painting Machine Receiving Shipping Testing
(1) (2) Shop (3) (4) (5) (6)

Assembly (1) 50 100 0 0 20

Painting (2) 30 50 10 0

Machine Shop (3) 20 0 100

Receiving (4) 50 0

Shipping (5) 0

Testing (6)

© 2014 Pearson Education 1 - 312


Process Layout Example
Figure 9.5 Area A Area B Area C

Assembly Painting Machine Shop


Department Department Department
(1) (2) (3)

40’

Receiving Shipping Testing


Department Department Department
(4) (5) (6)

Area D Area E Area F


60’
© 2014 Pearson Education 1 - 313
Process Layout Example
Figure 9.6
Interdepartmental Flow Graph
100

Assembly 50 Painting 30 Machine


(1) (2) Shop (3)

10
100

Receiving Shipping Testing


(4) (5) (6)
50

© 2014 Pearson Education 1 - 314


Process Layout Example
n n
Cost = åå X ijCij
i=1 j=1

Cost = $50 + $200 + $40


(1 and 2) (1 and 3) (1 and 6)
+ $30 + $50 + $10
(2 and 3) (2 and 4) (2 and 5)
+ $40 + $100 + $50
(3 and 4) (3 and 6) (4 and 5)
= $570

© 2014 Pearson Education 1 - 315


Process Layout Example
Revised Interdepartmental Flow Graph
Figure 9.7
30

Painting 50 Assembly 100 Machine


(2) (1) Shop (3)

50 100

Receiving Shipping Testing


(4) (5) (6)
50

© 2014 Pearson Education 1 - 316


Process Layout Example
n n
Cost = åå X ijCij
i=1 j=1

Cost = $50 + $100 + $20


(1 and 2) (1 and 3) (1 and 6)
+ $60 + $50 + $10
(2 and 3) (2 and 4) (2 and 5)
+ $40 + $100 + $50
(3 and 4) (3 and 6) (4 and 5)
= $480

© 2014 Pearson Education 1 - 317


Process Layout Example
Figure 9.8 Area A Area B Area C

Painting Assembly Machine Shop


Department Department Department
(2) (1) (3)

40’

Receiving Shipping Testing


Department Department Department
(4) (5) (6)

Area D Area E Area F


60’
© 2014 Pearson Education 1 - 318
Computer Software
▶ Graphical approach only works for small
problems
▶ Computer programs are available to solve
bigger problems
► CRAFT ► Factory Flow
► ALDEP ► Proplanner
► CORELAP

© 2014 Pearson Education 1 - 319


Computer Software
▶ Proplanner analysis
▶ Distance traveled reduced by 38%

After

Before

© 2014 Pearson Education 1 - 320


Computer Software
▶ Three dimensional visualization software
allows managers to view possible layouts
and assess process, material
handling, efficiency, and safety issues

© 2014 Pearson Education 1 - 321


Work Cells
▶ Reorganizes people and machines
into groups to focus on single
products or product groups
▶ Group technology identifies products
that have similar characteristics for
particular cells
▶ Volume must justify cells
▶ Cells can be reconfigured as designs
or volume changes
© 2014 Pearson Education 1 - 322
Advantages of Work Cells
1. Reduced work-in-process inventory
2. Less floor space required
3. Reduced raw material and finished goods
inventories
4. Reduced direct labor cost
5. Heightened sense of employee
participation
6. Increased equipment and machinery
utilization
7. Reduced investment in machinery and
equipment
© 2014 Pearson Education 1 - 323
Requirements of Work Cells
▶ Identification of families of products
▶ A high level of training, flexibility and
empowerment of employees
▶ Being self-contained, with its own
equipment and resources
▶ Test (poka-yoke) at each station in
the cell

© 2014 Pearson Education 1 - 324


Improving Layouts Using
Work Cells
Figure 9.9 (a)

Material

Current layout - workers in


small closed areas.

Improved layout - cross-trained


workers can assist each other. May
be able to add a third worker as
additional output is needed.

© 2014 Pearson Education 1 - 325


Improving Layouts Using
Figure 9.9 (b)
Work Cells

Current layout - straight lines


make it hard to balance tasks Improved layout - in U shape,
because work may not be workers have better access.
divided evenly Four cross-trained workers
were reduced.

U-shaped line may reduce employee movement


and space requirements while enhancing
communication, reducing the number of workers,
and facilitating inspection

© 2014 Pearson Education 1 - 326


Staffing and Balancing Work
Cells
Determine the takt time
Total work time available
Takt time =
Units required

Determine the number


of operators required

Total operation time required


Workers required =
Takt time

© 2014 Pearson Education 1 - 327


Staffing Work Cells Example
600 Mirrors per day required
Mirror production scheduled for 8 hours per day
From a work balance 60

chart total operation


50
time = 140 seconds

Standard time required


40

30

20

10

Figure 9.10
0
Assemble Paint Test Label Pack for
shipment
© 2014 Pearson Education Operations 1 - 328
Staffing Work Cells Example
600 Mirrors per day required
Mirror production scheduled for 8 hours per day
From a work balance
chart total operation
time = 140 seconds

Takt time = (8 hrs x 60 mins) / 600 units


= .8 min = 48 seconds
Total operation time required
Workers required = Takt time
= 140 / 48 = 2.92
© 2014 Pearson Education 1 - 329
Work Balance Charts
▶ Used for evaluating operation times in
work cells
▶ Can help identify bottleneck
operations
▶ Flexible, cross-trained employees can
help address labor bottlenecks
▶ Machine bottlenecks may require
other approaches

© 2014 Pearson Education 1 - 330


Focused Work Center and
Focused Factory
▶ Focused Work Center
▶ Identify a large family of similar products
that have a large and stable demand
▶ Moves production from a general-purpose,
process-oriented facility to a large work cell
▶ Focused Factory
▶ A focused work cell in a separate facility
▶ May be focused by product line, layout,
quality, new product introduction, flexibility,
or other requirements

© 2014 Pearson Education 1 - 331


Repetitive and Product-
Oriented Layout
Organized around products or families of
similar high-volume, low-variety products
1. Volume is adequate for high equipment utilization
2. Product demand is stable enough to justify high
investment in specialized equipment
3. Product is standardized or approaching a phase of
life cycle that justifies investment
4. Supplies of raw materials and components are
adequate and of uniform quality

© 2014 Pearson Education 1 - 332


Product-Oriented Layouts
► Fabrication line
► Builds components on a series of machines
► Machine-paced
► Require mechanical or engineering changes to
balance
► Assembly line Both types of lines
► Puts fabricated parts together must be balanced
at a series of so
workstations that the time to
perform the work at
► Paced by work tasks each station is the
► Balanced by moving tasks same

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Product-Oriented Layouts
Advantages
1. Low variable cost per unit
2. Low material handling costs
3. Reduced work-in-process inventories
4. Easier training and supervision
5. Rapid throughput
Disadvantages
1. High volume is required
2. Work stoppage at any point ties up the whole
operation
3. Lack of flexibility in product or production rates

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McDonald’s Assembly Line

Figure 9.11

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Assembly-Line Balancing
▶ Objective is to minimize the imbalance
between machines or personnel while
meeting required output
▶ Starts with the precedence relationships
▶ Determine cycle time
▶ Calculate theoretical
minimum number of
workstations
▶ Balance the line by
assigning specific
tasks to workstations
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Wing Component Example
TABLE 9.2 Precedence Data for Wing Component
ASSEMBLY TIME TASK MUST FOLLOW TASK
TASK (MINUTES) LISTED BELOW
A 10 – This means that
B 11 A tasks B and E
cannot be done
C 5 B until task A has
D 4 B been completed

E 11 A
F 3 C, D
G 7 F
H 11 E
I 3 G, H
Total time 65

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Wing Component Example
TABLE 9.2 Precedence Data for Wing Component 480 available mins
ASSEMBLY TIME TASK MUST FOLLOW per day
TASK (MINUTES) TASK LISTED BELOW 40 units required
A 10 –
B 11 A Production time available
C 5 B per day
D 4 CycleB time = Units required per day
E 11 A Figure 9.12
= 480 / 40
F 3 C, D 5
= 12 minutes per unit
G 7 F C
10 n
11 3 7
åB Time for task
H 11 E
I 3 G, H A F i G
Minimum number i=1 4
Total time 65 of workstations = 3
11
Cycle
D time
11 I
= 65E/ 12 H
=5.42, or 6 stations
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Wing Component Example
Layout Heuristics That May Be Used to Assign Tasks to
TABLE 9.3
Workstations in Assembly-Line Balancing
1. Longest task time From the available tasks, choose the task
with the largest (longest) task time
2. Most following tasks From the available tasks, choose the task
with the largest number of following tasks
3. Ranked positional From the available tasks, choose the task for
weight which the sum of following task times is the
longest
4. Shortest task time From the available tasks, choose the task
with the shortest task time
5. Least number of From the available tasks, choose the task
following tasks with the least number of subsequent tasks

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Wing Component Example
480 available mins
Figure 9.13 per day
40 units required
Cycle time = 12 mins
Minimum
Station 5 workstations = 5.42 or 6
2
C
10 11 3 7
A B F G
4 3
D Station 3
Station 4 I
11 11
Station 6
Station Station 6
1 E H
Station Station
3 5
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Wing Component Example
TABLE 9.2 Precedence Data for Wing Component 480 available mins
per day
ASSEMBLY TIME TASK MUST FOLLOW
TASK (MINUTES) TASK LISTED BELOW 40 units required
A 10 – Cycle time = 12 mins
B 11 A
Minimum
C 5 B workstations = 5.42 or 6
D 4 B
E 11 A Figure 9.12
F 3 C, D 5
G 7 F ∑ Task times C
Efficiency = 10 11 3 7
H 11 E
(Actual number of workstations)
A B x (Largest cycle
F
time)
G
I 3 G, H
4
=time
65 minutes / ((6 stations) x (12 minutes)) 3
Total 65
D I
11 11
= 90.3%
E H

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