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© 2014 Pearson Education, Inc.
Inventory Management
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition
PowerPoint slides by Jeff Heyl
12
© 2014 Pearson Education, Inc.
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© 2014 Pearson Education, Inc.
Outline
Global Company Profile:
Amazon.comThe Importance of InventoryManaging
InventoryInventory ModelsInventory Models for Independent
Demand
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© 2014 Pearson Education, Inc.
Outline - Continued
Probabilistic Models and Safety Stock
Single-Period Model
Fixed-Period (P) Systems
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© 2014 Pearson Education, Inc.
Learning Objectives
When you complete this chapter you should be able to:Conduct
an ABC analysisExplain and use cycle countingExplain and use
the EOQ model for independent inventory demandCompute a
reorder point and safety stock
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© 2014 Pearson Education, Inc.
Learning Objectives
When you complete this chapter you should be able to:Apply
the production order quantity modelExplain and use the quantity
discount modelUnderstand service levels and probabilistic
inventory models
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© 2014 Pearson Education, Inc.
Inventory Management at Amazon.comAmazon.com started as a
“virtual” retailer – no inventory, no warehouses, no overhead;
just computers taking orders to be filled by othersGrowth has
forced Amazon.com to become a world leader in warehousing
and inventory management
© 2014 Pearson Education, Inc.
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© 2014 Pearson Education, Inc.
Inventory Management at Amazon.com
Each order is assigned by computer to the closest distribution
center that has the product(s)
A “flow meister” at each distribution center assigns work crews
Lights indicate products that are to be picked and the light is
reset
Items are placed in crates on a conveyor, bar code scanners scan
each item 15 times to virtually eliminate errors
© 2014 Pearson Education, Inc.
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© 2014 Pearson Education, Inc.
Inventory Management at Amazon.comCrates arrive at central
point where items are boxed and labeled with new bar codeGift
wrapping is done by hand at 30 packages per hourCompleted
boxes are packed, taped, weighed and labeled before leaving
warehouse in a truckOrder arrives at customer within 1 - 2 days
© 2014 Pearson Education, Inc.
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© 2014 Pearson Education, Inc.
Inventory Management
The objective of inventory management is to strike a balance
between inventory investment and customer service
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© 2014 Pearson Education, Inc.
Importance of InventoryOne of the most expensive assets of
many companies representing as much as 50% of total invested
capitalOperations managers must balance inventory investment
and customer service
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© 2014 Pearson Education, Inc.
Functions of InventoryTo provide a selection of goods for
anticipated demand and to separate the firm from fluctuations in
demandTo decouple or separate various parts of the production
processTo take advantage of quantity discountsTo hedge against
inflation
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© 2014 Pearson Education, Inc.
Types of InventoryRaw materialPurchased but not
processedWork-in-process (WIP)Undergone some change but
not completedA function of cycle time for a
productMaintenance/repair/operating (MRO)Necessary to keep
machinery and processes productiveFinished goodsCompleted
product awaiting shipment
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© 2014 Pearson Education, Inc.
The Material Flow Cycle
Figure 12.1
InputWait forWait toMoveWait in queueSetupRunOutput
inspectionbe movedtimefor operatortimetime
Cycle time
95%5%
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© 2014 Pearson Education, Inc.
Managing Inventory How inventory items can be classified
(ABC analysis)How accurate inventory records can be
maintained
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© 2014 Pearson Education, Inc.
ABC AnalysisDivides inventory into three classes based on
annual dollar volumeClass A - high annual dollar volumeClass
B - medium annual dollar volumeClass C - low annual dollar
volumeUsed to establish policies that focus on the few critical
parts and not the many trivial ones
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© 2014 Pearson Education, Inc.
ABC AnalysisABC Calculation(1)(2)(3)(4)(5)(6)(7)ITEM
STOCK NUMBERPERCENT OF NUMBER OF ITEMS
STOCKEDANNUAL VOLUME (UNITS)xUNIT
COST=ANNUAL DOLLAR VOLUMEPERCENT OF ANNUAL
DOLLAR VOLUMECLASS#1028620%1,000$ 90.00$
90,00038.8%A#11526500154.0077,00033.2%A#127601,55017.0
026,35011.3%B#1086730%35042.8615,0016.4%B#105001,0001
2.5012,5005.4%B#12572600$ 14.17$
8,5023.7%C#140752,000.601,200.5%C#0103650%1008.50850.4
%C#013071,200.42504.2%C#10572250.60150.1%C8,550$232,0
57100.0%
72%
23%
5%
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© 2014 Pearson Education, Inc.
ABC Analysis
Figure 12.2
A Items
B Items
||||||||||
102030405060708090100
Percentage of annual dollar usage
80 –
70 –
60 –
50 –
40 –
30 –
20 –
10 –
0 –
Percentage of inventory items
C Items
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© 2014 Pearson Education, Inc.
ABC AnalysisOther criteria than annual dollar volume may be
usedHigh shortage or holding costAnticipated engineering
changesDelivery problemsQuality problems
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© 2014 Pearson Education, Inc.
ABC AnalysisPolicies employed may include
More emphasis on supplier development for A items
Tighter physical inventory control for A items
More care in forecasting A items
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© 2014 Pearson Education, Inc.
Record AccuracyAccurate records are a critical ingredient in
production and inventory systemsPeriodic systems require
regular checks of inventoryTwo-bin systemPerpetual inventory
tracks receipts and subtractions on a continuing basisMay be
semi-automated
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© 2014 Pearson Education, Inc.
Record AccuracyIncoming and outgoing
record keeping must be
accurateStockrooms should be secureNecessary to make precise
decisions about ordering, scheduling, and shipping
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© 2014 Pearson Education, Inc.
Cycle CountingItems are counted and records updated on a
periodic basisOften used with ABC analysis Has several
advantages
Eliminates shutdowns and interruptions
Eliminates annual inventory adjustment
Trained personnel audit inventory accuracy
Allows causes of errors to be identified and corrected
Maintains accurate inventory records
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© 2014 Pearson Education, Inc.
Cycle Counting Example
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 CLASSQUANTITYCYCLE COUNTING
POLICYNUMBER OF ITEMS COUNTED PER DAYA500Each
month500/20 = 25/dayB1,750Each quarter1,750/60 =
29/dayC2,750Every 6 months2,750/120 = 23/day77/day
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© 2014 Pearson Education, Inc.
Control of Service InventoriesCan be a critical component
of profitabilityLosses may come from
shrinkage or pilferageApplicable techniques include
Good personnel selection, training, and discipline
Tight control of incoming shipments
Effective control of all goods leaving facility
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© 2014 Pearson Education, Inc.
Inventory ModelsIndependent demand - the demand for item is
independent of the demand for any other item in
inventoryDependent demand - the demand for item is dependent
upon the demand for some other item in the inventory
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© 2014 Pearson Education, Inc.
Inventory ModelsHolding costs - the costs of holding or
“carrying” inventory over timeOrdering costs - the costs of
placing an order and receiving goodsSetup costs - cost to
prepare a machine or process for manufacturing an orderMay be
highly correlated with setup time
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© 2014 Pearson Education, Inc.
Holding CostsTABLE 12.1Determining Inventory Holding Costs
CATEGORYCOST (AND RANGE) AS A PERCENT OF
INVENTORY VALUEHousing costs (building rent or
depreciation, operating costs, taxes, insurance)6% (3 -
10%)Material handling costs (equipment lease or depreciation,
power, operating cost)3% (1 - 3.5%)Labor cost (receiving,
warehousing, security)3% (3 - 5%)Investment costs (borrowing
costs, taxes, and insurance on inventory)11% (6 -
24%)Pilferage, space, and obsolescence (much higher in
industries undergoing rapid change like PCs and cell phones)3%
(2 - 5%)Overall carrying cost26%
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© 2014 Pearson Education, Inc.
Holding CostsTABLE 12.1Determining Inventory Holding Costs
CATEGORYCOST (AND RANGE) AS A PERCENT OF
INVENTORY VALUEHousing costs (building rent or
depreciation, operating costs, taxes, insurance)6% (3 -
10%)Material handling costs (equipment lease or depreciation,
power, operating cost)3% (1 - 3.5%)Labor cost (receiving,
warehousing, security)3% (3 - 5%)Investment costs (borrowing
costs, taxes, and insurance on inventory)11% (6 -
24%)Pilferage, space, and obsolescence (much higher in
industries undergoing rapid change like PCs and cell phones)3%
(2 - 5%)Overall carrying cost26%
Holding costs vary considerably depending on the business,
location, and interest rates. Generally greater than 15%, some
high tech and fashion items have holding costs greater than
40%.
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© 2014 Pearson Education, Inc.
Inventory Models for Independent Demand
Need to determine when and how much to orderBasic economic
order quantity (EOQ) modelProduction order quantity
modelQuantity discount model
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© 2014 Pearson Education, Inc.
Basic EOQ ModelDemand is known, constant, and
independentLead time is known and constantReceipt of
inventory is instantaneous and completeQuantity discounts are
not possibleOnly variable costs are setup (or ordering) and
holdingStockouts can be completely avoided
Important assumptions
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© 2014 Pearson Education, Inc.
Inventory Usage Over Time
Figure 12.3
Order quantity = Q (maximum inventory level)
Usage rate
Average inventory on hand
Q
2
Inventory level
Time
0
Minimum inventory
Total order received
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© 2014 Pearson Education, Inc.
Minimizing Costs
Objective is to minimize total costs
Table 12.4(c)
Annual cost
Order quantity
Total cost of holding and setup (order)
Holding cost
Setup (order) cost
Minimum total cost
Optimal order quantity (Q*)
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© 2014 Pearson Education, Inc.
Minimizing CostsBy minimizing the sum of setup (or ordering)
and holding costs, total costs are minimizedOptimal order size
Q* will minimize total costA reduction in either cost reduces
the total costOptimal order quantity occurs when holding cost
and setup cost are equal
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© 2014 Pearson Education, Inc.
Minimizing Costs
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
Number of units in each order
Setup or order cost per order
=
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© 2014 Pearson Education, Inc.
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
Minimizing Costs
Annual holding cost =(Average inventory level)
x (Holding cost per unit per year)
Order quantity
2
(Holding cost per unit per year)
=
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© 2014 Pearson Education, Inc.
Minimizing Costs
Optimal order quantity is found when annual setup cost equals
annual holding cost
Solving for Q*
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
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© 2014 Pearson Education, Inc.
An EOQ Example
Determine optimal number of needles to order
D = 1,000 units
S = $10 per order
H = $.50 per unit per year
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© 2014 Pearson Education, Inc.
An EOQ Example
Determine expected number of orders
D = 1,000 units Q*= 200 units
S = $10 per order
H = $.50 per unit per year
1,000
200
N = = 5 orders per year
Demand
Order quantity
= N = =
Expected number of orders
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© 2014 Pearson Education, Inc.
An EOQ Example
Determine optimal time between orders
D = 1,000 units Q*= 200 units
S = $10 per orderN= 5 orders/year
H = $.50 per unit per year
250
5
T = = 50 days between orders
Number of working days per year
Expected number of orders
= T =
Expected time between orders
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© 2014 Pearson Education, Inc.
An EOQ Example
Determine the total annual cost
D = 1,000 units Q*= 200 units
S = $10 per orderN= 5 orders/year
H = $.50 per unit per yearT= 50 days
Total annual cost = Setup cost + Holding cost
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© 2014 Pearson Education, Inc.
The EOQ Model
When including actual cost of material P
Total annual cost = Setup cost + Holding cost + Product cost
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© 2014 Pearson Education, Inc.
Robust ModelThe EOQ model is robustIt works even if all
parameters and assumptions are not metThe total cost curve is
relatively flat in the area of the EOQ
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© 2014 Pearson Education, Inc.
An EOQ Example
Determine optimal number of needles to order
D = 1,000 units Q*= 200 units
S = $10 per orderN= 5 orders/year
H = $.50 per unit per yearT= 50 days
Only 2% less than the total cost of $125 when the order quantity
was 200
1,500 units
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© 2014 Pearson Education, Inc.
Reorder PointsEOQ answers the “how much” questionThe
reorder point (ROP) tells “when” to orderLead time (L) is the
time between placing and receiving an order
= d x L
Lead time for a new order in days
Demand per day
ROP =
D
Number of working days in a year
d =
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© 2014 Pearson Education, Inc.
Reorder Point Curve
Figure 12.5
Resupply takes place as order arrives
Q*
ROP (units)
Inventory level (units)
Time (days)
Lead time = L
Slope = units/day = d
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© 2014 Pearson Education, Inc.
Reorder Point Example
Demand = 8,000 iPods per year
250 working day year
Lead time for orders is 3 working days, may take 4
ROP = d x L
= 8,000/250 = 32 units
= 32 units per day x 3 days = 96 units
= 32 units per day x 4 days = 128 units
D
Number of working days in a year
d =
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© 2014 Pearson Education, Inc.
Production Order Quantity Model
Used when inventory builds up over a period of time after an
order is placed
Used when units are produced and sold simultaneously
Figure 12.6
Inventory level
Time
Demand part of cycle with no production (only usage)
Part of inventory cycle during which production (and usage) is
taking place
t
Maximum inventory
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© 2014 Pearson Education, Inc.
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
Holding cost
per unit per year
= (Average inventory level) x
Annual inventory level
= (Maximum inventory level)/2
Maximum inventory level
Total produced during the production run
Total used during the production run
= –
= pt – dt
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© 2014 Pearson Education, Inc.
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
However, Q = total produced = pt ; thus t = Q/p
Maximum inventory level
Total produced during the production run
Total used during the production run
= –
= pt – dt
Maximum inventory level
Q
p
Q
p
d
p
= p – d = Q 1 –
d
p
Q
2
Maximum inventory level
2
Holding cost = (H) = 1 –
H
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© 2014 Pearson Education, Inc.
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
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© 2014 Pearson Education, Inc.
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
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© 2014 Pearson Education, Inc.
Production Order Quantity Model
When annual data are used the equation becomes
Note:
D
Number of days the plant is in operation
1,000
250
d = 4 = =
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© 2014 Pearson Education, Inc.
Quantity Discount ModelsReduced prices are often available
when larger quantities are purchasedTrade-off is between
reduced product cost and increased holding costTABLE 12.2A
Quantity Discount Schedule DISCOUNT NUMBERDISCOUNT
QUANTITYDISCOUNT (%)DISCOUNT PRICE (P)10 to 999no
discount$5.0021,000 to 1,9994$4.8032,000 and over5$4.75
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© 2014 Pearson Education, Inc.
Quantity Discount Models
Total annual cost = Setup cost + Holding cost + Product cost
whereQ= Quantity orderedP= Price per unit
D= Annual demand in unitsH= Holding cost per unit per year
S= Ordering or setup cost per order
Because unit price varies, holding cost (H) is expressed as a
percent (I) of unit price (P)
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© 2014 Pearson Education, Inc.
Quantity Discount Models
Steps in analyzing a quantity discountFor each discount,
calculate Q*If Q* for a discount doesn’t qualify, choose the
lowest possible quantity to get the discountCompute the total
cost for each Q* or adjusted value from Step 2Select the Q* that
gives the lowest total cost
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© 2014 Pearson Education, Inc.
Quantity Discount Models
Figure 12.7
1,000
2,000
Total cost $
0
Order quantity
Q* for discount 2 is below the allowable range at point a and
must be adjusted upward to 1,000 units at point b
a
b
1st price break
2nd price break
Total cost curve for discount 1
Total cost curve for discount 2
Total cost curve for discount 3
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© 2014 Pearson Education, Inc.
Quantity Discount Example
Calculate Q* for every discount
Q1* = = 700 cars/order
2(5,000)(49)
(.2)(5.00)
Q2* = = 714 cars/order
2(5,000)(49)
(.2)(4.80)
Q3* = = 718 cars/order
2(5,000)(49)
(.2)(4.75)
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© 2014 Pearson Education, Inc.
Quantity Discount Example
Calculate Q* for every discount
Q1* = = 700 cars/order
2(5,000)(49)
(.2)(5.00)
Q2* = = 714 cars/order
2(5,000)(49)
(.2)(4.80)
Q3* = = 718 cars/order
2(5,000)(49)
(.2)(4.75)
1,000 — adjusted
2,000 — adjusted
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© 2014 Pearson Education, Inc.
Quantity Discount Example
Choose the price and quantity that gives the lowest total cost
Buy 1,000 units at $4.80 per unit
TABLE 12.3Total Cost Computations for Wohl’s Discount Store
DISCOUNT NUMBERUNIT PRICEORDER
QUANTITYANNUAL PRODUCT COSTANNUAL ORDERING
COSTANNUAL HOLDING
COSTTOTAL1$5.00700$25,000$350$350$25,7002$4.801,000$
24,000$245$480$24,7253$4.752,000$23.750$122.50$950$24,82
2.50
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© 2014 Pearson Education, Inc.
Probabilistic Models and
Safety StockUsed when demand is not constant or certainUse
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 x the
probability x the stockout cost/unit
x the number of orders per year
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© 2014 Pearson Education, Inc.
Safety Stock Example
ROP = 50 unitsStockout cost = $40 per frame
Orders per year = 6 Carrying cost = $5 per frame per
50.360.270.11.0
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© 2014 Pearson Education, Inc.
Safety Stock Example
ROP = 50 unitsStockout cost = $40 per frame
Orders per year = 6 Carrying cost = $5 per frame per year
A safety stock of 20 frames gives the lowest total cost
ROP = 50 + 20 = 70 frames
SAFETY STOCKADDITIONAL HOLDING COSTSTOCKOUT
COSTTOTAL COST20(20)($5) = $100$0$10010(10)($5) = $
50(10)(.1)($40)(6)=$240$2900$ 0(10)(.2)($40)(6) +
(20)(.1)($40)(6)=$960$960
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© 2014 Pearson Education, Inc.
Probabilistic Demand
Figure 12.8
Safety stock
16.5 units
Place order
Inventory level
Time
0
Minimum demand during lead time
Maximum demand during lead time
Mean demand during lead time
Normal distribution probability of demand during lead time
Expected demand during lead time (350 kits)
ROP = 350 + safety stock of 16.5 = 366.5
Receive order
Lead time
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© 2014 Pearson Education, Inc.
Probabilistic Demand
Use prescribed service levels to set safety stock when the cost
of stockouts cannot be determined
ROP = demand during lead time + ZsdLT
whereZ =Number of standard deviations
sdLT =Standard deviation of demand during lead time
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© 2014 Pearson Education, Inc.
Probabilistic Demand
Safety stock
Probability of
no stockout
95% of the time
Mean demand 350
ROP = ? kits
Quantity
Number of
standard deviations
0
z
Risk of a stockout (5% of area of normal curve)
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© 2014 Pearson Education, Inc.
Probabilistic Example
m =Average demand = 350 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
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© 2014 Pearson Education, Inc.
Other Probabilistic ModelsWhen data on demand during lead
time is not available, there are other models available
When demand is variable and lead time is constant
When lead time is variable and demand is constant
When both demand and lead time are variable
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© 2014 Pearson Education, Inc.
Other Probabilistic Models
Demand is variable and lead time is constant
ROP =(Average daily demand
x Lead time in days) + ZsdLT
wheresdLT= sd Lead time
sd= standard deviation of demand per day
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© 2014 Pearson Education, Inc.
Probabilistic 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
Safety stock is about 9 computers
ROP= (15 units x 2 days) + ZsdLT
= 30 + 1.28(5)( 2)
= 30 + 9.02 = 39.02 ≈ 39
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© 2014 Pearson Education, Inc.
Other Probabilistic Models
Lead time is variable and demand is constant
ROP =(Daily demand x Average lead time in days) +Z x (Daily
demand) x sLT
wheresLT= Standard deviation of lead time in days
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© 2014 Pearson Education, Inc.
Probabilistic 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
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© 2014 Pearson Education, Inc.
Other Probabilistic Models
Both demand and lead time are variable
ROP =(Average daily demand
x Average lead time) + ZsdLT
wheresd=Standard deviation of demand per day
sLT=Standard deviation of lead time in days
sdLT=(Average lead time x sd2)
+ (Average daily demand)2s2LT
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© 2014 Pearson Education, Inc.
Probabilistic 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)
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© 2014 Pearson Education, Inc.
Single-Period ModelOnly one order is placed for a productUnits
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
Cs + Co
Service level =
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© 2014 Pearson Education, Inc.
Single-Period Example
Cs = cost of shortage = $1.25 – $.70 = $.55
Co = cost of overage = $.70 – $.30 = $.40
Service level =
Cs
Cs + Co
.55
.55 + .40
.55
.95
=
= = .579
Service level 57.9%
Optimal stocking level
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© 2014 Pearson Education, Inc.
Single-Period Example
From Appendix I, for
The optimal stocking level
= 120 + (.20)(15) = 120 + 3 = 123 papers
The stockout risk = 1 – Service level
= 1 – .579 = .422 = 42.2%
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© 2014 Pearson Education, Inc.
Fixed-Period (P) SystemsOrders placed at the end of a fixed
periodInventory counted only at end of periodOrder brings
inventory up to target levelOnly relevant costs are ordering and
holdingLead times are known and constantItems are independent
of one another
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© 2014 Pearson Education, Inc.
Fixed-Period (P) Systems
Figure 12.9
On-hand inventory
Time
Q1
Q2
Target quantity (T)
P
P
P
Q3
Q4
*
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© 2014 Pearson Education, Inc.
Fixed-Period SystemsInventory is only counted at each review
periodMay be scheduled at convenient timesAppropriate in
routine situationsMay result in stockouts between periodsMay
require increased safety stock
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© 2014 Pearson Education, Inc.
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.
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= 40,000 = 200 units
Q
*
=
2(1,000)(10)
0.50
=40,000=200 units
D
Q*
D
Q
*
TC =
D
Q
S +
Q
2
H
=
1,000
200
($10)+
200
2
($.50)
= (5)($10)+(100)($.50)
=$50+$50=$100
TC=
D
Q
S+
Q
2
H
=
1,000
200
($10)+
200
2
($.50)
=(5)($10)+(100)($.50)
=$50+$50=$100
TC =
D
Q
S +
Q
2
H +PD
TC=
D
Q
S+
Q
2
H+PD
TC =
D
Q
S +
Q
2
H
=
1,500
200
($10)+
200
2
($.50)
=$75+$50=$125
TC=
D
Q
S+
Q
2
H
=
1,500
200
($10)+
200
2
($.50)
=$75+$50=$125
=
1,500
244.9
($10)+
244.9
2
($.50)
=6.125($10)+122.45($.50)
=$61.25+$61.22=$122.47
=
1,500
244.9
($10)+
244.9
2
($.50)
=6.125($10)+122.45($.50)
=$61.25+$61.22=$122.47
Setup cost = (D /Q)S
Holding cost = 1
2
HQ 1− d p( )⎡ ⎣ ⎤ ⎦
Setup cost = (D/Q)S
Holding cost =
1
2
HQ1-dp
(
)
é
ë
ù
û
D
Q
S = 1
2
HQ 1− d p( )⎡ ⎣ ⎤ ⎦
Q2 =
2DS
H 1− d p( )⎡ ⎣ ⎤ ⎦
Qp
* =
2DS
H 1− d p( )⎡ ⎣ ⎤ ⎦
D
Q
S=
1
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HQ1-dp
(
)
é
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û
Q
2
=
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é
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Q
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=
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…
Classmate 1
French vs. British colonies
While both the French and British nations’ colonies had
successful trade with the Native Americans of the time, how
they went about establishing their colonies was quite different.
When the French came to settle in America, they limited their
colonies to only Catholic settlers (Shi 110). Whereas the British
allowed more religious freedom to their settlers. The French
emigrated to America by order of the crown and were under
“absolute rule” of the French crown. Again, the English settlers
were granted more freedom and were allowed to self-govern in
their individual colonies, providing they followed English law
while doing so (Colonization and Settlement). Due to their strict
rules, the French colonies were far fewer in numbers than the
English colonies. According to the text, the population of New
France in the 1660’s was less than the small British colony of
Rhode Island (Shi 110).
The British colonies were larger in numbers and focused more
on farming, fishing and trading. The French focused on fur
trading as it was more profitable, although their government did
encourage more farming efforts. Harsh winters took their toll on
the French colonies and those in charge new they needed to rely
on help from the Native Americans. The French were successful
in establishing strong alliances with the neighboring tribes.
They assigned people to learn the languages and ways of the
indigenous people and had them marry into their families as
well (Shi 110). This effort strengthened the alliance with the
Native Americans, but did not do much in the way of growing
their colonies.
The British colonies may have started out relatively peaceful
with the Native Americans, but as greed took over, British
colonies quickly started showing blatant disregard for the
indigenous people and their land. Even after the British bested
the French during the French and Indian war, the French
“handed over” land that did not belong to them as a part of “The
Treaty of Paris.” The British king established the Royal
Proclamation of 1763, stating that the land to the west of the
Appalachians belonged to the Native Americans and the white
settlers were not to disturb them. Even though the King sent
soldiers to ensure compliance, it was unsuccessful and the
settlers continued to steal land without respect for the current
inhabitants (Shi 124-125).
COLONIZATION AND SETTLEMENT (1585–1763) English,
French, and Spanish Colonies: A Comparison. Facts on File
Inc.,
www.granburyisd.org/cms/lib/TX01000552/Centricity/Domain/2
87/Fact_Sheet_U1_Comparison_of_Eng_Fr_Sp_Col.pdf.
Classmate #2
There were many challenges that the American military leaders
faced during the Revolutionary war. The first issue was that the
Colonies did not have a professional army with the full-time
commitment to protect. Most of the American solders were
citizen-solders, known as militiamen. These militiamen were
“civilians called out from their farms and shops on short notice
to defend their local communities… once the danger was past,
they disappeared, for there were chores to do at home”(Shi, pg.
159). George Washington, the General of what became know as
the Continental army, knew that they could not win a war with
only using citizen soldiers. He recognized the need for a full-
time professional army, which he came to realize, would be a
difficult task to accomplish. Washington began recruiting
members whom sometimes arrived only to “claim the $20 in
cash and 100 acres of land offered by the Continental Congress
to those who would enlist for three years,” (Shi, pg. 166) and
“Washington and his officers soon began whipping the
Continental army into shape”, (Shi, pg. 159). Another problem
with obtaining troops for the Army was that many individuals
sided with Britain and did not support the war against them.
Eventually Washington realized that the only way to win the
war with the military that was available was to outlast Britain
and win the war with small surprise attacks. Britain eventually
ran out of money and resources due to the dragging on of the
war and Washington’s strategies were successful.
Lack of supplies was also a challenge for the American military
and lead to the taking of “supplies- grain and livestock –
directly from farmers in return for promises of future payment”,
(Shi, pg. 159). During the winter months the army suffered from
lack of clothing, which lead to extreme suffering. Lack of
supplies affected also contributed to the lack of soldiers as
many members went home during the winter months. One way
the American military solved the issues with lack of supplies as
well as troops were the alliances made with other Nations. The
American militaries alliances with France, Spain, and the
Netherlands was a “crucial development during the war…” as
these “nations provided the American revolutionaries
desperately needed money, supplies, soldiers, and warships.
Ninety percent of the gunpowder used by American soldiers
came from Europe,” (Shi, pg. 157). These alliances proved to
be successful and helped lead the American military to winning
the war.
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© 2014 Pearson Education, Inc.
Managing Quality
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition
PowerPoint slides by Jeff Heyl
6
© 2014 Pearson Education, Inc.
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© 2014 Pearson Education, Inc.
Outline
Global Company Profile:
Arnold Palmer HospitalQuality and StrategyDefining
QualityTotal Quality ManagementTools of TQMThe Role of
InspectionTQM in Services
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© 2014 Pearson Education, Inc.
Learning Objectives
When you complete this chapter you should be able to:Define
quality and TQMDescribe the ISO international quality
standardsExplain what Six Sigma isExplain how benchmarking
is used in TQM Explain quality robust products and
Taguchi conceptsUse the seven tools of TQM
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© 2014 Pearson Education, Inc.
Managing Quality Provides a Competitive Advantage
Arnold Palmer HospitalDeliver over 12,000 babies
annuallyVirtually every type of quality tool is
employedContinuous improvementEmployee
empowermentBenchmarkingJust-in-timeQuality tools
© 2014 Pearson Education, Inc.
*
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© 2014 Pearson Education, Inc.
Quality and StrategyManaging quality supports differentiation,
low cost, and response strategiesQuality helps firms increase
sales and reduce costsBuilding a quality organization is a
demanding task
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© 2014 Pearson Education, Inc.
Two Ways Quality
Improves Profitability
Figure 6.1
Improved Quality
Increased Profits
Increased productivityLower rework and scrap costsLower
warranty costs
Reduced Costs viaImproved responseFlexible pricingImproved
reputation
Sales Gains via
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© 2014 Pearson Education, Inc.
The Flow of Activities
Organizational Practices
Leadership, Mission statement, Effective operating procedures,
Staff support, Training
Yields:What is important and what is to be
accomplished
Figure 6.2
Quality Principles
Customer focus, Continuous improvement, Benchmarking, Just-
in-time, Tools of TQM
Yields:How to do what is important and to be
accomplished
Employee Fulfillment
Empowerment, Organizational commitment
Yields:Employee attitudes that can accomplish
what is important
Customer Satisfaction
Winning orders, Repeat customers
Yields:An effective organization with
a competitive advantage
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© 2014 Pearson Education, Inc.
Defining Quality
An operations manager’s objective is to build a total quality
management system that identifies and satisfies customer needs
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© 2014 Pearson Education, Inc.
Defining Quality
The totality of features and characteristics of a product or
service that bears on its ability to satisfy stated or implied
needs
American Society for Quality
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© 2014 Pearson Education, Inc.
Different ViewsUser-based: better performance, more
featuresManufacturing-based: conformance to standards, making
it right the first timeProduct-based: specific and measurable
attributes of the product
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© 2014 Pearson Education, Inc.
Implications of QualityCompany reputationPerception of new
productsEmployment practicesSupplier relationsProduct
liabilityReduce riskGlobal implicationsImproved ability to
compete
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© 2014 Pearson Education, Inc.
Malcolm Baldrige National Quality AwardEstablished in 1988
by the U.S. governmentDesigned to promote TQM
practicesRecent winners include
Lockheed Martin Missiles and Fire Control, MESA Products
Inc., North Mississippi Health Services, City of Irving,
Concordia Publishing House, Henry Ford Health System,
MEDRAD, Nestlé Purina PetCare Co., Montgomery County
Public Schools
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© 2014 Pearson Education, Inc.
Baldrige Criteria
Applicants are evaluated
on:CATEGORIESPOINTSLeadership120Strategic Planning
85Customer Focus85Measurement, Analysis, and Knowledge
Management 90Workforce Focus85Operations
Focus85Results450
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© 2014 Pearson Education, Inc.
ISO 9000 International Quality StandardsInternational
recognitionEncourages quality management procedures, detailed
documentation, work instructions, and recordkeeping2009
revision emphasized sustained successOver one million
certifications in 178 countriesCritical for global business
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© 2014 Pearson Education, Inc.
ISO 9000 International Quality StandardsManagement
principlesTop management leadershipCustomer
satisfactionContinual improvement Involvement of
peopleProcess analysisUse of data-driven decision makingA
systems approach to managementMutually beneficial supplier
relationships
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© 2014 Pearson Education, Inc.
Costs of QualityPrevention costs - reducing the potential for
defectsAppraisal costs - evaluating products, parts, and
servicesInternal failure costs - producing defective parts or
service before deliveryExternal failure costs - defects
discovered after delivery
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© 2014 Pearson Education, Inc.
Costs of Quality
External Failure
Internal Failure
Total Cost
Quality Improvement
Total Cost
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© 2014 Pearson Education, Inc.
Takumi
A Japanese character that symbolizes a broader dimension than
quality, a deeper process than education, and a more perfect
method than persistence
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© 2014 Pearson Education, Inc.
Leaders in QualityTABLE 6.1Leaders in the Field of Quality
ManagementLEADERPHILOSOPHY/CONTRIBUTIONW.
Edwards DemingDeming insisted management accept
responsibility for building good systems. The employee cannot
produce products that on average exceed the quality of what the
process is capable of producing. His 14 points for implementing
quality improvement are presented in this chapter. Joseph M.
JuranA pioneer in teaching the Japanese how to improve
quality, Juran believed strongly in top-management
commitment, support, and involvement in the quality effort. He
was also a believer in teams that continually seek to raise
quality standards. Juran varies from Deming somewhat in
focusing on the customer and defining quality as fitness for use,
not necessarily the written specifications.
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© 2014 Pearson Education, Inc.
Leaders in QualityTABLE 6.1Leaders in the Field of Quality
ManagementLEADERPHILOSOPHY/CONTRIBUTIONAmarnd
FeigenbaumHis 1961 book Total Quality Control laid out 40
steps to quality improvement processes. He viewed quality not
as a set of tools but as a total field that integrated the processes
of a company. His work in how people learn from each other’s
successes led to the field of cross-functional teamwork. Philip
B. CrosbyQuality Is Free was Crosby’s attention-getting book
published in 1979. Crosby believed that in the traditional trade-
off between the cost of improving quality and the cost of poor
quality, the cost of poor quality is understated. The cost of poor
quality should include all of the things that are involved in not
doing the job right the first time. Crosby coined the term zero
defects and stated, “There is absolutely no reason for having
errors or defects in any product or service.”
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© 2014 Pearson Education, Inc.
Ethics and Quality ManagementOperations managers must
deliver healthy, safe, quality products and servicesPoor quality
risks injuries, lawsuits, recalls, and regulationEthical conduct
must dictate response to problemsAll stakeholders much be
considered
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© 2014 Pearson Education, Inc.
Total Quality Management
Encompasses entire organization from supplier to customer
Stresses a commitment by management to have a continuing
companywide drive toward excellence in all aspects of products
and services that are important to the customer
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© 2014 Pearson Education, Inc.
Deming’s Fourteen PointsTABLE 6.2Deming’s 14 Points for
Implementing Quality Improvement1.Create consistency of
purpose 2.Lead to promote change3.Build quality into the
product; stop depending on inspections to catch
problems4.Build long-term relationships based on performance
instead of awarding business on price5.Continuously improve
product, quality, and service6.Start training7.Emphasize
leadership
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© 2014 Pearson Education, Inc.
Deming’s Fourteen PointsTABLE 6.2Deming’s 14 Points for
Implementing Quality Improvement8.Drive out fear9.Break
down barriers between departments10.Stop haranguing
workers11.Support, help, and improve12.Remove barriers to
pride in work13.Institute a vigorous program of education and
self-improvement14.Put everyone in the company to work on
the transformation
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© 2014 Pearson Education, Inc.
Seven Concepts of TQM
Continuous improvement
Six Sigma
Employee empowerment
Benchmarking
Just-in-time (JIT)
Taguchi concepts
Knowledge of TQM tools
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© 2014 Pearson Education, Inc.
Continuous ImprovementNever-ending process of continual
improvement Covers people, equipment, materials,
proceduresEvery operation can be improved
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© 2014 Pearson Education, Inc.
Shewhart’s PDCA Model
Figure 6.3
4. Act
Implement the plan, document
2. Do
Test the plan
3. Check
Is the plan working?
Plan
Identify the pattern and make a plan
*
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© 2014 Pearson Education, Inc.
Continuous ImprovementKaizen describes the ongoing process
of unending improvementTQM and zero defects also used to
describe continuous improvement
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© 2014 Pearson Education, Inc.
Six SigmaTwo meaningsStatistical definition of a process that
is 99.9997% capable, 3.4 defects per million opportunities
(DPMO)A program designed to reduce defects, lower costs,
save time, and improve customer satisfactionA comprehensive
system for achieving and sustaining business success
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© 2014 Pearson Education, Inc.
Six SigmaTwo meaningsStatistical definition of a process that
is 99.9997% capable, 3.4 defects per million opportunities
(DPMO)A program designed to reduce defects, lower costs,
save time, and improve customer satisfactionA comprehensive
system for achieving and sustaining business success
Figure 6.4
Mean
Lower limits
Upper limits
3.4 defects/million
2,700 defects/million
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© 2014 Pearson Education, Inc.
Six Sigma ProgramOriginally developed by Motorola, adopted
and enhanced by Honeywell and GEHighly structured approach
to process improvementA strategyA discipline – DMAICA set
of 7 tools
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© 2014 Pearson Education, Inc.
Six SigmaDefines the project’s purpose, scope, and outputs,
identifies the required process information keeping in mind the
customer’s definition of qualityMeasures the process and
collects dataAnalyzes the data ensuring
repeatability and reproducibilityImproves by modifying or
redesigning existing
processes and proceduresControls the new process
to make sure performance
levels are maintained
DMAIC Approach
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© 2014 Pearson Education, Inc.
Implementing Six SigmaEmphasize defects per million
opportunities as a standard metricProvide extensive
trainingFocus on corporate sponsor support (Champions)Create
qualified process improvement experts (Black Belts, Green
Belts, etc.)Set stretch objectives
This cannot be accomplished without a major commitment from
top level management
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© 2014 Pearson Education, Inc.
Employee EmpowermentGetting employees involved in product
and process improvements85% of quality problems are due
to process and material TechniquesBuild communication
networks
that include employeesDevelop open, supportive
supervisorsMove responsibility to employeesBuild a high-
morale organizationCreate formal team structures
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© 2014 Pearson Education, Inc.
Quality CirclesGroup of employees who meet regularly to solve
problemsTrained in planning, problem solving, and statistical
methodsOften led by a facilitatorVery effective when done
properly
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© 2014 Pearson Education, Inc.
Benchmarking
Selecting best practices to use as a standard for
performanceDetermine what to benchmarkForm a benchmark
teamIdentify benchmarking partnersCollect and analyze
benchmarking informationTake action to match or exceed the
benchmark
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© 2014 Pearson Education, Inc.
Best Practices for Resolving Customer ComplaintsTable
6.3BEST PRACTICEJUSTIFICATIONMake it easy for clients
to complainIt is free market researchRespond quickly to
complaintsIt adds customers and loyaltyResolve complaints on
first contactIt reduces costUse computers to manage
complaintsDiscover trends, share them, and align your
servicesRecruit the best for customer service jobsIt should be
part of formal training and career advancement
*
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© 2014 Pearson Education, Inc.
Internal BenchmarkingWhen the organization is large
enoughData more accessibleCan and should be established in a
variety of areas
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© 2014 Pearson Education, Inc.
Just-in-Time (JIT)
Relationship to quality:JIT cuts the cost of qualityJIT improves
qualityBetter quality means less inventory and better, easier-to-
employ JIT system
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© 2014 Pearson Education, Inc.
Just-in-Time (JIT)‘Pull’ system of production scheduling
including supply managementProduction only when
signaledAllows reduced inventory levelsInventory costs money
and hides process and material problemsEncourages improved
process and product quality
*
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© 2014 Pearson Education, Inc.
Taguchi ConceptsEngineering and experimental design methods
to improve product and process designIdentify key component
and process variables affecting product variationTaguchi
ConceptsQuality robustnessQuality loss functionTarget-oriented
quality
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© 2014 Pearson Education, Inc.
Quality RobustnessAbility to produce products uniformly in
adverse manufacturing and environmental conditionsRemove the
effects of adverse conditionsSmall variations in materials and
process do not destroy product quality
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© 2014 Pearson Education, Inc.
Quality Loss FunctionShows that costs increase as the product
moves away from what the customer wantsCosts include
customer dissatisfaction, warranty
and service, internal
scrap and repair, and costs to societyTraditional conformance
specifications are too simplistic
Target-oriented quality
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© 2014 Pearson Education, Inc.
Quality Loss Function
Figure 6.5
Unacceptable
Poor
Good
Best
Fair
High loss
Loss (to producing organization, customer, and society)
Low loss
L = D2C
where
L =loss to society
D2 =square of the distance from target value
C =cost of deviation
Lower
Target
Upper
Specification
Frequency
Target-oriented quality yields more product in the “best”
category
Target-oriented quality brings product toward the target value
Conformance-oriented quality keeps products within 3 standard
deviations
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© 2014 Pearson Education, Inc.
TQM ToolsTools for Generating IdeasCheck SheetScatter
DiagramCause-and-Effect DiagramTools to Organize the
DataPareto ChartFlowchart (Process Diagram)
*
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© 2014 Pearson Education, Inc.
TQM ToolsTools for Identifying ProblemsHistogramStatistical
Process Control Chart
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© 2014 Pearson Education, Inc.
Hour
Defect12345678
A
B
C
Seven Tools of TQM
(a)Check Sheet: An organized method of recording data
Figure 6.6
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
*
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© 2014 Pearson Education, Inc.
Seven Tools of TQM
(b)Scatter Diagram: A graph of the value of one variable vs.
another variable
Figure 6.6
Absenteeism
Productivity
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© 2014 Pearson Education, Inc.
Seven Tools of TQM
(c)Cause-and-Effect Diagram: A tool that identifies process
elements (causes) that might effect an outcome
Figure 6.6
Cause
Materials
Methods
Manpower
Machinery
Effect
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© 2014 Pearson Education, Inc.
Seven Tools of TQM
(d)Pareto Chart: A graph to identify and plot problems or
defects in descending order of frequency
Figure 6.6
Frequency
Percent
ABCDE
*
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© 2014 Pearson Education, Inc.
Seven Tools of TQM
(e)Flowchart (Process Diagram): A chart that describes the
steps in a process
Figure 6.6
*
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© 2014 Pearson Education, Inc.
Seven Tools of TQM
(f)Histogram: A distribution showing the frequency of
occurrences of a variable
Figure 6.6
Distribution
Repair time (minutes)
Frequency
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© 2014 Pearson Education, Inc.
Seven Tools of TQM
(g)Statistical Process Control Chart: A chart with time on the
horizontal axis to plot values of a statistic
Figure 6.6
Upper control limit
Target value
Lower control limit
Time
*
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© 2014 Pearson Education, Inc.
Cause-and-Effect Diagrams
Figure 6.7
Material
(ball)
Method
(shooting process)
Machine
(hoop &
backboard)
Manpower
(shooter)
Missed
free-throws
Rim alignment
Rim size
Backboard stability
Rim height
Follow-through
Hand position
Aiming point
Bend knees
Balance
Size of ball
Lopsidedness
Grain/Feel (grip)
Air pressure
Training
Conditioning
Motivation
Concentration
Consistency
*
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© 2014 Pearson Education, Inc.
Pareto Charts
Number of occurrences
12
4
3
2
54
Room svcCheck-inPool hoursMinibarMisc.
72%16%5%4%3%
– 100
– 93
– 88
– 72
70 –
60 –
50 –
40 –
30 –
20 –
10 –
0 –
Frequency (number)
Causes and percent of the total
Cumulative percent
Data for October
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© 2014 Pearson Education, Inc.
Flow Charts
MRI FlowchartPhysician schedules MRIPatient taken to
MRIPatient signs inPatient is preppedTechnician carries out
MRITechnician inspects filmIf unsatisfactory, repeatPatient
taken back to roomMRI read by radiologistMRI report
transferred to physicianPatient and physician discuss
11
10
20%
9
8
80%
1
2
3
4
5
6
7
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© 2014 Pearson Education, Inc.
Statistical Process Control (SPC)Uses statistics and control
charts to tell when to take corrective actionDrives process
improvementFour key stepsMeasure the processWhen a change
is indicated, find the assignable causeEliminate or incorporate
the causeRestart the revised process
*
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© 2014 Pearson Education, Inc.
Control Charts
Figure 6.8
Upper control limit
Coach’s target value
Lower control limit
Game number
|||||||||
123456789
40%
20%
0%
Plot the percent of free throws missed
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© 2014 Pearson Education, Inc.
InspectionInvolves examining items to see if an item is good or
defectiveDetect a defective productDoes not correct deficiencies
in process or productIt is expensiveIssuesWhen to inspectWhere
in process to inspect
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© 2014 Pearson Education, Inc.
When and Where to InspectAt the supplier’s plant while the
supplier is producingAt your facility upon receipt of goods from
your supplierBefore costly or irreversible processesDuring the
step-by-step production processWhen production or service is
completeBefore delivery to your customerAt the point of
customer contact
*
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© 2014 Pearson Education, Inc.
InspectionMany problemsWorker fatigueMeasurement
errorProcess variabilityCannot inspect quality into a
productRobust design, empowered employees, and sound
processes are better solutions
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© 2014 Pearson Education, Inc.
Source InspectionAlso known as source controlThe next step in
the process is your customerEnsure perfect
product to your
customer
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© 2014 Pearson Education, Inc.
Source InspectionPoka-yoke is the concept of foolproof devices
or techniques designed to pass only acceptable
productChecklists ensure
consistency and
completeness
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© 2014 Pearson Education, Inc.
Service Industry InspectionTABLE 6.4Examples of Inspection
in ServicesORGANIZATIONWHAT IS
INSPECTEDSTANDARDJones Law OfficeReceptionist
performance
Billing
AttorneyPhone answered by the second ring
Accurate, timely, and correct format
Promptness in returning callsHard Rock HotelReception desk
Doorman
Room
MinibarUse customer’s name
Greet guest in less than 30 seconds
All lights working, spotless bathroom
Restocked and charges accurately posted to bill
*
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© 2014 Pearson Education, Inc.
Service Industry InspectionTABLE 6.4Examples of Inspection
in ServicesORGANIZATIONWHAT IS
INSPECTEDSTANDARDArnold Palmer HospitalBilling
Pharmacy
Lab
Nurses
AdmissionsAccurate, timely, and correct format
Prescription accuracy, inventory accuracy
Audit for lab-test accuracy
Charts immediately updated
Data entered correctly and completelyOlive Garden
RestaurantBusboy
Busboy
WaiterServes water and bread within 1 minute
Clears all entrée items and crumbs prior to dessert
Knows and suggest specials, desserts
*
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© 2014 Pearson Education, Inc.
Service Industry InspectionTABLE 6.4Examples of Inspection
in ServicesORGANIZATIONWHAT IS
INSPECTEDSTANDARDNordstrom Department
StoreDisplay areas
Stockrooms
SalesclerksAttractive, well-organized, stocked, good lighting
Rotation of goods, organized, clean
Neat, courteous, very knowledgeable
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© 2014 Pearson Education, Inc.
Attributes Versus Variables
Attributes
Items are either good or bad, acceptable or unacceptable
Does not address degree of failure
Variables
Measures dimensions such as weight, speed, height, or strength
Falls within an acceptable range
Use different statistical techniques
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© 2014 Pearson Education, Inc.
TQM In ServicesService quality is more difficult to measure
than the quality of goodsService quality perceptions depend on
Intangible differences between productsIntangible expectations
customers have of those products
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© 2014 Pearson Education, Inc.
Service Quality
The Operations Manager must recognize:The tangible
component of services is importantThe service process is
importantThe service is judged against the customer’s
expectationsExceptions will occur
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© 2014 Pearson Education, Inc.
Service Specifications
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© 2014 Pearson Education, Inc.
Determinants of Service QualityTable 6.5Reliability involves
consistency of performance and dependabilityResponsiveness
concerns the willingness or readiness of employees to provide
serviceCompetence means possession of the required skills and
knowledge to perform the serviceAccess involves
approachability and ease of contactCourtesy involves
politeness, respect, consideration, and
friendlinessCommunication means keeping customers informed
and listening to themCredibility involves trustworthiness,
believability, and honestySecurity is the freedom from danger,
risk, or doubtUnderstanding/knowing the customer involves
making the effort to understand the customer’s needsTangibles
include the physical evidence of the service
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Service Recovery Strategy
Managers should have a plan for when services fail
Marriott’s LEARN routine
Listen
Empathize
Apologize
React
Notify
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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.
C H A P T E R 6 | M A N AG I N G Q UA L I T Y 225
range. If a piece of electrical wire is supposed to be 0.01 inch in
diameter, a micrometer can be
used to see if the product is close enough to pass inspection.
Knowing whether attributes or variables are being inspected
helps us decide which statisti-
cal quality control approach to take, as we will see in the
supplement to this chapter.
TQM in Services
The personal component of services is more difficult to measure
than the quality of the tangible
component. Generally, the user of a service, like the user of a
good, has features in mind that
form a basis for comparison among alternatives. Lack of any
one feature may eliminate the
ser-vice from further consideration. Quality also may be
perceived as a bundle of attributes in
which many lesser characteristics are superior to those of
competitors. This approach to product
com-parison differs little between goods and services. However,
what is very different about the
selection of services is the poor definition of the (1) intangible
differences between products and
(2) the intangible expectations customers have of those
products. Indeed, the intangible attributes
may not be defined at all. They are often unspoken images in
the purchaser’s mind. This is why
all of those marketing issues such as advertising, image, and
promotion can make a difference.
The operations manager plays a signi!cant role in addressing
several major aspects of
service quality. First, the tangible component of many services
is important. How well the ser-
vice is designed and produced does make a difference. This
might be how accurate, clear, and
complete your checkout bill at the hotel is, how warm the food
is at Taco Bell, or how well your
car runs after you pick it up at the repair shop.
Second, another aspect of service and service quality is the
process. Notice in Table 6.5 that
9 out of 10 of the determinants of service quality are related
to the service process. Such things
as reliability and courtesy are part of the process. An
operations manager can design processes
(service products) that have these attributes and can ensure their
quality through the TQM
techniques discussed in this chapter.
Third, the operations manager should realize that the customer’s
expectations are the stan-
dard against which the service is judged. Customers’
perceptions of service quality result from
a comparison of their “before-service expectations” with their
“actual-service experience.” In
VIDEO 6.2
TQM at Ritz-Carlton Hotels
Aircraft 97%
boarded 10 min.
before departure
time
1st bag to
conveyor belt
15 min. after
arrival
First passenger boarded
40 min. before departure
Flight attendants on- board
45 min. before departure
Cargo door opened
1 min. afer arrival
All doors closed
2 min before
departure
On board count-
check-in count
5 min. before
departure
Final load
closeout
2 min. before
departure
Like many service organizations, Alaska Airlines, sets quality
standards in areas such as courtesy,
appearance, and time. Shown here are some of Alaska Airlines’s
50 quality checkpoints, based on a
timeline for-each departure.
2123_Heizer_Ch06_pp205-234.indd 225 9/27/12 7:18 PM
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Design of Goods and Services
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition
PowerPoint slides by Jeff Heyl
5
© 2014 Pearson Education, Inc.
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Outline
Global Company Profile: Regal MarineGoods and Services
SelectionGenerating New ProductsProduct DevelopmentIssues
for Product DesignProduct Development Continuum
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Outline - Continued
Defining a Product
Documents for Production
Service Design
Application of Decision Trees to Product Design
Transition to Production
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Learning ObjectivesDefine product life cycleDescribe a product
development systemBuild a house of qualityExplain how time-
based competition is implemented by OM
When you complete this chapter you should be able to :
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Learning ObjectivesDescribe how products and services are
defined by OMDescribe the documents needed for
productionExplain how the customer participates in the design
and delivery of servicesApply decision trees to product issues
When you complete this chapter you should be able to :
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Global market
3-dimensional CAD system
Reduced product development time
Reduced problems with tooling
Reduced problems in production
Assembly line production
JIT
Regal Marine
© 2014 Pearson Education, Inc.
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© 2014 Pearson Education, Inc.
Organizations exist to provide goods or services to society
Great products are the key to success
Top organizations typically focus on core products
Customers buy satisfaction, not just a physical good or
particular service
Fundamental to an organization's strategy with implications
throughout the operations function
Goods and Services Selection
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Goods or services are the basis for an organization's existence
Limited and predicable life cycles requires constantly looking
for, designing, and developing new products
New products generate substantial revenue
Goods and Services Selection
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Goods and Services Selection
Figure 5.1
The higher the percentage of sales from the last 5 years, the
more likely the firm is to be a leader.
Industry leader
Top third
Middle third
Bottom third
Position of firm in its industry
Percent of sales from new products
50% –
40% –
30% –
20% –
10% –
0% –
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The objective of the product decision is to develop and
implement a product strategy that meets the demands of the
marketplace with a competitive advantage
Product Decision
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Product Strategy OptionsDifferentiationShouldice HospitalLow
costTaco BellRapid responseToyota
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Product Life CyclesMay be any length from a few days to
decadesThe operations function must be able to introduce new
products successfully
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Product Life Cycle
Negative cash flow
Figure 5.2
IntroductionGrowthMaturityDecline
Sales, cost, and cash flow
Cost of development and production
Cash flow
Net revenue (profit)
Sales revenue
Loss
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Life Cycle and Strategy
Introductory PhaseFine tuning may warrant unusual expenses
forResearchProduct developmentProcess modification and
enhancementSupplier development
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Product Life Cycle
Growth PhaseProduct design begins to stabilizeEffective
forecasting of capacity becomes necessaryAdding or enhancing
capacity may be necessary
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Product Life Cycle
Maturity PhaseCompetitors now establishedHigh volume,
innovative production may be neededImproved cost control,
reduction in options, paring down of product line
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Product Life Cycle
Decline PhaseUnless product makes a special contribution to the
organization, must plan to terminate offering
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Product Life Cycle Costs
Costs incurred
Costs committed
Ease of change
ConceptDetailedManufacturingDistribution,
designdesignservice,
prototypeand disposal
Percent of total cost
100 –
80 –
60 –
40 –
20 –
0 –
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Product-by-Value Analysis
Lists products in descending order of their individual dollar
contribution to the firm
Lists the total annual dollar contribution of the product
Helps management evaluate alternative strategies
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Generating New ProductsUnderstanding the customerEconomic
changeSociological and demographic changeTechnological
changePolitical and legal changeMarket practice, professional
standards, suppliers, distributors
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Product Development Stages
Figure 5.3
Scope for design and engineering teams
Evaluation
Introduction
Test Market
Functional Specifications
Design Review
Product Specifications
Customer Requirements
Feasibility
Concept
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Quality Function Deployment
Identify customer wants
Identify how the good/service will satisfy customer wants
Relate customer wants to product hows
Identify relationships between the firm’s hows
Develop customer importance ratings
Evaluate competing products
Compare performance to desirable technical attributes
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QFD House of Quality
Relationship
matrix
How to satisfy
customer wants
Interrelationships
Technical
evaluation
Target values
What the customer
wants
Customer importance ratings
Weighted rating
*
1
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House of Quality Example
Your team has been charged with designing a new camera for
Great Cameras, Inc.
The first action is
to construct a
House of Quality
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House of Quality Example
Customer
importance
rating
(5 = highest)
Lightweight 3
Easy to use 4
Reliable5
Easy to hold steady 2
High resolution1
What the customer wants
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
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© 2014 Pearson Education, Inc.
House of Quality Example
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
Low electricity requirements
Aluminum components
Auto focus
Auto exposure
High number of pixels
Ergonomic design
How to Satisfy
Customer Wants
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© 2014 Pearson Education, Inc.
House of Quality Example
Lightweight 3
Easy to use 4
Reliable5
Easy to hold steady 2
High resolution1
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
High relationship
Medium relationship
Low relationship
Relationship matrix
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© 2014 Pearson Education, Inc.
House of Quality Example
Low electricity requirements
Aluminum components
Auto focus
Auto exposure
High number of pixels
Ergonomic design
Relationships between the things we can do
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
*
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© 2014 Pearson Education, Inc.
House of Quality Example
Weighted rating
Lightweight 3
Easy to use 4
Reliable5
Easy to hold steady 2
High resolution1
Our importance ratings22927273225
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
*
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© 2014 Pearson Education, Inc.
House of Quality Example
Company A
Company B
GP
GP
FG
GP
PP
Lightweight 3
Easy to use 4
Reliable5
Easy to hold steady 2
High resolution1
Our importance ratings225
How well do competing products meet customer wants
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
*
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© 2014 Pearson Education, Inc.
House of Quality Example
What the Customer
Wants
Relationship
Matrix
Technical
Attributes and
Evaluation
How to Satisfy
Customer Wants
Interrelationships
Analysis of
Competitors
Target values
(Technical attributes)
Technical evaluation
Company A0.760%yes1okG
Company B0.650%yes2okF
Us0.575%yes2okG
2 circuits
Failure 1 per 10,000
Panel ranking
0.5 A
75%
2’ to ∞
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© 2014 Pearson Education, Inc.
House of Quality Example
Completed House of Quality
Low electricity requirements
Aluminum components
Auto focus
Auto exposure
High number of pixels
Ergonomic design
Company A
Company B
Lightweight3
Easy to use4
Reliable5
Easy to hold steady2
High resolution1
Our importance ratings
GP
GP
FG
GP
PP
Target values
(Technical attributes)
Technical evaluation
Company A0.760%yes1okG
Company B0.650%yes2okF
Us0.575%yes2okG
0.5 A
75%
2’ to ∞
2 circuits
Failure 1 per 10,000
Panel ranking
22 9 27 27 32 25
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House of Quality Sequence
Figure 5.4
Deploying resources through the organization in response to
customer requirements
Production process
Quality plan
House 4
Specific components
Production process
House 3
Design characteristics
Specific components
House 2
Customer requirements
Design characteristics
House 1
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Organizing for Product Development
Traditionally – distinct departments
Duties and responsibilities are defined
Difficult to foster forward thinking
A Champion
Product manager drives the product through the product
development system and related organizations
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Organizing for Product Development
Team approach
Cross functional – representatives from all disciplines or
functions
Product development teams, design for manufacturability teams,
value engineering teams
Japanese “whole organization” approach
No organizational divisions
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Manufacturability and
Value Engineering
Benefits:
Reduced complexity of the product
Reduction of environmental impact
Additional standardization of components
Improvement of functional aspects of the product
Improved job design and job safety
Improved maintainability (serviceability) of the product
Robust design
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Cost Reduction of a Bracket via Value Engineering
Figure 5.5
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Issues for Product Design
Robust design
Modular design
Computer-aided design (CAD)
Computer-aided manufacturing (CAM)
Virtual reality technology
Value analysis
Sustainability and Life Cycle Assessment (LCA)
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Robust DesignProduct is designed so that small variations in
production or assembly do not adversely affect the
productTypically results in lower cost and higher quality
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Modular Design
Products designed in easily segmented components
Adds flexibility to both production and marketing
Improved ability to satisfy customer requirements
*
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Using computers to design products and prepare engineering
documentation
Shorter development cycles, improved accuracy, lower cost
Information and designs can be deployed worldwide
Computer Aided Design (CAD)
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Design for Manufacturing and Assembly (DFMA)
Solve manufacturing problems during the design stage
3-D Object Modeling
Small prototype
development
CAD through the
internet
International data
exchange through STEP
Extensions of CAD
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Computer-Aided Manufacturing (CAM)Utilizing specialized
computers and program to control manufacturing
equipmentOften driven by the CAD system (CAD/CAM)
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Product quality
Shorter design time
Production cost reductions
Database availability
New range of capabilities
Benefits of CAD/CAM
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Virtual Reality Technology
Computer technology used to develop an interactive, 3-D model
of a product from the basic CAD data
Allows people to ‘see’ the finished design before a physical
model is built
Very effective in large-scale designs such as plant layout
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Value Analysis
Focuses on design improvement during production
Seeks improvements leading either to a better product or a
product which can be produced more economically with less
environmental impact
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Sustainability and Life Cycle Assessment (LCA)Sustainability
means meeting the needs of the present without compromising
the ability of future generations to meet their needsLCA is a
formal evaluation of the environmental impact of a product
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Product Development ContinuumProduct life cycles are
becoming shorter and the rate of technological change is
increasingDeveloping new products faster can result in a
competitive advantageTime-Based Competition
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Product Development Continuum
Figure 5.6
InternalCost of product development Shared
LengthySpeed of product developmentRapid and/
or Existing
HighRisk of product developmentShared
External Development Strategies
Alliances
Joint ventures
Purchase technology or expertise
by acquiring the developer
Internal Development Strategies
Migrations of existing products
Enhancements to existing products
New internally developed products
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Product Development ContinuumPurchasing technology by
acquiring a firmSpeeds developmentIssues concern the fit
between the acquired organization and product and the hostJoint
VenturesBoth organizations learnRisks are shared
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Product Development ContinuumThrough AlliancesCooperative
agreements between independent organizationsUseful when
technology is developingReduces risks
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Defining a ProductFirst definition is in terms of
functionsRigorous specifications are developed during the
design phaseManufactured products will have an engineering
drawingBill of material (BOM) lists the components of a
product
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Monterey Jack Cheese
(a)U.S. grade AA. Monterey cheese shall conform to the
following requirements:
(1) Flavor. Is fine and highly pleasing, free from undesirable
flavors and odors. May possess a very slight acid or feed
flavor.
(2) Body and texture. A plug drawn from the cheese shall be
reasonably firm. It shall have numerous small mechanical
openings evenly distributed throughout the plug. It shall not
possess sweet holes, yeast holes, or other gas holes.
(3) Color. Shall have a natural, uniform, bright and attractive
appearance.
(4) Finish and appearance—bandaged and
paraffin-dipped. The rind shall be sound,
firm, and smooth providing a good
protection to the cheese.
Code of Federal Regulation, Parts 53 to 109, General Service
Administration
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Engineering drawing
Shows dimensions, tolerances, and materials
Shows codes for Group Technology
Bill of Material
Lists components, quantities and where used
Shows product structure
Product Documents
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Engineering Drawings
Figure 5.8
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Bills of Material
BOM for a Panel Weldment
Figure 5.9 (a)
NUMBERDESCRIPTIONQTY
A 60-71PANEL WELDM’T1
A 60-7LOWER ROLLER ASSM.1
R 60-17 ROLLER1
R 60-428 PIN1
P 60-2 LOCKNUT1
A 60-72GUIDE ASSM. REAR1
R 60-57-1 SUPPORT ANGLE1
A 60-4 ROLLER ASSM.1
02-50-1150 BOLT1
A 60-73GUIDE ASSM. FRONT1
A 60-74 SUPPORT WELDM’T1
R 60-99 WEAR PLATE1
02-50-1150 BOLT1
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Bills of Material
Hard Rock Cafe’s Hickory BBQ Bacon Cheeseburger
Figure 5.9 (b)
DESCRIPTIONQTY
Bun1
Hamburger patty8 oz.
Cheddar cheese2 slices
Bacon2 strips
BBQ onions1/2 cup
Hickory BBQ sauce1 oz.
Burger set
Lettuce1 leaf
Tomato1 slice
Red onion4 rings
Pickle1 slice
French fries5 oz.
Seasoned salt1 tsp.
11-inch plate1
HRC flag1
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Parts grouped into families with similar characteristics
Coding system describes processing and physical characteristics
Part families can be produced
in dedicated manufacturing cells
Group Technology
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Group Technology Scheme
Figure 5.10
(a) Ungrouped Parts
(b) Grouped Cylindrical Parts (families of parts)
GroovedSlotted ThreadedDrilledMachined
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Improved design
Reduced raw material and purchases
Simplified production planning and control
Improved layout, routing, and machine loading
Reduced tooling setup time, work-in-process, and production
time
Group Technology Benefits
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Documents for Production
Assembly drawing
Assembly chart
Route sheet
Work order
Engineering change notices (ECNs)
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Assembly DrawingShows exploded view of productDetails
relative locations to show how to assemble the product
Figure 5.11 (a)
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Assembly Chart
Figure 5.11 (b)
Identifies the point of production where components flow into
subassemblies and ultimately into the final product
1
2
3
4
5
6
7
8
9
10
11
SA
1
SA
2
A1
A2
A3
A4
A5
R 209 Angle
R 207 Angle
Bolts w/nuts (2)
R 209 Angle
R 207 Angle
Bolt w/nut
R 404 Roller
Lock washer
Part number tag
Box w/packing material
Bolts w/nuts (2)
Left
bracket
assembly
Right
bracket
assembly
Poka-yoke inspection
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Route Sheet
Lists the operations and times required to produce a component
SetupOperation
ProcessMachineOperationsTimeTime/Unit
1Auto Insert 2Insert Component 1.5.4
Set 56
2Manual Insert Component .52.3
Insert 1 Set 12C
3Wave SolderSolder all 1.54.1
components
to board
4Test 4Circuit integrity .25.5
test 4GY
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Work Order
Instructions to produce a given quantity of a particular item,
usually to a schedule
Work Order
ItemQuantityStart DateDue Date
ProductionDelivery
DeptLocation
157C1255/2/085/4/08
F32Dept K11
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Engineering Change Notice (ECN)A correction or modification
to a product’s definition or documentationEngineering
drawingsBill of material
Quite common with long product life cycles, long
manufacturing lead times, or rapidly changing technologies
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Configuration ManagementThe need to manage ECNs has led to
the development of configuration management systemsA
product’s planned and changing components are accurately
identified and control and accountability for change are
identified and maintained
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Product Life-Cycle Management (PLM)Integrated software that
brings together most, if not all, elements of product design and
manufactureProduct designCAD/CAM, DFMAProduct
routingMaterialsAssemblyEnvironmental
*
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Service DesignService typically includes direct interaction with
the customerProcess – chain – network (PCN) analysis focuses
on the ways in which processes can be designed to optimize
interaction between firms and their customers
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Process-Chain-Network (PCN) Analysis
Figure 5.12
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Process-Chain-Network (PCN) Analysis Direct interaction
region includes process steps that involve interaction between
participants The surrogate (substitute) interaction region
includes process steps in which one participant is acting on
another participant’s resources The independent processing
region includes steps in which the supplier and/or the customer
is acting on resources where each has maximum control
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Process-Chain-Network (PCN) Analysis All three regions have
similar operating issues but the appropriate way of handling the
issues differs across regionsService operations exist only within
the area of direct and surrogate interactionPCN analysis
provides insight to aid in positioning and designing processes
that can achieve strategic objectives
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Adding Service EfficiencyService productivity is notoriously
low partially because of customer involvement in the design or
delivery of the service, or bothComplicates product design
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Adding Service EfficiencyLimit the optionsImproves efficiency
and ability to meet customer expectationsDelay
customizationModularizationEases customization of a service
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Adding Service EfficiencyAutomationReduces cost, increases
customer serviceMoment of truthCritical moments between the
customer and the organization that determine customer
satisfaction
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Documents for ServicesHigh levels of customer interaction
necessitates different documentationOften explicit job
instructions Scripts and storyboards are other techniques
*
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First Bank Corp. Drive-up Teller Service Guidelines
Be especially discreet when talking to the customer through the
microphone.
Provide written instructions for customers who must fill out
forms you provide.
Mark lines to be completed or attach a note with instructions.
Always say “please” and “thank you” when speaking through
the microphone.
Establish eye contact with the customer if the distance allows it.
If a transaction requires that the customer park the car and come
into the lobby, apologize for the inconvenience.
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Application of Decision Trees to Product DesignParticularly
useful when there are a series of decisions and outcomes which
lead to other decisions and outcomes
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Application of Decision Trees to Product DesignInclude all
possible alternatives and states of nature - including “doing
nothing”Enter payoffs at end of branchDetermine the expected
value of each branch and “prune” the tree to find the alternative
with the best expected value
Procedure
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Decision Tree Example
Figure 5.13
(.6)
Low sales
(.4)
High sales
(.6) Low sales
(.4)
High sales
Purchase CAD
Hire and train engineers
Do nothing
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Decision Tree Example
EMV (purchase CAD system)= (.4)($1,000,000) + (.6)(–
$20,000)
Figure 5.13
(.6) Low sales
(.4)
High sales
Purchase CAD
(.6)
Low sales
(.4)
High sales
Hire and train engineers
Do nothing
$2,500,000Revenue
– 1,000,000Mfg cost ($40 x 25,000)
– 500,000CAD cost
$1,000,000Net
$800,000Revenue
– 320,000Mfg cost ($40 x 8,000)
– 500,000CAD cost
– $20,000Net loss
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Decision Tree Example
$388,000
EMV (purchase CAD system)= (.4)($1,000,000) + (.6)(–
$20,000)
= $388,000
Figure 5.13
(.6) Low sales
(.4)
High sales
Purchase CAD
(.6)
Low sales
(.4)
High sales
Hire and train engineers
Do nothing
$2,500,000Revenue
– 1,000,000Mfg cost ($40 x 25,000)
– 500,000CAD cost
$1,000,000Net
$800,000Revenue
– 320,000Mfg cost ($40 x 8,000)
– 500,000CAD cost
– $20,000Net loss
*
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Decision Tree Example
Figure 5.13
(.6)
Low sales
(.4)
High sales
(.6) Low sales
(.4)
High sales
Purchase CAD
$388,000
Hire and train engineers
$365,000
Do nothing $0
$0 Net
$800,000Revenue
– 400,000Mfg cost ($50 x 8,000)
– 375,000Hire and train cost
$25,000Net
$2,500,000Revenue
– 1,250,000Mfg cost ($50 x 25,000)
– 375,000Hire and train cost
$875,000Net
$2,500,000Revenue
– 1,000,000Mfg cost ($40 x 25,000)
– 500,000CAD cost
$1,000,000Net
$800,000Revenue
– 320,000Mfg cost ($40 x 8,000)
– 500,000CAD cost
– $20,000Net loss
*
5 - *
© 2014 Pearson Education, Inc.
Transition to Production
Know when to move to production
Product development can be viewed as evolutionary and never
complete
Product must move from design to production in a timely
manner
Most products have a trial production period to insure
producibility
Develop tooling, quality control, training
Ensures successful production
*
5 - *
© 2014 Pearson Education, Inc.
Transition to Production
Responsibility must also transition as the product moves
through its life cycle
Line management takes over from design
Three common approaches to managing transition
Project managers
Product development teams
Integrate product development and manufacturing organizations
*
5 - *
© 2014 Pearson Education, Inc.
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.
174 P A R T 2 | D E S I G N I N G O P E R AT I O N S
A process chain is a sequence of steps that accomplishes an
activity, such as building a home,
completing a tax return, or preparing a sandwich. A process
participant can be a manufac-
turer, a service provider, or a customer. A network is a set of
participants.
Each participant has a process domain that includes the set of
activities over which it has
control. The domain and interactions between two participants
for sandwich preparation are
shown in the PCN diagram (Figure 5.12). The activities are
organized into three process
regions for each participant:
1. The direct interaction region includes process steps that
involve interaction between par-
ticipants. For example, a sandwich buyer directly interacts with
employees of a sandwich
store (e.g., Subway, in the middle of Figure 5.12).
2. The surrogate (substitute) interaction region includes
process steps in which one partici-
pant is acting on another participant’s resources, such as their
information, materials,
or technologies. This occurs when the sandwich supplier is
making sandwiches in the
restaurant kitchen (left side of Figure 5.12) or, alternately,
when the customer has access
to buffet ingredients and assembles the sandwich himself (right
side of the figure). Under
surrogate interaction, direct interaction is limited.
3. The independent processing region includes steps in which
the sandwich supplier and/or
the sandwich customer is acting on resources where each has
maximum control. Most
make-to-stock production fits in this region (left side of Figure
5.12; think of the firm that
assembles all those prepackaged sandwiches available in
vending machines and conveni-
ence stores). Similarly, those sandwiches built at home occur to
the right, in the customer’s
independent processing domain.
All three process regions have similar operating issues—quality
control, facility location and lay-
out, job design, inventory, and so on—but the appropriate way
of handling the issues differs across
regions. Service operations exist only within the area of direct
and surrogate interaction.
From the operations manager’s perspective, the valuable aspect
of PCN analysis is insight
to …
8 - *
© 2014 Pearson Education, Inc.
Location Strategies
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition
PowerPoint slides by Jeff Heyl
8
© 2014 Pearson Education, Inc.
8 - *
© 2014 Pearson Education, Inc.
Outline
Global Company Profile:
FedExThe Strategic Importance of LocationFactors That Affect
Location DecisionsMethods of Evaluating Location
AlternativesService Location StrategyGeographic Information
Systems
*
8 - *
© 2014 Pearson Education, Inc.
Learning Objectives
When you complete this chapter you should be able to:Identify
and explain seven major factors that effect location
decisionsCompute labor productivityApply the factor-rating
methodComplete a locational break-even analysis graphically
and mathematically
*
8 - *
© 2014 Pearson Education, Inc.
When you complete this chapter you should be able to:
Learning ObjectivesUse the center-of-gravity
methodUnderstand the differences between service- and
industrial-sector location analysis
*
8 - *
© 2014 Pearson Education, Inc.
Location Provides Competitive Advantage for FedExCentral hub
conceptEnables service to more locations with fewer
aircraftEnables matching of aircraft flights with package
loadsReduces mishandling and delay in transit because there is
total control of packages from pickup to delivery
© 2014 Pearson Education, Inc.
*
8 - *
© 2014 Pearson Education, Inc.
The Strategic Importance of LocationOne of the most important
decisions a firm makesIncreasingly global in natureSignificant
impact on fixed and variable costsDecisions made relatively
infrequently
*
8 - *
© 2014 Pearson Education, Inc.
The Strategic Importance of LocationLong-term decisions Once
committed to a location, many resource and cost issues are
difficult to change
*
8 - *
© 2014 Pearson Education, Inc.
The Strategic Importance of Location
The objective of location strategy is to maximize the benefit of
location to the firm
Options includeExpanding existing facilitiesMaintain existing
and add sitesClosing existing and relocating
*
8 - *
© 2014 Pearson Education, Inc.
Location and CostsLocation decisions based on low cost require
careful considerationOnce in place, location-related costs are
fixed in place and difficult to reduceDetermining optimal
facility location is a good investment
*
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect Location DecisionsGlobalization adds to
complexityMarket economicsCommunicationRapid, reliable
transportationEase of capital flowDiffering labor costsIdentify
key success factors (KSFs)
*
8 - *
© 2014 Pearson Education, Inc.
Location Decisions
Country Decision
Key Success FactorsPolitical risks, government rules, attitudes,
incentivesCultural and economic issuesLocation of
marketsLabor talent, attitudes, productivity, costsAvailability of
supplies, communications, energyExchange rates and currency
risks
Figure 8.1
*
8 - *
© 2014 Pearson Education, Inc.
Location Decisions
Region/ Community Decision
Key Success FactorsCorporate desiresAttractiveness of region
Labor availability and costsCosts and availability of
utilitiesEnvironmental regulationsGovernment incentives and
fiscal policiesProximity to raw materials and
customersLand/construction costs
Figure 8.1
MN
WI
MI
IL
IN
OH
*
8 - *
© 2014 Pearson Education, Inc.
Location Decisions
Site Decision
Key Success FactorsSite size and costAir, rail, highway, and
waterway systemsZoning restrictionsProximity of services/
supplies neededEnvironmental impact issues
Figure 8.1
*
8 - *
© 2014 Pearson Education, Inc.
Global Competitiveness Index of CountriesTABLE
8.1Competitiveness of 142 Selected CountriesCOUNTRY2011-
2012
RANKINGSwitzerland1Singapore2Sweden3Finland4USA5Japan
9UK10Canada12Israel22China26Mexico58Vietnam65Russia66H
aiti141Chad142
*
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect
Location DecisionsLabor productivityWage rates are not the
only costLower productivity may increase total cost
Labor cost per day
Productivity (units per day)
= Cost per unit
= $1.17 per unit
$70
60 units
South Carolina
= $1.25 per unit
$25
20 units
Mexico
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect
Location DecisionsExchange rates and currency risksCan have a
significant impact on costsRates change over timeCostsTangible
- easily measured costs such as utilities, labor, materials,
taxesIntangible - less easy to quantify and include education,
public transportation, community, quality-of-life
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect
Location DecisionsExchange rates and currency risksCan have a
significant impact on costsRates change over timeCostsTangible
- easily measured costs such as utilities, labor, materials,
taxesIntangible - less easy to quantify and include education,
public transportation, community, quality-of-life
Location decisions based on costs alone can create difficult
ethical situations
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect
Location DecisionsPolitical risk, values, and cultureNational,
state, local governments attitudes toward private and
intellectual property, zoning, pollution, employment stability
may be in fluxWorker attitudes towards turnover, unions,
absenteeismGlobally cultures have different attitudes towards
punctuality, legal, and ethical issues
8 - *
© 2014 Pearson Education, Inc.
Ranking Corruption
Rank Country2012 CPI Score (out of 100)
1Demark, Finland, New Zealand 90
4Sweden88
5Singapore87
6Switzerland 86
7Australia, Norway85
9Canada, Netherlands84
13Germany79
14Hong Kong77
17Japan, UK74
19USA73
37Taiwan61
39Israel60
45South Korea56
80China39
123Vietnam31
133Russia28
Least Corrupt
Most Corrupt
*
*
CPI is the Corrupt Perceptions Index calculated by
Transparency International, an organization dedicated to
fighting business corruption. The Index is calculated from up to
13 different individual scores. For details and the methodology,
see www.transparency.org.
In 2012 they changed their scoring system from “out of 10” to
“out of 100”.
In case students are interested, three countries tied for the
lowest score in the 2012 survey with a score of 8 out of 100 –
Afghanistan, North Korea, and Somalia.
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect
Location DecisionsProximity to marketsVery important to
servicesJIT systems or high transportation costs may make it
important to manufacturersProximity to suppliersPerishable
goods, high transportation costs, bulky products
8 - *
© 2014 Pearson Education, Inc.
Factors That Affect
Location DecisionsProximity to competitors (clustering)Often
driven by resources such as natural, information, capital,
talentFound in both manufacturing and service industries
8 - *
© 2014 Pearson Education, Inc.
Clustering of CompaniesTABLE 8.3Clustering of
CompaniesINDUSTRYLOCATIONSREASON FOR
CLUSTERINGWine makingNapa Valley (US) Bordeaux region
(France)Natural resources of land and climateSoftware
firmsSilicon Valley, Boston, Bangalore (India)Talent resources
of bright graduates in scientific/technical areas, venture
capitalists nearbyClean energyColoradoCritical mass of talent
and information, with 1,000 companies
*
8 - *
© 2014 Pearson Education, Inc.
Clustering of CompaniesTABLE 8.3Clustering of
CompaniesINDUSTRYLOCATIONSREASON FOR
CLUSTERINGTheme parks (Disney World, Universal Studios,
and Sea World)Orlando, FloridaA hot spot for entertainment,
warm weather, tourists, and inexpensive laborElectronics
firmsNorthern MexicoNAFTA, duty free export to
U.S.Computer hardware manufacturersSingapore, TaiwanHigh
technological penetration rate and per capita GDP,
skilled/educated workforce with large pool of engineers
*
8 - *
© 2014 Pearson Education, Inc.
Clustering of CompaniesTABLE 8.3Clustering of
CompaniesINDUSTRYLOCATIONSREASON FOR
CLUSTERINGFast food chains (Wendy’s, McDonald’s, Burger
King, and Pizza Hut)Sites within 1 mile of each otherStimulate
food sales, high traffic flowsGeneral aviation aircraft (Cessna,
Learjet, Boeing, Raytheon)Wichita, KansasMass of aviation
skillsAthletic footwear, outdoor wearPortland, Oregon300
companies, many owned by Nike, deep talent pool and outdoor
culture
*
8 - *
© 2014 Pearson Education, Inc.
Factor-Rating MethodPopular because a wide variety of factors
can be included in the analysisSix steps in the methodDevelop a
list of relevant factors called key success factorsAssign a
weight to each factorDevelop a scale for each factorScore each
location for each factorMultiply score by weights for each
factor for each locationMake a recommendation based on the
highest point score
*
8 - *
© 2014 Pearson Education, Inc.
Factor-Rating Example
TABLE 8.4Weights, Scores, and
Solution
SCORES
(OUT OF 100)WEIGHTED
SCORESKSFWEIGHTFRANCEDENMARKFRANCEDENMAR
KLabor availability and attitude.257060(.25)(70) =
17.5(.25)(60) = 15.0People-to-car ratio.055060(.05)(50) =
2.5(.05)(60) = 3.0 Per capita income.108580(.10)(85) =
8.5(.10)(80) = 8.0Tax structure.397570(.39)(75) =
29.3(.39)(70) = 27.3Education and health.216070(.21)(60) =
12.6(.21)(70) = 14.7Totals1.0070.468.0
*
8 - *
© 2014 Pearson Education, Inc.
Locational
Cost-Volume AnalysisAn economic comparison of location
alternativesThree steps in the methodDetermine fixed and
variable costs for each locationPlot the cost for each location
Select location with lowest total cost for expected production
volume
*
8 - *
© 2014 Pearson Education, Inc.
Locational Cost-Volume Analysis Example
Three locations:
Total Cost = Fixed Cost + (Variable Cost x Volume)
Selling price = $120
Expected volume = 2,000 units
Athens$30,000$75$180,000
Brussels$60,000$45$150,000
Lisbon$110,000$25$160,000
FixedVariableTotal
CityCostCostCost
*
8 - *
© 2014 Pearson Education, Inc.
Locational Cost-Volume Analysis Example
Crossover point – Athens/Brussels
30,000 + 75(x)= 60,000 + 45(x)
30(x)= 30,000
(x)= 1,000
60,000 + 45(x)= 110,000 + 25(x)
20(x)= 50,000
(x)= 2,500
Crossover point – Brussels/Lisbon
*
8 - *
© 2014 Pearson Education, Inc.
Locational Cost-Volume Analysis Example
Figure 8.2
–
$180,000 –
–
$160,000 –
$150,000 –
–
$130,000 –
–
$110,000 –
–
–
$80,000 –
–
$60,000 –
–
–
$30,000 –
–
$10,000 –
–
Annual cost
|||||||
05001,0001,5002,0002,5003,000
Volume
Athens lowest cost
Brussels
lowest cost
Lisbon lowest
cost
Lisbon cost curve
Athens
cost curve
Brussels
cost curve
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity MethodFinds location of distribution center
that minimizes distribution costsConsidersLocation of
marketsVolume of goods shipped to those marketsShipping cost
(or distance)
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity MethodPlace existing locations on a
coordinate gridGrid 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
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity Method
wheredix=x-coordinate of location i
diy=y-coordinate of location i
Qi=Quantity of goods moved to or from location i
x-coordinate of the center of gravity
y-coordinate of the center of gravity
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity MethodTABLE 8.5Demand for Quain’s
Discount Department StoresSTORE LOCATIONNUMBER OF
CONTAINERS
SHIPPED PER MONTHChicago 2,000Pittsburgh 1,000New
York1,000Atlanta2,000
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity Method
Figure 8.3
d1x = 30
d1y = 120
Q1 = 2,000
North-South
East-West
120 –
90 –
60 –
30 –
–
||||||
306090120150
Arbitrary origin
New York (130, 130)
Pittsburgh (90, 110)
Chicago (30, 120)
Atlanta (60, 40)
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity Method
(30)(2000) + (90)(1000) + (130)(1000) + (60)(2000)
2000 + 1000 + 1000 + 2000
x-coordinate =
= 66.7
y-coordinate =
(120)(2000) + (110)(1000) + (130)(1000) + (40)(2000)
2000 + 1000 + 1000 + 2000
= 93.3
*
8 - *
© 2014 Pearson Education, Inc.
Center-of-Gravity Method
Figure 8.3
North-South
East-West
120 –
90 –
60 –
30 –
12 - © 2014 Pearson Education, Inc.Inventory Mana.docx
12 - © 2014 Pearson Education, Inc.Inventory Mana.docx

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12 - © 2014 Pearson Education, Inc.Inventory Mana.docx

  • 1. 12 - * © 2014 Pearson Education, Inc. Inventory Management PowerPoint presentation to accompany Heizer and Render Operations Management, Eleventh Edition Principles of Operations Management, Ninth Edition PowerPoint slides by Jeff Heyl 12 © 2014 Pearson Education, Inc. 12 - * © 2014 Pearson Education, Inc. Outline Global Company Profile: Amazon.comThe Importance of InventoryManaging InventoryInventory ModelsInventory Models for Independent Demand
  • 2. * 12 - * © 2014 Pearson Education, Inc. Outline - Continued Probabilistic Models and Safety Stock Single-Period Model Fixed-Period (P) Systems * 12 - * © 2014 Pearson Education, Inc. Learning Objectives When you complete this chapter you should be able to:Conduct an ABC analysisExplain and use cycle countingExplain and use the EOQ model for independent inventory demandCompute a reorder point and safety stock * 12 - * © 2014 Pearson Education, Inc. Learning Objectives When you complete this chapter you should be able to:Apply
  • 3. the production order quantity modelExplain and use the quantity discount modelUnderstand service levels and probabilistic inventory models * 12 - * © 2014 Pearson Education, Inc. Inventory Management at Amazon.comAmazon.com started as a “virtual” retailer – no inventory, no warehouses, no overhead; just computers taking orders to be filled by othersGrowth has forced Amazon.com to become a world leader in warehousing and inventory management © 2014 Pearson Education, Inc. * 12 - * © 2014 Pearson Education, Inc. Inventory Management at Amazon.com Each order is assigned by computer to the closest distribution center that has the product(s) A “flow meister” at each distribution center assigns work crews Lights indicate products that are to be picked and the light is reset
  • 4. Items are placed in crates on a conveyor, bar code scanners scan each item 15 times to virtually eliminate errors © 2014 Pearson Education, Inc. * 12 - * © 2014 Pearson Education, Inc. Inventory Management at Amazon.comCrates arrive at central point where items are boxed and labeled with new bar codeGift wrapping is done by hand at 30 packages per hourCompleted boxes are packed, taped, weighed and labeled before leaving warehouse in a truckOrder arrives at customer within 1 - 2 days © 2014 Pearson Education, Inc. * 12 - * © 2014 Pearson Education, Inc. Inventory Management The objective of inventory management is to strike a balance between inventory investment and customer service
  • 5. 12 - * © 2014 Pearson Education, Inc. Importance of InventoryOne of the most expensive assets of many companies representing as much as 50% of total invested capitalOperations managers must balance inventory investment and customer service * 12 - * © 2014 Pearson Education, Inc. Functions of InventoryTo provide a selection of goods for anticipated demand and to separate the firm from fluctuations in demandTo decouple or separate various parts of the production processTo take advantage of quantity discountsTo hedge against inflation * 12 - * © 2014 Pearson Education, Inc. Types of InventoryRaw materialPurchased but not processedWork-in-process (WIP)Undergone some change but not completedA function of cycle time for a productMaintenance/repair/operating (MRO)Necessary to keep
  • 6. machinery and processes productiveFinished goodsCompleted product awaiting shipment * 12 - * © 2014 Pearson Education, Inc. The Material Flow Cycle Figure 12.1 InputWait forWait toMoveWait in queueSetupRunOutput inspectionbe movedtimefor operatortimetime Cycle time 95%5% * 12 - * © 2014 Pearson Education, Inc.
  • 7. Managing Inventory How inventory items can be classified (ABC analysis)How accurate inventory records can be maintained * 12 - * © 2014 Pearson Education, Inc. ABC AnalysisDivides inventory into three classes based on annual dollar volumeClass A - high annual dollar volumeClass B - medium annual dollar volumeClass C - low annual dollar volumeUsed to establish policies that focus on the few critical parts and not the many trivial ones * 12 - * © 2014 Pearson Education, Inc. ABC AnalysisABC Calculation(1)(2)(3)(4)(5)(6)(7)ITEM STOCK NUMBERPERCENT OF NUMBER OF ITEMS STOCKEDANNUAL VOLUME (UNITS)xUNIT COST=ANNUAL DOLLAR VOLUMEPERCENT OF ANNUAL DOLLAR VOLUMECLASS#1028620%1,000$ 90.00$ 90,00038.8%A#11526500154.0077,00033.2%A#127601,55017.0 026,35011.3%B#1086730%35042.8615,0016.4%B#105001,0001 2.5012,5005.4%B#12572600$ 14.17$ 8,5023.7%C#140752,000.601,200.5%C#0103650%1008.50850.4
  • 8. %C#013071,200.42504.2%C#10572250.60150.1%C8,550$232,0 57100.0% 72% 23% 5% * 12 - * © 2014 Pearson Education, Inc. ABC Analysis Figure 12.2 A Items B Items |||||||||| 102030405060708090100
  • 9. Percentage of annual dollar usage 80 – 70 – 60 – 50 – 40 – 30 – 20 – 10 – 0 – Percentage of inventory items C Items * 12 - * © 2014 Pearson Education, Inc. ABC AnalysisOther criteria than annual dollar volume may be usedHigh shortage or holding costAnticipated engineering changesDelivery problemsQuality problems * 12 - * © 2014 Pearson Education, Inc. ABC AnalysisPolicies employed may include
  • 10. More emphasis on supplier development for A items Tighter physical inventory control for A items More care in forecasting A items * 12 - * © 2014 Pearson Education, Inc. Record AccuracyAccurate records are a critical ingredient in production and inventory systemsPeriodic systems require regular checks of inventoryTwo-bin systemPerpetual inventory tracks receipts and subtractions on a continuing basisMay be semi-automated * 12 - * © 2014 Pearson Education, Inc. Record AccuracyIncoming and outgoing record keeping must be accurateStockrooms should be secureNecessary to make precise decisions about ordering, scheduling, and shipping *
  • 11. 12 - * © 2014 Pearson Education, Inc. Cycle CountingItems are counted and records updated on a periodic basisOften used with ABC analysis Has several advantages Eliminates shutdowns and interruptions Eliminates annual inventory adjustment Trained personnel audit inventory accuracy Allows causes of errors to be identified and corrected Maintains accurate inventory records * 12 - * © 2014 Pearson Education, Inc. Cycle Counting Example 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 CLASSQUANTITYCYCLE COUNTING POLICYNUMBER OF ITEMS COUNTED PER DAYA500Each month500/20 = 25/dayB1,750Each quarter1,750/60 = 29/dayC2,750Every 6 months2,750/120 = 23/day77/day
  • 12. * 12 - * © 2014 Pearson Education, Inc. Control of Service InventoriesCan be a critical component of profitabilityLosses may come from shrinkage or pilferageApplicable techniques include Good personnel selection, training, and discipline Tight control of incoming shipments Effective control of all goods leaving facility * 12 - * © 2014 Pearson Education, Inc. Inventory ModelsIndependent demand - the demand for item is independent of the demand for any other item in
  • 13. inventoryDependent demand - the demand for item is dependent upon the demand for some other item in the inventory * 12 - * © 2014 Pearson Education, Inc. Inventory ModelsHolding costs - the costs of holding or “carrying” inventory over timeOrdering costs - the costs of placing an order and receiving goodsSetup costs - cost to prepare a machine or process for manufacturing an orderMay be highly correlated with setup time * 12 - * © 2014 Pearson Education, Inc. Holding CostsTABLE 12.1Determining Inventory Holding Costs CATEGORYCOST (AND RANGE) AS A PERCENT OF INVENTORY VALUEHousing costs (building rent or depreciation, operating costs, taxes, insurance)6% (3 - 10%)Material handling costs (equipment lease or depreciation, power, operating cost)3% (1 - 3.5%)Labor cost (receiving, warehousing, security)3% (3 - 5%)Investment costs (borrowing costs, taxes, and insurance on inventory)11% (6 - 24%)Pilferage, space, and obsolescence (much higher in industries undergoing rapid change like PCs and cell phones)3% (2 - 5%)Overall carrying cost26%
  • 14. * 12 - * © 2014 Pearson Education, Inc. Holding CostsTABLE 12.1Determining Inventory Holding Costs CATEGORYCOST (AND RANGE) AS A PERCENT OF INVENTORY VALUEHousing costs (building rent or depreciation, operating costs, taxes, insurance)6% (3 - 10%)Material handling costs (equipment lease or depreciation, power, operating cost)3% (1 - 3.5%)Labor cost (receiving, warehousing, security)3% (3 - 5%)Investment costs (borrowing costs, taxes, and insurance on inventory)11% (6 - 24%)Pilferage, space, and obsolescence (much higher in industries undergoing rapid change like PCs and cell phones)3% (2 - 5%)Overall carrying cost26%
  • 15. Holding costs vary considerably depending on the business, location, and interest rates. Generally greater than 15%, some high tech and fashion items have holding costs greater than 40%. * 12 - * © 2014 Pearson Education, Inc. Inventory Models for Independent Demand Need to determine when and how much to orderBasic economic order quantity (EOQ) modelProduction order quantity modelQuantity discount model *
  • 16. 12 - * © 2014 Pearson Education, Inc. Basic EOQ ModelDemand is known, constant, and independentLead time is known and constantReceipt of inventory is instantaneous and completeQuantity discounts are not possibleOnly variable costs are setup (or ordering) and holdingStockouts can be completely avoided Important assumptions * 12 - * © 2014 Pearson Education, Inc. Inventory Usage Over Time Figure 12.3 Order quantity = Q (maximum inventory level) Usage rate Average inventory on hand Q 2 Inventory level Time
  • 17. 0 Minimum inventory Total order received * 12 - * © 2014 Pearson Education, Inc. Minimizing Costs Objective is to minimize total costs Table 12.4(c) Annual cost Order quantity Total cost of holding and setup (order) Holding cost Setup (order) cost Minimum total cost Optimal order quantity (Q*) *
  • 18. 12 - * © 2014 Pearson Education, Inc. Minimizing CostsBy minimizing the sum of setup (or ordering) and holding costs, total costs are minimizedOptimal order size Q* will minimize total costA reduction in either cost reduces the total costOptimal order quantity occurs when holding cost and setup cost are equal 12 - * © 2014 Pearson Education, Inc. Minimizing Costs 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 Number of units in each order Setup or order cost per order = 12 - * © 2014 Pearson Education, Inc.
  • 19. 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 Minimizing Costs Annual holding cost =(Average inventory level) x (Holding cost per unit per year) Order quantity 2 (Holding cost per unit per year) = 12 - * © 2014 Pearson Education, Inc. Minimizing Costs Optimal order quantity is found when annual setup cost equals annual holding cost Solving for Q* 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
  • 20. 12 - * © 2014 Pearson Education, Inc. An EOQ Example Determine optimal number of needles to order D = 1,000 units S = $10 per order H = $.50 per unit per year * 12 - * © 2014 Pearson Education, Inc. An EOQ Example Determine expected number of orders D = 1,000 units Q*= 200 units S = $10 per order H = $.50 per unit per year 1,000 200 N = = 5 orders per year Demand Order quantity = N = = Expected number of orders
  • 21. * 12 - * © 2014 Pearson Education, Inc. An EOQ Example Determine optimal time between orders D = 1,000 units Q*= 200 units S = $10 per orderN= 5 orders/year H = $.50 per unit per year 250 5 T = = 50 days between orders Number of working days per year Expected number of orders = T = Expected time between orders * 12 - * © 2014 Pearson Education, Inc. An EOQ Example Determine the total annual cost D = 1,000 units Q*= 200 units S = $10 per orderN= 5 orders/year H = $.50 per unit per yearT= 50 days
  • 22. Total annual cost = Setup cost + Holding cost * 12 - * © 2014 Pearson Education, Inc. The EOQ Model When including actual cost of material P Total annual cost = Setup cost + Holding cost + Product cost * 12 - * © 2014 Pearson Education, Inc. Robust ModelThe EOQ model is robustIt works even if all parameters and assumptions are not metThe total cost curve is relatively flat in the area of the EOQ 12 - * © 2014 Pearson Education, Inc. An EOQ Example Determine optimal number of needles to order D = 1,000 units Q*= 200 units S = $10 per orderN= 5 orders/year
  • 23. H = $.50 per unit per yearT= 50 days Only 2% less than the total cost of $125 when the order quantity was 200 1,500 units * 12 - * © 2014 Pearson Education, Inc. Reorder PointsEOQ answers the “how much” questionThe reorder point (ROP) tells “when” to orderLead time (L) is the time between placing and receiving an order = d x L Lead time for a new order in days Demand per day ROP = D Number of working days in a year d = 12 - * © 2014 Pearson Education, Inc. Reorder Point Curve Figure 12.5
  • 24. Resupply takes place as order arrives Q* ROP (units) Inventory level (units) Time (days) Lead time = L Slope = units/day = d 12 - * © 2014 Pearson Education, Inc. Reorder Point Example Demand = 8,000 iPods per year 250 working day year Lead time for orders is 3 working days, may take 4 ROP = d x L = 8,000/250 = 32 units = 32 units per day x 3 days = 96 units = 32 units per day x 4 days = 128 units D Number of working days in a year d = 12 - * © 2014 Pearson Education, Inc. Production Order Quantity Model
  • 25. Used when inventory builds up over a period of time after an order is placed Used when units are produced and sold simultaneously Figure 12.6 Inventory level Time Demand part of cycle with no production (only usage) Part of inventory cycle during which production (and usage) is taking place t Maximum inventory * 12 - * © 2014 Pearson Education, Inc. 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
  • 26. Holding cost per unit per year = (Average inventory level) x Annual inventory level = (Maximum inventory level)/2 Maximum inventory level Total produced during the production run Total used during the production run = – = pt – dt * 12 - * © 2014 Pearson Education, Inc. 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 However, Q = total produced = pt ; thus t = Q/p Maximum inventory level Total produced during the production run Total used during the production run
  • 27. = – = pt – dt Maximum inventory level Q p Q p d p = p – d = Q 1 – d p Q 2 Maximum inventory level 2 Holding cost = (H) = 1 – H *
  • 28. 12 - * © 2014 Pearson Education, Inc. 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 * 12 - * © 2014 Pearson Education, Inc. 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 * 12 - * © 2014 Pearson Education, Inc. Production Order Quantity Model When annual data are used the equation becomes Note:
  • 29. D Number of days the plant is in operation 1,000 250 d = 4 = = * 12 - * © 2014 Pearson Education, Inc. Quantity Discount ModelsReduced prices are often available when larger quantities are purchasedTrade-off is between reduced product cost and increased holding costTABLE 12.2A Quantity Discount Schedule DISCOUNT NUMBERDISCOUNT QUANTITYDISCOUNT (%)DISCOUNT PRICE (P)10 to 999no discount$5.0021,000 to 1,9994$4.8032,000 and over5$4.75
  • 30. 12 - * © 2014 Pearson Education, Inc. Quantity Discount Models Total annual cost = Setup cost + Holding cost + Product cost whereQ= Quantity orderedP= Price per unit D= Annual demand in unitsH= Holding cost per unit per year S= Ordering or setup cost per order Because unit price varies, holding cost (H) is expressed as a percent (I) of unit price (P) 12 - * © 2014 Pearson Education, Inc. Quantity Discount Models Steps in analyzing a quantity discountFor each discount, calculate Q*If Q* for a discount doesn’t qualify, choose the lowest possible quantity to get the discountCompute the total cost for each Q* or adjusted value from Step 2Select the Q* that gives the lowest total cost 12 - * © 2014 Pearson Education, Inc. Quantity Discount Models Figure 12.7 1,000 2,000
  • 31. Total cost $ 0 Order quantity Q* for discount 2 is below the allowable range at point a and must be adjusted upward to 1,000 units at point b a b 1st price break 2nd price break Total cost curve for discount 1 Total cost curve for discount 2 Total cost curve for discount 3 12 - * © 2014 Pearson Education, Inc. Quantity Discount Example Calculate Q* for every discount Q1* = = 700 cars/order 2(5,000)(49) (.2)(5.00) Q2* = = 714 cars/order
  • 32. 2(5,000)(49) (.2)(4.80) Q3* = = 718 cars/order 2(5,000)(49) (.2)(4.75) 12 - * © 2014 Pearson Education, Inc. Quantity Discount Example Calculate Q* for every discount Q1* = = 700 cars/order 2(5,000)(49) (.2)(5.00) Q2* = = 714 cars/order 2(5,000)(49) (.2)(4.80) Q3* = = 718 cars/order 2(5,000)(49) (.2)(4.75) 1,000 — adjusted 2,000 — adjusted
  • 33. 12 - * © 2014 Pearson Education, Inc. Quantity Discount Example Choose the price and quantity that gives the lowest total cost Buy 1,000 units at $4.80 per unit TABLE 12.3Total Cost Computations for Wohl’s Discount Store DISCOUNT NUMBERUNIT PRICEORDER QUANTITYANNUAL PRODUCT COSTANNUAL ORDERING COSTANNUAL HOLDING COSTTOTAL1$5.00700$25,000$350$350$25,7002$4.801,000$ 24,000$245$480$24,7253$4.752,000$23.750$122.50$950$24,82 2.50 12 - * © 2014 Pearson Education, Inc.
  • 34. Probabilistic Models and Safety StockUsed when demand is not constant or certainUse 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 x the probability x the stockout cost/unit x the number of orders per year 12 - * © 2014 Pearson Education, Inc. Safety Stock Example ROP = 50 unitsStockout cost = $40 per frame Orders per year = 6 Carrying cost = $5 per frame per 50.360.270.11.0 12 - *
  • 35. © 2014 Pearson Education, Inc. Safety Stock Example ROP = 50 unitsStockout cost = $40 per frame Orders per year = 6 Carrying cost = $5 per frame per year A safety stock of 20 frames gives the lowest total cost ROP = 50 + 20 = 70 frames SAFETY STOCKADDITIONAL HOLDING COSTSTOCKOUT COSTTOTAL COST20(20)($5) = $100$0$10010(10)($5) = $ 50(10)(.1)($40)(6)=$240$2900$ 0(10)(.2)($40)(6) + (20)(.1)($40)(6)=$960$960 12 - * © 2014 Pearson Education, Inc. Probabilistic Demand Figure 12.8 Safety stock 16.5 units
  • 36. Place order Inventory level Time 0 Minimum demand during lead time Maximum demand during lead time Mean demand during lead time Normal distribution probability of demand during lead time Expected demand during lead time (350 kits) ROP = 350 + safety stock of 16.5 = 366.5 Receive order Lead time * 12 - * © 2014 Pearson Education, Inc.
  • 37. Probabilistic Demand Use prescribed service levels to set safety stock when the cost of stockouts cannot be determined ROP = demand during lead time + ZsdLT whereZ =Number of standard deviations sdLT =Standard deviation of demand during lead time * 12 - * © 2014 Pearson Education, Inc. Probabilistic Demand Safety stock Probability of no stockout 95% of the time Mean demand 350 ROP = ? kits Quantity Number of standard deviations
  • 38. 0 z Risk of a stockout (5% of area of normal curve) * 12 - * © 2014 Pearson Education, Inc. Probabilistic Example m =Average demand = 350 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 * 12 - * © 2014 Pearson Education, Inc. Other Probabilistic ModelsWhen data on demand during lead time is not available, there are other models available
  • 39. When demand is variable and lead time is constant When lead time is variable and demand is constant When both demand and lead time are variable * 12 - * © 2014 Pearson Education, Inc. Other Probabilistic Models Demand is variable and lead time is constant ROP =(Average daily demand x Lead time in days) + ZsdLT wheresdLT= sd Lead time sd= standard deviation of demand per day * 12 - * © 2014 Pearson Education, Inc. Probabilistic 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
  • 40. From Appendix I Safety stock is about 9 computers ROP= (15 units x 2 days) + ZsdLT = 30 + 1.28(5)( 2) = 30 + 9.02 = 39.02 ≈ 39 * 12 - * © 2014 Pearson Education, Inc. Other Probabilistic Models Lead time is variable and demand is constant ROP =(Daily demand x Average lead time in days) +Z x (Daily demand) x sLT wheresLT= Standard deviation of lead time in days * 12 - * © 2014 Pearson Education, Inc. Probabilistic 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
  • 41. Reorder point is about 81 cameras * 12 - * © 2014 Pearson Education, Inc. Other Probabilistic Models Both demand and lead time are variable ROP =(Average daily demand x Average lead time) + ZsdLT wheresd=Standard deviation of demand per day sLT=Standard deviation of lead time in days sdLT=(Average lead time x sd2) + (Average daily demand)2s2LT * 12 - * © 2014 Pearson Education, Inc. Probabilistic 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)
  • 42. * 12 - * © 2014 Pearson Education, Inc. Single-Period ModelOnly one order is placed for a productUnits 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 Cs + Co Service level = 12 - * © 2014 Pearson Education, Inc. Single-Period Example Cs = cost of shortage = $1.25 – $.70 = $.55 Co = cost of overage = $.70 – $.30 = $.40 Service level = Cs Cs + Co .55 .55 + .40 .55
  • 43. .95 = = = .579 Service level 57.9% Optimal stocking level 12 - * © 2014 Pearson Education, Inc. Single-Period Example From Appendix I, for The optimal stocking level = 120 + (.20)(15) = 120 + 3 = 123 papers The stockout risk = 1 – Service level = 1 – .579 = .422 = 42.2% 12 - * © 2014 Pearson Education, Inc. Fixed-Period (P) SystemsOrders placed at the end of a fixed periodInventory counted only at end of periodOrder brings inventory up to target levelOnly relevant costs are ordering and holdingLead times are known and constantItems are independent of one another
  • 44. * 12 - * © 2014 Pearson Education, Inc. Fixed-Period (P) Systems Figure 12.9 On-hand inventory Time Q1 Q2 Target quantity (T) P P P Q3 Q4 *
  • 45. 12 - * © 2014 Pearson Education, Inc. Fixed-Period SystemsInventory is only counted at each review periodMay be scheduled at convenient timesAppropriate in routine situationsMay result in stockouts between periodsMay require increased safety stock * 12 - * © 2014 Pearson Education, Inc. 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. = D Q ⎛ ⎝ ⎜ ⎞
  • 46. ⎠ ⎟ = D Q æ è ç ö ø ÷ S Annual setup cost = D Q S Annual setup cost = D Q S = Q 2 ⎛ ⎝ ⎜ ⎞
  • 47. ⎠ ⎟ = Q 2 æ è ç ö ø ÷ H Annual setup cost = D Q S Annual setup cost = D Q S Annual holding cost = Q 2 H Annual holding cost = Q 2 H
  • 50. 0.50 = 40,000 = 200 units Q * = 2(1,000)(10) 0.50 =40,000=200 units D Q* D Q * TC = D Q S + Q 2 H = 1,000 200 ($10)+ 200 2 ($.50)
  • 54. HQ1-dp ( ) é ë ù û D Q S = 1 2 HQ 1− d p( )⎡ ⎣ ⎤ ⎦ Q2 = 2DS H 1− d p( )⎡ ⎣ ⎤ ⎦ Qp * = 2DS H 1− d p( )⎡ ⎣ ⎤ ⎦ D Q S= 1 2 HQ1-dp ( ) é
  • 56. Classmate 1 French vs. British colonies While both the French and British nations’ colonies had successful trade with the Native Americans of the time, how they went about establishing their colonies was quite different. When the French came to settle in America, they limited their colonies to only Catholic settlers (Shi 110). Whereas the British allowed more religious freedom to their settlers. The French emigrated to America by order of the crown and were under “absolute rule” of the French crown. Again, the English settlers were granted more freedom and were allowed to self-govern in their individual colonies, providing they followed English law while doing so (Colonization and Settlement). Due to their strict rules, the French colonies were far fewer in numbers than the English colonies. According to the text, the population of New France in the 1660’s was less than the small British colony of Rhode Island (Shi 110). The British colonies were larger in numbers and focused more on farming, fishing and trading. The French focused on fur trading as it was more profitable, although their government did encourage more farming efforts. Harsh winters took their toll on the French colonies and those in charge new they needed to rely on help from the Native Americans. The French were successful in establishing strong alliances with the neighboring tribes. They assigned people to learn the languages and ways of the indigenous people and had them marry into their families as well (Shi 110). This effort strengthened the alliance with the Native Americans, but did not do much in the way of growing their colonies. The British colonies may have started out relatively peaceful with the Native Americans, but as greed took over, British colonies quickly started showing blatant disregard for the indigenous people and their land. Even after the British bested
  • 57. the French during the French and Indian war, the French “handed over” land that did not belong to them as a part of “The Treaty of Paris.” The British king established the Royal Proclamation of 1763, stating that the land to the west of the Appalachians belonged to the Native Americans and the white settlers were not to disturb them. Even though the King sent soldiers to ensure compliance, it was unsuccessful and the settlers continued to steal land without respect for the current inhabitants (Shi 124-125). COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison. Facts on File Inc., www.granburyisd.org/cms/lib/TX01000552/Centricity/Domain/2 87/Fact_Sheet_U1_Comparison_of_Eng_Fr_Sp_Col.pdf. Classmate #2 There were many challenges that the American military leaders faced during the Revolutionary war. The first issue was that the Colonies did not have a professional army with the full-time commitment to protect. Most of the American solders were citizen-solders, known as militiamen. These militiamen were “civilians called out from their farms and shops on short notice to defend their local communities… once the danger was past, they disappeared, for there were chores to do at home”(Shi, pg. 159). George Washington, the General of what became know as the Continental army, knew that they could not win a war with only using citizen soldiers. He recognized the need for a full- time professional army, which he came to realize, would be a difficult task to accomplish. Washington began recruiting members whom sometimes arrived only to “claim the $20 in cash and 100 acres of land offered by the Continental Congress to those who would enlist for three years,” (Shi, pg. 166) and “Washington and his officers soon began whipping the Continental army into shape”, (Shi, pg. 159). Another problem
  • 58. with obtaining troops for the Army was that many individuals sided with Britain and did not support the war against them. Eventually Washington realized that the only way to win the war with the military that was available was to outlast Britain and win the war with small surprise attacks. Britain eventually ran out of money and resources due to the dragging on of the war and Washington’s strategies were successful. Lack of supplies was also a challenge for the American military and lead to the taking of “supplies- grain and livestock – directly from farmers in return for promises of future payment”, (Shi, pg. 159). During the winter months the army suffered from lack of clothing, which lead to extreme suffering. Lack of supplies affected also contributed to the lack of soldiers as many members went home during the winter months. One way the American military solved the issues with lack of supplies as well as troops were the alliances made with other Nations. The American militaries alliances with France, Spain, and the Netherlands was a “crucial development during the war…” as these “nations provided the American revolutionaries desperately needed money, supplies, soldiers, and warships. Ninety percent of the gunpowder used by American soldiers came from Europe,” (Shi, pg. 157). These alliances proved to be successful and helped lead the American military to winning the war. 6 - * © 2014 Pearson Education, Inc. Managing Quality PowerPoint presentation to accompany Heizer and Render
  • 59. Operations Management, Eleventh Edition Principles of Operations Management, Ninth Edition PowerPoint slides by Jeff Heyl 6 © 2014 Pearson Education, Inc. 6 - * © 2014 Pearson Education, Inc. Outline Global Company Profile: Arnold Palmer HospitalQuality and StrategyDefining QualityTotal Quality ManagementTools of TQMThe Role of InspectionTQM in Services * 6 - * © 2014 Pearson Education, Inc. Learning Objectives When you complete this chapter you should be able to:Define quality and TQMDescribe the ISO international quality standardsExplain what Six Sigma isExplain how benchmarking is used in TQM Explain quality robust products and
  • 60. Taguchi conceptsUse the seven tools of TQM * 6 - * © 2014 Pearson Education, Inc. Managing Quality Provides a Competitive Advantage Arnold Palmer HospitalDeliver over 12,000 babies annuallyVirtually every type of quality tool is employedContinuous improvementEmployee empowermentBenchmarkingJust-in-timeQuality tools © 2014 Pearson Education, Inc. * 6 - * © 2014 Pearson Education, Inc. Quality and StrategyManaging quality supports differentiation, low cost, and response strategiesQuality helps firms increase sales and reduce costsBuilding a quality organization is a demanding task 6 - * © 2014 Pearson Education, Inc.
  • 61. Two Ways Quality Improves Profitability Figure 6.1 Improved Quality Increased Profits Increased productivityLower rework and scrap costsLower warranty costs Reduced Costs viaImproved responseFlexible pricingImproved reputation Sales Gains via * 6 - * © 2014 Pearson Education, Inc. The Flow of Activities Organizational Practices Leadership, Mission statement, Effective operating procedures, Staff support, Training Yields:What is important and what is to be accomplished Figure 6.2 Quality Principles Customer focus, Continuous improvement, Benchmarking, Just- in-time, Tools of TQM Yields:How to do what is important and to be
  • 62. accomplished Employee Fulfillment Empowerment, Organizational commitment Yields:Employee attitudes that can accomplish what is important Customer Satisfaction Winning orders, Repeat customers Yields:An effective organization with a competitive advantage 6 - * © 2014 Pearson Education, Inc. Defining Quality An operations manager’s objective is to build a total quality management system that identifies and satisfies customer needs 6 - * © 2014 Pearson Education, Inc. Defining Quality The totality of features and characteristics of a product or service that bears on its ability to satisfy stated or implied needs American Society for Quality 6 - *
  • 63. © 2014 Pearson Education, Inc. Different ViewsUser-based: better performance, more featuresManufacturing-based: conformance to standards, making it right the first timeProduct-based: specific and measurable attributes of the product 6 - * © 2014 Pearson Education, Inc. Implications of QualityCompany reputationPerception of new productsEmployment practicesSupplier relationsProduct liabilityReduce riskGlobal implicationsImproved ability to compete 6 - * © 2014 Pearson Education, Inc. Malcolm Baldrige National Quality AwardEstablished in 1988 by the U.S. governmentDesigned to promote TQM practicesRecent winners include Lockheed Martin Missiles and Fire Control, MESA Products Inc., North Mississippi Health Services, City of Irving, Concordia Publishing House, Henry Ford Health System, MEDRAD, Nestlé Purina PetCare Co., Montgomery County Public Schools * 6 - * © 2014 Pearson Education, Inc.
  • 64. Baldrige Criteria Applicants are evaluated on:CATEGORIESPOINTSLeadership120Strategic Planning 85Customer Focus85Measurement, Analysis, and Knowledge Management 90Workforce Focus85Operations Focus85Results450 6 - * © 2014 Pearson Education, Inc. ISO 9000 International Quality StandardsInternational recognitionEncourages quality management procedures, detailed documentation, work instructions, and recordkeeping2009 revision emphasized sustained successOver one million certifications in 178 countriesCritical for global business * 6 - *
  • 65. © 2014 Pearson Education, Inc. ISO 9000 International Quality StandardsManagement principlesTop management leadershipCustomer satisfactionContinual improvement Involvement of peopleProcess analysisUse of data-driven decision makingA systems approach to managementMutually beneficial supplier relationships * 6 - * © 2014 Pearson Education, Inc. Costs of QualityPrevention costs - reducing the potential for defectsAppraisal costs - evaluating products, parts, and servicesInternal failure costs - producing defective parts or service before deliveryExternal failure costs - defects discovered after delivery 6 - * © 2014 Pearson Education, Inc. Costs of Quality External Failure Internal Failure Total Cost Quality Improvement
  • 66. Total Cost 6 - * © 2014 Pearson Education, Inc. Takumi A Japanese character that symbolizes a broader dimension than quality, a deeper process than education, and a more perfect method than persistence 6 - * © 2014 Pearson Education, Inc. Leaders in QualityTABLE 6.1Leaders in the Field of Quality ManagementLEADERPHILOSOPHY/CONTRIBUTIONW. Edwards DemingDeming insisted management accept responsibility for building good systems. The employee cannot produce products that on average exceed the quality of what the process is capable of producing. His 14 points for implementing quality improvement are presented in this chapter. Joseph M. JuranA pioneer in teaching the Japanese how to improve quality, Juran believed strongly in top-management commitment, support, and involvement in the quality effort. He was also a believer in teams that continually seek to raise quality standards. Juran varies from Deming somewhat in focusing on the customer and defining quality as fitness for use, not necessarily the written specifications.
  • 67. 6 - * © 2014 Pearson Education, Inc. Leaders in QualityTABLE 6.1Leaders in the Field of Quality ManagementLEADERPHILOSOPHY/CONTRIBUTIONAmarnd FeigenbaumHis 1961 book Total Quality Control laid out 40 steps to quality improvement processes. He viewed quality not as a set of tools but as a total field that integrated the processes of a company. His work in how people learn from each other’s successes led to the field of cross-functional teamwork. Philip B. CrosbyQuality Is Free was Crosby’s attention-getting book published in 1979. Crosby believed that in the traditional trade- off between the cost of improving quality and the cost of poor quality, the cost of poor quality is understated. The cost of poor quality should include all of the things that are involved in not doing the job right the first time. Crosby coined the term zero defects and stated, “There is absolutely no reason for having errors or defects in any product or service.” 6 - *
  • 68. © 2014 Pearson Education, Inc. Ethics and Quality ManagementOperations managers must deliver healthy, safe, quality products and servicesPoor quality risks injuries, lawsuits, recalls, and regulationEthical conduct must dictate response to problemsAll stakeholders much be considered 6 - * © 2014 Pearson Education, Inc. Total Quality Management Encompasses entire organization from supplier to customer Stresses a commitment by management to have a continuing companywide drive toward excellence in all aspects of products and services that are important to the customer * 6 - * © 2014 Pearson Education, Inc. Deming’s Fourteen PointsTABLE 6.2Deming’s 14 Points for Implementing Quality Improvement1.Create consistency of purpose 2.Lead to promote change3.Build quality into the product; stop depending on inspections to catch problems4.Build long-term relationships based on performance instead of awarding business on price5.Continuously improve product, quality, and service6.Start training7.Emphasize leadership
  • 69. * 6 - * © 2014 Pearson Education, Inc. Deming’s Fourteen PointsTABLE 6.2Deming’s 14 Points for Implementing Quality Improvement8.Drive out fear9.Break down barriers between departments10.Stop haranguing workers11.Support, help, and improve12.Remove barriers to pride in work13.Institute a vigorous program of education and self-improvement14.Put everyone in the company to work on the transformation
  • 70. * 6 - * © 2014 Pearson Education, Inc. Seven Concepts of TQM Continuous improvement Six Sigma Employee empowerment Benchmarking Just-in-time (JIT) Taguchi concepts Knowledge of TQM tools * 6 - * © 2014 Pearson Education, Inc. Continuous ImprovementNever-ending process of continual improvement Covers people, equipment, materials, proceduresEvery operation can be improved *
  • 71. 6 - * © 2014 Pearson Education, Inc. Shewhart’s PDCA Model Figure 6.3 4. Act Implement the plan, document 2. Do Test the plan 3. Check Is the plan working? Plan Identify the pattern and make a plan * 6 - * © 2014 Pearson Education, Inc.
  • 72. Continuous ImprovementKaizen describes the ongoing process of unending improvementTQM and zero defects also used to describe continuous improvement * 6 - * © 2014 Pearson Education, Inc. Six SigmaTwo meaningsStatistical definition of a process that is 99.9997% capable, 3.4 defects per million opportunities (DPMO)A program designed to reduce defects, lower costs, save time, and improve customer satisfactionA comprehensive system for achieving and sustaining business success 6 - * © 2014 Pearson Education, Inc. Six SigmaTwo meaningsStatistical definition of a process that is 99.9997% capable, 3.4 defects per million opportunities (DPMO)A program designed to reduce defects, lower costs, save time, and improve customer satisfactionA comprehensive system for achieving and sustaining business success Figure 6.4 Mean
  • 73. Lower limits Upper limits 3.4 defects/million 2,700 defects/million 6 - * © 2014 Pearson Education, Inc. Six Sigma ProgramOriginally developed by Motorola, adopted and enhanced by Honeywell and GEHighly structured approach to process improvementA strategyA discipline – DMAICA set of 7 tools 6 - * © 2014 Pearson Education, Inc. Six SigmaDefines the project’s purpose, scope, and outputs, identifies the required process information keeping in mind the customer’s definition of qualityMeasures the process and collects dataAnalyzes the data ensuring
  • 74. repeatability and reproducibilityImproves by modifying or redesigning existing processes and proceduresControls the new process to make sure performance levels are maintained DMAIC Approach 6 - * © 2014 Pearson Education, Inc. Implementing Six SigmaEmphasize defects per million opportunities as a standard metricProvide extensive trainingFocus on corporate sponsor support (Champions)Create qualified process improvement experts (Black Belts, Green Belts, etc.)Set stretch objectives This cannot be accomplished without a major commitment from top level management 6 - * © 2014 Pearson Education, Inc.
  • 75. Employee EmpowermentGetting employees involved in product and process improvements85% of quality problems are due to process and material TechniquesBuild communication networks that include employeesDevelop open, supportive supervisorsMove responsibility to employeesBuild a high- morale organizationCreate formal team structures * 6 - * © 2014 Pearson Education, Inc. Quality CirclesGroup of employees who meet regularly to solve problemsTrained in planning, problem solving, and statistical methodsOften led by a facilitatorVery effective when done properly * 6 - * © 2014 Pearson Education, Inc. Benchmarking Selecting best practices to use as a standard for performanceDetermine what to benchmarkForm a benchmark teamIdentify benchmarking partnersCollect and analyze benchmarking informationTake action to match or exceed the
  • 76. benchmark * 6 - * © 2014 Pearson Education, Inc. Best Practices for Resolving Customer ComplaintsTable 6.3BEST PRACTICEJUSTIFICATIONMake it easy for clients to complainIt is free market researchRespond quickly to complaintsIt adds customers and loyaltyResolve complaints on first contactIt reduces costUse computers to manage complaintsDiscover trends, share them, and align your servicesRecruit the best for customer service jobsIt should be part of formal training and career advancement *
  • 77. 6 - * © 2014 Pearson Education, Inc. Internal BenchmarkingWhen the organization is large enoughData more accessibleCan and should be established in a variety of areas 6 - * © 2014 Pearson Education, Inc. Just-in-Time (JIT) Relationship to quality:JIT cuts the cost of qualityJIT improves qualityBetter quality means less inventory and better, easier-to- employ JIT system * 6 - * © 2014 Pearson Education, Inc. Just-in-Time (JIT)‘Pull’ system of production scheduling including supply managementProduction only when signaledAllows reduced inventory levelsInventory costs money and hides process and material problemsEncourages improved process and product quality * 6 - *
  • 78. © 2014 Pearson Education, Inc. Taguchi ConceptsEngineering and experimental design methods to improve product and process designIdentify key component and process variables affecting product variationTaguchi ConceptsQuality robustnessQuality loss functionTarget-oriented quality * 6 - * © 2014 Pearson Education, Inc. Quality RobustnessAbility to produce products uniformly in adverse manufacturing and environmental conditionsRemove the effects of adverse conditionsSmall variations in materials and process do not destroy product quality * 6 - * © 2014 Pearson Education, Inc. Quality Loss FunctionShows that costs increase as the product moves away from what the customer wantsCosts include customer dissatisfaction, warranty and service, internal scrap and repair, and costs to societyTraditional conformance
  • 79. specifications are too simplistic Target-oriented quality * 6 - * © 2014 Pearson Education, Inc. Quality Loss Function Figure 6.5 Unacceptable Poor Good Best Fair High loss Loss (to producing organization, customer, and society) Low loss L = D2C where L =loss to society D2 =square of the distance from target value C =cost of deviation
  • 80. Lower Target Upper Specification Frequency Target-oriented quality yields more product in the “best” category Target-oriented quality brings product toward the target value Conformance-oriented quality keeps products within 3 standard deviations 6 - * © 2014 Pearson Education, Inc. TQM ToolsTools for Generating IdeasCheck SheetScatter DiagramCause-and-Effect DiagramTools to Organize the
  • 81. DataPareto ChartFlowchart (Process Diagram) * 6 - * © 2014 Pearson Education, Inc. TQM ToolsTools for Identifying ProblemsHistogramStatistical Process Control Chart * 6 - * © 2014 Pearson Education, Inc. Hour Defect12345678 A B C Seven Tools of TQM (a)Check Sheet: An organized method of recording data Figure 6.6 /
  • 83. * 6 - * © 2014 Pearson Education, Inc. Seven Tools of TQM (b)Scatter Diagram: A graph of the value of one variable vs. another variable Figure 6.6 Absenteeism Productivity * 6 - * © 2014 Pearson Education, Inc.
  • 84. Seven Tools of TQM (c)Cause-and-Effect Diagram: A tool that identifies process elements (causes) that might effect an outcome Figure 6.6 Cause Materials Methods Manpower Machinery Effect * 6 - * © 2014 Pearson Education, Inc. Seven Tools of TQM
  • 85. (d)Pareto Chart: A graph to identify and plot problems or defects in descending order of frequency Figure 6.6 Frequency Percent ABCDE * 6 - * © 2014 Pearson Education, Inc. Seven Tools of TQM (e)Flowchart (Process Diagram): A chart that describes the steps in a process Figure 6.6
  • 86. * 6 - * © 2014 Pearson Education, Inc. Seven Tools of TQM (f)Histogram: A distribution showing the frequency of occurrences of a variable Figure 6.6 Distribution Repair time (minutes) Frequency *
  • 87. 6 - * © 2014 Pearson Education, Inc. Seven Tools of TQM (g)Statistical Process Control Chart: A chart with time on the horizontal axis to plot values of a statistic Figure 6.6 Upper control limit Target value Lower control limit Time * 6 - * © 2014 Pearson Education, Inc. Cause-and-Effect Diagrams Figure 6.7
  • 88. Material (ball) Method (shooting process) Machine (hoop & backboard) Manpower (shooter) Missed free-throws Rim alignment Rim size Backboard stability Rim height Follow-through Hand position Aiming point Bend knees Balance Size of ball
  • 89. Lopsidedness Grain/Feel (grip) Air pressure Training Conditioning Motivation Concentration Consistency * 6 - * © 2014 Pearson Education, Inc. Pareto Charts Number of occurrences 12 4 3 2
  • 90. 54 Room svcCheck-inPool hoursMinibarMisc. 72%16%5%4%3% – 100 – 93 – 88 – 72 70 – 60 – 50 – 40 – 30 – 20 – 10 – 0 – Frequency (number) Causes and percent of the total Cumulative percent Data for October 6 - * © 2014 Pearson Education, Inc.
  • 91. Flow Charts MRI FlowchartPhysician schedules MRIPatient taken to MRIPatient signs inPatient is preppedTechnician carries out MRITechnician inspects filmIf unsatisfactory, repeatPatient taken back to roomMRI read by radiologistMRI report transferred to physicianPatient and physician discuss 11 10 20% 9 8 80% 1 2 3 4 5 6 7
  • 92. 6 - * © 2014 Pearson Education, Inc. Statistical Process Control (SPC)Uses statistics and control charts to tell when to take corrective actionDrives process improvementFour key stepsMeasure the processWhen a change is indicated, find the assignable causeEliminate or incorporate the causeRestart the revised process * 6 - * © 2014 Pearson Education, Inc. Control Charts Figure 6.8
  • 93. Upper control limit Coach’s target value Lower control limit Game number ||||||||| 123456789 40% 20% 0% Plot the percent of free throws missed 6 - * © 2014 Pearson Education, Inc. InspectionInvolves examining items to see if an item is good or defectiveDetect a defective productDoes not correct deficiencies in process or productIt is expensiveIssuesWhen to inspectWhere in process to inspect * 6 - * © 2014 Pearson Education, Inc. When and Where to InspectAt the supplier’s plant while the supplier is producingAt your facility upon receipt of goods from
  • 94. your supplierBefore costly or irreversible processesDuring the step-by-step production processWhen production or service is completeBefore delivery to your customerAt the point of customer contact * 6 - * © 2014 Pearson Education, Inc. InspectionMany problemsWorker fatigueMeasurement errorProcess variabilityCannot inspect quality into a productRobust design, empowered employees, and sound processes are better solutions 6 - * © 2014 Pearson Education, Inc. Source InspectionAlso known as source controlThe next step in the process is your customerEnsure perfect product to your customer 6 - * © 2014 Pearson Education, Inc. Source InspectionPoka-yoke is the concept of foolproof devices or techniques designed to pass only acceptable productChecklists ensure
  • 95. consistency and completeness 6 - * © 2014 Pearson Education, Inc. Service Industry InspectionTABLE 6.4Examples of Inspection in ServicesORGANIZATIONWHAT IS INSPECTEDSTANDARDJones Law OfficeReceptionist performance Billing AttorneyPhone answered by the second ring Accurate, timely, and correct format Promptness in returning callsHard Rock HotelReception desk Doorman Room MinibarUse customer’s name Greet guest in less than 30 seconds All lights working, spotless bathroom Restocked and charges accurately posted to bill
  • 96. * 6 - * © 2014 Pearson Education, Inc. Service Industry InspectionTABLE 6.4Examples of Inspection in ServicesORGANIZATIONWHAT IS INSPECTEDSTANDARDArnold Palmer HospitalBilling Pharmacy Lab Nurses AdmissionsAccurate, timely, and correct format Prescription accuracy, inventory accuracy Audit for lab-test accuracy Charts immediately updated Data entered correctly and completelyOlive Garden RestaurantBusboy Busboy WaiterServes water and bread within 1 minute Clears all entrée items and crumbs prior to dessert Knows and suggest specials, desserts
  • 97. * 6 - * © 2014 Pearson Education, Inc. Service Industry InspectionTABLE 6.4Examples of Inspection in ServicesORGANIZATIONWHAT IS INSPECTEDSTANDARDNordstrom Department StoreDisplay areas Stockrooms SalesclerksAttractive, well-organized, stocked, good lighting Rotation of goods, organized, clean Neat, courteous, very knowledgeable *
  • 98. 6 - * © 2014 Pearson Education, Inc. Attributes Versus Variables Attributes Items are either good or bad, acceptable or unacceptable Does not address degree of failure Variables Measures dimensions such as weight, speed, height, or strength Falls within an acceptable range Use different statistical techniques 6 - * © 2014 Pearson Education, Inc. TQM In ServicesService quality is more difficult to measure than the quality of goodsService quality perceptions depend on Intangible differences between productsIntangible expectations customers have of those products * 6 - * © 2014 Pearson Education, Inc. Service Quality The Operations Manager must recognize:The tangible component of services is importantThe service process is importantThe service is judged against the customer’s
  • 99. expectationsExceptions will occur 6 - * © 2014 Pearson Education, Inc. Service Specifications 6 - * © 2014 Pearson Education, Inc. Determinants of Service QualityTable 6.5Reliability involves consistency of performance and dependabilityResponsiveness concerns the willingness or readiness of employees to provide serviceCompetence means possession of the required skills and knowledge to perform the serviceAccess involves approachability and ease of contactCourtesy involves politeness, respect, consideration, and friendlinessCommunication means keeping customers informed and listening to themCredibility involves trustworthiness, believability, and honestySecurity is the freedom from danger, risk, or doubtUnderstanding/knowing the customer involves making the effort to understand the customer’s needsTangibles include the physical evidence of the service
  • 100. 6 - * © 2014 Pearson Education, Inc. Service Recovery Strategy Managers should have a plan for when services fail Marriott’s LEARN routine Listen Empathize Apologize React Notify 6 - * © 2014 Pearson Education, Inc. 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. C H A P T E R 6 | M A N AG I N G Q UA L I T Y 225 range. If a piece of electrical wire is supposed to be 0.01 inch in diameter, a micrometer can be
  • 101. used to see if the product is close enough to pass inspection. Knowing whether attributes or variables are being inspected helps us decide which statisti- cal quality control approach to take, as we will see in the supplement to this chapter. TQM in Services The personal component of services is more difficult to measure than the quality of the tangible component. Generally, the user of a service, like the user of a good, has features in mind that form a basis for comparison among alternatives. Lack of any one feature may eliminate the ser-vice from further consideration. Quality also may be perceived as a bundle of attributes in which many lesser characteristics are superior to those of competitors. This approach to product com-parison differs little between goods and services. However, what is very different about the selection of services is the poor definition of the (1) intangible differences between products and (2) the intangible expectations customers have of those products. Indeed, the intangible attributes may not be defined at all. They are often unspoken images in the purchaser’s mind. This is why all of those marketing issues such as advertising, image, and promotion can make a difference. The operations manager plays a signi!cant role in addressing several major aspects of service quality. First, the tangible component of many services is important. How well the ser- vice is designed and produced does make a difference. This might be how accurate, clear, and complete your checkout bill at the hotel is, how warm the food
  • 102. is at Taco Bell, or how well your car runs after you pick it up at the repair shop. Second, another aspect of service and service quality is the process. Notice in Table 6.5 that 9 out of 10 of the determinants of service quality are related to the service process. Such things as reliability and courtesy are part of the process. An operations manager can design processes (service products) that have these attributes and can ensure their quality through the TQM techniques discussed in this chapter. Third, the operations manager should realize that the customer’s expectations are the stan- dard against which the service is judged. Customers’ perceptions of service quality result from a comparison of their “before-service expectations” with their “actual-service experience.” In VIDEO 6.2 TQM at Ritz-Carlton Hotels Aircraft 97% boarded 10 min. before departure time 1st bag to conveyor belt 15 min. after arrival First passenger boarded 40 min. before departure
  • 103. Flight attendants on- board 45 min. before departure Cargo door opened 1 min. afer arrival All doors closed 2 min before departure On board count- check-in count 5 min. before departure Final load closeout 2 min. before departure Like many service organizations, Alaska Airlines, sets quality standards in areas such as courtesy, appearance, and time. Shown here are some of Alaska Airlines’s 50 quality checkpoints, based on a timeline for-each departure. 2123_Heizer_Ch06_pp205-234.indd 225 9/27/12 7:18 PM 5 - * © 2014 Pearson Education, Inc.
  • 104. Design of Goods and Services PowerPoint presentation to accompany Heizer and Render Operations Management, Eleventh Edition Principles of Operations Management, Ninth Edition PowerPoint slides by Jeff Heyl 5 © 2014 Pearson Education, Inc. 5 - * © 2014 Pearson Education, Inc. Outline Global Company Profile: Regal MarineGoods and Services SelectionGenerating New ProductsProduct DevelopmentIssues for Product DesignProduct Development Continuum * 5 - * © 2014 Pearson Education, Inc. Outline - Continued Defining a Product Documents for Production Service Design
  • 105. Application of Decision Trees to Product Design Transition to Production * 5 - * © 2014 Pearson Education, Inc. Learning ObjectivesDefine product life cycleDescribe a product development systemBuild a house of qualityExplain how time- based competition is implemented by OM When you complete this chapter you should be able to : * 5 - * © 2014 Pearson Education, Inc. Learning ObjectivesDescribe how products and services are defined by OMDescribe the documents needed for productionExplain how the customer participates in the design and delivery of servicesApply decision trees to product issues When you complete this chapter you should be able to : * 5 - *
  • 106. © 2014 Pearson Education, Inc. Global market 3-dimensional CAD system Reduced product development time Reduced problems with tooling Reduced problems in production Assembly line production JIT Regal Marine © 2014 Pearson Education, Inc. * 5 - * © 2014 Pearson Education, Inc. Organizations exist to provide goods or services to society Great products are the key to success Top organizations typically focus on core products Customers buy satisfaction, not just a physical good or particular service Fundamental to an organization's strategy with implications throughout the operations function Goods and Services Selection *
  • 107. 5 - * © 2014 Pearson Education, Inc. Goods or services are the basis for an organization's existence Limited and predicable life cycles requires constantly looking for, designing, and developing new products New products generate substantial revenue Goods and Services Selection * 5 - * © 2014 Pearson Education, Inc. Goods and Services Selection Figure 5.1 The higher the percentage of sales from the last 5 years, the more likely the firm is to be a leader. Industry leader Top third Middle third Bottom third Position of firm in its industry Percent of sales from new products 50% – 40% – 30% –
  • 108. 20% – 10% – 0% – * 5 - * © 2014 Pearson Education, Inc. The objective of the product decision is to develop and implement a product strategy that meets the demands of the marketplace with a competitive advantage Product Decision * 5 - * © 2014 Pearson Education, Inc. Product Strategy OptionsDifferentiationShouldice HospitalLow costTaco BellRapid responseToyota * 5 - * © 2014 Pearson Education, Inc.
  • 109. Product Life CyclesMay be any length from a few days to decadesThe operations function must be able to introduce new products successfully * 5 - * © 2014 Pearson Education, Inc. Product Life Cycle Negative cash flow Figure 5.2 IntroductionGrowthMaturityDecline Sales, cost, and cash flow Cost of development and production Cash flow Net revenue (profit) Sales revenue Loss
  • 110. * 5 - * © 2014 Pearson Education, Inc. Life Cycle and Strategy Introductory PhaseFine tuning may warrant unusual expenses forResearchProduct developmentProcess modification and enhancementSupplier development * 5 - * © 2014 Pearson Education, Inc. Product Life Cycle Growth PhaseProduct design begins to stabilizeEffective forecasting of capacity becomes necessaryAdding or enhancing capacity may be necessary * 5 - * © 2014 Pearson Education, Inc. Product Life Cycle
  • 111. Maturity PhaseCompetitors now establishedHigh volume, innovative production may be neededImproved cost control, reduction in options, paring down of product line * 5 - * © 2014 Pearson Education, Inc. Product Life Cycle Decline PhaseUnless product makes a special contribution to the organization, must plan to terminate offering * 5 - * © 2014 Pearson Education, Inc. Product Life Cycle Costs Costs incurred Costs committed Ease of change ConceptDetailedManufacturingDistribution, designdesignservice, prototypeand disposal Percent of total cost
  • 112. 100 – 80 – 60 – 40 – 20 – 0 – * 5 - * © 2014 Pearson Education, Inc. Product-by-Value Analysis Lists products in descending order of their individual dollar contribution to the firm Lists the total annual dollar contribution of the product Helps management evaluate alternative strategies * 5 - * © 2014 Pearson Education, Inc. Generating New ProductsUnderstanding the customerEconomic changeSociological and demographic changeTechnological changePolitical and legal changeMarket practice, professional
  • 113. standards, suppliers, distributors * 5 - * © 2014 Pearson Education, Inc. Product Development Stages Figure 5.3 Scope for design and engineering teams Evaluation Introduction Test Market Functional Specifications Design Review Product Specifications Customer Requirements Feasibility Concept
  • 114. * 5 - * © 2014 Pearson Education, Inc. Quality Function Deployment Identify customer wants Identify how the good/service will satisfy customer wants Relate customer wants to product hows Identify relationships between the firm’s hows Develop customer importance ratings Evaluate competing products Compare performance to desirable technical attributes * 5 - * © 2014 Pearson Education, Inc. QFD House of Quality Relationship matrix
  • 115. How to satisfy customer wants Interrelationships Technical evaluation Target values What the customer wants Customer importance ratings Weighted rating * 1 5 - * © 2014 Pearson Education, Inc. House of Quality Example
  • 116. Your team has been charged with designing a new camera for Great Cameras, Inc. The first action is to construct a House of Quality * 5 - * © 2014 Pearson Education, Inc. House of Quality Example Customer importance rating (5 = highest)
  • 117. Lightweight 3 Easy to use 4 Reliable5 Easy to hold steady 2 High resolution1 What the customer wants What the Customer Wants Relationship Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors *
  • 118. 5 - * © 2014 Pearson Education, Inc. House of Quality Example What the Customer Wants Relationship Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors Low electricity requirements Aluminum components Auto focus Auto exposure High number of pixels Ergonomic design
  • 119. How to Satisfy Customer Wants * 5 - * © 2014 Pearson Education, Inc. House of Quality Example Lightweight 3 Easy to use 4 Reliable5 Easy to hold steady 2 High resolution1 What the Customer Wants Relationship
  • 120. Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors High relationship Medium relationship Low relationship
  • 121. Relationship matrix * 5 - * © 2014 Pearson Education, Inc. House of Quality Example Low electricity requirements Aluminum components Auto focus Auto exposure High number of pixels Ergonomic design
  • 122. Relationships between the things we can do What the Customer Wants Relationship Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors
  • 123. * 5 - * © 2014 Pearson Education, Inc. House of Quality Example Weighted rating Lightweight 3 Easy to use 4 Reliable5 Easy to hold steady 2 High resolution1
  • 124. Our importance ratings22927273225 What the Customer Wants Relationship Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors * 5 - *
  • 125. © 2014 Pearson Education, Inc. House of Quality Example Company A Company B GP GP FG GP PP Lightweight 3 Easy to use 4
  • 126. Reliable5 Easy to hold steady 2 High resolution1 Our importance ratings225 How well do competing products meet customer wants What the Customer Wants Relationship Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors
  • 127. * 5 - * © 2014 Pearson Education, Inc. House of Quality Example What the Customer Wants Relationship Matrix Technical Attributes and Evaluation How to Satisfy Customer Wants Interrelationships Analysis of Competitors Target values (Technical attributes) Technical evaluation Company A0.760%yes1okG Company B0.650%yes2okF Us0.575%yes2okG 2 circuits
  • 128. Failure 1 per 10,000 Panel ranking 0.5 A 75% 2’ to ∞ * 5 - * © 2014 Pearson Education, Inc. House of Quality Example Completed House of Quality
  • 129. Low electricity requirements Aluminum components Auto focus Auto exposure High number of pixels Ergonomic design Company A Company B Lightweight3 Easy to use4 Reliable5 Easy to hold steady2
  • 130. High resolution1 Our importance ratings GP GP FG GP PP Target values (Technical attributes) Technical evaluation Company A0.760%yes1okG Company B0.650%yes2okF
  • 131. Us0.575%yes2okG 0.5 A 75% 2’ to ∞ 2 circuits Failure 1 per 10,000 Panel ranking 22 9 27 27 32 25 * 5 - * © 2014 Pearson Education, Inc. House of Quality Sequence Figure 5.4 Deploying resources through the organization in response to customer requirements Production process Quality plan House 4
  • 132. Specific components Production process House 3 Design characteristics Specific components House 2 Customer requirements Design characteristics House 1 * 5 - * © 2014 Pearson Education, Inc. Organizing for Product Development Traditionally – distinct departments Duties and responsibilities are defined Difficult to foster forward thinking A Champion Product manager drives the product through the product development system and related organizations
  • 133. * 5 - * © 2014 Pearson Education, Inc. Organizing for Product Development Team approach Cross functional – representatives from all disciplines or functions Product development teams, design for manufacturability teams, value engineering teams Japanese “whole organization” approach No organizational divisions * 5 - * © 2014 Pearson Education, Inc. Manufacturability and Value Engineering Benefits: Reduced complexity of the product Reduction of environmental impact Additional standardization of components Improvement of functional aspects of the product Improved job design and job safety Improved maintainability (serviceability) of the product Robust design
  • 134. * 5 - * © 2014 Pearson Education, Inc. Cost Reduction of a Bracket via Value Engineering Figure 5.5 * 5 - * © 2014 Pearson Education, Inc. Issues for Product Design Robust design Modular design Computer-aided design (CAD) Computer-aided manufacturing (CAM) Virtual reality technology Value analysis Sustainability and Life Cycle Assessment (LCA) * 5 - * © 2014 Pearson Education, Inc.
  • 135. Robust DesignProduct is designed so that small variations in production or assembly do not adversely affect the productTypically results in lower cost and higher quality * 5 - * © 2014 Pearson Education, Inc. Modular Design Products designed in easily segmented components Adds flexibility to both production and marketing Improved ability to satisfy customer requirements * 5 - * © 2014 Pearson Education, Inc. Using computers to design products and prepare engineering documentation Shorter development cycles, improved accuracy, lower cost Information and designs can be deployed worldwide Computer Aided Design (CAD) *
  • 136. 5 - * © 2014 Pearson Education, Inc. Design for Manufacturing and Assembly (DFMA) Solve manufacturing problems during the design stage 3-D Object Modeling Small prototype development CAD through the internet International data exchange through STEP Extensions of CAD * 5 - * © 2014 Pearson Education, Inc. Computer-Aided Manufacturing (CAM)Utilizing specialized computers and program to control manufacturing equipmentOften driven by the CAD system (CAD/CAM) * 5 - *
  • 137. © 2014 Pearson Education, Inc. Product quality Shorter design time Production cost reductions Database availability New range of capabilities Benefits of CAD/CAM * 5 - * © 2014 Pearson Education, Inc. Virtual Reality Technology Computer technology used to develop an interactive, 3-D model of a product from the basic CAD data Allows people to ‘see’ the finished design before a physical model is built Very effective in large-scale designs such as plant layout * 5 - * © 2014 Pearson Education, Inc. Value Analysis Focuses on design improvement during production Seeks improvements leading either to a better product or a product which can be produced more economically with less
  • 138. environmental impact * 5 - * © 2014 Pearson Education, Inc. Sustainability and Life Cycle Assessment (LCA)Sustainability means meeting the needs of the present without compromising the ability of future generations to meet their needsLCA is a formal evaluation of the environmental impact of a product * 5 - * © 2014 Pearson Education, Inc. Product Development ContinuumProduct life cycles are becoming shorter and the rate of technological change is increasingDeveloping new products faster can result in a competitive advantageTime-Based Competition * 5 - * © 2014 Pearson Education, Inc.
  • 139. Product Development Continuum Figure 5.6 InternalCost of product development Shared LengthySpeed of product developmentRapid and/ or Existing HighRisk of product developmentShared External Development Strategies Alliances Joint ventures Purchase technology or expertise by acquiring the developer Internal Development Strategies Migrations of existing products Enhancements to existing products New internally developed products * 5 - * © 2014 Pearson Education, Inc. Product Development ContinuumPurchasing technology by
  • 140. acquiring a firmSpeeds developmentIssues concern the fit between the acquired organization and product and the hostJoint VenturesBoth organizations learnRisks are shared * 5 - * © 2014 Pearson Education, Inc. Product Development ContinuumThrough AlliancesCooperative agreements between independent organizationsUseful when technology is developingReduces risks * 5 - * © 2014 Pearson Education, Inc. Defining a ProductFirst definition is in terms of functionsRigorous specifications are developed during the design phaseManufactured products will have an engineering drawingBill of material (BOM) lists the components of a product * 5 - *
  • 141. © 2014 Pearson Education, Inc. Monterey Jack Cheese (a)U.S. grade AA. Monterey cheese shall conform to the following requirements: (1) Flavor. Is fine and highly pleasing, free from undesirable flavors and odors. May possess a very slight acid or feed flavor. (2) Body and texture. A plug drawn from the cheese shall be reasonably firm. It shall have numerous small mechanical openings evenly distributed throughout the plug. It shall not possess sweet holes, yeast holes, or other gas holes. (3) Color. Shall have a natural, uniform, bright and attractive appearance. (4) Finish and appearance—bandaged and paraffin-dipped. The rind shall be sound, firm, and smooth providing a good protection to the cheese. Code of Federal Regulation, Parts 53 to 109, General Service Administration * 5 - * © 2014 Pearson Education, Inc. Engineering drawing Shows dimensions, tolerances, and materials Shows codes for Group Technology Bill of Material
  • 142. Lists components, quantities and where used Shows product structure Product Documents * 5 - * © 2014 Pearson Education, Inc. Engineering Drawings Figure 5.8 * 5 - * © 2014 Pearson Education, Inc. Bills of Material BOM for a Panel Weldment Figure 5.9 (a) NUMBERDESCRIPTIONQTY A 60-71PANEL WELDM’T1 A 60-7LOWER ROLLER ASSM.1 R 60-17 ROLLER1 R 60-428 PIN1 P 60-2 LOCKNUT1 A 60-72GUIDE ASSM. REAR1
  • 143. R 60-57-1 SUPPORT ANGLE1 A 60-4 ROLLER ASSM.1 02-50-1150 BOLT1 A 60-73GUIDE ASSM. FRONT1 A 60-74 SUPPORT WELDM’T1 R 60-99 WEAR PLATE1 02-50-1150 BOLT1 * 5 - * © 2014 Pearson Education, Inc. Bills of Material Hard Rock Cafe’s Hickory BBQ Bacon Cheeseburger Figure 5.9 (b) DESCRIPTIONQTY Bun1 Hamburger patty8 oz.
  • 144. Cheddar cheese2 slices Bacon2 strips BBQ onions1/2 cup Hickory BBQ sauce1 oz. Burger set Lettuce1 leaf Tomato1 slice Red onion4 rings Pickle1 slice French fries5 oz. Seasoned salt1 tsp. 11-inch plate1 HRC flag1 * 5 - * © 2014 Pearson Education, Inc. Parts grouped into families with similar characteristics Coding system describes processing and physical characteristics Part families can be produced in dedicated manufacturing cells Group Technology *
  • 145. 5 - * © 2014 Pearson Education, Inc. Group Technology Scheme Figure 5.10 (a) Ungrouped Parts (b) Grouped Cylindrical Parts (families of parts) GroovedSlotted ThreadedDrilledMachined * 5 - * © 2014 Pearson Education, Inc. Improved design Reduced raw material and purchases Simplified production planning and control Improved layout, routing, and machine loading Reduced tooling setup time, work-in-process, and production time Group Technology Benefits *
  • 146. 5 - * © 2014 Pearson Education, Inc. Documents for Production Assembly drawing Assembly chart Route sheet Work order Engineering change notices (ECNs) * 5 - * © 2014 Pearson Education, Inc. Assembly DrawingShows exploded view of productDetails relative locations to show how to assemble the product Figure 5.11 (a) * 5 - * © 2014 Pearson Education, Inc. Assembly Chart Figure 5.11 (b) Identifies the point of production where components flow into subassemblies and ultimately into the final product
  • 148. A1 A2 A3 A4 A5 R 209 Angle R 207 Angle Bolts w/nuts (2) R 209 Angle R 207 Angle Bolt w/nut R 404 Roller Lock washer Part number tag Box w/packing material Bolts w/nuts (2) Left bracket assembly Right bracket assembly Poka-yoke inspection
  • 149. * 5 - * © 2014 Pearson Education, Inc. Route Sheet Lists the operations and times required to produce a component SetupOperation ProcessMachineOperationsTimeTime/Unit 1Auto Insert 2Insert Component 1.5.4 Set 56 2Manual Insert Component .52.3 Insert 1 Set 12C 3Wave SolderSolder all 1.54.1 components to board 4Test 4Circuit integrity .25.5 test 4GY
  • 150. * 5 - * © 2014 Pearson Education, Inc. Work Order Instructions to produce a given quantity of a particular item, usually to a schedule Work Order ItemQuantityStart DateDue Date ProductionDelivery DeptLocation 157C1255/2/085/4/08 F32Dept K11 *
  • 151. 5 - * © 2014 Pearson Education, Inc. Engineering Change Notice (ECN)A correction or modification to a product’s definition or documentationEngineering drawingsBill of material Quite common with long product life cycles, long manufacturing lead times, or rapidly changing technologies * 5 - * © 2014 Pearson Education, Inc. Configuration ManagementThe need to manage ECNs has led to the development of configuration management systemsA product’s planned and changing components are accurately identified and control and accountability for change are identified and maintained * 5 - * © 2014 Pearson Education, Inc. Product Life-Cycle Management (PLM)Integrated software that brings together most, if not all, elements of product design and manufactureProduct designCAD/CAM, DFMAProduct
  • 152. routingMaterialsAssemblyEnvironmental * 5 - * © 2014 Pearson Education, Inc. Service DesignService typically includes direct interaction with the customerProcess – chain – network (PCN) analysis focuses on the ways in which processes can be designed to optimize interaction between firms and their customers * 5 - * © 2014 Pearson Education, Inc. Process-Chain-Network (PCN) Analysis Figure 5.12 5 - * © 2014 Pearson Education, Inc. Process-Chain-Network (PCN) Analysis Direct interaction region includes process steps that involve interaction between participants The surrogate (substitute) interaction region includes process steps in which one participant is acting on another participant’s resources The independent processing region includes steps in which the supplier and/or the customer
  • 153. is acting on resources where each has maximum control 5 - * © 2014 Pearson Education, Inc. Process-Chain-Network (PCN) Analysis All three regions have similar operating issues but the appropriate way of handling the issues differs across regionsService operations exist only within the area of direct and surrogate interactionPCN analysis provides insight to aid in positioning and designing processes that can achieve strategic objectives 5 - * © 2014 Pearson Education, Inc. Adding Service EfficiencyService productivity is notoriously low partially because of customer involvement in the design or delivery of the service, or bothComplicates product design 5 - * © 2014 Pearson Education, Inc. Adding Service EfficiencyLimit the optionsImproves efficiency and ability to meet customer expectationsDelay customizationModularizationEases customization of a service 5 - * © 2014 Pearson Education, Inc. Adding Service EfficiencyAutomationReduces cost, increases customer serviceMoment of truthCritical moments between the customer and the organization that determine customer
  • 154. satisfaction 5 - * © 2014 Pearson Education, Inc. Documents for ServicesHigh levels of customer interaction necessitates different documentationOften explicit job instructions Scripts and storyboards are other techniques * 5 - * © 2014 Pearson Education, Inc. First Bank Corp. Drive-up Teller Service Guidelines Be especially discreet when talking to the customer through the microphone. Provide written instructions for customers who must fill out forms you provide. Mark lines to be completed or attach a note with instructions. Always say “please” and “thank you” when speaking through the microphone. Establish eye contact with the customer if the distance allows it. If a transaction requires that the customer park the car and come into the lobby, apologize for the inconvenience. * 5 - *
  • 155. © 2014 Pearson Education, Inc. Application of Decision Trees to Product DesignParticularly useful when there are a series of decisions and outcomes which lead to other decisions and outcomes * 5 - * © 2014 Pearson Education, Inc. Application of Decision Trees to Product DesignInclude all possible alternatives and states of nature - including “doing nothing”Enter payoffs at end of branchDetermine the expected value of each branch and “prune” the tree to find the alternative with the best expected value Procedure * 5 - *
  • 156. © 2014 Pearson Education, Inc. Decision Tree Example Figure 5.13 (.6) Low sales (.4) High sales (.6) Low sales (.4) High sales Purchase CAD Hire and train engineers Do nothing * 5 - *
  • 157. © 2014 Pearson Education, Inc. Decision Tree Example EMV (purchase CAD system)= (.4)($1,000,000) + (.6)(– $20,000) Figure 5.13 (.6) Low sales (.4) High sales Purchase CAD (.6) Low sales (.4) High sales Hire and train engineers Do nothing $2,500,000Revenue – 1,000,000Mfg cost ($40 x 25,000) – 500,000CAD cost
  • 158. $1,000,000Net $800,000Revenue – 320,000Mfg cost ($40 x 8,000) – 500,000CAD cost – $20,000Net loss * 5 - * © 2014 Pearson Education, Inc. Decision Tree Example $388,000 EMV (purchase CAD system)= (.4)($1,000,000) + (.6)(– $20,000) = $388,000 Figure 5.13 (.6) Low sales (.4) High sales
  • 159. Purchase CAD (.6) Low sales (.4) High sales Hire and train engineers Do nothing $2,500,000Revenue – 1,000,000Mfg cost ($40 x 25,000) – 500,000CAD cost $1,000,000Net $800,000Revenue – 320,000Mfg cost ($40 x 8,000) – 500,000CAD cost – $20,000Net loss *
  • 160. 5 - * © 2014 Pearson Education, Inc. Decision Tree Example Figure 5.13 (.6) Low sales (.4) High sales (.6) Low sales (.4) High sales Purchase CAD $388,000 Hire and train engineers $365,000 Do nothing $0 $0 Net $800,000Revenue
  • 161. – 400,000Mfg cost ($50 x 8,000) – 375,000Hire and train cost $25,000Net $2,500,000Revenue – 1,250,000Mfg cost ($50 x 25,000) – 375,000Hire and train cost $875,000Net $2,500,000Revenue – 1,000,000Mfg cost ($40 x 25,000) – 500,000CAD cost $1,000,000Net $800,000Revenue – 320,000Mfg cost ($40 x 8,000) – 500,000CAD cost – $20,000Net loss * 5 - * © 2014 Pearson Education, Inc.
  • 162. Transition to Production Know when to move to production Product development can be viewed as evolutionary and never complete Product must move from design to production in a timely manner Most products have a trial production period to insure producibility Develop tooling, quality control, training Ensures successful production * 5 - * © 2014 Pearson Education, Inc. Transition to Production Responsibility must also transition as the product moves through its life cycle Line management takes over from design Three common approaches to managing transition Project managers Product development teams Integrate product development and manufacturing organizations * 5 - * © 2014 Pearson Education, Inc.
  • 163. 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. 174 P A R T 2 | D E S I G N I N G O P E R AT I O N S A process chain is a sequence of steps that accomplishes an activity, such as building a home, completing a tax return, or preparing a sandwich. A process participant can be a manufac- turer, a service provider, or a customer. A network is a set of participants. Each participant has a process domain that includes the set of activities over which it has control. The domain and interactions between two participants for sandwich preparation are shown in the PCN diagram (Figure 5.12). The activities are organized into three process regions for each participant: 1. The direct interaction region includes process steps that involve interaction between par- ticipants. For example, a sandwich buyer directly interacts with employees of a sandwich store (e.g., Subway, in the middle of Figure 5.12). 2. The surrogate (substitute) interaction region includes process steps in which one partici- pant is acting on another participant’s resources, such as their
  • 164. information, materials, or technologies. This occurs when the sandwich supplier is making sandwiches in the restaurant kitchen (left side of Figure 5.12) or, alternately, when the customer has access to buffet ingredients and assembles the sandwich himself (right side of the figure). Under surrogate interaction, direct interaction is limited. 3. The independent processing region includes steps in which the sandwich supplier and/or the sandwich customer is acting on resources where each has maximum control. Most make-to-stock production fits in this region (left side of Figure 5.12; think of the firm that assembles all those prepackaged sandwiches available in vending machines and conveni- ence stores). Similarly, those sandwiches built at home occur to the right, in the customer’s independent processing domain. All three process regions have similar operating issues—quality control, facility location and lay- out, job design, inventory, and so on—but the appropriate way of handling the issues differs across regions. Service operations exist only within the area of direct and surrogate interaction. From the operations manager’s perspective, the valuable aspect of PCN analysis is insight to … 8 - *
  • 165. © 2014 Pearson Education, Inc. Location Strategies PowerPoint presentation to accompany Heizer and Render Operations Management, Eleventh Edition Principles of Operations Management, Ninth Edition PowerPoint slides by Jeff Heyl 8 © 2014 Pearson Education, Inc. 8 - * © 2014 Pearson Education, Inc. Outline Global Company Profile: FedExThe Strategic Importance of LocationFactors That Affect Location DecisionsMethods of Evaluating Location AlternativesService Location StrategyGeographic Information Systems * 8 - *
  • 166. © 2014 Pearson Education, Inc. Learning Objectives When you complete this chapter you should be able to:Identify and explain seven major factors that effect location decisionsCompute labor productivityApply the factor-rating methodComplete a locational break-even analysis graphically and mathematically * 8 - * © 2014 Pearson Education, Inc. When you complete this chapter you should be able to: Learning ObjectivesUse the center-of-gravity methodUnderstand the differences between service- and industrial-sector location analysis * 8 - * © 2014 Pearson Education, Inc. Location Provides Competitive Advantage for FedExCentral hub conceptEnables service to more locations with fewer aircraftEnables matching of aircraft flights with package loadsReduces mishandling and delay in transit because there is total control of packages from pickup to delivery © 2014 Pearson Education, Inc.
  • 167. * 8 - * © 2014 Pearson Education, Inc. The Strategic Importance of LocationOne of the most important decisions a firm makesIncreasingly global in natureSignificant impact on fixed and variable costsDecisions made relatively infrequently * 8 - * © 2014 Pearson Education, Inc. The Strategic Importance of LocationLong-term decisions Once committed to a location, many resource and cost issues are difficult to change * 8 - * © 2014 Pearson Education, Inc.
  • 168. The Strategic Importance of Location The objective of location strategy is to maximize the benefit of location to the firm Options includeExpanding existing facilitiesMaintain existing and add sitesClosing existing and relocating * 8 - * © 2014 Pearson Education, Inc. Location and CostsLocation decisions based on low cost require careful considerationOnce in place, location-related costs are fixed in place and difficult to reduceDetermining optimal facility location is a good investment * 8 - * © 2014 Pearson Education, Inc. Factors That Affect Location DecisionsGlobalization adds to complexityMarket economicsCommunicationRapid, reliable transportationEase of capital flowDiffering labor costsIdentify key success factors (KSFs) *
  • 169. 8 - * © 2014 Pearson Education, Inc. Location Decisions Country Decision Key Success FactorsPolitical risks, government rules, attitudes, incentivesCultural and economic issuesLocation of marketsLabor talent, attitudes, productivity, costsAvailability of supplies, communications, energyExchange rates and currency risks Figure 8.1
  • 170. * 8 - * © 2014 Pearson Education, Inc. Location Decisions Region/ Community Decision Key Success FactorsCorporate desiresAttractiveness of region Labor availability and costsCosts and availability of utilitiesEnvironmental regulationsGovernment incentives and fiscal policiesProximity to raw materials and customersLand/construction costs Figure 8.1 MN WI MI IL IN OH
  • 171. * 8 - * © 2014 Pearson Education, Inc. Location Decisions Site Decision Key Success FactorsSite size and costAir, rail, highway, and waterway systemsZoning restrictionsProximity of services/ supplies neededEnvironmental impact issues Figure 8.1 * 8 - * © 2014 Pearson Education, Inc. Global Competitiveness Index of CountriesTABLE 8.1Competitiveness of 142 Selected CountriesCOUNTRY2011- 2012 RANKINGSwitzerland1Singapore2Sweden3Finland4USA5Japan 9UK10Canada12Israel22China26Mexico58Vietnam65Russia66H aiti141Chad142
  • 172. * 8 - * © 2014 Pearson Education, Inc. Factors That Affect Location DecisionsLabor productivityWage rates are not the only costLower productivity may increase total cost Labor cost per day Productivity (units per day) = Cost per unit
  • 173. = $1.17 per unit $70 60 units South Carolina = $1.25 per unit $25 20 units Mexico 8 - * © 2014 Pearson Education, Inc. Factors That Affect Location DecisionsExchange rates and currency risksCan have a significant impact on costsRates change over timeCostsTangible - easily measured costs such as utilities, labor, materials, taxesIntangible - less easy to quantify and include education, public transportation, community, quality-of-life 8 - * © 2014 Pearson Education, Inc. Factors That Affect Location DecisionsExchange rates and currency risksCan have a significant impact on costsRates change over timeCostsTangible - easily measured costs such as utilities, labor, materials, taxesIntangible - less easy to quantify and include education, public transportation, community, quality-of-life Location decisions based on costs alone can create difficult ethical situations
  • 174. 8 - * © 2014 Pearson Education, Inc. Factors That Affect Location DecisionsPolitical risk, values, and cultureNational, state, local governments attitudes toward private and intellectual property, zoning, pollution, employment stability may be in fluxWorker attitudes towards turnover, unions, absenteeismGlobally cultures have different attitudes towards punctuality, legal, and ethical issues 8 - * © 2014 Pearson Education, Inc. Ranking Corruption Rank Country2012 CPI Score (out of 100) 1Demark, Finland, New Zealand 90 4Sweden88 5Singapore87 6Switzerland 86 7Australia, Norway85 9Canada, Netherlands84 13Germany79 14Hong Kong77 17Japan, UK74 19USA73 37Taiwan61 39Israel60 45South Korea56 80China39 123Vietnam31 133Russia28
  • 175. Least Corrupt Most Corrupt * * CPI is the Corrupt Perceptions Index calculated by Transparency International, an organization dedicated to fighting business corruption. The Index is calculated from up to 13 different individual scores. For details and the methodology, see www.transparency.org. In 2012 they changed their scoring system from “out of 10” to “out of 100”. In case students are interested, three countries tied for the lowest score in the 2012 survey with a score of 8 out of 100 – Afghanistan, North Korea, and Somalia. 8 - * © 2014 Pearson Education, Inc. Factors That Affect Location DecisionsProximity to marketsVery important to servicesJIT systems or high transportation costs may make it important to manufacturersProximity to suppliersPerishable goods, high transportation costs, bulky products 8 - * © 2014 Pearson Education, Inc. Factors That Affect
  • 176. Location DecisionsProximity to competitors (clustering)Often driven by resources such as natural, information, capital, talentFound in both manufacturing and service industries 8 - * © 2014 Pearson Education, Inc. Clustering of CompaniesTABLE 8.3Clustering of CompaniesINDUSTRYLOCATIONSREASON FOR CLUSTERINGWine makingNapa Valley (US) Bordeaux region (France)Natural resources of land and climateSoftware firmsSilicon Valley, Boston, Bangalore (India)Talent resources of bright graduates in scientific/technical areas, venture capitalists nearbyClean energyColoradoCritical mass of talent and information, with 1,000 companies * 8 - * © 2014 Pearson Education, Inc.
  • 177. Clustering of CompaniesTABLE 8.3Clustering of CompaniesINDUSTRYLOCATIONSREASON FOR CLUSTERINGTheme parks (Disney World, Universal Studios, and Sea World)Orlando, FloridaA hot spot for entertainment, warm weather, tourists, and inexpensive laborElectronics firmsNorthern MexicoNAFTA, duty free export to U.S.Computer hardware manufacturersSingapore, TaiwanHigh technological penetration rate and per capita GDP, skilled/educated workforce with large pool of engineers * 8 - * © 2014 Pearson Education, Inc. Clustering of CompaniesTABLE 8.3Clustering of CompaniesINDUSTRYLOCATIONSREASON FOR CLUSTERINGFast food chains (Wendy’s, McDonald’s, Burger King, and Pizza Hut)Sites within 1 mile of each otherStimulate food sales, high traffic flowsGeneral aviation aircraft (Cessna, Learjet, Boeing, Raytheon)Wichita, KansasMass of aviation
  • 178. skillsAthletic footwear, outdoor wearPortland, Oregon300 companies, many owned by Nike, deep talent pool and outdoor culture * 8 - * © 2014 Pearson Education, Inc. Factor-Rating MethodPopular because a wide variety of factors can be included in the analysisSix steps in the methodDevelop a list of relevant factors called key success factorsAssign a weight to each factorDevelop a scale for each factorScore each location for each factorMultiply score by weights for each factor for each locationMake a recommendation based on the highest point score *
  • 179. 8 - * © 2014 Pearson Education, Inc. Factor-Rating Example TABLE 8.4Weights, Scores, and Solution SCORES (OUT OF 100)WEIGHTED SCORESKSFWEIGHTFRANCEDENMARKFRANCEDENMAR KLabor availability and attitude.257060(.25)(70) = 17.5(.25)(60) = 15.0People-to-car ratio.055060(.05)(50) = 2.5(.05)(60) = 3.0 Per capita income.108580(.10)(85) = 8.5(.10)(80) = 8.0Tax structure.397570(.39)(75) = 29.3(.39)(70) = 27.3Education and health.216070(.21)(60) = 12.6(.21)(70) = 14.7Totals1.0070.468.0
  • 180.
  • 181. * 8 - * © 2014 Pearson Education, Inc. Locational Cost-Volume AnalysisAn economic comparison of location alternativesThree steps in the methodDetermine fixed and variable costs for each locationPlot the cost for each location Select location with lowest total cost for expected production volume * 8 - * © 2014 Pearson Education, Inc. Locational Cost-Volume Analysis Example
  • 182. Three locations: Total Cost = Fixed Cost + (Variable Cost x Volume) Selling price = $120 Expected volume = 2,000 units Athens$30,000$75$180,000 Brussels$60,000$45$150,000 Lisbon$110,000$25$160,000 FixedVariableTotal CityCostCostCost * 8 - * © 2014 Pearson Education, Inc. Locational Cost-Volume Analysis Example Crossover point – Athens/Brussels 30,000 + 75(x)= 60,000 + 45(x) 30(x)= 30,000 (x)= 1,000 60,000 + 45(x)= 110,000 + 25(x)
  • 183. 20(x)= 50,000 (x)= 2,500 Crossover point – Brussels/Lisbon * 8 - * © 2014 Pearson Education, Inc. Locational Cost-Volume Analysis Example Figure 8.2 – $180,000 – – $160,000 – $150,000 – – $130,000 – – $110,000 – –
  • 184. – $80,000 – – $60,000 – – – $30,000 – – $10,000 – – Annual cost ||||||| 05001,0001,5002,0002,5003,000 Volume Athens lowest cost Brussels lowest cost Lisbon lowest
  • 185. cost Lisbon cost curve Athens cost curve Brussels cost curve * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity MethodFinds location of distribution center that minimizes distribution costsConsidersLocation of marketsVolume of goods shipped to those marketsShipping cost (or distance)
  • 186. * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity MethodPlace existing locations on a coordinate gridGrid 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 * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity Method wheredix=x-coordinate of location i diy=y-coordinate of location i
  • 187. Qi=Quantity of goods moved to or from location i x-coordinate of the center of gravity y-coordinate of the center of gravity * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity MethodTABLE 8.5Demand for Quain’s Discount Department StoresSTORE LOCATIONNUMBER OF CONTAINERS SHIPPED PER MONTHChicago 2,000Pittsburgh 1,000New York1,000Atlanta2,000
  • 188. * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity Method Figure 8.3 d1x = 30 d1y = 120 Q1 = 2,000 North-South East-West 120 – 90 – 60 – 30 – –
  • 189. |||||| 306090120150 Arbitrary origin New York (130, 130) Pittsburgh (90, 110) Chicago (30, 120) Atlanta (60, 40) * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity Method (30)(2000) + (90)(1000) + (130)(1000) + (60)(2000) 2000 + 1000 + 1000 + 2000
  • 190. x-coordinate = = 66.7 y-coordinate = (120)(2000) + (110)(1000) + (130)(1000) + (40)(2000) 2000 + 1000 + 1000 + 2000 = 93.3 * 8 - * © 2014 Pearson Education, Inc. Center-of-Gravity Method Figure 8.3 North-South East-West 120 – 90 – 60 – 30 –