hw1
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© 2014 Pearson Education, Inc.
Capacity and Constraint Management
PowerPoint presentation to accompany
Heizer and Render
Operations Management, Eleventh Edition
Principles of Operations Management, Ninth Edition
PowerPoint slides by Jeff Heyl
7
© 2014 Pearson Education, Inc.
SUPPLEMENT
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© 2014 Pearson Education, Inc.
Outline
Capacity
Bottleneck Analysis and the Theory of Constraints
Break-Even Analysis
Reducing Risk with Incremental Changes
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© 2014 Pearson Education, Inc.
Outline - Continued
Applying Expected Monetary Value (EMV) to Capacity Decisions
Applying Investment Analysis to Strategy-Driven Investments
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© 2014 Pearson Education, Inc.
Learning Objectives
When you complete this supplement you should be able to :
- Define capacity
- Determine design capacity, effective capacity, and utilization
- Perform bottleneck analysis
- Compute break-even
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© 2014 Pearson Education, Inc.
Learning Objectives
When you complete this supplement you should be able to :
- Determine the expected monetary value of a capacity decision
- Compute net present value
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© 2014 Pearson Education, Inc.
Capacity
- The throughput, or the number of units a facility can hold, receive, store, or produce in a period of time
- Determines
fixed costs - Determines if
demand will
be satisfied - Three time horizons
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This slide provides some reasons that capacity is an issue. The following slides guide a discussion of capacity.
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Planning Over a Time Horizon
Figure S7.1
Modify capacity
Use capacity
Intermediate-range planning (aggregate planning)
Subcontract Add personnel
Add equipment Build or use inventory
Add shifts
Short-range planning (scheduling)
Schedule jobs
Schedule personnel
Allocate machinery
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Long-range planning
Add facilities
Add long lead time equipment
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* Difficult to adjust capacity as limited options exist
Options for Adjusting Capacity
Time Horizon
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© 2014 Pearson Education, Inc.
Design and Effective Capacity
- Design capacity is the maximum theoretical output of a system
- Normally expressed as a rate
- Effective capacity is the capacity a firm expects to achieve given current operating constraints
- Often lower than design capacity
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This slide can be used to frame a discussion of capacity.
Points to be made might include:
- capacity definition and measurement is necessary if we are to develop a production schedule
- while a process may have “maximum” capacity, many factors prevent us from achieving that capacity on a continuous basis.
Students should be asked to suggest factors which might prevent one from achieving maximum capacity.
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© 2014 Pearson Education, Inc.
Utilization and Efficiency
Utilization is the percent of design capacity actually achieved
Efficiency is the percent of effective capacity actually achieved
Utilization = Actual output/Design capacity
Efficiency = Actual output/Effective capacity
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls
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It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls
*
It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls
Utilization = 148,000/201,600 = 73.4%
*
It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls
Utilization = 148,000/201,600 = 73.4%
Efficiency = 148,000/175,000 = 84.6%
*
It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Design capacity = (7 x 3 x 8) x (1,200) = 201,600 rolls
Utilization = 148,000/201,600 = 73.4%
Efficiency = 148,000/175,000 = 84.6%
*
It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Efficiency = 84.6%
Efficiency of new line = 75%
Expected Output = (Effective Capacity)(Efficiency)
= (175,000)(.75) = 131,250 rolls
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It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Bakery Example
Actual production last week = 148,000 rolls
Effective capacity = 175,000 rolls
Design capacity = 1,200 rolls per hour
Bakery operates 7 days/week, 3 - 8 hour shifts
Efficiency = 84.6%
Efficiency of new line = 75%
Expected Output = (Effective Capacity)(Efficiency)
= (175,000)(.75) = 131,250 rolls
*
It might be useful at this point to discuss typical equipment utilization rates for different process strategies if you have not done so before.
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© 2014 Pearson Education, Inc.
Capacity and Strategy
- Capacity decisions impact all 10 decisions of operations management as well as other functional areas of the organization
- Capacity decisions must be integrated into the organization’s mission and strategy
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You might point out to students that this slide links capacity to work measurement (standard times).
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© 2014 Pearson Education, Inc.
Capacity Considerations
Forecast demand accurately
Match technology increments and sales volume
Find the optimum operating size
(volume)
Build for change
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© 2014 Pearson Education, Inc.
Economies and Diseconomies of Scale
Figure S7.2
© 2014 Pearson Education, Inc.
Economies of scale
Diseconomies of scale
1,300 sq ft store
2,600 sq ft store
8,000 sq ft store
Number of square feet in store
1,300
2,600
8,000
Average unit cost
(sales per square foot)
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© 2014 Pearson Education, Inc.
Managing Demand
- Demand exceeds capacity
- Curtail demand by raising prices, scheduling longer lead time
- Long term solution is to increase capacity
- Capacity exceeds demand
- Stimulate market
- Product changes
- Adjusting to seasonal demands
- Produce products with complementary demand patterns
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© 2014 Pearson Education, Inc.
Complementary Demand Patterns
Figure S7.3
4,000 –
3,000 –
2,000 –
1,000 –
J F M A M J J A S O N D J F M A M J J A S O N D J
Sales in units
Time (months)
Combining the two demand patterns reduces the variation
Snowmobile motor sales
Jet ski engine sales
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© 2014 Pearson Education, Inc.
Tactics for Matching Capacity to Demand
- Making staffing changes
- Adjusting equipment
- Purchasing additional machinery
- Selling or leasing out existing equipment
- Improving processes to increase throughput
- Redesigning products to facilitate more throughput
- Adding process flexibility to meet changing product preferences
- Closing facilities
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© 2014 Pearson Education, Inc.
Service-Sector Demand and Capacity Management
Demand management
Appointment, reservations, FCFS rule
Capacity
management
Full time,
temporary,
part-time
staff
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© 2014 Pearson Education, Inc.
Bottleneck Analysis and the Theory of Constraints
Each work area can have its own unique capacity
Capacity analysis determines the throughput capacity of workstations in a system
A bottleneck is a limiting factor or constraint
A bottleneck has the lowest effective capacity in a system
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© 2014 Pearson Education, Inc.
Bottleneck Analysis and the Theory of Constraints
The bottleneck time is the time of the slowest workstation (the one that takes the longest) in a production system
The throughput time is the time it takes a unit to go through production from start to end
Figure S7.4
2 min/unit
4 min/unit
3 min/unit
A
B
C
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© 2014 Pearson Education, Inc.
Capacity Analysis
Two identical sandwich lines
Lines have two workers and three operations
All completed sandwiches are wrapped
Wrap/
Deliver
37.5 sec/sandwich
Order
30 sec/sandwich
Bread
Fill
15 sec/sandwich
20 sec/sandwich
20 sec/sandwich
Bread
Fill
Toaster
15 sec/sandwich
20 sec/sandwich
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© 2014 Pearson Education, Inc.
Capacity Analysis
The two lines each deliver a sandwich every 20 seconds
At 37.5 seconds, wrapping and delivery has the longest processing time and is the bottleneck
Capacity per hour is 3,600 seconds/37.5 seconds/sandwich = 96 sandwiches per hour
Throughput time is 30 + 15 + 20 + 20 + 37.5 = 122.5 seconds
Wrap/
Deliver
37.5 sec
Order
30 sec
Bread
Fill
15 sec
20 sec
20 sec
Bread
Fill
Toaster
15 sec
20 sec
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© 2014 Pearson Education, Inc.
Capacity Analysis
Standard process for cleaning teeth
Cleaning and examining X-rays can happen simultaneously
Check
out
6 min/unit
Check in
2 min/unit
Develops
X-ray
4 min/unit
8 min/unit
Dentist
Takes
X-ray
2 min/unit
5 min/unit
X-ray
exam
Cleaning
24 min/unit
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© 2014 Pearson Education, Inc.
Capacity Analysis
All possible paths must be compared
Bottleneck is the hygienist at 24 minutes
Hourly capacity is 60/24 = 2.5 patients
X-ray exam path is 2 + 2 + 4 + 5 + 8 + 6 = 27 minutes
Cleaning path is 2 + 2 + 4 + 24 + 8 + 6 = 46 minutes
Longest path involves the hygienist cleaning the teeth, patient should complete in 46 minutes
Check
out
6 min/unit
Check
in
2 min/unit
Develops
X-ray
4 min/unit
8 min/unit
Dentist
Takes
X-ray
2 min/unit
5 min/unit
X-ray
exam
Cleaning
24 min/unit
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© 2014 Pearson Education, Inc.
Theory of Constraints
Five-step process for recognizing and managing limitations
Step 1: Identify the constraints
Step 2: Develop a plan for overcoming the constraints
Step 3: Focus resources on accomplishing Step 2
Step 4: Reduce the effects of constraints by offloading work or expanding capability
Step 5: Once overcome, go back to Step 1 and find new constraints
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© 2014 Pearson Education, Inc.
Bottleneck Management
Release work orders to the system at the pace of set by the bottleneck
Drum, Buffer, Rope
Lost time at the bottleneck represents lost time for the whole system
Increasing the capacity of a non-bottleneck station is a mirage
Increasing the capacity of a bottleneck increases the capacity of the whole system
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© 2014 Pearson Education, Inc.
Break-Even Analysis
- Technique for evaluating process and equipment alternatives
- Objective is to find the point in dollars and units at which cost equals revenue
- Requires estimation of fixed costs, variable costs, and revenue
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This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Analysis
- Fixed costs are costs that continue even if no units are produced
- Depreciation, taxes, debt, mortgage payments
- Variable costs are costs that vary with the volume of units produced
- Labor, materials, portion of utilities
- Contribution is the difference between selling price and variable cost
*
This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Analysis
- Revenue function begins at the origin and proceeds upward to the right, increasing by the selling price of each unit
- Where the revenue function crosses the total cost line is the break-even point
*
This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Analysis
Figure S7.5
Profit corridor
Loss corridor
Total revenue line
Total cost line
Variable cost
Fixed cost
Break-even point
Total cost = Total revenue
–
900 –
800 –
700 –
600 –
500 –
400 –
300 –
200 –
100 –
–
| | | | | | | | | | | |
0 100 200 300 400 500 600 700 800 900 1000 1100
Cost in dollars
Volume (units per period)
*
This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Analysis
- Costs and revenue are linear functions
- Generally not the case in the real world
- We actually know these costs
- Very difficult to verify
- Time value of money is often ignored
Assumptions
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This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Analysis
TR = TC
or
Px = F + Vx
Break-even point occurs when
BEPx = break-even point in units
BEP$ = break-even point in dollars
P = price per unit (after all discounts)
x = number of units produced
TR = total revenue = Px
F = fixed costs
V = variable cost per unit
TC = total costs = F + Vx
BEPx =
F
P – V
*
This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Analysis
Profit = TR - TC
= Px – (F + Vx)
= Px – F – Vx
= (P - V)x – F
BEPx = break-even point in units
BEP$ = break-even point in dollars
P = price per unit (after all discounts)
x = number of units produced
TR = total revenue = Px
F = fixed costs
V = variable cost per unit
TC = total costs = F + Vx
F
(P – V)/P
F
P – V
F
1 – V/P
BEP$ = BEPx P = P
=
=
*
This chart introduces breakeven analysis and the breakeven or crossover chart. As you discuss the assumptions upon which this techniques is based, it might be a good time to introduce the more general topic of the limitations of and use of models. Certainly one does not know all information with certainty, money does have a time value, and the hypothesized linear relationships hold only within a range of production volumes. What impact does this have on our use of the models?
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© 2014 Pearson Education, Inc.
Break-Even Example
Fixed costs = $10,000 Material = $.75/unit
Direct labor = $1.50/unit Selling price = $4.00 per unit
F
1 – (V/P)
$10,000
1 – [(1.50 + .75)/(4.00)]
BEP$ = =
$10,000
.4375
= = $22,857.14
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© 2014 Pearson Education, Inc.
Break-Even Example
Fixed costs = $10,000 Material = $.75/unit
Direct labor = $1.50/unit Selling price = $4.00 per unit
F
1 – (V/P)
$10,000
1 – [(1.50 + .75)/(4.00)]
BEP$ = =
$10,000
.4375
= = $22,857.14
F
P – V
$10,000
4.00 – (1.50 + .75)
BEPx = = = 5,714
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© 2014 Pearson Education, Inc.
Break-Even Example
50,000 –
40,000 –
30,000 –
20,000 –
10,000 –
–
| | | | | |
0 2,000 4,000 6,000 8,000 10,000
Dollars
Units
Fixed costs
Total costs
Revenue
Break-even point
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© 2014 Pearson Education, Inc.
Break-Even Example
Multiproduct Case
where V = variable cost per unit
P = price per unit
F = fixed costs
W = percent each product is of total dollar sales
expressed as a decimal
i = each product
Break-even point in dollars (BEP$)
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© 2014 Pearson Education, Inc.
Multiproduct Example
Fixed costs = $3,000 per month
| ITEM | PRICE | COST | ANNUAL FORECASTED SALES UNITS |
| Sandwich | $5.00 | $3.00 | 9,000 |
| Drink | 1.50 | .50 | 9,000 |
| Baked potato | 2.00 | 1.00 | 7,000 |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| ITEM (i) | SELLING PRICE (P) | VARIABLE COST (V) | (V/P) | 1 - (V/P) | ANNUAL FORECASTED SALES $ | % OF SALES | WEIGHTED CONTRIBUTION (COL 5 X COL 7) |
| Sandwich | $5.00 | $3.00 | .60 | .40 | $45,000 | .621 | .248 |
| Drinks | 1.50 | 0.50 | .33 | .67 | 13,500 | .186 | .125 |
| Baked potato | 2.00 | 1.00 | .50 | .50 | 14,000 | .193 | .097 |
| $72,500 | 1.000 | .470 |
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© 2014 Pearson Education, Inc.
Multiproduct Example
Fixed costs = $3,000 per month
| ITEM | PRICE | COST | ANNUAL FORECASTED SALES UNITS |
| Sandwich | $5.00 | $3.00 | 9,000 |
| Drink | 1.50 | .50 | 9,000 |
| Baked potato | 2.00 | 1.00 | 7,000 |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| ITEM (i) | SELLING PRICE (P) | VARIABLE COST (V) | (V/P) | 1 - (V/P) | ANNUAL FORECASTED SALES $ | % OF SALES | WEIGHTED CONTRIBUTION (COL 5 X COL 7) |
| Sandwich | $5.00 | $3.00 | .60 | .40 | $45,000 | .621 | .248 |
| Drinks | 1.50 | 0.50 | .33 | .67 | 13,500 | .186 | .125 |
| Baked potato | 2.00 | 1.00 | .50 | .50 | 14,000 | .193 | .097 |
| $72,500 | 1.000 | .470 |
= = $76,596
$3,000 x 12
.47
$76,596
312 days
= = $245.50
Daily sales
.621 x $245.50
$5.00
= 30.5 31
Sandwiches
each day
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© 2014 Pearson Education, Inc.
Reducing Risk with Incremental Changes
Figure S7.6
(a) Leading demand with incremental expansion
Demand
Expected demand
New capacity
Demand
(d) Attempts to have an average capacity with incremental expansion
New capacity
Expected demand
Demand
(c) Lagging demand with incremental expansion
New capacity
Expected demand
(b) Leading demand with a one-step expansion
Demand
Expected demand
New capacity
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This slide probably requires some discussion or explanation. Perhaps the best place to start is the left hand column where capacity either leads or lags demand incrementally. As you continue to explain the options, ask students to suggest advantages or disadvantages of each.
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© 2014 Pearson Education, Inc.
Reducing Risk with Incremental Changes
(a) Leading demand with incremental expansion
Figure S7.6
Expected demand
New capacity
Demand
Time (years)
1
2
3
*
This slide probably requires some discussion or explanation. Perhaps the best place to start is the left hand column where capacity either leads or lags demand incrementally. As you continue to explain the options, ask students to suggest advantages or disadvantages of each.
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© 2014 Pearson Education, Inc.
Reducing Risk with Incremental Changes
(b) Leading demand with a one-step expansion
Figure S7.6
Expected demand
New capacity
Demand
Time (years)
1
2
3
*
This slide probably requires some discussion or explanation. Perhaps the best place to start is the left hand column where capacity either leads or lags demand incrementally. As you continue to explain the options, ask students to suggest advantages or disadvantages of each.
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© 2014 Pearson Education, Inc.
Reducing Risk with Incremental Changes
(c) Lagging demand with incremental expansion
Figure S7.6
Expected demand
Time (years)
1
2
3
Demand
New capacity
*
This slide probably requires some discussion or explanation. Perhaps the best place to start is the left hand column where capacity either leads or lags demand incrementally. As you continue to explain the options, ask students to suggest advantages or disadvantages of each.
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© 2014 Pearson Education, Inc.
Reducing Risk with Incremental Changes
(d) Attempts to have an average capacity with incremental expansion
Figure S7.6
Expected demand
New capacity
Demand
Time (years)
1
2
3
*
This slide probably requires some discussion or explanation. Perhaps the best place to start is the left hand column where capacity either leads or lags demand incrementally. As you continue to explain the options, ask students to suggest advantages or disadvantages of each.
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© 2014 Pearson Education, Inc.
Applying Expected Monetary Value (EMV) and Capacity Decisions
Determine states of nature
Future demand
Market favorability
Assign probability values to states of nature to determine expected value
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© 2014 Pearson Education, Inc.
EMV Applied to Capacity Decision
- Southern Hospital Supplies capacity expansion
EMV (large plant) = (.4)($100,000) + (.6)(–$90,000)
= –$14,000
EMV (medium plant) = (.4)($60,000) + (.6)(–$10,000)
= +$18,000
EMV (small plant) = (.4)($40,000) + (.6)(–$5,000)
= +$13,000
EMV (do nothing) = $0
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© 2014 Pearson Education, Inc.
Strategy-Driven Investment
- Operations managers may have to decide among various financial options
- Analyzing capacity alternatives should include capital investment, variable cost, cash flows, and net present value
*
This slide suggests that the process selection decision should be considered in light of the larger strategic initiative
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© 2014 Pearson Education, Inc.
Net Present Value (NPV)
where F = future value
P = present value
i = interest rate
N = number of years
F = P(1 + i)N
In general:
Solving for P:
F
(1 + i)N
P =
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© 2014 Pearson Education, Inc.
Net Present Value (NPV)
where F = future value
P = present value
i = interest rate
N = number of years
F = P(1 + i)N
In general:
Solving for P:
While this works fine, it is cumbersome for larger values of N
F
(1 + i)N
P =
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© 2014 Pearson Education, Inc.
NPV Using Factors
where X = a factor from Table S7.1 defined as = 1/(1 + i)N and F = future value
Portion of Table S7.1
| TABLE S7.1 | Present Value of $1 | ||||
| YEAR | 6% | 8% | 10% | 12% | 14% |
| 1 | .943 | .926 | .909 | .893 | .877 |
| 2 | .890 | .857 | .826 | .797 | .769 |
| 3 | .840 | .794 | .751 | .712 | .675 |
| 4 | .792 | .735 | .683 | .636 | .592 |
| 5 | .747 | .681 | .621 | .567 | .519 |
F
(1 + i)N
P = = FX
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© 2014 Pearson Education, Inc.
Present Value of an Annuity
An annuity is an investment which generates uniform equal payments
S = RX
where X = factor from Table S7.2
S = present value of a series of uniform
annual receipts
R = receipts that are received every year
of the life of the investment
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© 2014 Pearson Education, Inc.
Present Value of an Annuity
Portion of Table S7.2
| TABLE S7.2 | Present Value of and Annuity of $1 | ||||
| YEAR | 6% | 8% | 10% | 12% | 14% |
| 1 | .943 | .926 | .909 | .893 | .877 |
| 2 | 1.833 | 1.783 | 1.736 | 1.690 | 1.647 |
| 3 | 2.676 | 2.577 | 2.487 | 2.402 | 2.322 |
| 4 | 3.465 | 3.312 | 3.170 | 3.037 | 2.914 |
| 5 | 4.212 | 3.993 | 3.791 | 3.605 | 3.433 |
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© 2014 Pearson Education, Inc.
Present Value of an Annuity
- River Road Medical Clinic equipment investment
$7,000 in receipts per for 5 years
Interest rate = 6%
From Table S7.2
X = 4.212
S = RX
S = $7,000(4.212) = $29,484
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© 2014 Pearson Education, Inc.
Limitations
Investments with the same NPV may have different projected lives and salvage values
Investments with the same NPV may have different cash flows
Assumes we know future interest rates
Payments are not always made at the end of a period
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© 2014 Pearson Education, Inc.
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