Unit 7
Impaler_2019
Stevenson_CH16_Accessible.pptxChapter 16
Scheduling
© McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Learning Objectives (1 of 2)
You should be able to:
16.1 Explain what scheduling involves and the importance of good scheduling
16.2 Compare product and service scheduling hierarchies
16.3 Describe scheduling needs in high-volume systems
16.4 Describe scheduling needs in intermediate-volume systems
16.5 Describe scheduling needs in job shops
16.6 Use and interpret Gantt charts
16-‹#›
© McGraw-Hill Education.
Learning Objectives (2 of 2)
16.7 Use the assignment method for loading
16.8 Give examples of commonly used priority rules
16.9 Discuss the Theory of Constraints and that approach to scheduling
16.10 Summarize some of the unique problems encountered in service systems, and describe some of the approaches used for scheduling service systems
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.1
Scheduling
Scheduling:
Establishing the timing of the use of equipment, facilities and human activities in an organization
Effective scheduling can yield
Cost savings
Increases in productivity
Other benefits
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.1
Scheduling Context
Scheduling is constrained by multiple system design and operations decisions
System capacity
Product and/or service design
Equipment selection
Worker selection and training
Aggregate planning and master scheduling
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.1
Scheduling Hierarchies
Manufacturing
Aggregate Planning
Master Production Schedule
Material Requirements Planning
Shop Floor Schedule
Service
Aggregate Planning
Master Schedule
Monthly or Weekly Schedule
Daily Schedule
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.3
High Volume Systems
Flow system
High-volume system in which all jobs follow the same sequence
Flow system scheduling
Scheduling for flow systems
The goal is to achieve a smooth rate of flow of goods or customers through the system in order to get high utilization of labor and equipment
Workstation 1
Workstation 2
Output
16-‹#›
© McGraw-Hill Education.
7
Learning Objective 16.3
High-Volume: Scheduling Difficulties
Few flow systems are entirely dedicated to a single product or service
Each product change requires
Slightly different inputs of parts
Slightly different materials
Slightly different processing requirements that must be scheduled into the line
Need to avoid excessive inventory buildup
Disruptions may result in less-than-desired output
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.3
High-Volume Success Factors
The following factors often dictate the success of high-volume systems:
Process and product design
Preventive maintenance
Rapid repair when breakdowns occur
Optimal product mixes
Minimization of quality problems
Reliability and timing of supplies
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.4
Intermediate-Volume Systems (1 of 3)
Outputs fall between the standardized type of output of high-volume systems and the make-to-order output of job shops
Output rates are insufficient to warrant continuous production
Rather, it is more economical to produce intermittently
Work centers periodically shift from one product to another
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.4
Intermediate-Volume Systems (2 of 3)
Three basic issues:
Run size of jobs
The timing of jobs
The sequence in which jobs will be produced
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.4
Intermediate-Volume Systems (3 of 3)
Important considerations
Setup cost
Usage is not always as smooth as assumed in the economic lot size model
Alternative scheduling approach
Base production on a master schedule developed from customer orders and forecasted demand
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.5
Low-Volume Systems
Job shop scheduling
Scheduling for low-volume systems with many variations in requirements
Make-to-order products
Processing requirements
Material requirements
Processing time
Processing sequence and setups
A complex scheduling environment
It is impossible to establish firm schedules until actual job orders are received
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.5
Low-Volume Systems: Loading
Loading
The assignment of jobs to processing centers
Gantt chart
Used as a visual aid for loading and scheduling purposes
Purpose of the Gantt chart is to organize and visually display the actual or intended use of resources in a time framework
Managers may use the charts for trial-and-error schedule development to get an idea of what different arrangements would involve
16-‹#›
© McGraw-Hill Education.
14
Learning Objective 16.6
Gantt Charts
Load chart
A Gantt chart that shows the loading and idle times for a group of machines or list of departments
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.6
Loading Approaches (1 of 2)
Infinite loading
Jobs are assigned to workstations without regard to the capacity of the work center
Finite loading
Jobs are assigned to work centers taking into account the work center capacity and job processing times
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.6
Loading Approaches (2 of 2)
Infinite Loading
Finite Loading
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.6
Scheduling Approaches
Forward scheduling
Scheduling ahead from some point in time
Used when the question is:
“How long will it take to complete this job?”
Backward scheduling
Scheduling backwards from some due date
Used when the question is:
“When is the latest this job can be started and still be completed on time?”
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.6
Gantt Charts
Schedule chart
A Gantt chart that shows the orders or jobs in progress and whether they are on schedule
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Assignment
Assignment model
A linear programming model for optimal assignment of tasks and resources
Hungarian method
Method of assigning jobs by a one-for-one matching to identify the lowest cost solution
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Hungarian Method (1 of 4)
Row reduction: subtract the smallest number in each row from every number in the row
Enter the result in a new table
Column reduction: subtract the smallest number in each column from every number in the column
Enter the result in a new table
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Hungarian Method (2 of 4)
Test whether an optimum assignment can be made
Determine the minimum number of lines needed to cross out all zeros
If the number of lines equals the number of rows, an optimum assignment is possible. Go to step 6.
Else, go to step 4
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Hungarian Method (3 of 4)
If the number of lines is less than the number of rows, modify the table:
Subtract the smallest number from every uncovered number in the table
Add the smallest uncovered number to the numbers at intersections of cross-out lines
Numbers crossed out but not at intersections of cross-out lines carry over unchanged to the next table
5. Repeat steps 3 and 4 until an optimal table is obtained
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Hungarian Method (4 of 4)
Make the assignments
Begin with rows or columns with only one zero
Match items that have zeros, using only one match for each row and each column
Eliminate both the row and the column after the match
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (1 of 11)
Determine the optimum assignment of jobs to workers for the following data:
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 8 | 6 | 2 | 4 |
| Job 2 | 6 | 7 | 11 | 10 |
| Job 3 | 3 | 5 | 7 | 6 |
| Job 4 | 5 | 10 | 12 | 9 |
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (2 of 11)
| Worker A | Worker B | Worker C | Worker D | Row Minimum | |
| Job 1 | 8 | 6 | 2 | 4 | 2 |
| Job 2 | 6 | 7 | 11 | 10 | 6 |
| Job 3 | 3 | 5 | 7 | 6 | 3 |
| Job 4 | 5 | 10 | 12 | 9 | 5 |
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (3 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 6 | 4 | 0 | 2 |
| Job 2 | 0 | 1 | 5 | 4 |
| Job 3 | 0 | 2 | 4 | 3 |
| Job 4 | 0 | 5 | 7 | 4 |
Subtract the smallest number in each row from every number in the row
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (4 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 6 | 4 | 0 | 2 |
| Job 2 | 0 | 1 | 5 | 4 |
| Job 3 | 0 | 2 | 4 | 3 |
| Job 4 | 0 | 5 | 7 | 4 |
| Column minimum | 0 | 1 | 0 | 2 |
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (5 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 6 | 3 | 0 | 0 |
| Job 2 | 0 | 0 | 5 | 2 |
| Job 3 | 0 | 1 | 4 | 1 |
| Job 4 | 0 | 4 | 7 | 2 |
Subtract the smallest number in each column from every number in the column
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (6 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 6 | 3 | 0 | 0 |
| Job 2 | 0 | 0 | 5 | 2 |
| Job 3 | 0 | 1 | 4 | 1 |
| Job 4 | 0 | 4 | 7 | 2 |
Determine the minimum number of lines needed to cross out all zeros. (Try to cross out as many zeros as possible when drawing lines.)
Since only three lines are needed to cross out all zeros and the table has four rows, this is not the optimum. Note: The smallest uncovered value is 1.
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (7 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 6 | 3 | 0 | 0 |
| Job 2 | 0 | 0 | 5 | 2 |
| Job 3 | 0 | 1 | 4 | 1 |
| Job 4 | 0 | 4 | 7 | 2 |
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (8 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 7 | 3 | 0 | 0 |
| Job 2 | 1 | 0 | 5 | 2 |
| Job 3 | 0 | 0 | 3 | 0 |
| Job 4 | 0 | 3 | 6 | 1 |
Subtract the smallest uncovered value from every uncovered number, and add it to the values at the intersection of covering lines
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (9 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 7 | 3 | 0 | 0 |
| Job 2 | 1 | 0 | 5 | 2 |
| Job 3 | 0 | 0 | 3 | 0 |
| Job 4 | 0 | 3 | 6 | 1 |
Determine the minimum number of lines needed to cross out all zeros. (Try to cross out as many zeros as possible when drawing lines.)
Since four lines are needed to cross out all zeros and the table has four rows, this an optimal assignment can be made
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (10 of 11)
| Worker A | Worker B | Worker C | Worker D | |
| Job 1 | 7 | 3 | 0 | 0 |
| Job 2 | 1 | 0 | 5 | 2 |
| Job 3 | 0 | 0 | 3 | 0 |
| Job 4 | 0 | 3 | 6 | 1 |
Make assignments: Start with rows and columns with only one zero. Match jobs with workers that have a zero.
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.7
Example: Hungarian Method (11 of 11)
| Assignment | Cost |
| 2-B | $7 |
| 4-A | $5 |
| 1-C | $2 |
| 3-D | $6 |
| Total | $20 |
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Sequencing
Sequencing
Determine the order in which jobs at a work center will be processed
Priority rules
Simple heuristics used to select the order in which jobs will be processed
The rules generally assume that job setup cost and time are independent of processing sequence
Job time
Time needed for setup and processing of a job
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Priority Rules
FCFS - first come, first served
SPT - shortest processing time
EDD - earliest due date
CR - critical ratio
S/O - slack per operation
Rush - emergency
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Priority Rules: Assumptions
The set of jobs is known; no new orders arrive after processing begins and no jobs are canceled
Setup time is independent of processing sequence
Setup time is deterministic
Processing times are deterministic
There will be no interruptions in processing such as machine breakdowns or accidents
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Sequence: Performance Metrics (1 of 2)
Common performance metrics:
Job flow time
This is the amount of time it takes from when a job arrives until it is complete
It includes not only processing time but also any time waiting to be processed
Job lateness
This is the amount of time the job completion time is expected to exceed the date the job was due or promised to a customer
Jobs that are in a shop are considered to be WIP inventory
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Sequence: Performance Metrics (2 of 2)
Makespan
The total time needed to complete a group of jobs from the beginning of the first job to the completion of the last job
Average number of jobs
Jobs that are in a shop are considered to be WIP inventory
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Two Work Center Sequencing
Johnson’s Rule
Technique for minimizing makespan for a group of jobs to be processed on two machines or at two work centers
Minimizes total idle time
Several conditions must be satisfied
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Johnson’s Rule Conditions
Job time must be known and constant for each job at the work center
Job times must be independent of sequence
Jobs must follow same two-step sequence
All jobs must be completed at the first work center before moving to second work center
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.8
Johnson’s Rule: Optimum Sequence
List the jobs and their times at each work center
Select the job with the shortest time
If the shortest time is at the first work center, schedule that job first
If the shortest time is at the second work center, schedule the job last
Break ties arbitrarily
Eliminate the job from further consideration
Repeat steps 2 and 3, working toward the center of the sequence, until all jobs have been scheduled
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.9
Theory of Constraints (1 of 4)
Theory of constraints
Production planning approach that emphasizes balancing flow throughout a system, and pursues a perpetual five-step improvement process centered around the system’s currently most restrictive constraint
Bottleneck operations limit system output
Therefore, schedule bottleneck operations in a way that minimizes their idle times
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.9
Theory of Constraints (2 of 4)
Drum-buffer-rope
Drum = the schedule
Buffer = potentially constraining resources outside of the bottleneck
Rope = represents synchronizing the sequence of operations to ensure effective use of the bottleneck operations
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.9
Theory of Constraints (3 of 4)
Varying batch sizes to achieve greatest output of bottleneck operations
Process batch
The economical quantity to produce upon the activation of a given operation
Transfer batch
The quantity to be transported from one operation to another, assumed to be smaller than the first operation’s process batch
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.9
Theory of Constraints (4 of 4)
Improving bottleneck operations:
Determine what is constraining the operation
Exploit the constraint (i.e., make sure the constraining resource is used to its maximum)
Subordinate everything to the constraint (i.e., focus on the constraint)
Determine how to overcome (eliminate) the constraint
Repeat the process for the next highest constraint
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.9
Theory of Constraints: Metrics
Three important theory of constraints metrics:
Throughput
The rate at which the system generates money through sales
Inventory
Inventory represents money tied up in goods and materials used in a process
Operating expense
All the money the system spends to convert inventory into throughput: this includes utilities, scrap, depreciation, and so on
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.10
Service Operation Problems
Service scheduling often presents challenges not found in manufacturing
These are primarily related to:
The inability to store or inventory services
The random nature of service requests
Service scheduling may involve scheduling:
Customers
Workforce
Equipment
16-‹#›
© McGraw-Hill Education.
Learning Objective 16.10
Scheduling Service Operations
Scheduling customers: demand management
Appointment systems
Controls customer arrivals for service
Reservation systems
Enable service systems to formulate a fairly accurate estimate demand on the system for a given time period
Scheduling the workforce: capacity management
Cyclical scheduling
Employees are assigned to work shifts or time slots, and have days off, on a repeating basis
16-‹#›
© McGraw-Hill Education.
End of Presentation
© McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
16-‹#›
u
-
p
p
H
2DS
Q
0
=
