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cuba insight guide insight guidesQuality Control Supplement: Acceptance Sampling 11. Aggregate Planning and Master Scheduling 12. MRP and ERP 13. Inventory Management 14. JIT and Lean Operations Supplement: Maintenance 15. Supply Chain Management 16. Scheduling 17. Project Management 18. Management of Waiting Lines 19. Linear Programming Solution Manual Follow 1 1 More from Solution Manual Follow More From Medium Say Goodbye to The American Dream Jessica Wildfire No One Wants 40 Hour Work Weeks Anymore. Everyone Wants to Work 4 Hours Per Week on a Laptop In Bali Kele Mogotsi in The Startup There’s Another Skeleton in the Catholic Church’s Closet Pete Ross Do Not Use Print For Debugging In Python Anymore Christopher Tao in Towards Data Science A Brain Surgeon’s Guide to Naturally Reduce the Risk of Dementia Growth Lodge in Mind Cafe Here’s Why You’re Broke, According to Wealthy Americans who Skim My Articles Jessica Wildfire Apple Just Cancelled the Future. Robert Jameson in Bob's Economics React Ruined Web Development ?? Ivan Lucin in Building Productive About Help Legal Get the Medium app. References Excel Templates This part provides a brief description of how to use the Excel templates and contains chapter-by-chapter listings of Excel templates, Excel lecture suggestions, and ScreenCam tutorials. These videotape segments consist of plant tours and “real world” operations management problems or issues and recommended solutions. These videos provide an effective way of demonstrating how companies use the techniques and methods covered in the textbook to tackle real problems. In addition, this section of the manual also includes some recommendations for using the video segments with particular chapters. Summary of Changes This section includes a summary of the changes from the tenth edition. This section is useful to users of the tenth edition because it indicates the changes in the text. Teaching Notes and Solutions This is the main section of the instructor’s manual.http://bassbasement.org/userfiles/euro-car-parts-haynes-manual.xml
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For each chapter and supplement in the textbook, this section provides the instructor with teaching notes, answers to discussion and review questions, suggested answers for memo writing exercises (which are now included on the text web site), solutions to problems, answers to questions in readings and solutions to cases. In addition, selected chapters will contain enrichment modules designed to enhance the coverage of material. Here’s a brief overview of the content. Answers to Discussion and Review Questions: This section contains answers to each of the discussion and review questions given at the end of each chapter. The questions cover the key points contained in the chapter and can be assigned either as homework or as examination questions. TOC iii Full file at Answers to Taking Stock: These exercises encourage analytical thinking and help broaden conceptual understanding. Answers to Critical Thinking Exercises: These exercises require the students to apply their understanding of key concepts to real situations or experiences. Answers to Memo Writing Exercises: The content of these exercises is similar to the content of the discussion and review questions. You can find these exercises on the text web site. Due to the limitation of space, the answers are not given in the form of memorandums. Solutions to Problems: All of the quantitative chapters include numerical end-of-chapter problems. The textbook contains a rich variety of problems of different lengths and difficulty levels. There is at least one problem and often multiple problems for each quantitative method or technique covered. Many of the solutions include graphical output to clarify the results. These problems are appropriate for both homework and examination purposes. Some of the cases require quantitative solutions, others require a qualitative answer and some have both quantitative and qualitative components.http://www.aqualog-international.com/upload/euro-46-installation-manual.xml Answers to Questions for Readings: There are many current “readings” that are used to place the topic in the context of an actual business setting. These “readings” should assist you in demonstrating the relevance of a topical area to students as well as the application of the methods covered in the textbook. Complete answers are given to all questions provided at the end of readings. Enrichment Modules: Due to the space limitations or other considerations, certain topics are not covered in the textbook. However, an explanation of these selected topics, related exercises, problems and their complete solutions are provided in several of the enrichment modules to give you additional topical flexibility and to provide depth or breadth to the coverage of the material in various chapters. The text web site contains content on the Simplex Method, Transportation Models and Simulation (in the menu under Advanced Topics). Other topical coverage is included in this Instructor’s Manual. It is hoped that instructors who are teaching an introductory course in operations management will find this manual a useful supplement to the textbook. I would like to thank Gail Korosa, Managing Developmental Editor and Richard Hercher, Executive Editor at McGraw-Hill, and especially Michael Godfrey and Pamela Zelbst for their support and assistance in preparing this Instructor’s Manual. William J. Stevenson Rochester Institute of Technology TOC iv Full file at OPERATIONS MANAGEMENT AND THE AACSB While AACSB Standards do “not require any specific courses in the curriculum” and charges individual schools with establishing their own mission and measuring their own performance against that mission, the normal curriculum process will result in management-specific knowledge and skills including “ creation of value through the integrated production and distribution of goods, services and information” The AACSB also recommends learning experiences in 6 specific areas. For the consideration of faculty, those areas are listed below, along with content or teaching tools within the Ninth Edition text which are supportive of each. Communication abilities Operations Management, eleventh edition, includes Discussion and Review questions, Taking Stock questions, Critical Thinking questions after most Readings, Operations Tours, and Cases all providing assignment opportunities for required writing. In addition, the text web site includes Memo Writing exercises and Experiential Learning Exercises. Ethical Understanding and reasoning abilities While the concepts of Ethics is normally a bigger focus in courses on organizational design, general management, or strategy, ethics concepts are included in the eleventh edition, wherever appropriate, including an increased focus on topics such as recycling, consideration of environmental issues in manufacturing, and the primary consideration of human resources throughout. Most Critical Thinking Exercises have an ethics question. Analytic Skills The eleventh edition, as all previous editions, provides the foremost coverage of analytic tools for examining operations systems examples, than any other standard core course text. In fact this text has been the most widely used in AACSB accredited business schools for multiple editions primarily because of its effective explanation and application of those analytics. The coverage of analytic topics from Forecasting methods through waiting lines and simulation is very comprehensive in addition to having been judged by OM professors as the most effective as a teaching tool for students. TOC v Full file at Use of Information Technology While the use of IT is a primary focus of other texts and courses, it is arguably a major sub-text within the eleventh edition. Multicultural and diversity understanding This area is generally covered in considerably more detail in other courses in the management and marketing curriculum than in Operations Management. However, the increase in Global competitiveness along with the increasing importance of Supply Chain Management as an over riding theme has lead to the introduction of some discussion of diversity as well as attention in the Readings. The eleventh edition is global and diverse in all content, examples, discussion, and photographs. AACSB Assurance of Learning Standards According to the AACSB “.the school must develop a list of the learning goals for which it will demonstrate assurance of learning. This list of learning goals derives form, or is consonant with the schools mission. The mission and objectives set out the intentions of the school, and the learning goals say how the degree programs demonstrate the mission. That is, the learning goals describe the desired educational accomplishments of the degree programs. “ “ There is no intention of the AACSB accreditation process that schools should have the same definitions of learning goals, or that they should assess accomplishment of learning goals in the same way. To the contrary, the standards expect for faculty members of each school to determine the proper definitions and measurement for their situation.” While these statements from the AACSB leave content coverage and assessment clearly within the realm and control of individual schools, the mission of the school and the faculty within the school, the AACSB does also charge schools with the obligation of doing assessment. While the eleventh edition text and teaching package make NO CLAIM of any specific AACSB qualification or evaluation, we have, within the Test Bank and end-of-chapter problems for the eleventh edition, labeled questions. TOC vi Full file at DESCRIPTION AND INSTRUCTIONS FOR EXCEL TEMPLATE WORKBOOKS DESCRIPTION AND INSTRUCTIONS FOR EXCEL TEMPLATE WORKBOOKS Templates The text web site contains 20 template workbooks (or files), each workbook corresponds to a chapter or chapter supplement in the text (e.g. ch04s.xlt is the template workbook for the supplement to chapter 4). The workbooks include a total of 65 templates - see the list of templates. See instructions below for using both standard and basic templates. Tutorials The text web site contains eight screen-cam tutorials which demonstrate the use of these templates - see the list of tutorials. The tutorials are video files with audio and can be played on a media player. Also there are three volume controls, one on the media player, one in your computer settings, and a volume knob on your speakers. Software Requirements The templates are programmed to be fully functional in Excel 2010 and 2007, the templates can also be saved in a format to be used with earlier versions of Excel by using File Sale As and selecting an Excel 97-2003 worksheet. Display Resolution These templates were created for a display resolution setting of 1280 x 960 pixels but can be used with other settings. Macros and Setting Macro Security Most of the templates include buttons and spinner controls which are programmed with macro instructions, these buttons and controls are described below. To allow the macro instructions to be run you must first set the macro security in Excel and then you must enable macros whenever a template file is opened. Contents of the Template Workbooks A template workbook is made up of worksheets (or pages), each worksheet has a name which appears on the tab at the bottom of the Excel screen. The first worksheet is the table of contents followed by the templates, each on a separate worksheet. You can move from one worksheet to another either by clicking on a worksheet tab at the bottom of the Excel screen or by clicking on a hyperlink like the one to the left, this hyperlink will take you back to the top of this section. There are hyperlinks to move back and forth between the standard and basic versions. Rather, the basic templates show all formulas and calculations and are intended to be a starting point for students wanting to build their own spreadsheet TOC viii Full file at solutions. The basic templates can be copied with the entire worksheet as described below or copied separately by selecting just the basic template, copying it, and pasting it in a blank worksheet. Note that the basic templates do not contain absolute addressing to facilitate this copying, but in some cases you may want to use absolute addressing as you expand on it. Also note that if you select and copy a basic template with a graph, it will be necessary to correct the range references for the graph to refer to the ranges in the worksheet you are pasting it into. Entering Data Enter data only in cells which are shaded cells. Deleting Data Many of the templates have a clear button which will enable you to delete all input data from the shaded cells. For templates without a clear button or to delete selected data from shaded cells, select the cell(s) and press delete, do not enter a space or zero because many templates will distinguish between a blank cell and a cell containing the space character or zero. Programmed Buttons Programmed buttons will allow you to clear the data from a template or to solve the current problem entered in a template - just click on it to press it. Spinner buttons allow convenient incrementing of certain parameters and may appear without a variable increment or with a variable increment. You may also enter data into the parameter directly without using the spinner button. After pressing a programmed button, you may have to select any cell in the worksheet to re-activate the worksheet. Notes Some of the templates have notes for using the template. The notes are at the bottom of the template and there may be a hyperlink to take you down to the notes. Making a copy of a Template You can copy an entire template (i.e. the entire worksheet) by right-clicking on the worksheet tab and selecting Move or Copy. You can put the copy into the same workbook or a different workbook. The resulting copy will function exactly the same as the original template, including the programmed buttons. TOC ix Full file at Inserting a Blank Worksheet You can insert a blank worksheet into a template workbook by right-clicking on the worksheet tab of a template and selecting Insert. The blank worksheet can be used, for example, to perform intermediate calculations or to link templates. You can also enter formulas (e.g. intermediate calculations) in the template worksheet itself, using cells to the right or below the template calculations. Printing a Template You can print a template by simply pressing the Office Button (extreme upper left-hand corner) and selecting either Quick Print, or Print (to select part of the template to print), or Print Preview (for even more options). Saving a Template Workbook (or File) When you open a template workbook (in other than Read-Only mode) a digit is appended to the file name (e.g. ch02 becomes ch021) to indicate that it is a copy of a template file. When you save the workbook you can either use the supplied name or you can simply use Save As to re-name your file to any name you choose. The default file type for saving a file is the Excel 2003 format (with an.xls extension) which will preserve the functioning of the macros and can be used in both Excel 2007 and Excel 2003. If you want to save your workbook in Excel 2007 format you should use the macro-enabled form (with an extension.xlsm) to preserve the functioning of the macros. If you save the file as a normal Excel 2007 file (with an.xlsx extension) the programmed controls will not function but everything else, including all cell values, formats, and formulas, will be preserved. Using Trial and Error or Goal Seek Some problems may require trial and error (e.g. changing the smoothing constant to achieve the lowest MAD), spinner buttons are provided to facilitate such trial and error. While trial and error will work, using Goal Seek in Excel will often get a more accurate solution faster. To use Goal Seek, first enter values for all input parameters in the template (including a reasonable guess for the unknown e.g. service level), and then use Goal Seek to set the goal (e.g. reorder point to 125) by changing the changing cell (e.g. service level). In Excel 2007, Goal Seek is under What-If Analysis on the Data ribbon. Using Solver The Transportation Method (in ch08s and in ch11), and the Assignment Method (in ch17) use the Excel Add-In Solver. Notes are provided in each of these templates for adding in and using Solver. TOC x Full file at Round off There are several types of round off. First, a digital computer represents numbers as digital numbers of fixed length, and may introduce a computer round off error, but this error is extremely small and it would be extremely unlikely to notice it in these templates. Second, the Solver Add-In has a set precision which also results in an extremely small round off error (e.g. 1.234E-10) and these numbers may be treated as zero. Third, the templates do not round off numbers, but the textbook does (e.g. probabilities for the normal distribution are rounded off to 4 places), this will result in small but noticeable differences between results in templates and the textbook. You can open a worksheet by clicking on the hyperlink. 4. Clear Button: The Clear button is used to clear all input data from the template. When you click on the Clear button a message box will appear and you can confirm by clicking on OK. 5. Data input area: the data input area is shaded, you cannot enter data except in the shaded area. The data includes Output Units, Number of Workers or Machines, and Hours per worker or machine. Each line you enter will be computed separately. 3. Computation, the template will compute the productivity per hour using the following formula: Productivity. Units Produced (Workers or Machine) x Hours Note that Workers or Machines may be left blank and the denominator will simply be Hours. 4. Graph, the graph is a simple bar chart comparing the productivity for each line entered. Example 3: Multifactor Productivity (note: this corresponds to example 3 in the textbook) 1. Select the Examples 2,3 worksheet. 2. Clear and re-enter data, although the data is in the template, you may want to clear it (press the Clear button and confirm with OK) and demonstrate re-entering the data. The data includes Output (in units or dollars), Labor costs, Machine costs, Material costs, and Overhead costs. Each line you enter will be computed separately. TOC xv Full file at 3. Computation, the template will compute the productivity per dollar using the following formula: Productivity. Output ? (Labor cost ? Machine cost ? Material cost ? Overhead cost) Note that inputs must be in dollars, and one or more inputs may be left blank. 4. Graph, the graph is a simple bar chart comparing the productivity for each line entered. This comparison is somewhat limited by the small number of data points.This initializes the model for simple exponential smoothing, keeping the trend adjustment at zero. (Note that you could also copy the data from example 5 and paste it into the exponential smoothing template to get the same results). Point out how the trend adjustment now enables the forecast to “keep up with” the data. 4. You can demonstrate the effect of changing the smoothing constants a and b. You may want to use a trial and error procedure, with some pattern for changing ?, ??, ?, and ??, to look for the values of.TOC xviii Full file at Lecture Suggestions—Supplement to Chapter 4 Example 3: Service Life—Normal Distribution 1. Select the Example 3 worksheet. The actual probabilities, along with z (the number of standard deviations from the mean), are also computed to the left of the graph. TOC xx Full file at Lecture Suggestions—Supplement to Chapter 5 Example 8: Sensitivity Analysis 1. Select the Example 8 worksheet, note that the payoffs for each alternative (A, B, C) under both states of nature (S1, S2) have been entered. 2. Point out in the EMV graph that the EMV for each alternative have been graphed as a line for values of the probability of S2 between 0 and 1. For example, the EMV for alternative A is graphed in the dark blue line. Furthermore, you cannot assign tasks which will exceed the cycle time for a workstation.Note that even though cells D19:K26 are not shaded you may manually enter values in these cells. Also note that as you enter values in D19:K26, the satisfied demand is totaled in D27:K27 and the used capacity is totaled in L19:L26. To find a manual solution, you want to enter values in D19:K26 to satisfy all demand without exceeding any capacity. For example the following procedure will lead to the “northwest corner solution”: a. Enter 80 in D19 b. Enter 20 in E19 c. Enter 70 in E20 d. Enter 120 in F20 e. Enter 10 in G20 f. Enter 150 in G21 This procedure results in a feasible solution (all demand is satisfied and no capacity is exceeded) with a total cost of 2460. 4. Manually improve this solution. For example, you could save 7 per unit by shifting the 10 units out of G20 and into G19. To make the solution feasible, you must balance this shift by shifting 10 units out of E19 (leaving 10 units) and moving them to E20 (resulting in 80 units) which results in an additional savings of 4 per unit. The resulting solution is feasible and has a lower cost of 2350. This is the “stepping stone” method, and you would have to repeat this process, maybe several times, to achieve the optimal solution. TOC xxvi Full file at 5. Use Solver to find the optimal solution. Just press the Solve button—this results in the optimal solution with a cost of 2300. Actually there are two alternate optimal solutions, shifting 80 units between D19, D21,G21, and G19. 6. You may also demonstrate that unbalanced problems with supply exceeding demand may be solved (e.g., enter 200 in L5 and press Solve). But unbalanced problems with demand exceeding supply will require the addition of a “Dummy” supply. All you really need to do for a “Dummy” supply is enter the necessary capacity, leaving the rest of the row blank. For example, if the demand in A is 300, (i.e., enter 300 in D13), add enough capacity in cell L8 to balance total supply to the total demand and you can solve the problem. TOC xxvii Full file at Lecture Suggestions—Chapter 10 Example 1: Mean Control Chart (? known) 1. Select the Example 1 worksheet, and although the data has been entered, you may want to clear the data to demonstrate the entire solution. Use the spinner button below the graph to demonstrate the probability of acceptance for various levels of incoming fraction defectives. Also use the spinner buttons at the top to change n and c to demonstrate the change in the shape of the operating characteristic curve. Show that when you change c there is a trade-off between consumer’s and producer’s risk, e.g., as c increases, you will decrease the producer’s risk but increase the consumer’s risk. But as you increase the sample size n, you can decrease both risks. 4. The average outgoing quality curve is on the right. Use the spinner button below the graph to demonstrate AOQ for various levels of incoming fraction defective. You can find the maximum AOQ by entering smaller and smaller values for ?Fraction as you use the spinner button to change Fraction defective while watching the value for AOQ at the bottom. Also point out that the cost of inventory is computed (row 23) to be a total of 520 and it is based on the average inventory level (row 15). 10. Also point out that there is a backorder of 80 units from period 5 which made up in period 6 at a cost of 400 (row 24). 11. Point out in the graph in the lower right hand corner allocation of the various costs by period. 12. Finally, you may want to shift the overtime production, either 1 period earlier or 1 period later and show that the total cost will be higher in either case. TOC xxxi Full file at Lecture Suggestions—Chapter 13 Example 1: ABC Classification System 1. Select the Example 1 worksheet 2. You may delete and re-enter the usage and unit cost data for the 12 items if you want. Students also viewed SOLUTIONS MANUAL Business Finance Module QUIZ 10 October 2019, questions 323825074 Sample Affidavit of Solo Parent OBE Syllabus Managerial Economics DR Baysa I have a dream, Green Book Other related documents Chapter 2 Descriptive Statistics Case Pr EIE 510 Lecture Notes first Practical-Research Chapter 1-B Activity Reflection Paper Ch15 Budgeting Profits Sales Costs AND Expenses Economics - Lecture notes 1,2 Preview text CONTENTS Preface.iii Operations Management and the AACSB.v Description and Instructions for Excel Template Workbooks.You can find these exercises on the text web site. Due to the limitationThere is at leastThese problems are appropriate for bothSome of the cases require quantitative solutions, others require a qualitativeThese “readings” should assist you in demonstrating theComplete answers are given to all questions provided at the end of readings. Other topical coverage is included in this Instructor’s Manual. I would like to thank Gail Korosa, Managing. Developmental Editor and Richard Hercher, Executive Editor at McGraw-Hill, and especially Michael. Godfrey and Pamela Zelbst for their support and assistance in preparing this Instructor’s Manual. Rochester Institute of Technology For the consideration of faculty, those areas are listed below, along with content or teaching tools within the Ninth Edition text which are supportive of each. The coverage of analytic topics from Forecasting methods through waiting lines and simulation is very comprehensive in addition to having been judged by OM professors as the most effective as a teaching tool for students. TOC v The workbooks include a total of 65 templates - see the list of templates.See instructions below for using both standard and basic templates. The tutorials are video files with audio and can be played on aAlso there are three volume controls, one on the media player,With the exception of the JobTo allow the macro instructions to be run you must first set the macro security in Excel and thenSelect Options (bottom left panel of dialog box). Select Trust Center (bottom left panel of dialog box). Select Trust Center Settings. (right side of dialog box) Select Macro Settings. Press OK Select the option Medium. Press OK Press OK The first worksheet is the table of contentsThe student workbooks contain copies ofThe instructor templateThere are hyperlinks to move back and forth betweenRather, the basic templates show all formulas and calculationsThe blank worksheet can be used, for example, to performYou can also enter formulas (e.g.When you saveIf you save the file as a normal ExcelWhile trial and error will work, using Goal Seek in Excel will often get a more accurate solutionExcel Add-In Solver. Notes are provided in each of these templates for adding in andFirst, a digital computer represents numbers asThird, the templates do not round offProductivityThis comparison is somewhat limited byYou can demonstrate this using the spinner button below the graph to setThe following data has been entered: You need a Premium account to see the full document. Option 1 Share your documents to get free Premium access Upload Option 2 Upgrade to Premium to read the full document Get a free 30 day trial Already have an account. Sign in here Help. Quality Control, design engineering, marketing, sales andOthers may seeRitz-Carlton empowers their employees and theRitz-Carlton believes that by havingThe restaurant may believe that the to-goThe in-storeTheir customersMcDonald’s instead offersStaffing varies,Customization is not encouraged, and the hoursIts processes have virtually noOne idea that they may come up with is the use ofThe trick would beFull Download: Likely activities would be to obtain data electronically, run theThe combined score isThe process’s alignment on the customer-contact matrixOther steps suchOn one hand, relentless pressure to improve can createHowever, radical change and processOrder Payment Change Packaging Raw Food Food Sandwich Raw Food Food Food One of many possible arrangements is to create several cells with four workers inWorker 2 is also responsible forWorker 4 also inspects the staples, drivesThis concern goes also for the use ofHowever, thisThe improved process chart More disgusted customers leave theThis process can be improved by arranging the waiting area to work like theCustomers who have reneged wouldService rates would increase andTypical of many service situations, the customer’s anger is misguided. It is directedThe customer pays for this misguided anger. While taking the one minute to abuseBlinded by rage, the taxpayer drives his new carNow the customer willIt is almost sad how little exaggeration was used in creating this problem. When thisJust today I visited the new DMVIt is likely to causeA common root cause of many of theseMisunderstood address. Person Car trouble Late production. Lost invoice Methods Delivery Diagnostic equipment Performance Measures Billing System. Communications. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. Help Center less You can download the paper by clicking the button above. Descripcion: SOlutions Manual Operations Management 11th Edition Stevenson.