heizer operation management 10 mod C.ppt
- 1. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 1 C Transportation Models PowerPoint presentation to accompany PowerPoint presentation to accompany Heizer and Render Heizer and Render Operations Management, 10e Operations Management, 10e Principles of Operations Management, 8e Principles of Operations Management, 8e PowerPoint slides by Jeff Heyl
- 2. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 2 Outline Outline Transportation Modeling Developing an Initial Solution The Northwest-Corner Rule The Intuitive Lowest-Cost Method The Stepping-Stone Method Special Issues in Modeling Demand Not Equal to Supply Degeneracy
- 3. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 3 Learning Objectives Learning Objectives When you complete this module you When you complete this module you should be able to: should be able to: 1. Develop an initial solution to a transportation models with the northwest-corner and intuitive lowest-cost methods 2. Solve a problem with the stepping- stone method 3. Balance a transportation problem 4. Solve a problem with degeneracy
- 4. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 4 Transportation Modeling Transportation Modeling An interactive procedure that finds the least costly means of moving products from a series of sources to a series of destinations Can be used to help resolve distribution and location decisions
- 5. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 5 Transportation Modeling Transportation Modeling A special class of linear programming Need to know 1. The origin points and the capacity or supply per period at each 2. The destination points and the demand per period at each 3. The cost of shipping one unit from each origin to each destination
- 6. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 6 Transportation Problem Transportation Problem To From Albuquerque Boston Cleveland Des Moines $5 $4 $3 Evansville $8 $4 $3 Fort Lauderdale $9 $7 $5 Table C.1
- 7. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 7 Transportation Problem Transportation Problem Fort Lauderdale (300 units capacity) Albuquerque (300 units required) Des Moines (100 units capacity) Evansville (300 units capacity) Cleveland (200 units required) Boston (200 units required) Figure C.1
- 8. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 8 Transportation Matrix Transportation Matrix From To Albuquerque Boston Cleveland Des Moines Evansville Fort Lauderdale Factory capacity Warehouse requirement 300 300 300 200 200 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 Cost of shipping 1 unit from Fort Lauderdale factory to Boston warehouse Des Moines capacity constraint Cell representing a possible source-to- destination shipping assignment (Evansville to Cleveland) Total demand and total supply Cleveland warehouse demand Figure C.2
- 9. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 9 Northwest-Corner Rule Northwest-Corner Rule Start in the upper left-hand cell (or northwest corner) of the table and allocate units to shipping routes as follows: 1. Exhaust the supply (factory capacity) of each row before moving down to the next row 2. Exhaust the (warehouse) requirements of each column before moving to the next column 3. Check to ensure that all supplies and demands are met
- 10. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 10 Northwest-Corner Rule Northwest-Corner Rule 1. Assign 100 tubs from Des Moines to Albuquerque (exhausting Des Moines’s supply) 2. Assign 200 tubs from Evansville to Albuquerque (exhausting Albuquerque’s demand) 3. Assign 100 tubs from Evansville to Boston (exhausting Evansville’s supply) 4. Assign 100 tubs from Fort Lauderdale to Boston (exhausting Boston’s demand) 5. Assign 200 tubs from Fort Lauderdale to Cleveland (exhausting Cleveland’s demand and Fort Lauderdale’s supply)
- 11. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 11 To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From Northwest-Corner Rule Northwest-Corner Rule 100 100 100 200 200 Figure C.3 Means that the firm is shipping 100 bathtubs from Fort Lauderdale to Boston
- 12. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 12 Northwest-Corner Rule Northwest-Corner Rule Computed Shipping Cost Table C.2 This is a feasible solution but not necessarily the lowest cost alternative Route From To Tubs Shipped Cost per Unit Total Cost D A 100 $5 $ 500 E A 200 8 1,600 E B 100 4 400 F B 100 7 700 F C 200 5 $1,000 Total: $4,200
- 13. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 13 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method 1. Identify the cell with the lowest cost 2. Allocate as many units as possible to that cell without exceeding supply or demand; then cross out the row or column (or both) that is exhausted by this assignment 3. Find the cell with the lowest cost from the remaining cells 4. Repeat steps 2 and 3 until all units have been allocated
- 14. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 14 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 First, $3 is the lowest cost cell so ship 100 units from Des Moines to Cleveland and cross off the first row as Des Moines is satisfied Figure C.4
- 15. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 15 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 Second, $3 is again the lowest cost cell so ship 100 units from Evansville to Cleveland and cross off column C as Cleveland is satisfied Figure C.4
- 16. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 16 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 200 Third, $4 is the lowest cost cell so ship 200 units from Evansville to Boston and cross off column B and row E as Evansville and Boston are satisfied Figure C.4
- 17. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 17 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 200 300 Finally, ship 300 units from Albuquerque to Fort Lauderdale as this is the only remaining cell to complete the allocations Figure C.4
- 18. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 18 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 200 300 Total Cost = $3(100) + $3(100) + $4(200) + $9(300) = $4,100 Figure C.4
- 19. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 19 Intuitive Lowest-Cost Method Intuitive Lowest-Cost Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 200 300 Total Cost = $3(100) + $3(100) + $4(200) + $9(300) = $4,100 Figure C.4 This is a feasible solution, and an improvement over the previous solution, but not necessarily the lowest cost alternative
- 20. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 20 Stepping-Stone Method Stepping-Stone Method 1. Select any unused square to evaluate 2. Beginning at this square, trace a closed path back to the original square via squares that are currently being used 3. Beginning with a plus (+) sign at the unused corner, place alternate minus and plus signs at each corner of the path just traced
- 21. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 21 Stepping-Stone Method Stepping-Stone Method 4. Calculate an improvement index by first adding the unit-cost figures found in each square containing a plus sign and subtracting the unit costs in each square containing a minus sign 5. Repeat steps 1 though 4 until you have calculated an improvement index for all unused squares. If all indices are ≥ 0, you have reached an optimal solution.
- 22. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 22 $5 $8 $4 $4 + - + - Stepping-Stone Method Stepping-Stone Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 100 200 200 + - - + 1 100 201 99 99 100 200 Figure C.5 Des Moines- Boston index = $4 - $5 + $8 - $4 = +$3
- 23. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 23 Stepping-Stone Method Stepping-Stone Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 100 200 200 Figure C.6 Start + - + - + - Des Moines-Cleveland index = $3 - $5 + $8 - $4 + $7 - $5 = +$4
- 24. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 24 Stepping-Stone Method Stepping-Stone Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 100 200 200 Evansville-Cleveland index = $3 - $4 + $7 - $5 = +$1 (Closed path = EC - EB + FB - FC) Fort Lauderdale-Albuquerque index = $9 - $7 + $4 - $8 = -$1 (Closed path = FA - FB + EB - EA)
- 25. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 25 Stepping-Stone Method Stepping-Stone Method 1. If an improvement is possible, choose the route (unused square) with the largest negative improvement index 2. On the closed path for that route, select the smallest number found in the squares containing minus signs 3. Add this number to all squares on the closed path with plus signs and subtract it from all squares with a minus sign
- 26. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 26 Stepping-Stone Method Stepping-Stone Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 100 100 200 200 Figure C.7 + + - - 1. Add 100 units on route FA 2. Subtract 100 from routes FB 3. Add 100 to route EB 4. Subtract 100 from route EA
- 27. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 27 Stepping-Stone Method Stepping-Stone Method To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 100 700 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 100 200 100 100 200 Figure C.8 Total Cost = $5(100) + $8(100) + $4(200) + $9(100) + $5(200) = $4,000
- 28. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 28 Special Issues in Modeling Special Issues in Modeling Demand not equal to supply Called an unbalanced problem Common situation in the real world Resolved by introducing dummy sources or dummy destinations as necessary with cost coefficients of zero
- 29. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 29 Special Issues in Modeling Special Issues in Modeling Figure C.9 New Des Moines capacity To (A) Albuquerque (B) Boston (C) Cleveland (D) Des Moines (E) Evansville (F) Fort Lauderdale Warehouse requirement 300 200 200 Factory capacity 300 300 250 850 $5 $5 $4 $4 $3 $3 $9 $8 $7 From 50 200 250 50 150 Dummy 150 0 0 0 150 Total Cost = 250($5) + 50($8) + 200($4) + 50($3) + 150($5) + 150(0) = $3,350
- 30. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 30 Special Issues in Modeling Special Issues in Modeling Degeneracy To use the stepping-stone methodology, the number of occupied squares in any solution must be equal to the number of rows in the table plus the number of columns minus 1 If a solution does not satisfy this rule it is called degenerate
- 31. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 31 To Customer 1 Customer 2 Customer 3 Warehouse 1 Warehouse 2 Warehouse 3 Customer demand 100 100 100 Warehouse supply 120 80 100 300 $8 $7 $2 $9 $6 $9 $7 $10 $10 From Special Issues in Modeling Special Issues in Modeling 0 100 100 80 20 Figure C.10 Initial solution is degenerate Place a zero quantity in an unused square and proceed computing improvement indices
- 32. © 2011 Pearson Education, Inc. publishing as Prentice Hall C - 32 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.
Editor's Notes
- #4: This slide provides some reasons that capacity is an issue. The following slides guide a discussion of capacity.
- #5: This slide provides some reasons that capacity is an issue. The following slides guide a discussion of capacity.
- #6: 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.
- #7: 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.
- #8: 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.
- #9: 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.
- #10: 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.
- #11: 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.
- #12: 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.
- #13: 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.
- #14: 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.
- #15: 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.
- #16: 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.
- #17: 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.
- #18: 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.
- #19: 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.
- #20: 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.
- #21: 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.
- #22: 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.
- #23: 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.
- #24: 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.
- #25: 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.
- #26: 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.
- #27: 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.
- #28: 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.
- #29: 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.
- #30: 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.
- #31: 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.