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15 - 1© 2011 Pearson Education, Inc. publishing as Prentice Hall 15 Short-Term Scheduling PowerPoint presentation to accompany Heizer and Render Operations Management, 10e Principles of Operations Management, 8e PowerPoint slides by Jeff Heyl
15 - 2© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline  Global Company Profile: Delta Air Lines  The Importance of Short-Term Scheduling  Scheduling Issues  Forward and Backward Scheduling  Scheduling Criteria
15 - 3© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline – Continued  Scheduling Process-Focused Facilities  Loading Jobs  Input-Output Control  Gantt Charts  Assignment Method
15 - 4© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline – Continued  Sequencing Jobs  Priority Rules for Dispatching Jobs  Critical Ratio  Sequencing N Jobs on Two Machines: Johnson’s Rule  Limitations of Rule-Based Dispatching Systems  Finite Capacity Scheduling (FCS)
15 - 5© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline – Continued  Scheduling Repetitive Facilities  Scheduling Services  Scheduling Service Employees with Cyclical Scheduling
15 - 6© 2011 Pearson Education, Inc. publishing as Prentice Hall Learning Objectives When you complete this chapter you should be able to: 1. Explain the relationship between short- term scheduling, capacity planning, aggregate planning, and a master schedule 2. Draw Gantt loading and scheduling charts 3. Apply the assignment method for loading jobs
15 - 7© 2011 Pearson Education, Inc. publishing as Prentice Hall Learning Objectives When you complete this chapter you should be able to: 4. Name and describe each of the priority sequencing rules 5. Use Johnson’s rule 6. Define finite capacity scheduling 7. Use the cyclical scheduling technique
15 - 8© 2011 Pearson Education, Inc. publishing as Prentice Hall Delta Airlines  About 10% of Delta’s flights are disrupted per year, half because of weather  Cost is $440 million in lost revenue, overtime pay, food and lodging vouchers  The $33 million Operations Control Center adjusts to changes and keeps flights flowing  Saves Delta $35 million per year
15 - 9© 2011 Pearson Education, Inc. publishing as Prentice Hall Short-Term Scheduling Short-term schedules translate capacity decisions, aggregate planning, and master schedules into job sequences and specific assignments of personnel, materials, and machinery
15 - 10© 2011 Pearson Education, Inc. publishing as Prentice Hall Importance of Short-Term Scheduling  Effective and efficient scheduling can be a competitive advantage  Faster movement of goods through a facility means better use of assets and lower costs  Additional capacity resulting from faster throughput improves customer service through faster delivery  Good schedules result in more dependable deliveries
15 - 11© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Issues  Scheduling deals with the timing of operations  The task is the allocation and prioritization of demand  Significant issues are  The type of scheduling, forward or backward  The criteria for priorities
15 - 12© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Decisions Organization Managers Must Schedule the Following Arnold Palmer Hospital Operating room use Patient admissions Nursing, security, maintenance staffs Outpatient treatments University of Missouri Classrooms and audiovisual equipment Student and instructor schedules Graduate and undergraduate courses Lockheed Martin factory Production of goods Purchases of materials Workers Hard Rock Cafe Chef, waiters, bartenders Delivery of fresh foods Entertainers Opening of dining areas Delta Air Lines Maintenance of aircraft Departure timetables Flight crews, catering, gate, ticketing personnel Table 15.1
15 - 13© 2011 Pearson Education, Inc. publishing as Prentice Hall Figure 15.1 Scheduling Flow
15 - 14© 2011 Pearson Education, Inc. publishing as Prentice Hall Forward and Backward Scheduling  Forward scheduling starts as soon as the requirements are known  Produces a feasible schedule though it may not meet due dates  Frequently results in buildup of work-in- process inventory Due DateNow
15 - 15© 2011 Pearson Education, Inc. publishing as Prentice Hall Forward and Backward Scheduling  Backward scheduling begins with the due date and schedules the final operation first  Schedule is produced by working backwards though the processes  Resources may not be available to accomplish the schedule Due DateNow
15 - 16© 2011 Pearson Education, Inc. publishing as Prentice Hall Forward and Backward Scheduling  Backward scheduling begins with the due date and schedules the final operation first  Schedule is produced by working backwards though the processes  Resources may not be available to accomplish the schedule Due DateNow
15 - 17© 2011 Pearson Education, Inc. publishing as Prentice Hall Different Processes/ Different Approaches Process-focused facilities Forward-looking schedules MRP due dates Finite capacity scheduling Work cells Forward-looking schedules MRP due dates Detailed schedule done using work cell priority rules Repetitive facilities Forward-looking schedule with a balanced line Pull techniques for scheduling Product-focused facilities Forward-looking schedule with stable demand and fixed capacity Capacity, set-up, and run times known Capacity limited by long-term capital investment Table 15.2
15 - 18© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Criteria 1. Minimize completion time 2. Maximize utilization of facilities 3. Minimize work-in-process (WIP) inventory 4. Minimize customer waiting time Optimize the use of resources so that production objectives are met
15 - 19© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Process- Focused Facilities  Schedule incoming orders without violating capacity constraints  Check availability of tools and materials before releasing an order  Establish due dates for each job and check progress  Check work in progress  Provide feedback  Provide work efficiency statistics and monitor times
15 - 20© 2011 Pearson Education, Inc. publishing as Prentice Hall Planning and Control Files 1. An item master file contains information about each component 2. A routing file indicates each component’s flow through the shop 3. A work-center master file contains information about the work center Planning Files Control Files Track the actual progress made against the plan
15 - 21© 2011 Pearson Education, Inc. publishing as Prentice Hall Loading Jobs  Assign jobs so that costs, idle time, or completion time are minimized  Two forms of loading  Capacity oriented  Assigning specific jobs to work centers
15 - 22© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control  Identifies overloading and underloading conditions  Prompts managerial action to resolve scheduling problems  Can be maintained using ConWIP cards that control the scheduling of batches
15 - 23© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control Example Week Ending 6/6 6/13 6/20 6/27 7/4 7/11 Planned Input 280 280 280 280 280 Actual Input 270 250 280 285 280 Cumulative Deviation –10 –40 –40 –35 Planned Output 320 320 320 320 Actual Output 270 270 270 270 Cumulative Deviation –50 –100 –150 –200 Cumulative Change in Backlog 0 –20 –10 +5 Figure 15.2 Work Center DNC Milling (in standard hours)
15 - 24© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control Example Work Center DNC Milling (in standard hours) Week Ending 6/6 6/13 6/20 6/27 7/4 7/11 Planned Input 280 280 280 280 280 Actual Input 270 250 280 285 280 Cumulative Deviation –10 –40 –40 –35 Planned Output 320 320 320 320 Actual Output 270 270 270 270 Cumulative Deviation –50 –100 –150 –200 Cumulative Change in Backlog 0 –20 –10 +5 Explanation: 270 input, 270 output implies 0 change Explanation: 250 input, 270 output implies –20 change Figure 15.2
15 - 25© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control Example Options available to operations personnel include: 1. Correcting performances 2. Increasing capacity 3. Increasing or reducing input to the work center
15 - 26© 2011 Pearson Education, Inc. publishing as Prentice Hall Gantt Charts  Load chart shows the loading and idle times of departments, machines, or facilities  Displays relative workloads over time  Schedule chart monitors jobs in process  All Gantt charts need to be updated frequently to account for changes
15 - 27© 2011 Pearson Education, Inc. publishing as Prentice Hall Gantt Load Chart Example Figure 15.3 Day Monday Tuesday Wednesday Thursday FridayWork Center Metalworks Mechanical Electronics Painting Job 349 Job 349 Job 349 Job 408 Job 408 Job 408 Processing Unscheduled Center not available Job 350 Job 349 Job 295
15 - 28© 2011 Pearson Education, Inc. publishing as Prentice Hall Gantt Schedule Chart Example Figure 15.4 Job Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 A B C Now Maintenance Start of an activity End of an activity Scheduled activity time allowed Actual work progress Nonproduction time Point in time when chart is reviewed
15 - 29© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method  A special class of linear programming models that assigns tasks or jobs to resources  Objective is to minimize cost or time  Only one job (or worker) is assigned to one machine (or project)
15 - 30© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method  Build a table of costs or time associated with particular assignments Typesetter Job A B C R-34 $11 $14 $ 6 S-66 $ 8 $10 $11 T-50 $ 9 $12 $ 7
15 - 31© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method 1. Create zero opportunity costs by repeatedly subtracting the lowest costs from each row and column 2. Draw the minimum number of vertical and horizontal lines necessary to cover all the zeros in the table. If the number of lines equals either the number of rows or the number of columns, proceed to step 4. Otherwise proceed to step 3.
15 - 32© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method 3. Subtract the smallest number not covered by a line from all other uncovered numbers. Add the same number to any number at the intersection of two lines. Return to step 2. 4. Optimal assignments are at zero locations in the table. Select one, draw lines through the row and column involved, and continue to the next assignment.
15 - 33© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Example A B C Job R-34 $11 $14 $ 6 S-66 $ 8 $10 $11 T-50 $ 9 $12 $ 7 Typesetter A B C Job R-34 $ 5 $ 8 $ 0 S-66 $ 0 $ 2 $ 3 T-50 $ 2 $ 5 $ 0 Typesetter Step 1a - Rows A B C Job R-34 $ 5 $ 6 $ 0 S-66 $ 0 $ 0 $ 3 T-50 $ 2 $ 3 $ 0 Typesetter Step 1b - Columns
15 - 34© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Example Step 2 - Lines A B C Job R-34 $ 5 $ 6 $ 0 S-66 $ 0 $ 0 $ 3 T-50 $ 2 $ 3 $ 0 Typesetter Because only two lines are needed to cover all the zeros, the solution is not optimal Step 3 - Subtraction A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter The smallest uncovered number is 2 so this is subtracted from all other uncovered numbers and added to numbers at the intersection of lines
15 - 35© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Example Because three lines are needed, the solution is optimal and assignments can be made Step 2 - Lines A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter Start by assigning R-34 to worker C as this is the only possible assignment for worker C. Step 4 - Assignments A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter Job T-50 must go to worker A as worker C is already assigned. This leaves S-66 for worker B.
15 - 36© 2011 Pearson Education, Inc. publishing as Prentice Hall Step 4 - Assignments A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter Assignment Example From the original cost table Minimum cost = $6 + $10 + $9 = $25 A B C Job R-34 $11 $14 $ 6 S-66 $ 8 $10 $11 T-50 $ 9 $12 $ 7 Typesetter
15 - 37© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Jobs  Specifies the order in which jobs should be performed at work centers  Priority rules are used to dispatch or sequence jobs  FCFS: First come, first served  SPT: Shortest processing time  EDD: Earliest due date  LPT: Longest processing time
15 - 38© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Job Work (Processing) Time (Days) Job Due Date (Days) A 6 8 B 2 6 C 8 18 D 3 15 E 9 23 Apply the four popular sequencing rules to these five jobs
15 - 39© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness A 6 6 8 0 B 2 8 6 2 C 8 16 18 0 D 3 19 15 4 E 9 28 23 5 28 77 11 FCFS: Sequence A-B-C-D-E
15 - 40© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness A 6 6 8 0 B 2 8 6 2 C 8 16 18 0 D 3 19 15 4 E 9 28 23 5 28 77 11 FCFS: Sequence A-B-C-D-E Average completion time = = 77/5 = 15.4 days Sum of total flow time Number of jobs Utilization metric = = 28/77 = 36.4% Total job work time Sum of total flow time Average number of jobs in the system = = 77/28 = 2.75 jobs Sum of total flow time Total job work time Average job lateness = = 11/5 = 2.2 days Total late days Number of jobs
15 - 41© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example SPT: Sequence B-D-A-C-E Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 D 3 5 15 0 A 6 11 8 3 C 8 19 18 1 E 9 28 23 5 28 65 9
15 - 42© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 D 3 5 15 0 A 6 11 8 3 C 8 19 18 1 E 9 28 23 5 28 65 9 SPT: Sequence B-D-A-C-E Average completion time = = 65/5 = 13 days Sum of total flow time Number of jobs Utilization metric = = 28/65 = 43.1% Total job work time Sum of total flow time Average number of jobs in the system = = 65/28 = 2.32 jobs Sum of total flow time Total job work time Average job lateness = = 9/5 = 1.8 days Total late days Number of jobs
15 - 43© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example EDD: Sequence B-A-D-C-E Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 A 6 8 8 0 D 3 11 15 0 C 8 19 18 1 E 9 28 23 5 28 68 6
15 - 44© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 A 6 8 8 0 D 3 11 15 0 C 8 19 18 1 E 9 28 23 5 28 68 6 EDD: Sequence B-A-D-C-E Average completion time = = 68/5 = 13.6 days Sum of total flow time Number of jobs Utilization metric = = 28/68 = 41.2% Total job work time Sum of total flow time Average number of jobs in the system = = 68/28 = 2.43 jobs Sum of total flow time Total job work time Average job lateness = = 6/5 = 1.2 days Total late days Number of jobs
15 - 45© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example LPT: Sequence E-C-A-D-B Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness E 9 9 23 0 C 8 17 18 0 A 6 23 8 15 D 3 26 15 11 B 2 28 6 22 28 103 48
15 - 46© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness E 9 9 23 0 C 8 17 18 0 A 6 23 8 15 D 3 26 15 11 B 2 28 6 22 28 103 48 LPT: Sequence E-C-A-D-B Average completion time = = 103/5 = 20.6 days Sum of total flow time Number of jobs Utilization metric = = 28/103 = 27.2% Total job work time Sum of total flow time Average number of jobs in the system = = 103/28 = 3.68 jobs Sum of total flow time Total job work time Average job lateness = = 48/5 = 9.6 days Total late days Number of jobs
15 - 47© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Rule Average Completion Time (Days) Utilization Metric (%) Average Number of Jobs in System Average Lateness (Days) FCFS 15.4 36.4 2.75 2.2 SPT 13.0 43.1 2.32 1.8 EDD 13.6 41.2 2.43 1.2 LPT 20.6 27.2 3.68 9.6 Summary of Rules
15 - 48© 2011 Pearson Education, Inc. publishing as Prentice Hall Comparison of Sequencing Rules  No one sequencing rule excels on all criteria  SPT does well on minimizing flow time and number of jobs in the system  But SPT moves long jobs to the end which may result in dissatisfied customers  FCFS does not do especially well (or poorly) on any criteria but is perceived as fair by customers  EDD minimizes maximum lateness
15 - 49© 2011 Pearson Education, Inc. publishing as Prentice Hall Critical Ratio (CR)  An index number found by dividing the time remaining until the due date by the work time remaining on the job  Jobs with low critical ratios are scheduled ahead of jobs with higher critical ratios  Performs well on average job lateness criteria CR = = Due date - Today’s date Work (lead) time remaining Time remaining Workdays remaining
15 - 50© 2011 Pearson Education, Inc. publishing as Prentice Hall Critical Ratio Example Job Due Date Workdays Remaining Critical Ratio Priority Order A 30 4 (30 - 25)/4 = 1.25 3 B 28 5 (28 - 25)/5 = .60 1 C 27 2 (27 - 25)/2 = 1.00 2 Currently Day 25 With CR < 1, Job B is late. Job C is just on schedule and Job A has some slack time.
15 - 51© 2011 Pearson Education, Inc. publishing as Prentice Hall Critical Ratio Technique 1. Helps determine the status of specific jobs 2. Establishes relative priorities among jobs on a common basis 3. Relates both stock and make-to-order jobs on a common basis 4. Adjusts priorities automatically for changes in both demand and job progress 5. Dynamically tracks job progress
15 - 52© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing N Jobs on Two Machines: Johnson’s Rule  Works with two or more jobs that pass through the same two machines or work centers  Minimizes total production time and idle time
15 - 53© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule 1. List all jobs and times for each work center 2. Choose the job with the shortest activity time. If that time is in the first work center, schedule the job first. If it is in the second work center, schedule the job last. 3. Once a job is scheduled, it is eliminated from the list 4. Repeat steps 2 and 3 working toward the center of the sequence
15 - 54© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule Example Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12
15 - 55© 2011 Pearson Education, Inc. publishing as Prentice Hall Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12 B E D C A Johnson’s Rule Example
15 - 56© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule Example Time 0 3 10 20 28 33 B ACDE WC 1 WC 2 B ACDE Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12
15 - 57© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule Example Time 0 3 10 20 28 33 Time 0 1 3 5 7 9 10 11 12 13 17 19 21 22 2325 27 29 31 33 35 B ACDE B ACDE WC 1 WC 2 B E D C A B ACDE Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12
15 - 58© 2011 Pearson Education, Inc. publishing as Prentice Hall Limitations of Rule-Based Dispatching Systems 1. Scheduling is dynamic and rules need to be revised to adjust to changes 2. Rules do not look upstream or downstream 3. Rules do not look beyond due dates
15 - 59© 2011 Pearson Education, Inc. publishing as Prentice Hall Finite Capacity Scheduling  Overcomes disadvantages of rule-based systems by providing an interactive, computer-based graphical system  May include rules and expert systems or simulation to allow real-time response to system changes  Initial data often from an MRP system  FCS allows the balancing of delivery needs and efficiency
15 - 60© 2011 Pearson Education, Inc. publishing as Prentice Hall Finite Capacity Scheduling MRP Data • Master schedule • BOM • Inventory Priority rules • Expert systems • Simulation models • Routing files • Work center information Tooling and other resources Setups and run time Figure 15.5 Interactive Finite Capacity Scheduling
15 - 61© 2011 Pearson Education, Inc. publishing as Prentice Hall Finite Capacity Scheduling
15 - 62© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Repetitive Facilities  Level material use can help repetitive facilities  Better satisfy customer demand  Lower inventory investment  Reduce batch size  Better utilize equipment and facilities
15 - 63© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Repetitive Facilities  Advantages include: 1. Lower inventory levels 2. Faster product throughput 3. Improved component quality 4. Reduced floor-space requirements 5. Improved communications 6. Smoother production process
15 - 64© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Services Service systems differ from manufacturing Manufacturing Services Schedules machines and materials Schedule staff Inventories used to smooth demand Seldom maintain inventories Machine-intensive and demand may be smooth Labor-intensive and demand may be variable Scheduling may be bound by union contracts Legal issues may constrain flexible scheduling Few social or behavioral issues Social and behavioral issues may be quite important
15 - 65© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Services  Hospitals have complex scheduling system to handle complex processes and material requirements  Banks use a cross-trained and flexible workforce and part-time workers  Retail stores use scheduling optimization systems that track sales, transactions, and customer traffic to create work schedules in less time and with improved customer satisfaction
15 - 66© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Services  Airlines must meet complex FAA and union regulations and often use linear programming to develop optimal schedules  24/7 operations like police/fire departments, emergency hot lines, and mail order businesses use flexible workers and variable schedules, often created using computerized systems
15 - 67© 2011 Pearson Education, Inc. publishing as Prentice Hall Demand Management  Appointment or reservation systems  FCFS sequencing rules  Discounts or other promotional schemes  When demand management is not feasible, managing capacity through staffing flexibility may be used
15 - 68© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Service Employees With Cyclical Scheduling  Objective is to meet staffing requirements with the minimum number of workers  Schedules need to be smooth and keep personnel happy  Many techniques exist from simple algorithms to complex linear programming solutions
15 - 69© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example 1. Determine the staffing requirements 2. Identify two consecutive days with the lowest total requirements and assign these as days off 3. Make a new set of requirements subtracting the days worked by the first employee 4. Apply step 2 to the new row 5. Repeat steps 3 and 4 until all requirements have been met
15 - 70© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 71© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 72© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 73© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 74© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 75© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Employee 6 1 1 1 1 1 1 0 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 76© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Employee 6 1 1 1 1 1 1 0 Employee 7 1 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 77© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Employee 6 1 1 1 1 1 1 0 Employee 7 1 Capacity (Employees) 5 5 6 5 4 3 3 Excess Capacity 0 0 0 0 0 1 0 Day M T W T F S S Staff required 5 5 6 5 4 3 3
15 - 78© 2011 Pearson Education, Inc. publishing as Prentice Hall All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.

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Heizer om10 ch15

  • 1. 15 - 1© 2011 Pearson Education, Inc. publishing as Prentice Hall 15 Short-Term Scheduling PowerPoint presentation to accompany Heizer and Render Operations Management, 10e Principles of Operations Management, 8e PowerPoint slides by Jeff Heyl
  • 2. 15 - 2© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline  Global Company Profile: Delta Air Lines  The Importance of Short-Term Scheduling  Scheduling Issues  Forward and Backward Scheduling  Scheduling Criteria
  • 3. 15 - 3© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline – Continued  Scheduling Process-Focused Facilities  Loading Jobs  Input-Output Control  Gantt Charts  Assignment Method
  • 4. 15 - 4© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline – Continued  Sequencing Jobs  Priority Rules for Dispatching Jobs  Critical Ratio  Sequencing N Jobs on Two Machines: Johnson’s Rule  Limitations of Rule-Based Dispatching Systems  Finite Capacity Scheduling (FCS)
  • 5. 15 - 5© 2011 Pearson Education, Inc. publishing as Prentice Hall Outline – Continued  Scheduling Repetitive Facilities  Scheduling Services  Scheduling Service Employees with Cyclical Scheduling
  • 6. 15 - 6© 2011 Pearson Education, Inc. publishing as Prentice Hall Learning Objectives When you complete this chapter you should be able to: 1. Explain the relationship between short- term scheduling, capacity planning, aggregate planning, and a master schedule 2. Draw Gantt loading and scheduling charts 3. Apply the assignment method for loading jobs
  • 7. 15 - 7© 2011 Pearson Education, Inc. publishing as Prentice Hall Learning Objectives When you complete this chapter you should be able to: 4. Name and describe each of the priority sequencing rules 5. Use Johnson’s rule 6. Define finite capacity scheduling 7. Use the cyclical scheduling technique
  • 8. 15 - 8© 2011 Pearson Education, Inc. publishing as Prentice Hall Delta Airlines  About 10% of Delta’s flights are disrupted per year, half because of weather  Cost is $440 million in lost revenue, overtime pay, food and lodging vouchers  The $33 million Operations Control Center adjusts to changes and keeps flights flowing  Saves Delta $35 million per year
  • 9. 15 - 9© 2011 Pearson Education, Inc. publishing as Prentice Hall Short-Term Scheduling Short-term schedules translate capacity decisions, aggregate planning, and master schedules into job sequences and specific assignments of personnel, materials, and machinery
  • 10. 15 - 10© 2011 Pearson Education, Inc. publishing as Prentice Hall Importance of Short-Term Scheduling  Effective and efficient scheduling can be a competitive advantage  Faster movement of goods through a facility means better use of assets and lower costs  Additional capacity resulting from faster throughput improves customer service through faster delivery  Good schedules result in more dependable deliveries
  • 11. 15 - 11© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Issues  Scheduling deals with the timing of operations  The task is the allocation and prioritization of demand  Significant issues are  The type of scheduling, forward or backward  The criteria for priorities
  • 12. 15 - 12© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Decisions Organization Managers Must Schedule the Following Arnold Palmer Hospital Operating room use Patient admissions Nursing, security, maintenance staffs Outpatient treatments University of Missouri Classrooms and audiovisual equipment Student and instructor schedules Graduate and undergraduate courses Lockheed Martin factory Production of goods Purchases of materials Workers Hard Rock Cafe Chef, waiters, bartenders Delivery of fresh foods Entertainers Opening of dining areas Delta Air Lines Maintenance of aircraft Departure timetables Flight crews, catering, gate, ticketing personnel Table 15.1
  • 13. 15 - 13© 2011 Pearson Education, Inc. publishing as Prentice Hall Figure 15.1 Scheduling Flow
  • 14. 15 - 14© 2011 Pearson Education, Inc. publishing as Prentice Hall Forward and Backward Scheduling  Forward scheduling starts as soon as the requirements are known  Produces a feasible schedule though it may not meet due dates  Frequently results in buildup of work-in- process inventory Due DateNow
  • 15. 15 - 15© 2011 Pearson Education, Inc. publishing as Prentice Hall Forward and Backward Scheduling  Backward scheduling begins with the due date and schedules the final operation first  Schedule is produced by working backwards though the processes  Resources may not be available to accomplish the schedule Due DateNow
  • 16. 15 - 16© 2011 Pearson Education, Inc. publishing as Prentice Hall Forward and Backward Scheduling  Backward scheduling begins with the due date and schedules the final operation first  Schedule is produced by working backwards though the processes  Resources may not be available to accomplish the schedule Due DateNow
  • 17. 15 - 17© 2011 Pearson Education, Inc. publishing as Prentice Hall Different Processes/ Different Approaches Process-focused facilities Forward-looking schedules MRP due dates Finite capacity scheduling Work cells Forward-looking schedules MRP due dates Detailed schedule done using work cell priority rules Repetitive facilities Forward-looking schedule with a balanced line Pull techniques for scheduling Product-focused facilities Forward-looking schedule with stable demand and fixed capacity Capacity, set-up, and run times known Capacity limited by long-term capital investment Table 15.2
  • 18. 15 - 18© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Criteria 1. Minimize completion time 2. Maximize utilization of facilities 3. Minimize work-in-process (WIP) inventory 4. Minimize customer waiting time Optimize the use of resources so that production objectives are met
  • 19. 15 - 19© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Process- Focused Facilities  Schedule incoming orders without violating capacity constraints  Check availability of tools and materials before releasing an order  Establish due dates for each job and check progress  Check work in progress  Provide feedback  Provide work efficiency statistics and monitor times
  • 20. 15 - 20© 2011 Pearson Education, Inc. publishing as Prentice Hall Planning and Control Files 1. An item master file contains information about each component 2. A routing file indicates each component’s flow through the shop 3. A work-center master file contains information about the work center Planning Files Control Files Track the actual progress made against the plan
  • 21. 15 - 21© 2011 Pearson Education, Inc. publishing as Prentice Hall Loading Jobs  Assign jobs so that costs, idle time, or completion time are minimized  Two forms of loading  Capacity oriented  Assigning specific jobs to work centers
  • 22. 15 - 22© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control  Identifies overloading and underloading conditions  Prompts managerial action to resolve scheduling problems  Can be maintained using ConWIP cards that control the scheduling of batches
  • 23. 15 - 23© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control Example Week Ending 6/6 6/13 6/20 6/27 7/4 7/11 Planned Input 280 280 280 280 280 Actual Input 270 250 280 285 280 Cumulative Deviation –10 –40 –40 –35 Planned Output 320 320 320 320 Actual Output 270 270 270 270 Cumulative Deviation –50 –100 –150 –200 Cumulative Change in Backlog 0 –20 –10 +5 Figure 15.2 Work Center DNC Milling (in standard hours)
  • 24. 15 - 24© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control Example Work Center DNC Milling (in standard hours) Week Ending 6/6 6/13 6/20 6/27 7/4 7/11 Planned Input 280 280 280 280 280 Actual Input 270 250 280 285 280 Cumulative Deviation –10 –40 –40 –35 Planned Output 320 320 320 320 Actual Output 270 270 270 270 Cumulative Deviation –50 –100 –150 –200 Cumulative Change in Backlog 0 –20 –10 +5 Explanation: 270 input, 270 output implies 0 change Explanation: 250 input, 270 output implies –20 change Figure 15.2
  • 25. 15 - 25© 2011 Pearson Education, Inc. publishing as Prentice Hall Input-Output Control Example Options available to operations personnel include: 1. Correcting performances 2. Increasing capacity 3. Increasing or reducing input to the work center
  • 26. 15 - 26© 2011 Pearson Education, Inc. publishing as Prentice Hall Gantt Charts  Load chart shows the loading and idle times of departments, machines, or facilities  Displays relative workloads over time  Schedule chart monitors jobs in process  All Gantt charts need to be updated frequently to account for changes
  • 27. 15 - 27© 2011 Pearson Education, Inc. publishing as Prentice Hall Gantt Load Chart Example Figure 15.3 Day Monday Tuesday Wednesday Thursday FridayWork Center Metalworks Mechanical Electronics Painting Job 349 Job 349 Job 349 Job 408 Job 408 Job 408 Processing Unscheduled Center not available Job 350 Job 349 Job 295
  • 28. 15 - 28© 2011 Pearson Education, Inc. publishing as Prentice Hall Gantt Schedule Chart Example Figure 15.4 Job Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 A B C Now Maintenance Start of an activity End of an activity Scheduled activity time allowed Actual work progress Nonproduction time Point in time when chart is reviewed
  • 29. 15 - 29© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method  A special class of linear programming models that assigns tasks or jobs to resources  Objective is to minimize cost or time  Only one job (or worker) is assigned to one machine (or project)
  • 30. 15 - 30© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method  Build a table of costs or time associated with particular assignments Typesetter Job A B C R-34 $11 $14 $ 6 S-66 $ 8 $10 $11 T-50 $ 9 $12 $ 7
  • 31. 15 - 31© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method 1. Create zero opportunity costs by repeatedly subtracting the lowest costs from each row and column 2. Draw the minimum number of vertical and horizontal lines necessary to cover all the zeros in the table. If the number of lines equals either the number of rows or the number of columns, proceed to step 4. Otherwise proceed to step 3.
  • 32. 15 - 32© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Method 3. Subtract the smallest number not covered by a line from all other uncovered numbers. Add the same number to any number at the intersection of two lines. Return to step 2. 4. Optimal assignments are at zero locations in the table. Select one, draw lines through the row and column involved, and continue to the next assignment.
  • 33. 15 - 33© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Example A B C Job R-34 $11 $14 $ 6 S-66 $ 8 $10 $11 T-50 $ 9 $12 $ 7 Typesetter A B C Job R-34 $ 5 $ 8 $ 0 S-66 $ 0 $ 2 $ 3 T-50 $ 2 $ 5 $ 0 Typesetter Step 1a - Rows A B C Job R-34 $ 5 $ 6 $ 0 S-66 $ 0 $ 0 $ 3 T-50 $ 2 $ 3 $ 0 Typesetter Step 1b - Columns
  • 34. 15 - 34© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Example Step 2 - Lines A B C Job R-34 $ 5 $ 6 $ 0 S-66 $ 0 $ 0 $ 3 T-50 $ 2 $ 3 $ 0 Typesetter Because only two lines are needed to cover all the zeros, the solution is not optimal Step 3 - Subtraction A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter The smallest uncovered number is 2 so this is subtracted from all other uncovered numbers and added to numbers at the intersection of lines
  • 35. 15 - 35© 2011 Pearson Education, Inc. publishing as Prentice Hall Assignment Example Because three lines are needed, the solution is optimal and assignments can be made Step 2 - Lines A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter Start by assigning R-34 to worker C as this is the only possible assignment for worker C. Step 4 - Assignments A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter Job T-50 must go to worker A as worker C is already assigned. This leaves S-66 for worker B.
  • 36. 15 - 36© 2011 Pearson Education, Inc. publishing as Prentice Hall Step 4 - Assignments A B C Job R-34 $ 3 $ 4 $ 0 S-66 $ 0 $ 0 $ 5 T-50 $ 0 $ 1 $ 0 Typesetter Assignment Example From the original cost table Minimum cost = $6 + $10 + $9 = $25 A B C Job R-34 $11 $14 $ 6 S-66 $ 8 $10 $11 T-50 $ 9 $12 $ 7 Typesetter
  • 37. 15 - 37© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Jobs  Specifies the order in which jobs should be performed at work centers  Priority rules are used to dispatch or sequence jobs  FCFS: First come, first served  SPT: Shortest processing time  EDD: Earliest due date  LPT: Longest processing time
  • 38. 15 - 38© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Job Work (Processing) Time (Days) Job Due Date (Days) A 6 8 B 2 6 C 8 18 D 3 15 E 9 23 Apply the four popular sequencing rules to these five jobs
  • 39. 15 - 39© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness A 6 6 8 0 B 2 8 6 2 C 8 16 18 0 D 3 19 15 4 E 9 28 23 5 28 77 11 FCFS: Sequence A-B-C-D-E
  • 40. 15 - 40© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness A 6 6 8 0 B 2 8 6 2 C 8 16 18 0 D 3 19 15 4 E 9 28 23 5 28 77 11 FCFS: Sequence A-B-C-D-E Average completion time = = 77/5 = 15.4 days Sum of total flow time Number of jobs Utilization metric = = 28/77 = 36.4% Total job work time Sum of total flow time Average number of jobs in the system = = 77/28 = 2.75 jobs Sum of total flow time Total job work time Average job lateness = = 11/5 = 2.2 days Total late days Number of jobs
  • 41. 15 - 41© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example SPT: Sequence B-D-A-C-E Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 D 3 5 15 0 A 6 11 8 3 C 8 19 18 1 E 9 28 23 5 28 65 9
  • 42. 15 - 42© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 D 3 5 15 0 A 6 11 8 3 C 8 19 18 1 E 9 28 23 5 28 65 9 SPT: Sequence B-D-A-C-E Average completion time = = 65/5 = 13 days Sum of total flow time Number of jobs Utilization metric = = 28/65 = 43.1% Total job work time Sum of total flow time Average number of jobs in the system = = 65/28 = 2.32 jobs Sum of total flow time Total job work time Average job lateness = = 9/5 = 1.8 days Total late days Number of jobs
  • 43. 15 - 43© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example EDD: Sequence B-A-D-C-E Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 A 6 8 8 0 D 3 11 15 0 C 8 19 18 1 E 9 28 23 5 28 68 6
  • 44. 15 - 44© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness B 2 2 6 0 A 6 8 8 0 D 3 11 15 0 C 8 19 18 1 E 9 28 23 5 28 68 6 EDD: Sequence B-A-D-C-E Average completion time = = 68/5 = 13.6 days Sum of total flow time Number of jobs Utilization metric = = 28/68 = 41.2% Total job work time Sum of total flow time Average number of jobs in the system = = 68/28 = 2.43 jobs Sum of total flow time Total job work time Average job lateness = = 6/5 = 1.2 days Total late days Number of jobs
  • 45. 15 - 45© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example LPT: Sequence E-C-A-D-B Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness E 9 9 23 0 C 8 17 18 0 A 6 23 8 15 D 3 26 15 11 B 2 28 6 22 28 103 48
  • 46. 15 - 46© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Job Sequence Job Work (Processing) Time Flow Time Job Due Date Job Lateness E 9 9 23 0 C 8 17 18 0 A 6 23 8 15 D 3 26 15 11 B 2 28 6 22 28 103 48 LPT: Sequence E-C-A-D-B Average completion time = = 103/5 = 20.6 days Sum of total flow time Number of jobs Utilization metric = = 28/103 = 27.2% Total job work time Sum of total flow time Average number of jobs in the system = = 103/28 = 3.68 jobs Sum of total flow time Total job work time Average job lateness = = 48/5 = 9.6 days Total late days Number of jobs
  • 47. 15 - 47© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing Example Rule Average Completion Time (Days) Utilization Metric (%) Average Number of Jobs in System Average Lateness (Days) FCFS 15.4 36.4 2.75 2.2 SPT 13.0 43.1 2.32 1.8 EDD 13.6 41.2 2.43 1.2 LPT 20.6 27.2 3.68 9.6 Summary of Rules
  • 48. 15 - 48© 2011 Pearson Education, Inc. publishing as Prentice Hall Comparison of Sequencing Rules  No one sequencing rule excels on all criteria  SPT does well on minimizing flow time and number of jobs in the system  But SPT moves long jobs to the end which may result in dissatisfied customers  FCFS does not do especially well (or poorly) on any criteria but is perceived as fair by customers  EDD minimizes maximum lateness
  • 49. 15 - 49© 2011 Pearson Education, Inc. publishing as Prentice Hall Critical Ratio (CR)  An index number found by dividing the time remaining until the due date by the work time remaining on the job  Jobs with low critical ratios are scheduled ahead of jobs with higher critical ratios  Performs well on average job lateness criteria CR = = Due date - Today’s date Work (lead) time remaining Time remaining Workdays remaining
  • 50. 15 - 50© 2011 Pearson Education, Inc. publishing as Prentice Hall Critical Ratio Example Job Due Date Workdays Remaining Critical Ratio Priority Order A 30 4 (30 - 25)/4 = 1.25 3 B 28 5 (28 - 25)/5 = .60 1 C 27 2 (27 - 25)/2 = 1.00 2 Currently Day 25 With CR < 1, Job B is late. Job C is just on schedule and Job A has some slack time.
  • 51. 15 - 51© 2011 Pearson Education, Inc. publishing as Prentice Hall Critical Ratio Technique 1. Helps determine the status of specific jobs 2. Establishes relative priorities among jobs on a common basis 3. Relates both stock and make-to-order jobs on a common basis 4. Adjusts priorities automatically for changes in both demand and job progress 5. Dynamically tracks job progress
  • 52. 15 - 52© 2011 Pearson Education, Inc. publishing as Prentice Hall Sequencing N Jobs on Two Machines: Johnson’s Rule  Works with two or more jobs that pass through the same two machines or work centers  Minimizes total production time and idle time
  • 53. 15 - 53© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule 1. List all jobs and times for each work center 2. Choose the job with the shortest activity time. If that time is in the first work center, schedule the job first. If it is in the second work center, schedule the job last. 3. Once a job is scheduled, it is eliminated from the list 4. Repeat steps 2 and 3 working toward the center of the sequence
  • 54. 15 - 54© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule Example Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12
  • 55. 15 - 55© 2011 Pearson Education, Inc. publishing as Prentice Hall Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12 B E D C A Johnson’s Rule Example
  • 56. 15 - 56© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule Example Time 0 3 10 20 28 33 B ACDE WC 1 WC 2 B ACDE Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12
  • 57. 15 - 57© 2011 Pearson Education, Inc. publishing as Prentice Hall Johnson’s Rule Example Time 0 3 10 20 28 33 Time 0 1 3 5 7 9 10 11 12 13 17 19 21 22 2325 27 29 31 33 35 B ACDE B ACDE WC 1 WC 2 B E D C A B ACDE Job Work Center 1 (drill press) Work Center 2 (lathe) A 5 2 B 3 6 C 8 4 D 10 7 E 7 12
  • 58. 15 - 58© 2011 Pearson Education, Inc. publishing as Prentice Hall Limitations of Rule-Based Dispatching Systems 1. Scheduling is dynamic and rules need to be revised to adjust to changes 2. Rules do not look upstream or downstream 3. Rules do not look beyond due dates
  • 59. 15 - 59© 2011 Pearson Education, Inc. publishing as Prentice Hall Finite Capacity Scheduling  Overcomes disadvantages of rule-based systems by providing an interactive, computer-based graphical system  May include rules and expert systems or simulation to allow real-time response to system changes  Initial data often from an MRP system  FCS allows the balancing of delivery needs and efficiency
  • 60. 15 - 60© 2011 Pearson Education, Inc. publishing as Prentice Hall Finite Capacity Scheduling MRP Data • Master schedule • BOM • Inventory Priority rules • Expert systems • Simulation models • Routing files • Work center information Tooling and other resources Setups and run time Figure 15.5 Interactive Finite Capacity Scheduling
  • 61. 15 - 61© 2011 Pearson Education, Inc. publishing as Prentice Hall Finite Capacity Scheduling
  • 62. 15 - 62© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Repetitive Facilities  Level material use can help repetitive facilities  Better satisfy customer demand  Lower inventory investment  Reduce batch size  Better utilize equipment and facilities
  • 63. 15 - 63© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Repetitive Facilities  Advantages include: 1. Lower inventory levels 2. Faster product throughput 3. Improved component quality 4. Reduced floor-space requirements 5. Improved communications 6. Smoother production process
  • 64. 15 - 64© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Services Service systems differ from manufacturing Manufacturing Services Schedules machines and materials Schedule staff Inventories used to smooth demand Seldom maintain inventories Machine-intensive and demand may be smooth Labor-intensive and demand may be variable Scheduling may be bound by union contracts Legal issues may constrain flexible scheduling Few social or behavioral issues Social and behavioral issues may be quite important
  • 65. 15 - 65© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Services  Hospitals have complex scheduling system to handle complex processes and material requirements  Banks use a cross-trained and flexible workforce and part-time workers  Retail stores use scheduling optimization systems that track sales, transactions, and customer traffic to create work schedules in less time and with improved customer satisfaction
  • 66. 15 - 66© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Services  Airlines must meet complex FAA and union regulations and often use linear programming to develop optimal schedules  24/7 operations like police/fire departments, emergency hot lines, and mail order businesses use flexible workers and variable schedules, often created using computerized systems
  • 67. 15 - 67© 2011 Pearson Education, Inc. publishing as Prentice Hall Demand Management  Appointment or reservation systems  FCFS sequencing rules  Discounts or other promotional schemes  When demand management is not feasible, managing capacity through staffing flexibility may be used
  • 68. 15 - 68© 2011 Pearson Education, Inc. publishing as Prentice Hall Scheduling Service Employees With Cyclical Scheduling  Objective is to meet staffing requirements with the minimum number of workers  Schedules need to be smooth and keep personnel happy  Many techniques exist from simple algorithms to complex linear programming solutions
  • 69. 15 - 69© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example 1. Determine the staffing requirements 2. Identify two consecutive days with the lowest total requirements and assign these as days off 3. Make a new set of requirements subtracting the days worked by the first employee 4. Apply step 2 to the new row 5. Repeat steps 3 and 4 until all requirements have been met
  • 70. 15 - 70© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 71. 15 - 71© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 72. 15 - 72© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 73. 15 - 73© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 74. 15 - 74© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 75. 15 - 75© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Employee 6 1 1 1 1 1 1 0 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 76. 15 - 76© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Employee 6 1 1 1 1 1 1 0 Employee 7 1 Capacity (Employees) Excess Capacity Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 77. 15 - 77© 2011 Pearson Education, Inc. publishing as Prentice Hall Cyclical Scheduling Example M T W T F S S Employee 1 5 5 6 5 4 3 3 Employee 2 4 4 5 4 3 3 3 Employee 3 3 3 4 3 2 3 3 Employee 4 2 2 3 2 2 3 2 Employee 5 1 1 2 2 2 2 1 Employee 6 1 1 1 1 1 1 0 Employee 7 1 Capacity (Employees) 5 5 6 5 4 3 3 Excess Capacity 0 0 0 0 0 1 0 Day M T W T F S S Staff required 5 5 6 5 4 3 3
  • 78. 15 - 78© 2011 Pearson Education, Inc. publishing as Prentice Hall 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.