© 2014 Pearson Education, Inc.9 - 1 © 2014 Pearson Education, Inc. Layout Strategies PowerPoint presentation to accompany Heizer and Render Operations.

© 2014 Pearson Education, Inc.9 - 1 © 2014 Pearson Education, Inc. Layout Strategies PowerPoint presentation to accompany Heizer and Render Operations Management, Eleventh Edition Principles of Operations Management, Ninth Edition PowerPoint slides by Jeff Heyl 9 © 2014 Pearson Education, Inc.

9 - 2 © 2014 Pearson Education, Inc. ► Indoor seating (1950s) ► Drive-through window (1970s) ► Adding breakfast to the menu (1980s) ► Adding play areas (late 1980s) ► Redesign of the kitchens (1990s) ► Self-service kiosk (2004) ► Now three separate dining sections © 2014 Pearson Education, Inc.

9 - 3 © 2014 Pearson Education, Inc. ► Indoor seating (1950s) ► Drive-through window (1970s) ► Adding breakfast to the menu (1980s) ► Adding play areas (late 1980s) ► Redesign of the kitchens (1990s) ► Self-service kiosk (2004) ► Now three separate dining sections Six out of the seven are layout decisions! © 2014 Pearson Education, Inc.

9 - 4 © 2014 Pearson Education, Inc. ▶ Seventh major innovation ▶ Redesigning all 30,000 outlets around the world ▶ Three separate dining areas ▶ Linger zone with comfortable chairs and Wi-Fi connections ▶ Grab and go zone with tall counters ▶ Flexible zone for kids and families ▶ Facility layout is a source of competitive advantage © 2014 Pearson Education, Inc.

9 - 5 © 2014 Pearson Education, Inc. What is Facility Layout ▶ Location or arrangement of everything within & around buildings ▶ Objectives are to maximize ▶ Customer satisfaction ▶ Utilization of space, equipment, & people ▶ Efficient flow of information, material, & people ▶ Employee morale & safety

© 2014 Pearson Education, Inc.9 - 7 © 2014 Pearson Education, Inc. ► Higher utilization of space, equipment, and people ► Improved flow of information, materials, or people ► Improved employee morale and safer working conditions ► Improved customer/client interaction ► Flexibility

© 2014 Pearson Education, Inc.9 - 8 © 2014 Pearson Education, Inc. 1.Office layout 2.Retail layout 3.Warehouse layout 4.Fixed-position layout 5.Process-oriented layout 6.Work-cell layout 7.Product-oriented layout

© 2014 Pearson Education, Inc.9 - 9 © 2014 Pearson Education, Inc. 1.Office layout: Positions workers, their equipment, and spaces/offices to provide for movement of information 2.Retail layout: Allocates shelf space and responds to customer behavior 3.Warehouse layout: Addresses trade- offs between space and material handling

© 2014 Pearson Education, Inc.9 - 10 © 2014 Pearson Education, Inc. 4.Fixed-position layout: Addresses the layout requirements of large, bulky projects such as ships and buildings 5.Process-oriented layout: Deals with low-volume, high-variety production (also called job shop or intermittent production)

© 2014 Pearson Education, Inc.9 - 11 © 2014 Pearson Education, Inc. 6.Work cell layout: Arranges machinery and equipment to focus on production of a single product or group of related products 7.Product-oriented layout: Seeks the best personnel and machine utilizations in repetitive or continuous production

© 2014 Pearson Education, Inc.9 - 12 © 2014 Pearson Education, Inc. TABLE 9.1Layout Strategies OBJECTIVESEXAMPLES OfficeLocate workers requiring frequent contact close to one another Allstate Insurance Microsoft Corp. RetailExpose customer to high- margin items Kroger’s Supermarket Walgreen’s Bloomingdale’s Warehouse (storage) Balance low-cost storage with low-cost material handling Federal-Mogul’s warehouse The Gap’s distribution center Project (fixed position) Move material to the limited storage areas around the site Ingall Ship Building Corp. Trump Plaza Pittsburgh Airport

© 2014 Pearson Education, Inc.9 - 13 © 2014 Pearson Education, Inc. TABLE 9.1Layout Strategies OBJECTIVESEXAMPLES Job Shop (process oriented) Manage varied material flow for each product Arnold Palmer Hospital Hard Rock Cafe Olive Garden Work Cell (product families) Identify a product family, build teams, cross train team members Hallmark Cards Wheeled Coach Ambulances Repetitive/ Continuous (product oriented) Equalize the task time at each workstation Sony’s TV assembly line Toyota Scion

© 2014 Pearson Education, Inc.9 - 14 © 2014 Pearson Education, Inc. ► Material handling equipment ► Capacity and space requirements ► Environment and aesthetics ► Flows of information ► Cost of moving between various work areas

© 2014 Pearson Education, Inc.9 - 15 © 2014 Pearson Education, Inc. ► Grouping of workers, their equipment, and spaces to provide comfort, safety, and movement of information ► Movement of information is main distinction ► Typically in state of flux due to frequent technological changes

© 2014 Pearson Education, Inc.9 - 17 © 2014 Pearson Education, Inc. ► Three physical and social aspects ► Proximity ► Privacy ► Permission ► Two major trends ► Information technology ► Dynamic needs for space and services

© 2014 Pearson Education, Inc.9 - 18 © 2014 Pearson Education, Inc. ▶ Objective is to maximize profitability per square foot of floor space ▶ Sales and profitability vary directly with customer exposure

© 2014 Pearson Education, Inc.9 - 19 © 2014 Pearson Education, Inc. 1. Locate high-draw items around the periphery of the store 2. Use prominent locations for high-impulse and high- margin items 3. Distribute power items to both sides of an aisle and disperse them to increase viewing of other items 4. Use end-aisle locations 5. Convey mission of store through careful positioning of lead-off department

© 2014 Pearson Education, Inc.9 - 21 © 2014 Pearson Education, Inc. ▶ Manufacturers pay fees to retailers to get the retailers to display (slot) their product ▶ Contributing factors ▶ Limited shelf space ▶ An increasing number of new products ▶ Better information about sales through POS data collection ▶ Closer control of inventory

9 - 23 © 2014 Pearson Education, Inc. 1.Ambient conditions - background characteristics such as lighting, sound, smell, and temperature 2.Spatial layout and functionality - which involve customer circulation path planning, aisle characteristics, and product grouping 3.Signs, symbols, and artifacts - characteristics of building design that carry social significance

© 2014 Pearson Education, Inc.9 - 24 © 2014 Pearson Education, Inc. ▶ Objective is to optimize trade-offs between handling costs and costs associated with warehouse space ▶ Maximize the total “cube” of the warehouse – utilize its full volume while maintaining low material handling costs

© 2014 Pearson Education, Inc.9 - 25 © 2014 Pearson Education, Inc. ► All costs associated with the transaction ► Incoming transport ► Storage ► Finding and moving material ► Outgoing transport ► Equipment, people, material, supervision, insurance, depreciation ► Minimize damage and spoilage Material Handling Costs

© 2014 Pearson Education, Inc.9 - 27 © 2014 Pearson Education, Inc. ▶ Warehouse density tends to vary inversely with the number of different items stored ▶ Automated Storage and Retrieval Systems (ASRSs) can significantly improve warehouse productivity by an estimated 500% ▶ Dock location is a key design element

© 2014 Pearson Education, Inc.9 - 28 © 2014 Pearson Education, Inc. ▶ Materials are moved directly from receiving to shipping and are not placed in storage in the warehouse ▶ Requires tight scheduling and accurate shipments, bar code or RFID identification used for advanced shipment notification as materials are unloaded

© 2014 Pearson Education, Inc.9 - 29 © 2014 Pearson Education, Inc. ► Typically requires automatic identification systems (AISs) and effective information systems ► Allows more efficient use of space  Maintain a list of “open” locations  Maintain accurate records of existing inventory and its locations  Sequence items on orders to minimize travel time required to pick orders  Combine orders to reduce picking time  Assign certain items or classes of items, such as high usage items, to particular warehouse areas so that distance traveled is minimized

© 2014 Pearson Education, Inc.9 - 30 © 2014 Pearson Education, Inc. ▶ Value-added activities performed at the warehouse ▶ Enable low cost and rapid response strategies ▶ Assembly of components ▶ Loading software ▶ Repairs ▶ Customized labeling and packaging

© 2014 Pearson Education, Inc.9 - 31 © 2014 Pearson Education, Inc. layout132-31 h2low A-1 Distribution Systems DockAisle Storage area Trips to andArea Needed Departmentfrom Dock(blocks) 1.Toasters2801 2.Air conditioners1602 3.Microwaves3601 4.Stereos3753 5.TVs8004 6.Radios1501 7.Bulk storage1002

© 2014 Pearson Education, Inc.9 - 32 © 2014 Pearson Education, Inc. layout132-32 h2low Trips to andArea Needed Departmentfrom Dock(blocks)RatioRank 1.Toasters2801280/1 = 280 2.Air conditioners1602160/2 = 80 3.Microwaves3601360/1 = 360 4.Stereos3753375/3 = 125 5.TVs8004800/4 = 200 6.Radios1501150/1 = 150 7.Bulk storage1002100/2 = 50 A-1 Distribution Systems DockAisle Storage area

© 2014 Pearson Education, Inc.9 - 33 © 2014 Pearson Education, Inc. layout132-33 h2low Trips to andArea Needed Departmentfrom Dock(blocks)RatioRank 1.Toasters2801280/1 = 2802 2.Air conditioners1602160/2 = 806 3.Microwaves3601360/1 = 3601 4.Stereos3753375/3 = 1255 5.TVs8004800/4 = 2003 6.Radios1501150/1 = 1504 7.Bulk storage1002100/2 = 507 A-1 Distribution Systems DockAisle Storage area

© 2014 Pearson Education, Inc.9 - 34 © 2014 Pearson Education, Inc. layout132-34 h2low DockAisle Storage area A-1 Distribution Systems 3 Trips to andArea Needed Departmentfrom Dock(blocks)RatioRank 1.Toasters2801280/1 = 2802 2.Air conditioners1602160/2 = 806 3.Microwaves3601360/1 = 3601 4.Stereos3753375/3 = 1255 5.TVs8004800/4 = 2003 6.Radios1501150/1 = 1504 7.Bulk storage1002100/2 = 507

© 2014 Pearson Education, Inc.9 - 35 © 2014 Pearson Education, Inc. layout132-35 h2low DockAisle Storage area A-1 Distribution Systems 3 1 Trips to andArea Needed Departmentfrom Dock(blocks)RatioRank 1.Toasters2801280/1 = 2802 2.Air conditioners1602160/2 = 806 3.Microwaves3601360/1 = 3601 4.Stereos3753375/3 = 1255 5.TVs8004800/4 = 2003 6.Radios1501150/1 = 1504 7.Bulk storage1002100/2 = 507

© 2014 Pearson Education, Inc.9 - 36 © 2014 Pearson Education, Inc. layout132-36 h2low DockAisle Storage area A-1 Distribution Systems 3 1 5 5 5 5 Trips to andArea Needed Departmentfrom Dock(blocks)RatioRank 1.Toasters2801280/1 = 2802 2.Air conditioners1602160/2 = 806 3.Microwaves3601360/1 = 3601 4.Stereos3753375/3 = 1255 5.TVs8004800/4 = 2003 6.Radios1501150/1 = 1504 7.Bulk storage1002100/2 = 507

© 2014 Pearson Education, Inc.9 - 37 © 2014 Pearson Education, Inc. layout132-37 h2low DockAisle Storage area A-1 Distribution Systems 3 1 5 5 5 5 6427 4 4 27 Trips to andArea Needed Departmentfrom Dock(blocks)RatioRank 1.Toasters2801280/1 = 2802 2.Air conditioners1602160/2 = 806 3.Microwaves3601360/1 = 3601 4.Stereos3753375/3 = 1255 5.TVs8004800/4 = 2003 6.Radios1501150/1 = 1504 7.Bulk storage1002100/2 = 507

© 2014 Pearson Education, Inc.9 - 38 © 2014 Pearson Education, Inc. ▶ Product remains in one place ▶ Workers and equipment come to site ▶ Complicating factors ▶ Limited space at site ▶ Different materials required at different stages of the project ▶ Volume of materials needed is dynamic

© 2014 Pearson Education, Inc.9 - 39 © 2014 Pearson Education, Inc. ▶ As much of the project as possible is completed off-site in a product-oriented facility ▶ This can significantly improve efficiency but is only possible when multiple similar units need to be created

© 2014 Pearson Education, Inc.9 - 40 © 2014 Pearson Education, Inc. ▶ Like machines and equipment are grouped together ▶ Flexible and capable of handling a wide variety of products or services ▶ Scheduling can be difficult and setup, material handling, and labor costs can be high  Department areas having similar processes located in close proximity ◦ e.g., All x-ray machines in same area  Used with process-focused processes

© 2014 Pearson Education, Inc.9 - 41 © 2014 Pearson Education, Inc. Surgery Radiology ER triage room ER BedsPharmacy Emergency room admissions Billing/exit Laboratories Patient A - broken leg Patient B -erratic heart pacemaker Figure 9.3

© 2014 Pearson Education, Inc.9 - 42 © 2014 Pearson Education, Inc. ▶ Arrange work centers so as to minimize the costs of material handling ▶ Basic cost elements are ▶ Number of loads (or people) moving between centers ▶ Distance loads (or people) move between centers

© 2014 Pearson Education, Inc.9 - 43 © 2014 Pearson Education, Inc. where n =total number of work centers or departments i, j =individual departments X ij =number of loads moved from department i to department j C ij =cost to move a load between department i and department j

© 2014 Pearson Education, Inc.9 - 44 © 2014 Pearson Education, Inc. 1.Construct a “from-to matrix” 2.Determine the space requirements 3.Develop an initial schematic diagram 4.Determine the cost of this layout 5.Try to improve the layout 6.Prepare a detailed plan Arrange six departments in a factory to minimize the material handling costs. Each department is 20 x 20 feet and the building is 60 feet long and 40 feet wide.

© 2014 Pearson Education, Inc.9 - 45 © 2014 Pearson Education, Inc. DepartmentAssemblyPaintingMachineReceivingShippingTesting (1)(2)Shop (3)(4)(5)(6) Assembly (1) Painting (2) Machine Shop (3) Receiving (4) Shipping (5) Testing (6) Number of loads per week 501000020 3050100 200100 500 0 Figure 9.4

© 2014 Pearson Education, Inc.9 - 46 © 2014 Pearson Education, Inc. Area AArea BArea C Area DArea EArea F 60’ 40’ ReceivingShippingTesting DepartmentDepartmentDepartment (4)(5)(6) Figure 9.5 AssemblyPaintingMachine Shop DepartmentDepartmentDepartment (1)(2)(3)

© 2014 Pearson Education, Inc.9 - 47 © 2014 Pearson Education, Inc.  Walters Company assumes that a forklift carries all interdepartmental loads. The cost of moving one load between adjacent departments is estimated to be $1. Moving a load between non-adjacent departments costs $2.

© 2014 Pearson Education, Inc.9 - 48 © 2014 Pearson Education, Inc. Interdepartmental Flow Graph Figure 9.6 100 50 20 50 20 10 100 30 Machine Shop (3) Testing (6) Shipping (5) Receiving (4) Assembly (1) Painting (2)

© 2014 Pearson Education, Inc.9 - 49 © 2014 Pearson Education, Inc. Cost =$50+$200+$40 (1 and 2)(1 and 3)(1 and 6) +$30+$50+$10 (2 and 3)(2 and 4)(2 and 5) +$40+$100+$50 (3 and 4)(3 and 6)(4 and 5) = $570

© 2014 Pearson Education, Inc.9 - 50 © 2014 Pearson Education, Inc. Revised Interdepartmental Flow Graph Figure 9.7 30 50 20 50 10 20 50 100 Machine Shop (3) Testing (6) Shipping (5) Receiving (4) Painting (2) Assembly (1)

© 2014 Pearson Education, Inc.9 - 51 © 2014 Pearson Education, Inc. Cost =$50+$100+$20 (1 and 2)(1 and 3)(1 and 6) +$60+$50+$10 (2 and 3)(2 and 4)(2 and 5) +$40+$100+$50 (3 and 4)(3 and 6)(4 and 5) = $480

© 2014 Pearson Education, Inc.9 - 52 © 2014 Pearson Education, Inc. Area AArea BArea C Area DArea EArea F 60’ 40’ ReceivingShippingTesting DepartmentDepartmentDepartment (4)(5)(6) Figure 9.8 Painting Assembly Machine Shop DepartmentDepartmentDepartment (2)(1)(3)

© 2014 Pearson Education, Inc.9 - 53 © 2014 Pearson Education, Inc. ▶ Graphical approach only works for small problems ▶ Computer programs are available to solve bigger problems ► CRAFT ► ALDEP ► CORELAP ► Factory Flow ► Proplanner

© 2014 Pearson Education, Inc.9 - 55 © 2014 Pearson Education, Inc. ▶ Three dimensional visualization software allows managers to view possible layouts and assess process, material handling, efficiency, and safety issues

© 2014 Pearson Education, Inc.9 - 56 © 2014 Pearson Education, Inc. ▶ Reorganizes people and machines into groups to focus on single products or product groups ▶ Group technology identifies products that have similar characteristics for particular cells ▶ Volume must justify cells ▶ Cells can be reconfigured as designs or volume changes

© 2014 Pearson Education, Inc.9 - 57 © 2014 Pearson Education, Inc. 1. Reduced work-in-process inventory 2. Less floor space required 3. Reduced raw material and finished goods inventories 4. Reduced direct labor cost 5. Heightened sense of employee participation 6. Increased equipment and machinery utilization 7. Reduced investment in machinery and equipment

© 2014 Pearson Education, Inc.9 - 58 © 2014 Pearson Education, Inc. layout132-58 h2low Work Cell Advantages Inventory Floor space Direct labor costs Equipment utilization Employee participation Quality

© 2014 Pearson Education, Inc.9 - 59 © 2014 Pearson Education, Inc. ▶ Identification of families of products ▶ A high level of training, flexibility and empowerment of employees ▶ Being self-contained, with its own equipment and resources ▶ Test (poka-yoke) at each station in the cell

© 2014 Pearson Education, Inc.9 - 60 © 2014 Pearson Education, Inc. Current layout - workers in small closed areas. Improved layout - cross-trained workers can assist each other. May be able to add a third worker as additional output is needed. Figure 9.9 (a) Material

© 2014 Pearson Education, Inc.9 - 61 © 2014 Pearson Education, Inc. Current layout - straight lines make it hard to balance tasks because work may not be divided evenly Improved layout - in U shape, workers have better access. Four cross-trained workers were reduced. Figure 9.9 (b) U-shaped line may reduce employee movement and space requirements while enhancing communication, reducing the number of workers, and facilitating inspection

© 2014 Pearson Education, Inc.9 - 63 © 2014 Pearson Education, Inc. Determine the takt time Takt time = Total work time available Units required Determine the number of operators required Workers required = Total operation time required Takt time

© 2014 Pearson Education, Inc.9 - 64 © 2014 Pearson Education, Inc. 600 Mirrors per day required Mirror production scheduled for 8 hours per day From a work balance chart total operation time = 140 seconds Standard time required Operations AssemblePaintTestLabelPack for shipment 60 50 40 30 20 10 0 Figure 9.10

© 2014 Pearson Education, Inc.9 - 65 © 2014 Pearson Education, Inc. 600 Mirrors per day required Mirror production scheduled for 8 hours per day From a work balance chart total operation time = 140 seconds Takt time= (8 hrs x 60 mins) / 600 units =.8 min = 48 seconds Workers required = Total operation time required Takt time = 140 / 48 = 2.92

© 2014 Pearson Education, Inc.9 - 66 © 2014 Pearson Education, Inc. ▶ Used for evaluating operation times in work cells ▶ Can help identify bottleneck operations ▶ Flexible, cross-trained employees can help address labor bottlenecks ▶ Machine bottlenecks may require other approaches

© 2014 Pearson Education, Inc.9 - 67 © 2014 Pearson Education, Inc.  Focused Work Center ◦ Identify a large family of similar products that have a large and stable demand ◦ Moves production from a general-purpose, process-oriented facility to a large work cell  Focused Factory ◦ A focused work cell in a separate facility ◦ May be focused by product line, layout, quality, new product introduction, flexibility, or other requirements

© 2014 Pearson Education, Inc.9 - 68 © 2014 Pearson Education, Inc. 1.Volume is adequate for high equipment utilization 2.Product demand is stable enough to justify high investment in specialized equipment 3.Product is standardized or approaching a phase of life cycle that justifies investment 4.Supplies of raw materials and components are adequate and of uniform quality Organized around products or families of similar high-volume, low-variety products

© 2014 Pearson Education, Inc.9 - 69 © 2014 Pearson Education, Inc. ► Fabrication line ► Builds components on a series of machines ► Machine-paced ► Require mechanical or engineering changes to balance ► Assembly line ► Puts fabricated parts together at a series of workstations ► Paced by work tasks ► Balanced by moving tasks Both types of lines must be balanced so that the time to perform the work at each station is the same

© 2014 Pearson Education, Inc.9 - 74 © 2014 Pearson Education, Inc. 1.Low variable cost per unit 2.Low material handling costs 3.Reduced work-in-process inventories 4.Easier training and supervision 5.Rapid throughput Advantages 1.High volume is required 2.Work stoppage at any point ties up the whole operation 3.Lack of flexibility in product or production rates Disadvantages

© 2014 Pearson Education, Inc.9 - 75 © 2014 Pearson Education, Inc. layout132-75 h2low Product-Oriented Requirements  Standardized product  High production volume  Stable production quantities  Uniform quality of raw materials & components

© 2014 Pearson Education, Inc.9 - 76 © 2014 Pearson Education, Inc. layout132-76 h2low Product-Oriented Layout - Assumptions  Volume is adequate for high equipment utilization  Product demand is stable enough to justify high investment in specialized equipment  Product is standardized or approaching a phase of its life cycle that justifies investment in specialized equipment  Supplies of raw materials and components are adequate and of uniform quality to ensure they will work with specialized equipment

© 2014 Pearson Education, Inc.9 - 79 © 2014 Pearson Education, Inc. ▶ Objective is to minimize the imbalance between machines or personnel while meeting required output ▶ Starts with the precedence relationships ▶ Determine cycle time ▶ Calculate theoretical minimum number of workstations ▶ Balance the line by assigning specific tasks to workstations

© 2014 Pearson Education, Inc.9 - 80 © 2014 Pearson Education, Inc. layout132-80 h2low Line Balancing is the process of assigning tasks to workstations in such a way that the workstations have approximately equal time requirements. Design Product Layouts: Line Balancing

© 2014 Pearson Education, Inc.9 - 84 © 2014 Pearson Education, Inc. layout132-84 h2low Assembly Line Balancing The General Procedure  Determine cycle time by taking the demand (or production rate) per day and dividing it into the productive time available per day  Calculate the theoretical minimum number of work stations by dividing total task time by cycle time  Perform the line balance and assign specific assembly tasks to each work station

© 2014 Pearson Education, Inc.9 - 85 © 2014 Pearson Education, Inc. layout132-85 h2low Assembly Line Balancing Steps 1.Determine tasks (operations) 2.Determine sequence 3.Draw precedence diagram 4.Estimate task times 5.Calculate cycle time 6.Calculate number of work stations 7.Assign tasks 8.Calculate efficiency

© 2014 Pearson Education, Inc.9 - 86 © 2014 Pearson Education, Inc. layout132-86 h2low Layout Heuristics for Assigning Tasks in Assembly Line Balancing  Longest task time - choose task with longest operation time  Most following tasks - choose task with largest number of following tasks  Ranked positional weight - choose task where the sum of the times for each following task is longest  Shortest task time - choose task with shortest operation time  Least number of following tasks - choose task with fewest subsequent tasks

© 2014 Pearson Education, Inc.9 - 88 © 2014 Pearson Education, Inc. Line Balancing Example 8.3 Green Grass, Inc., a manufacturer of lawn & garden equipment, is designing an assembly line to produce a new fertilizer spreader, the Big Broadcaster. Using the following information, construct a precedence diagram for the Big Broadcaster.

© 2014 Pearson Education, Inc.9 - 89 © 2014 Pearson Education, Inc. layout132-89 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s)

© 2014 Pearson Education, Inc.9 - 90 © 2014 Pearson Education, Inc. layout132-90 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s)

© 2014 Pearson Education, Inc.9 - 91 © 2014 Pearson Education, Inc. layout132-91 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 A

© 2014 Pearson Education, Inc.9 - 92 © 2014 Pearson Education, Inc. layout132-92 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 30 B A

© 2014 Pearson Education, Inc.9 - 93 © 2014 Pearson Education, Inc. layout132-93 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 50 B C A 30

© 2014 Pearson Education, Inc.9 - 94 © 2014 Pearson Education, Inc. layout132-94 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 50 30 40 D B C A

© 2014 Pearson Education, Inc.9 - 95 © 2014 Pearson Education, Inc. layout132-95 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 6 50 E 30 40 D B C A

© 2014 Pearson Education, Inc.9 - 96 © 2014 Pearson Education, Inc. layout132-96 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 6 50 E 30 25 40 D B F C A

© 2014 Pearson Education, Inc.9 - 97 © 2014 Pearson Education, Inc. layout132-97 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 6 50 15 E 30 25 40 D B F C A G

© 2014 Pearson Education, Inc.9 - 98 © 2014 Pearson Education, Inc. layout132-98 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 6 20 50 15 E 30 25 40 H D B F C A G

© 2014 Pearson Education, Inc.9 - 99 © 2014 Pearson Education, Inc. layout132-99 h2low Line Balancing Big Broadcaster ABolt leg frame to hopper40None BInsert impeller shaft30A CAttach axle50A DAttach agitator40B EAttach drive wheel6B FAttach free wheel25C GMount lower post15C HAttach controls20D, E IMount nameplate18F, G Total244 WorkTimeImmediate ElementDescription(sec)Predecessor(s) 40 6 20 50 15 18 E 30 25 40 H I D B F C A G

© 2014 Pearson Education, Inc.9 - 101 © 2014 Pearson Education, Inc. layout132-101 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G Desired output rate = 2400/week Plant operates 40 hours/week

© 2014 Pearson Education, Inc.9 - 102 © 2014 Pearson Education, Inc. layout132-102 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G Desired output rate = 2400/week Plant operates 40 hours/week r = 2400/40 = 60 units/hour

© 2014 Pearson Education, Inc.9 - 103 © 2014 Pearson Education, Inc. layout132-103 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G Desired output rate = 2400/week Plant operates 40 hours/week r = 2400/40 = 60 units/hour c = 1/60 = 1 minute/unit = 60 seconds/unit

© 2014 Pearson Education, Inc.9 - 104 © 2014 Pearson Education, Inc. layout132-104 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G Desired output rate = 2400/week Plant operates 40 hours/week c = 60 seconds/unit TM = 244 seconds/60 seconds = 4.067 or 5 stations

© 2014 Pearson Education, Inc.9 - 105 © 2014 Pearson Education, Inc. layout132-105 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G Desired output rate = 2400/week Plant operates 40 hours/week TM = 244 seconds/60 seconds = 4.067 or 5 stations Efficiency = [244\5(60)]100 = 81.3% c = 60 seconds/unit

© 2014 Pearson Education, Inc.9 - 106 © 2014 Pearson Education, Inc. layout132-106 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% CummIdle StationCandidateChoiceTimeTime S1AA4020

© 2014 Pearson Education, Inc.9 - 107 © 2014 Pearson Education, Inc. layout132-107 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% CummIdle StationCandidateChoiceTimeTime S1AA4020

© 2014 Pearson Education, Inc.9 - 108 © 2014 Pearson Education, Inc. layout132-108 h2low Line Balancing Big Broadcaster c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% 40 6 20 50 15 18 E 30 25 40 H I D B F C A G S1 CummIdle StationCandidateChoiceTimeTime S1AA4020 S2B,CC5010

© 2014 Pearson Education, Inc.9 - 109 © 2014 Pearson Education, Inc. layout132-109 h2low Line Balancing Big Broadcaster c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% 40 6 20 50 15 18 E 30 25 40 H I D B F C A G S1 S2 CummIdle StationCandidateChoiceTimeTime S1AA4020 S2B,CC5010 S3B,F,GB3030

© 2014 Pearson Education, Inc.9 - 110 © 2014 Pearson Education, Inc. layout132-110 h2low Line Balancing Big Broadcaster c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% 40 6 20 50 18 E 30 25 40 H I D B F C A G S1 S2 CummIdle StationCandidateChoiceTimeTime S1AA4020 S2B,CC5010 S3B,F,GB3030 E,F,GF555

© 2014 Pearson Education, Inc.9 - 111 © 2014 Pearson Education, Inc. layout132-111 h2low 6 20 18 E H I 40 50 15 30 25 40 D B F C A G S1 S2 Line Balancing Big Broadcaster c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% CummIdle StationCandidateChoiceTimeTime S1AA4020 S2B,CC5010 S3B,F,GB3030 E,F,GF555

© 2014 Pearson Education, Inc.9 - 112 © 2014 Pearson Education, Inc. layout132-112 h2low StationCandidateChoiceCumulative time (sec) Idle time (sec) S1AA4020 S2B, CC5010 S3B, F, G E, F, G BFBF 30 55 30 5 S4D, E, G E, G DGDG 40 55 20 5 S5E, I E H IEHIEH 18 24 44 42 36 16

© 2014 Pearson Education, Inc.9 - 113 © 2014 Pearson Education, Inc. layout132-113 h2low Line Balancing Big Broadcaster 40 6 20 50 15 18 E 30 25 40 H I D B F C A G c = 60 seconds/unit TM = 5 stations Efficiency = 81.3% S1 S2 S3 S5 S4

© 2014 Pearson Education, Inc.9 - 114 © 2014 Pearson Education, Inc. layout132-114 h2low Questions 2 A company is setting up line to produce 192 units per eight-hour shift. The following table identifies the work elements, times and immediate predecessors. Work element Time (sec)Immediate predecessors A40None B80A C30D,E,F D25B E20B F15B G120A H145G I130H J115C,I Total720

© 2014 Pearson Education, Inc.9 - 115 © 2014 Pearson Education, Inc. layout132-115 h2low Question 3 Figure below shows the layout of a warehouse. Each of seven departments (A-G) requires a block except C, which needs two spaces. The daily trips to and from the dock are 390 for A, 180 for B, 220 for C, 250 for D, 160 for E, 120 for F and 220 for G. Shows the arrangement in the warehouse DockAisle

© 2014 Pearson Education, Inc.9 - 116 © 2014 Pearson Education, Inc. TABLE 9.2 Precedence Data for Wing Component TASK ASSEMBLY TIME (MINUTES) TASK MUST FOLLOW TASK LISTED BELOW A10– B11A C5B D4B E A F3C, D G7F H11E I3G, H Total time65 This means that tasks B and E cannot be done until task A has been completed

© 2014 Pearson Education, Inc.9 - 117 © 2014 Pearson Education, Inc. TABLE 9.2 Precedence Data for Wing Component TASK ASSEMBLY TIME (MINUTES) TASK MUST FOLLOW TASK LISTED BELOW A1010 – B1 A C5B D4B E1 A F3C, D G7F H1 E I3G, H Total time6565 I G F C D H B E A 10 11 5 4 3 7 3 Figure 9.12 480available mins per day 40units required Cycle time = Production time available per day Units required per day = 480 / 40 = 12 minutes per unit Minimum number of workstations = 65 / 12 =5.42, or 6 stations

© 2014 Pearson Education, Inc.9 - 118 © 2014 Pearson Education, Inc. Station 1 Station 2 Station 3 Station 4 Station 3 Station 5 Station 6 I GF H C D B E A 1011 5 4 37 3 Figure 9.13 480available mins per day 40units required Cycle time = 12 mins Minimum workstations = 5.42 or 6

© 2014 Pearson Education, Inc.9 - 119 © 2014 Pearson Education, Inc. TABLE 9.2 Precedence Data for Wing Component TASK ASSEMBLY TIME (MINUTES) TASK MUST FOLLOW TASK LISTED BELOW A1010 – B1 A C5B D4B E1 A F3C, D G7F H1 E I3G, H Total time6565 I G F C D H B E A 10 11 5 4 3 7 3 Figure 9.12 480available mins per day 40units required Cycle time = 12 mins Minimum workstations = 5.42 or 6 Efficiency = ∑ Task times (Actual number of workstations) x (Largest cycle time) = 65 minutes / ((6 stations) x (12 minutes)) = 90.3%

© 2014 Pearson Education, Inc.9 - 1 © 2014 Pearson Education, Inc. Layout Strategies PowerPoint presentation to accompany Heizer and Render Operations.

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© 2014 Pearson Education, Inc.9 - 1 © 2014 Pearson Education, Inc. Layout Strategies PowerPoint presentation to accompany Heizer and Render Operations.

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