...line with 17 tasks is to be balanced. The longest task is 2.4 minutes, and the total time for all tasks is 18 minutes. The line will operate for 450 minutes per day. 1. What are the minimum and maximum cycle times? Minimum is 2.4 minutes, maximum is 18 minutes. 2. What range of output is theoretically possible for the line? 25 units to 187.5 units. 3. What is the minimum number of workstations needed if the maximum output rate is to be sought? Eight. 4. What cycle time will provide an output rate of 125 units per day? 3.6 minutes. 5. What output potential will result if the cycle time is (1) 9 minutes? (2) 15 minutes? (1) 50 units. (2) 30 units. * A manager wants to assign tasks to workstations as efficiently as possible, and achieve an hourly output of 33⅓ units. Assume the shop works a 60-minute hour. Assign the tasks shown in the accompanying precedence diagram (times are in minutes) to workstations using the following rules: 1. In order of most following tasks. Tiebreaker: greatest positional weight. 2. In order of greatest positional weight. 3. What is the efficiency? * A manager wants to assign tasks to workstations as efficiently as possible, and achieve an hourly output of 4 units. The department uses a working time of 56 minutes per hour. Assign the tasks shown in the accompanying precedence diagram (times are in minutes) to workstations using the following rules: 1. In order of most following tasks. Tiebreaker:...
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...cost of direct labor) Push P h vs pull processes ll 2 1 Today’s lecture: goals Theory: What is the impact of setups and batching on process capacity? How can we determine what the best batch size is? Analysis of a real life process: Benihana Case study: 3 Quiz question 1 A. B. B C. D. Turn your clicker to channel 25 Switching from a push to a pull system will generally Increase the process capacity Increase the flow rate of the process Decrease the average flow time of the flow units Increase the utilization of some of the resources 4 2 Batch process A batch process is a process which produces multiple types of flow units in successive groups, or batches This applies mostly to manufacturing make to stock processes manufacturing, make-to-stock The equipment is usually highly flexible but often requires setups when switching production from type of flow unit to another E.g. Shirts of different sizes and/or colors A (production) batch is a set of production units that are (p ) p processed before the resource needs to go through another setup 5 Definitions Definition 1: Setups are down times, i.e. times during which no flow units can be worked on by the resource because the machine is being set up Definition 2 (more general) : Setups are activities for which the duration is independent of the number of flow units 6 3 Back to Kristen’s Cookies Co. Were there...
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...Compensation Managing Diversity in Workplace Analysis Learning Curves Copyright 2006 John Wiley & Sons, Inc. 8-2 1 Human Resources and Operations Management Natural and technology resources depend on the industry Human resources all companies have human resources Skilled human resources Make the difference between successfully competing or failing Shift toward service sector Advances in information technology Manufacturing work is more technically sophisticated Copyright 2006 John Wiley & Sons, Inc. 8-3 Human Resources and Total Quality Management Quality Management changed the view about employees from replaceable to valuable resource More than half of Deming’s Deming’ 14 points for quality improvement relate to employees Malcolm Baldrige National Quality Award winners have a pervasive human resource focus Copyright 2006 John Wiley & Sons, Inc. Employee training and education are recognized as necessary long-term investments Employees have power to make decisions that will improve quality and customer service Strategic goals for quality and customer satisfaction require teamwork and group participation 8-4 2 Changing Nature of Human Resources Management Scientific management breaking down jobs into elemental activities and simplifying job design Jobs comprise a set of tasks, elements, and job motions (basic physical movements) In a piece-rate wage system, pay is...
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...BTEC National Certificate in Business Management Unit 18 – Managing a Business Event Assignment 1 (P1 & M1): - Role of an event organiser / Organisational and legal requirements You are part of the ASFC student council. The council wants to organise an event for the students and you have been asked to research how events are run by other organisations. You must present your findings in a report format, which needs to be addressed to the Principle. You should structure your report as outlined below in tasks 1 and 2. This assignment assesses: P1 Describe the role and skills required of an event organiser. M1 Assess the importance of meeting organisational and legal requirements when planning a business event Signed (IV) ___________________________________________ Print name ___________________________________________ |P1 | | | |Based on the visit to JD Williams in Manchester and the presentation by their Event Organiser, you need to describe the| | |role of an Event Organiser. | | | | | |Task 1 - In your report include the following: ...
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...Assessment Date | W/C 9 May 2016 | Duration (approx) | 1 Week | | Qualification | BTEC Level 3 Subsidiary Diploma | Units covered | Unit 18: Managing a Business Event | Learning aims covered | 1 Understand the role of an event organiser2 Be able to plan a business event. | | Scenario | ScenarioYou are working in the Conference centre at Bournville College and have been asked to organise an event. You are expected to plan, organise and co-ordinate the event. This will include arranging meetings, marketing and the launch of the event.You will need to plan the activities for the event, produce a programme and launch the event. You will need to produce publicity material for the event. You will need to agree aims, objectives and outcomes of the event, and sources of finance to fund the activities. You will need to plan a budget and present it to your tutor but you may need additional sources of finance. | | Task 1 | Task 1: Produce a PowerPoint presentation (part a), and then write an essay explaining the role of an event organiser (part b). Remember not to overcrowd the slides and add information to the notes. You may use images to strengthen your evidence. You may use templates and transitions but keep them consistent. a. Describe the skills required of an event organiser. Please include the following and say why an event organiser would need each skill for their job role with relevant examples 1. Communication and interpersonal skills 2. Time management...
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...Army Regulation 350–1 Training Army Training and Leader Development Rapid Action Revision (RAR) Issue Date: 4 August 2011 Headquarters Department of the Army Washington, DC 18 December 2009 UNCLASSIFIED SUMMARY of CHANGE AR 350–1 Army Training and Leader Development This rapid action revision, 4 September 2011-o Implements the Don’t Ask, Don’t Tell Repeal Act of 2010 by deleting all references to developing and conducting training concerning the Army’s Homosexual Conduct Policy (paras 2-21p and 2-22k.) o Rescinds paragraphs 2-6r, 2-46ac, and G-14e.) o Makes administrative changes (app A: marked obsolete forms and publications; corrected forms and publication titles; and corrected Web site addresses; glossary: deleted unused acronyms and corrected titles/abbreviations as prescribed by Army Records Management and Declassification Agency). *Army Regulation 350–1 Headquarters Department of the Army Washington, DC 18 December 2009 Effective 18 January 2010 Training Army Training and Leader Development History. This publication is a rapid action revision (RAR). This RAR is effective 20 September 2011. The portions affected by this RAR are listed in the summary of change. Summary. This regulation consolidates policy and guidance for Army training and leader development and supports a full-spectrum, force protection, expeditionary Army. Applicability. This regulation applies to the active Army, the Army National ...
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...Unit Outline* | TRLO8506| Supply Chain Management| | | D4B-OFFShanghai| | Dr Min Qiu| Business School www.business.uwa.edu.au * This Unit Outline should be read in conjunction with the Business School Unit Outline Supplement available on the Current Students web site http://www.business.uwa.edu.au/students TRLO8506/Shanghai/MQ/15.04.11. | | All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968 (Cth).Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the work, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to the course material itself.| © The University of Western Australia 2011| UNIT DESCRIPTION Introduction Welcome to the study of supply chain management. The unit and the instructional material have been developed to cover a wide range of issues in supply chain management, which lays a foundation to study specific topics or techniques of logistics and supply chain in depth. The objective of the unit is to enable students to achieve an understanding of the terms, concepts,...
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...Unit Guide MGW2230 Organisational behaviour Semester 1, 2016 Handbook link: http://www.monash.edu.au/pubs/2016handbooks/units/index-byfaculty-bus.html The information contained in this unit guide is correct at time of publication. The University has the right to change any of the elements contained in this document at any time. Last updated: 19 Feb 2016 Table of contents 1 Table of contents Unit handbook information 4 Synopsis 4 Mode of delivery 4 Workload requirements 4 Unit relationships 4 Prerequisites 4 Prohibitions 4 Co-requisites 4 Chief Examiner 4 Unit Coordinator(s) 5 Tutor(s) 5 Academic overview 5 Learning outcomes 5 Teaching approach 5 Unit schedule Assessment summary 7 8 Second marking 8 Return of final marks 8 Exam viewing 8 Assessment criteria 9 Assessment requirements 9 Hurdle requirements 9 Participation 9 Assessment tasks 9 Examination(s) 13 Extension and penalties 13 Returning assignments 14 Resubmission of assignments 14 Referencing requirements 14 Assignment submission 14 Feedback 15 Learning resources 16 Required resources 16 Technological requirements 16 Q Manual 17 2 Recommended resources Other information 17 17 Policies 17 Graduate Attributes Policy 18 Student Charter 18 Student Services ...
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...presentations based on reports from various printed sources. Students are also expected to participate in discussions on business- related topics. Course Objectives This course aims to 1. improve the student’s speaking abilities through business-related tasks such as self-introduction, greeting visitors, leaving messages, making and rescheduling appointments, conduct meetings, negotiating, socializing and presenting information. 2. improve the student’s listening comprehension on business-related topics both in-class and outside classes. Teaching Methods and Materials Students are expected to actively participate in classroom activities and discussion on relevant business topics. Activities such as individual, pair (role-play), and group work (simulation) are usually conducted in class. The instruction and class activities throughout the semester are based on the course textbook entitled Business Result by John Hughes and Jon Naunton (2007), Oxford University Press. Ten units are covered during this course: five units before the midterm and another five before the final. In addition to participating in class activities, students are encouraged to (1) practice their listening after class and (2) review their lessons using the interactive workbook CD accompanying the textbook. Course Evaluation 1. Coursework 1.1 Attendance and Participation 10 points 1.2 Assignments 30 points 2. Midterm Examination 2.1 Listening 15 points 40 points Students are to be assessed through their in-class...
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...| |Task |Set-up |Lot Size |Mach |Workers |Cycle |CT Sec. |Capacity |Capacity U. |Dir Lab. |Mach. | | | | |time |time |units |number |number |time in min |time in sec |units |% |time/unit |time/unit |hours | |Step 1 |Cut |72 | |1 |2 |2 |0.6 |36 |800 |75% |72 |72 |0.020 | |Step 2 |E-strip |66 |18 |1 |2 |2 |0.7 |42 |685.71 |88% |84 |84 |0.023 | |Step 3 |I-strip |60 |18 |1 |2 |2 |0.65 |39 |738.46 |81% |78 |78 |0.022 | |Step 4 |Sleeve |84 | |1 |2 |4 |0.70 |42 |685.71 |88% |168 |84 |0.047 | |Step 5 |Term Ap |72 | |1 |2 |2 |0.60 |36 |800 |75% |72 |72 |0.020 | |Step 6 |Oven |900 |240 |16 |2 |4 |0.59 |36 |808.42 |74% |142.5 |71.25 |0.040 | |Step 7 |TPA |108 | |1 |3 |3 |0.60 |36 |800 |75% |108 |108 |0.030 | |Step 8 |S-tape |72 | |1 |2 |2 |0.60 |36 |800 |75% |72 |72 |0.020 | |Step 9 |Grommet |78 | |1 |2 |2 |0.65 |39 |738.46 |81% |78 |78 |0.022 | |Step 10 |Wire asm. |75 | |1 |2 |2 |0.63 |37.5 |768 |78% |75 |75 |0.021 | |Step 11 |Inspec. |192 | |1 | |6 |0.53 |32 |900 |67% |192 |192 |0.053 | |Step 12 |Add clips |120 | |1 |3 |3 |0.67 |40 |720 |83% |120 |120 |0.033 | |Step 13 |E-test |150 | |1 |4 |4 |0.63 |37.5 |768 |78% |150 |150 |0.042 | |Step 14 |Inspec. |156 | |1 | |3 |0.87 |52 |553.85 |108% |156 |156 |0.043 | |Step 15 |Bar-scan |105 | |1 |3 |3 |0.58 |35 |822.86 |73% |105 |105 |0.029 | |T-Put | | | | | | | | |553.85 |108% |1673 |1517.25 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ...
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...Management control systems Solutions to Chapter 16 questions (a) See Chapter 16 for the answer to this question. In particular, your answer should stress: (i) The need for a system of responsibility accounting based on a clear definition of a manager’s authority and responsibility. (ii) The production of performance reports at frequent intervals comparing actual and budget costs for individual expense items. Variances should be analysed according to whether they are controllable or non-controllable by the manager. (iii) The managers should participate in the setting of budgets and standards. (iv) The system should ensure that variances are investigated, causes found and remedial action is taken. (v) An effective cost control system must not be used as a punitive device, but should be seen as a system that helps managers to control their costs more effectively. (b) Possible problems include: (i) Difficulties in setting standards for non-repetitive work. (ii) Non-acceptance by budgetees if they view the system as a punitive device to judge their performance. (iii) Isolating variances where interdependencies exist. (a) See ‘Planning’, ‘Motivation’ and ‘Performance evaluation’ in the section on the multiple functions of budgets in Chapter 15 for the answer to this question. The answer should emphasize that the role of motivation is to encourage goal congruence between the company and the employees. (b) See ‘Conflicting roles of budgets’ in Chapter 15 for an explanation of how...
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...Faculty of Business and Economics Unit Guide E2 Evening; Offered in Session 2, North Ryde 2012 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Graduate Capabilities 4 5 Capable of Professional and Personal Judgement and Initiative Engaged and Ethical Local and Global citizens Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Assessment Tasks 5 5 6 6 8 Case Study and Presentation Media Report Analysis Final Examination 8 9 10 Unit Schedule Delivery and Resources 12 14 Classes Prizes Required and Recommended Texts and/or Materials Teachnology Used and Required Learning and Teaching Activities Policies and Procedures 14 14 14 15 15 17 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support Student Enquiry Service Equity Support IT Help Research and Practice 17 17 17 17 18 18 18 18 19 Page 2 of 19 General Information Convenor and teaching staff Unit Convenor: Meena Chavan Email: meena.chavan@mq.edu.au Other Staff: Choon-Hwa Lim Email: choon-hwa.lim@mq.edu.au Credit Points 3 Prerequisites 42cp Corequisites N/A Co-badged status N/A Unit Description This unit examines the challenges to managing...
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...Enterprise Linux skills. Focused on administration tasks that will be encountered in the workplace, this course will actively engage students in task-focused activities, labbased knowledge checks, and facilitative discussions to ensure maximum skill transfer and retention. In addition, GUI-based tools will be featured to build on the students' existing technical knowledge, while key command line concepts will be introduced to provide a foundation for students planning to become fulltime Linux system administrators. By the end of the five-day course, students will be able to perform installation, establish network connectivity, manage physical storage, and perform basic security administration. LINUX-6 Course Outline Unit 1: Get Started with the GNOME Graphical Desktop Objective: Get started with GNOME and edit text files with gedit Unit 2: Manage Files Graphically with Nautilus Objective: Manage files graphically and access remote systems with Nautilus Unit 3: Get Help in a Graphical Environment Objective: Access documentation, both locally and online Unit 4: Configure Local Services Objective: Configure the date and time and configure a printer Unit 5: Manage Physical Storage I Objective: Understand basic disk concepts and manage system disks Unit 6: Manage Logical Volumes Objective: Understand logical volume concepts and manage logical volumes Unit 7: Monitor System Resources Objective: Manage CPU, memory, and disk utilization Unit 8: Manage System Software Objective: Manage...
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...Assignment front sheet Qualification Unit number and title Pearson BTEC Level 5 HND Diploma Business Unit 1: Business Environment Learner name Assessor name Nour Hawarneh Date issued Completion date Submitted on Nov 08, 2015 Jan 18, 2016 Assignment title Your company’s environment LO2 LO3 Assessment Criteria In this assessment you will have the opportunity to present evidence that shows you are able to: 1.1 organisational purposes of businesses Identify the purposes of different types of organisation 1 1.2 Describe the extent to which an organisation meets the objectives of different stakeholders 1 1.3 LO1 Learning outcome Understand the Learning Outcom e Explain the responsibilities of an organisation and strategies employed to meet them 2.1 Explain how economic systems attempt to allocate resources effectively 2 2.2 Assess the impact of fiscal and monetary policy on business organisations and their activities Evaluate the impact of competition policy and other regulatory mechanisms on the activities of a selected organisation 2 Understand the nature of the national environment in which businesses operate Understand the behaviour for oganisations in their market environment 2.3 3.1 LO4 2 Illustrate the way in which market forces shape organisational responses using a range of examples Judge how the business and cultural environments shape the behaviour of a selected organisation 3.3 Be able to assess the significance of the global factors...
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...Assessor | | Date issued | WC 18/1/16 | Hand in deadline | WC 8/02/16 | Duration (approx.) | 7 | | Qualification covered | Btec L3 Extended Diploma in Health and Social Care | Units covered | 6 Personal and Professional Development. | Learning aims covered | 4 Know service provision in the health or social care sectors. | | Scenario | As a member of the student council at college you have been asked to promote awareness of local provision and career opportunities in the area as part of the “Health Services and Occupations” open day. You have been assigned two specific displays. | | Task 5 | Placement Research/ Display boards: The first display board will relate to promoting awareness of a specific health or social care provision (placement). Posters and information sheets must be used and include detailed descriptions of the service provider, funding, services offered, its place in national provision and sector eg: Statutory. You may use illustration, pictures and diagrams to enhance your display.The second board will provide three examples of health or social care workers with detailed descriptions of their role, responsibilities and career pathways. Photographs will be taken to be used in promotional leaflets. (this activity will also provide evidence for unit 20/ cross reference fund raiser) | Evidence you must produce for this task | * Posters, information sheets. Photograph. | Criteria covered by this task: | To achieve the criteria you...
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