...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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... 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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...OPRE 6302: Process Analysis Session 4 Previous Class Performance measures focusing on labor (labor utilization, 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...
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...standards, surpass patients’ expectations and are provided in a caring, convenient, economical, and accessible manner. Objective Sunbeam Healthcare is aiming to improve efficiency and customer satisfaction in the Call Center department through teamwork and a widespread collaboration of everyone involved. The organization has to think about teamwork when it comes to customer service. The customer does not categorize individuals in the organization based on their business unit, department or position. They see them as one entity. Due to the budget constraints, the hiring of additional staff is not possible. Sunbeam Healthcare must find other ways to enhance and develop department productivity and customer service. Goals Sunbeam Healthcare has a firm commitment to excellence and passion for caring. As part of a department of Sunbeam Healthcare, the call center is aimed at providing a continual stream of exceptional customer service, while maintaining an efficient, effective, and well-organized unit. Incorporating teamwork is essential in accomplishing and maintaining...
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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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...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 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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...proficiency in business English related to job interviews and job applications. Students are expected to make 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...
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...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 3. Problem solving 4. Negotiating 5. Planning 6. Resource management...
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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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...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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...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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...Unit 4 Homework Solutions Chapter 16 Writing a Textbook Case 1. Add any additional activities that you think are necessary to the project. No correct answer. 2. Draw the network diagram for this project. First, let us create a table of the information: Task # | Description | Follows: | Time (wks) | 1 | Write prospectus | - | 4 | 2 | Discuss with publisher | 1 | 1 | 3 | Conduct focus groups | 1 | 1 | 4 | Select publisher | 2 | 2 | 5 | Update prospectus | 3,4 | 4 | 6 | Negotiate with publisher | 5 | 3 | 7 | Write Chaps 1 – 8 | 6 | 4 wks per chapter | 8 | Write Chaps 9 – 16 | 6 | 4 wks per chapter | 9 | Review chapters | As chapters are avail | 4 wks per chapter | 10 | Revise 1 - 8 | As reviews avail | 2 wks per chapter | 11 | Revise 9 – 16 | As reviews avail | 2 wks per chapter | 12 | Photo list | As chapters avail | 24 weeks | 13 | Select other writers | 6 | 4 | 14 | Define CD | 6 | 2 | 15 | Write IM | As soon as ½ revise | 12 | 16 | Write TB | As soon as ½ revise | 12 | 17 | Write Soln Manual | As soon as ½ revise | 12 | 18 | Write PowerPoint | As soon as ½ revise | 12 | 19 | Design cover | 6 | 8 | 20 | Design Mktg | 6 | 6 | 21 | Produce galley proofs | 10, 11 | 6 | 22 | Proofread galley proofs | 21 | 4 | 23 | Produce CD | 15, 17, 18 | 4 | 24 | Print texts | 20, 21 | 16 | 3. Determine how long it should take to complete the project. The network on the next page shows the order of operations. However, it...
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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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...BTEC NATIONAL CERTIFICATE IN HEALTH AND SOCIAL CARE UNIT 4 DEVELOPMENT THROUGH THE LIFE STAGES Unit abstract Knowledge of human growth and development through the life stages is important for learners who are considering careers in the health or social care sectors because it will assist understanding of the needs of individuals at different stages of life, including their potential care needs. It will also help you understand the influence of unexpected events on patients/service users and their families. This unit enables you to gain understanding of different life stages and how people grow and develop. It requires you to reflect on the importance of a variety of factors and major life events on the development of individuals, and to consider the nature-nurture debate. The unit also allows you to gain an insight into the ageing process and to understand both positive and negative perspectives on ageing. Learning Outcomes On completion of this unit you should: 1. Understand human growth and development through the life stages 2. Understand how life factors and events may influence the development of the individual 3. Understand physical changes and psychological perspectives in relation to ageing HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 describe physical, intellectual, emotional and social development through the life stages P2 describe the...
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