IE 3108 Module 1 Part 1 PDF

Chapter 1 Introduction to Quantitative Analysis To accompany Quantitative Analysis for Management, Eleventh Edition, Global Edition by Render, Stair, and Hanna Power Point slides created by Brian Peterson ...

Chapter 1 Introduction to Quantitative Analysis To accompany Quantitative Analysis for Management, Eleventh Edition, Global Edition by Render, Stair, and Hanna Power Point slides created by Brian Peterson  Learning Objectives After completing this chapter, students will be able to: 1. Describe the quantitative analysis approach 2. Understand the application of quantitative analysis in a real situation 3. Describe the use of modeling in quantitative analysis 4. Use computers and spreadsheet models to perform quantitative analysis 5. Discuss possible problems in using quantitative analysis 6. Perform a break-even analysis Copyright © 2012 Pearson Education 1-2  Chapter Outline 1.1 Introduction 1.2 What Is Quantitative Analysis? 1.3 The Quantitative Analysis Approach 1.4 How to Develop a Quantitative Analysis Model 1.5 The Role of Computers and Spreadsheet Models in the Quantitative Analysis Approach 1.6 Possible Problems in the Quantitative Analysis Approach 1.7 Implementation — Not Just the Final Step Copyright © 2012 Pearson Education 1-3  Introduction ◼ Mathematical tools have been used for thousands of years. ◼ Quantitative analysis can be applied to a wide variety of problems. ◼ It’s not enough to just know the mathematics of a technique. ◼ One must understand the specific applicability of the technique, its limitations, and its assumptions. Copyright © 2012 Pearson Education 1-4  Examples of Quantitative Analyses ◼ In the mid 1990s, Taco Bell saved over $150 million using forecasting and scheduling quantitative analysis models. ◼ NBC television increased revenues by over $200 million between 1996 and 2000 by using quantitative analysis to develop better sales plans. ◼ Continental Airlines saved over $40 million in 2001 using quantitative analysis models to quickly recover from weather delays and other disruptions. Copyright © 2012 Pearson Education 1-5  What is Quantitative Analysis? Quantitative analysis is a scientific approach to managerial decision making in which raw data are processed and manipulated to produce meaningful information. Quantitative Meaningful Raw Data Analysis Information Copyright © 2012 Pearson Education 1-6  What is Quantitative Analysis? ◼ Quantitative factors are data that can be accurately calculated. Examples include: ◼ Different investment alternatives ◼ Interest rates ◼ Inventory levels ◼ Demand ◼ Labor cost ◼ Qualitative factors are more difficult to quantify but affect the decision process. Examples include: ◼ The weather ◼ State and federal legislation ◼ Technological breakthroughs. Copyright © 2012 Pearson Education 1-7  The Quantitative Analysis Approach Defining the Problem Developing a Model Acquiring Input Data Developing a Solution Testing the Solution Analyzing the Results Implementing the Results Copyright © 2012 Pearson Education 1-8 Figure 1.1  Defining the Problem Develop a clear and concise statement that gives direction and meaning to subsequent steps. ◼ This may be the most important and difficult step. ◼ It is essential to go beyond symptoms and identify true causes. ◼ It may be necessary to concentrate on only a few of the problems – selecting the right problems is very important ◼ Specific and measurable objectives may have to be developed. Copyright © 2012 Pearson Education 1-9  Developing a Model Quantitative analysis models are realistic, solvable, and understandable mathematical representations of a situation. $ Sales $ Advertising There are different types of models: Scale Schematic models models Copyright © 2012 Pearson Education 1-10  Developing a Model Models generally contain variables (controllable and uncontrollable) and parameters. ◼ Controllable variables are the decision variables and are generally unknown. ◼ How many items should be ordered for inventory? ◼ Parameters are known quantities that are a part of the model. ◼ What is the holding cost of the inventory? Copyright © 2012 Pearson Education 1-11  Acquiring Input Data Input data must be accurate – GIGO rule: Garbage In Process Garbage Out Data may come from a variety of sources such as company reports, company documents, interviews, on-site direct measurement, or statistical sampling. Copyright © 2012 Pearson Education 1-12  Developing a Solution The best (optimal) solution to a problem is found by manipulating the model variables until a solution is found that is practical and can be implemented. Common techniques are ◼ Solving equations. ◼ Trial and error – trying various approaches and picking the best result. ◼ Complete enumeration – trying all possible values. ◼ Using an algorithm – a series of repeating steps to reach a solution. Copyright © 2012 Pearson Education 1-13  Testing the Solution Both input data and the model should be tested for accuracy before analysis and implementation. ◼ New data can be collected to test the model. ◼ Results should be logical, consistent, and represent the real situation. Copyright © 2012 Pearson Education 1-14  Analyzing the Results Determine the implications of the solution: ◼ Implementing results often requires change in an organization. ◼ The impact of actions or changes needs to be studied and understood before implementation. Sensitivity analysis determines how much the results will change if the model or input data changes. ◼ Sensitive models should be very thoroughly tested. Copyright © 2012 Pearson Education 1-15  Implementing the Results Implementation incorporates the solution into the company. ◼ Implementation can be very difficult. ◼ People may be resistant to changes. ◼ Many quantitative analysis efforts have failed because a good, workable solution was not properly implemented. Changes occur over time, so even successful implementations must be monitored to determine if modifications are necessary. Copyright © 2012 Pearson Education 1-16  Modeling in the Real World Quantitative analysis models are used extensively by real organizations to solve real problems. ◼ In the real world, quantitative analysis models can be complex, expensive, and difficult to sell. ◼ Following the steps in the process is an important component of success. Copyright © 2012 Pearson Education 1-17  How To Develop a Quantitative Analysis Model A mathematical model of profit: Profit = Revenue – Expenses Copyright © 2012 Pearson Education 1-18  How To Develop a Quantitative Analysis Model Expenses can be represented as the sum of fixed and variable costs. Variable costs are the product of unit costs times the number of units. Profit = Revenue – (Fixed cost + Variable cost) Profit = (Selling price per unit)(number of units sold) – [Fixed cost + (Variable costs per unit)(Number of units sold)] Profit = sX – [f + vX] Profit = sX – f – vX where s = selling price per unit v = variable cost per unit f = fixed cost X = number of units sold Copyright © 2012 Pearson Education 1-19  How To Develop a Quantitative Analysis Model Expenses can be represented as the sum of fixed and variable costs and variable costs are the The parameters product of this modelof unit costs times the number are f, v,ofand units s as these are the inputscost Profit = Revenue – (Fixed inherent in the cost) + Variable model Profit = (Selling priceThe perdecision variable unit)(number of of units sold) – [Fixedinterest cost +is(Variable X costs per unit)(Number of units sold)] Profit = sX – [f + vX] Profit = sX – f – vX where s = selling price per unit v = variable cost per unit f = fixed cost X = number of units sold Copyright © 2012 Pearson Education 1-20  Pritchett’s Precious Time Pieces The company buys, sells, and repairs old clocks. Rebuilt springs sell for $10 per unit. Fixed cost of equipment to build springs is $1,000. Variable cost for spring material is $5 per unit. s = 10 f = 1,000 v=5 Number of spring sets sold = X Profits = sX – f – vX If sales = 0, profits = -f = –$1,000. If sales = 1,000, profits = [(10)(1,000) – 1,000 – (5)(1,000)] = $4,000 Copyright © 2012 Pearson Education 1-21  Pritchett’s Precious Time Pieces Companies are often interested in the break-even point (BEP). The BEP is the number of units sold that will result in $0 profit. 0 = sX – f – vX, or 0 = (s – v)X – f Solving for X, we have f = (s – v)X f X= s–v Fixed cost BEP = (Selling price per unit) – (Variable cost per unit) Copyright © 2012 Pearson Education 1-22  Pritchett’s Precious Time Pieces Companies are often interested in their break-even point (BEP). The BEP is the number of units sold BEP for Pritchett’s Precious Time Pieces that will result in $0 profit. 0 BEP – vX, or – 0$5) = sX –= f$1,000/($10 = –200 = (s v)Xunits –f Salesfor Solving of less X, wethan have 200 units of rebuilt springs will result in a loss. f = (s – v)X Sales of over 200 unitsfof rebuilt springs will result in a profit. X = s–v Fixed cost BEP = (Selling price per unit) – (Variable cost per unit) Copyright © 2012 Pearson Education 1-23  Advantages of Mathematical Modeling 1. Models can accurately represent reality. 2. Models can help a decision maker formulate problems. 3. Models can give us insight and information. 4. Models can save time and money in decision making and problem solving. 5. A model may be the only way to solve large or complex problems in a timely fashion. 6. A model can be used to communicate problems and solutions to others. Copyright © 2012 Pearson Education 1-24  Models Categorized by Risk ◼ Mathematical models that do not involve risk are called deterministic models. ◼ All of the values used in the model are known with complete certainty. ◼ Mathematical models that involve risk, chance, or uncertainty are called probabilistic models. ◼ Values used in the model are estimates based on probabilities. Copyright © 2012 Pearson Education 1-25  Computers and Spreadsheet Models QM for Windows ◼ An easy to use decision support system for use in POM and QM courses ◼ This is the main menu of quantitative models Program 1.1 Copyright © 2012 Pearson Education 1-26  Computers and Spreadsheet Models Excel QM’s Main Menu (2010) ◼ Works automatically within Excel spreadsheets Program 1.2 Copyright © 2012 Pearson Education 1-27  Computers and Spreadsheet Models Selecting Break-Even Analysis in Excel QM Program 1.3A Copyright © 2012 Pearson Education 1-28  Computers and Spreadsheet Models Break- Even Analysis in Excel QM Program 1.3B Copyright © 2012 Pearson Education 1-29  Computers and Spreadsheet Models Using Goal Seek in the Break- Even Problem Program 1.4 Copyright © 2012 Pearson Education 1-30  Possible Problems in the Quantitative Analysis Approach Defining the problem ◼ Problems may not be easily identified. ◼ There may be conflicting viewpoints ◼ There may be an impact on other departments. ◼ Beginning assumptions may lead to a particular conclusion. ◼ The solution may be outdated. Developing a model ◼ Manager’s perception may not fit a textbook model. ◼ There is a trade-off between complexity and ease of understanding. Copyright © 2012 Pearson Education 1-31  Possible Problems in the Quantitative Analysis Approach Acquiring accurate input data ◼ Accounting data may not be collected for quantitative problems. ◼ The validity of the data may be suspect. Developing an appropriate solution ◼ The mathematics may be hard to understand. ◼ Having only one answer may be limiting. Testing the solution for validity Analyzing the results in terms of the whole organization Copyright © 2012 Pearson Education 1-32  Implementation – Not Just the Final Step There may be an institutional lack of commitment and resistance to change. ◼ Management may fear the use of formal analysis processes will reduce their decision-making power. ◼ Action-oriented managers may want “quick and dirty” techniques. ◼ Management support and user involvement are important. Copyright © 2012 Pearson Education 1-33  Implementation – Not Just the Final Step There may be a lack of commitment by quantitative analysts. ◼ Analysts should be involved with the problem and care about the solution. ◼ Analysts should work with users and take their feelings into account. Copyright © 2012 Pearson Education 1-34  Copyright 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. Copyright © 2012 Pearson Education 1-35