19. Possible Layout 2 Painting Department (2) Assembly Department (1) Machine Shop Department (3) Receiving Department (4) Shipping Department (5) Testing Department (6) Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 60’ 40’
20.
21. Out-Patient Hospital Example CRAFT 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Total cost: 20,100 Est. Cost Reduction .00 Iteration 0 Total cost: 14,390 Est. Cost Reduction 70. Iteration 3 Legend: A = xray/MRI rooms B = laboratories C = admissions D = exam rooms E = operating rooms F = recovery rooms D E E E E E D D D B B B A A A A F F F F F D D D C C D D D D D B A A A A F F F A A A F F E B B B D D D D A A A A A E E D C C E E D D D B D D D D
28. Work Cells, etc. Work Cell A temporary assembly-line-oriented arrangement of machines and personnel in what is ordinarily a process-oriented facility Example: job shop with rearranged machinery and personnel to produce 30 unique control panels Focused Work Center A permanent assembly-line-oriented arrangement of machines and personnel in what is ordinarily a process-oriented facility Example: manufacturing of pipe brackets at a shipyard Focused Factory A permanent facility to produce a product or component in a product-oriented facility Example: a plant to produce window mechanisms for automobiles
50. Repetitive Layout 1 3 2 4 5 Work Office Belt Conveyor Work Station Note: 5 tasks or operations; 3 work stations Work Station Station
51.
52.
53.
54.
55. Assembly Line Balancing Equations Cycle time = Production time available Demand per day Minimum number of work stations Task times Cycle time Efficiency = = Task times * (Cycle time) (Actual number of work stations)
56.
57. Line Balancing Example #1 30 E, H I 70 D, G H 100 F G 50 - F 30 B, D E 40 C D 30 - C 80 A B 60 - A Seconds Predecessor Task
58.
59. Line Balancing Example #2 30 E, H I 70 D, G H 100 F G 50 - F 30 B, D E 40 C D 30 - C 80 A B 60 - A Seconds Predecessor Task
60.
Editor's Notes
This may be again a good time to reinforce the point that all of an organization’s strategies must work together.
In addition to discussing what facility layout is, you might also raise some of the issues that may make it problematic.
May be useful here to present a brief discussion of each benefit.
Students should be asked if they perceive the relative importance of these requirements to be changing with the increased use of automated information technology.
Having discussed each of these constraints in turn, you might ask students what other constraints they might expect to find in a practical situation.
Students should be able to supply examples of the use of this layout strategy.
Students should be asked to suggest additional limitations or complications related to the fixed-positions layout
Students should be asked to suggest why this is not our “standard” layout - at least where the product is movable or transportable.
Students may be asked to evaluate alternative layouts for an emergency room. Perhaps a visit to view a local emergency room might be helpful.
The criterion for this methodology is basically a number-of-parts (or people)-times-distance measure. Is this always useful or appropriate?
Now that cost can be determined, ask students (1) whether this is an appropriate criteria, and (2) how they would go about minimizing cost.
Note that the matrix above basically measures the flow between sites, direction is immaterial. We can also develop entries for the remainder of the matrix if a different cost or route applies depending upon whether one is coming or going.
It is probably useful to note that these programs operate on the basis of heuristics - and do not necessarily produce the optimal answer.
Students should be asked to comment upon the technology required to implement the concept of work cells. Under what conditions is such a cellular arrangement possible?
Students should be reminded here to consider both the advantages and the disadvantages. They might also be asked to consider why this approach might require a larger capital investment and result in a lower machine utilization than other approaches (Green and Sadowski).
Students should be asked to consider if worker union activities have an impact on the organization’s ability to use cellular production.
The more focused the plant, the larger the number of product lines for equivalent sales performance.
This slide could be used to initiate a discussion of layout designed around product flow as opposed to layout designed around information flow.
Students should be asked for examples of features they find common to the design of retail layouts with which they are familiar.
Students can be asked to provide examples of instances in which these rules were implemented.
Some of the options to be considered when developing a random stocking system
Students should be asked to suggest the conditions under which a product-oriented layout is most appropriate.
Some answers to the previous question.
Having discussed the individual assumptions, one should then turn to the question of what is “adequate,” or “enough,” i.e., how does one go about making these decisions.
Students should be aware that it is best to run balanced assembly lines - if they are not, then the need for balancing should be covered before discussing the process.
Students should be walked through an example in class. One of the most useful examples is typically the student registration system. Students are familiar with it, they are able to estimate task time, and they are certainly impacted by the overall process,
![Objectives of the Layout Strategy ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)