MGT530 Critical Thinking Writing Rubric – Module 2

Exceeds Expectation

Meets Expectation Below Expectation Limited Evidence

Content, Research, and Analysis

21-25 Points 16-20 Points 11-15 Points 6-10 Points

Requirements Includes all of the required components, as specified in the assignment.

Includes most of the required components, as specified in the assignment.

Includes some of the required components, as specified in the assignment.

Includes few of the required components, as specified in the assignment.

21-25 Points 16-20 Points 11-15 Points 6-10 Points

Content Demonstrates substantial and extensive knowledge of the materials, with no errors or major omissions.

Demonstrates adequate knowledge of the materials; may include some minor errors or omissions.

Demonstrates fair knowledge of the materials and/or includes some major errors or omissions.

Fails to demonstrate knowledge of the materials and/or includes many major errors or omissions.

25-30 Points 19-24 Points 13-18 Points 7-12 Points

Analysis Provides strong thought, insight, and analysis of concepts and applications.

Provides adequate thought, insight, and analysis of concepts and applications.

Provides poor though, insight, and analysis of concepts and applications.

Provides little or no thought, insight, and analysis of concepts and applications.

13-15 Points 10-12 Points 7-9 Points 4-6 Points

Sources Sources go above and beyond required criteria and are well chosen to provide effective substance and perspectives on the issue under examination.

Sources meet required criteria and are adequately chosen to provide substance and perspectives on the issue under examination.

Sources meet required criteria but are poorly chosen to provide substance and perspectives on the issue under examination.

Source selection and integration of knowledge from the course is clearly deficient.

Mechanics and Writing

5 Points 4 Points 3 Points 1-2 Points

Demonstrates college-level proficiency in organization, grammar and style.

Project is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure, contains no errors in grammar, spelling,

Project is fairly well organized and written and is in proper format as outlined in the assignment. Reasonably good sentence and paragraph structure, may include a few

Project is poorly organized and written and may not follow proper format as outlined in the assignment. Inconsistent to inadequate sentence and paragraph development,

Project is not organized or well written and is not in proper format as outlined in the assignment. Poor quality work; unacceptable in terms of grammar, spelling, APA style,

MGT530 Critical Thinking Writing Rubric – Module 2

APA style, or APA citations and references.

minor errors in grammar, spelling, APA style, or APA citations and references.

and/or includes numerous or major errors in grammar, spelling, APA style or APA citations and references.

and APA citations and references.

Total points possible = 100

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Operations Management

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Operations Management T H I R T E E N T H E D I T I O N

William J. Stevenson Saunders College of Business

Rochester Institute of Technology

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This book is dedicated to you.

OPERATIONS MANAGEMENT, THIRTEENTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2018 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2015, 2012, and 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 LWI 21 20 19 18 17

ISBN 978-1-259-66747-3 MHID 1-259-66747-2

Chief Product Officer, SVP Products & Markets: G. Scott Virkler Vice President, General Manager, Products & Markets: Marty Lange Vice President, Content Design & Deliver: Betsy Whalen Managing Director: Tim Vertovec Senior Brand Manager: Charles Synovec Director, Product Development: Rose Koos Lead Product Developer: Michele Janicek Product Developer: Christina Holt / Ryan McAndrews Marketing Manager: Trina Maurer Senior Director of Digital Content: Douglas Ruby Digital Product Analyst: Kevin Shanahan Director, Content Design & Delivery: Linda Avenarius Program Manager: Mark Christianson Content Project Managers: Harvey Yep (Core) / Kristin Bradley (Assessment) Buyer: Sandy Ludovissy Design: Matt Diamond Content Licensing Specialists: Shawntel Schmitt (Image) / Beth Thole (Text) Typeface: 10/12 STIX Mathjax Main Compositor: SPi Global Printer: LSC Communications – Willard

Cover images: © Andrew Bret Wallis/Getty Images; © Peopleimages.com/Getty Images; © Echo/Getty Images; © Jorg Greuel/Getty Images; © Monty Rakusen/Getty Images

Library of Congress Cataloging-in-Publication Data

Names: Stevenson, William J., author. Title: Operations management / William J. Stevenson, Saunders College of Business, Rochester Institute of Technology. Description: Thirteenth edition. | New York, NY : McGraw-Hill Education, [2018] | Series: The McGraw-Hill series in operations and decision sciences Identifiers: LCCN 2016052871| ISBN 9781259667473 (alk. paper) | ISBN 1259667472 (alk. paper) Subjects: LCSH: Production management. Classification: LCC TS155 .S7824 2018 | DDC 658.5–dc23 LC record available at https://lccn.loc.gov/2016052871

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites.

mheducation.com/highered

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The McGraw-Hill Series in Operations and Decision Sciences

Operations Management

Beckman and Rosenfield, Operations, Strategy: Competing in the 21st Century, First Edition

Benton, Purchasing and Supply Chain Management, Second Edition Bowersox, Closs, Cooper, and Bowersox, Supply Chain Logistics Management, Fourth Edition

Brown and Hyer, Managing Projects: A Team-Based Approach, First Edition Burt, Petcavage, and Pinkerton, Supply Management, Eighth Edition Cachon and Terwiesch, Operations Management, First Edition Cachon and Terwiesch, Matching Supply with Demand: An Introduction to Operations Management, Third Edition Cooper and Schindler, Business Research Methods, Twelfth Edition Finch, Interactive Models for Operations and Supply Chain Management, First Edition

Fitzsimmons, Fitzsimmons, and Bordoloi, Service Management: Operations, Strategy, Information Technology, Eighth Edition

Gehrlein, Operations Management Cases, First Edition

Harrison and Samson, Technology Management, First Edition Hayen, SAP R/3 Enterprise Software: An Introduction, First Edition Hill, Manufacturing Strategy: Text & Cases, Third Edition Hopp, Supply Chain Science, First Edition Jacobs, Berry, Whybark, and Vollmann, Manufacturing Planning & Control for Supply Chain Management, Sixth Edition Jacobs and Chase, Operations and Supply Management: The Core, Fourth Edition Jacobs and Chase, Operations and Supply Management, Fifteenth Edition Jacobs and Whybark, Why ERP? First Edition

Larson and Gray, Project Management: The Managerial Process, Seventh Edition Leenders, Johnson, and Flynn, Purchasing and Supply Management, Fifteenth Edition

Olson, Introduction to Information Systems Project Management, Second Edition

Schroeder, Goldstein, Rungtusanatham, Operations Management: Contemporary Concepts and Cases, Seventh Edition Seppanen, Kumar, and Chandra, Process Analysis and Improvement, First Edition

Simchi-Levi, Kaminsky, and Simchi-Levi, Designing and Managing the Supply Chain: Concepts, Strategies, Case Studies, Third Edition Sterman, Business Dynamics: Systems Thinking and Modeling for Complex World, First Edition Stevenson, Operations Management, Thirteenth Edition

Swink, Melnyk, Cooper, and Hartley, Managing Operations Across the Supply Chain, Third Edition Thomke, Managing Product and Service Development: Text and Cases, First Edition

Ulrich and Eppinger, Product Design and Development, Fourth Edition Zipkin, Foundations of Inventory Management, First Edition

Quantitative Methods and Management Science

Hillier and Hillier, Introduction to Management Science: A Modeling and Case Studies Approach with Spreadsheets, Fifth Edition Stevenson and Ozgur, Introduction to Management Science with Spreadsheets, First Edition

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The material in this book is intended as an introduction to the field of operations management. The topics covered include both strategic issues and practical applications. Among the topics are forecasting, product and service design, capacity planning, management of quality and quality control, inven- tory management, scheduling, supply chain management, and project management.

My purpose in revising this book continues to be to provide a clear presentation of the concepts, tools, and applications of the field of operations management. Operations management is evolving and growing, and I have found updating and integrat- ing new material to be both rewarding and challenging, particu- larly due to the plethora of new developments in the field, while facing the practical limits on the length of the book.

This text offers a comprehensive and flexible amount of content that can be selected as appropriate for different courses and formats, including undergraduate, graduate, and executive education.

This allows instructors to select the chapters, or portions of chapters, that are most relevant for their purposes. That flex- ibility also extends to the choice of relative weighting of the qualitative or quantitative aspects of the material and the order in which chapters are covered because chapters do not depend on sequence. For example, some instructors cover project management early, others cover quality or lean early, etc.

As in previous editions, there are major pedagogical fea- tures designed to help students learn and understand the mate- rial. This section describes the key features of the book, the chapter elements, the supplements that are available for teach- ing the course, highlights of the eleventh edition, and sug- gested applications for classroom instruction. By providing this support, it is our hope that instructors and students will have the tools to make this learning experience a rewarding one.

What’s New in This Edition Class preparation exercises are now available for all chapters and chapter supplements. The purpose of these exercises is to introduce students to the subject matter before class in order to enhance classroom learning. These exercises are available in the Instructor’s Resource Manual. Special thanks to Linda Brooks for her help in developing the exercises.

Some content has been rewritten or added to improve clar- ity, shorten wording, or update information. New material has been added on supply chains (including a different, more realistic, way to conceptualize supply chains), as well as on product life-cycle management, 3-D printing, drones, loca- tions, and other topics. New critical thinking exercises have

been added. The explanation of learning curve time reduction has been simplified with a new diagram. Some older readings have been deleted, and new readings added on such topics as fracking, mass customization of fast foods, and self-driving vehicles.

Acknowledgments I want to thank the many contributors to this edition. Review- ers and adopters of the text have provided a “continuously improving” wealth of ideas and suggestions. It is encourag- ing to me as an author. I hope all reviewers and readers will know their suggestions were valuable, were carefully consid- ered, and are sincerely appreciated. The list includes post- publication reviewers.

Robert Aboolian, California State University—San Marcos Pamela Barnes, Kansas State University Greg Bier, University of Missouri Gary Black, University of Southern Indiana Jeff Brand, Marquette University Cenk Caliskan, Utah Valley University Cem Canel, University of North Carolina—Wilmington Jen-Yi Chen, Cleveland State University Robert Clark, Stony Brook University Dinesh Dave, Appalachian State University Abdelghani Elimam, San Francisco State Kurt Engemann, Iona College Michael Fathi, Georgia Southwestern State Warren Fisher, Stephen F. Austin State University Gene Fliedner, Oakland University Theodore Glickman, George Washington University Haresh Gurnani, University of Miami Johnny Ho, Columbus State University Ron Hoffman, Greenville Technical College Lisa Houts, California State University—Fresno Stella Hua, Western Washington University Neil Hunt, Suffolk University Faizul Huq, Ohio University Richard Jerz, St. Ambrose University George Kenyon, Lamar University Casey Kleindienst, California State University—Fullerton John Kros, East Carolina University

Preface

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viii Preface

Anita Lee-Post, University of Kentucky Nancy Levenburg, Grand Valley State University F. Edward Ziegler, Kent State University

Other contributors include accuracy checkers: Gary Black, University of Southern Indiana, Michael Godfrey, Univer- sity of Wisconsin at Oshkosh, and Richard White, Univer- sity of North Texas; Test Bank: Alan Cannon, University of Texas at Arlington; PowerPoints: David Cook, Old Dominion University; Data Sets: Mehdi Kaighobadi, Florida Atlantic University; Excel Templates and ScreenCam tutorials: Lee Tangedahl, University of Montana; Instructors Manual: Michael Godfrey.

Special thanks goes out to Larry White, Eastern Illinois University, who helped revise, design, and develop interactive content in Connect ® Operations Management for this edition.

Finally I would like to thank all the people at McGraw- Hill/Irwin for their efforts and support. It is always a pleasure to work with such a professional and competent group of peo- ple. Special thanks go to Dolly Womack, Senior Brand Man- ager; Michele Janicek, Lead Product Developer; Christina Holt and Ryan McAndrews, Product Developers; Harvey Yep and Kristin Bradley, Content Project Managers; Sandy Ludo- vissy, Buyer; Matt Diamond, Designer; Shawntel Schmitt and Beth Thole, Content Licensing Specialists; and many others who worked behind the scenes.

I would also like to thank the many reviewers of previous editions for their contributions. Vikas Agrawal, Fayetteville State University; Bahram Alidaee, University of Mississippi; Ardavan Asef-Faziri, California State University at North- ridge; Prabir Bagchi, George Washington State University; Gordon F. Bagot, California State University at Los Angeles; Ravi Behara, Florida Atlantic University; Michael Bendixen, Nova Southeastern; Ednilson Bernardes, Georgia Southern University; Prashanth N. Bharadwaj, Indiana University of Pennsylvania; Greg Bier, University of Missouri at Columbia; Joseph Biggs, Cal Poly State University; Kimball Bullington, Middle Tennessee State University; Alan Cannon, University of Texas at Arlington; Injazz Chen, Cleveland State Univer- sity; Alan Chow, University of Southern Alabama at Mobile; Chrwan-Jyh, Oklahoma State University; Chen Chung, Uni- versity of Kentucky; Robert Clark, Stony Brook University; Loretta Cochran, Arkansas Tech University; Lewis Cooper- smith, Rider University; Richard Crandall, Appalachian State University; Dinesh Dave, Appalachian State University; Scott Dellana, East Carolina University; Kathy Dhanda, DePaul University; Xin Ding, University of Utah; Ellen Dumond, California State University at Fullerton; Richard Ehrhardt, University of North Carolina at Greensboro; Kurt Engemann, Iona College; Diane Ervin, DeVry University; Farzaneh Fazel, Illinois State University; Wanda Fennell, University of Mississippi at Hattiesburg; Joy Field, Boston College; Warren Fisher, Stephen F. Austin State University; Lillian Fok, Uni- versity of New Orleans; Charles Foley, Columbus State

Community College; Matthew W. Ford, Northern Kentucky University; Phillip C. Fry, Boise State University; Charles A. Gates Jr., Aurora University; Tom Gattiker, Boise State University; Damodar Golhar, Western Michigan University; Robert Graham, Jacksonville State University; Angappa Gunasekaran, University of Massachusetts at Dartmouth; Haresh Gurnani, University of Miami; Terry Harrison, Penn State University; Vishwanath Hegde, California State Uni- versity at East Bay; Craig Hill, Georgia State University; Jim Ho, University of Illinois at Chicago; Seong Hyun Nam, University of North Dakota; Jonatan Jelen, Mercy College; Prafulla Joglekar, LaSalle University; Vijay Kannan, Utah State University; Sunder Kekre, Carnegie-Mellon Univer- sity; Jim Keyes, University of Wisconsin at Stout; Seung-Lae Kim, Drexel University; Beate Klingenberg, Marist College; John Kros, East Carolina University; Vinod Lall, Minnesota State University at Moorhead; Kenneth Lawrence, New Jersey Institute of Technology; Jooh Lee, Rowan University; Anita Lee-Post, University of Kentucky; Karen Lewis, Uni- versity of Mississippi; Bingguang Li, Albany State Univer- sity; Cheng Li, California State University at Los Angeles; Maureen P. Lojo, California State University at Sacramento; F. Victor Lu, St. John’s University; Janet Lyons, Utah State University; James Maddox, Friends University; Gita Mathur, San Jose State University; Mark McComb, Mississippi Col- lege; George Mechling, Western Carolina University; Scott Metlen, University of Idaho; Douglas Micklich, Illinois State University; Ajay Mishra, SUNY at Binghamton; Scott S. Morris, Southern Nazarene University; Philip F. Musa, University of Alabama at Birmingham; Roy Nersesian, Monmouth University; Jeffrey Ohlmann, University of Iowa at Iowa City; John Olson, University of St. Thomas; Ozgur Ozluk, San Francisco State University; Kenneth Paetsch, Cleveland State University; Taeho Park, San Jose State Uni- versity; Allison Pearson, Mississippi State University; Pat- rick Penfield, Syracuse University; Steve Peng, California State University at Hayward; Richard Peschke, Minnesota State University at Moorhead; Andru Peters, San Jose State University; Charles Phillips, Mississippi State University; Frank Pianki, Anderson University; Sharma Pillutla, Towson University; Zinovy Radovilsky, California State Univer- sity at Hayward; Stephen A. Raper, University of Missouri at Rolla; Pedro Reyes, Baylor University; Buddhadev Roy- choudhury, Minnesota State University at Mankato; Narendra Rustagi, Howard University; Herb Schiller, Stony Brook University; Dean T. Scott, DeVry University; Scott J. Seipel, Middle Tennessee State University; Raj Selladurai, Indiana University; Kaushic Sengupta, Hofstra University; Kenneth Shaw, Oregon State University; Dooyoung Shin, Minnesota State University at Mankato; Michael Shurden, Lander Uni- versity; Raymond E. Simko, Myers University; John Simon, Governors State University; Jake Simons, Georgia Southern University; Charles Smith, Virginia Commonwealth Uni- versity; Kenneth Solheim, DeVry University; Young Son,

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Preface ix

Bernard M. Baruch College; Victor Sower, Sam Houston State University; Jeremy Stafford, University of North Alabama; Donna Stewart, University of Wisconsin at Stout; Dothang Truong, Fayetteville State University; Mike Umble, Baylor University; Javad Varzandeh, California State Uni- versity at San Bernardino; Timothy Vaughan, University of Wisconsin at Eau Claire; Emre Veral, Baruch College; Mark Vroblefski, University of Arizona; Gustavo Vulcano, New York University; Walter Wallace, Georgia State University;

James Walters, Ball State University; John Wang, Montclair State University; Tekle Wanorie, Northwest Missouri State University; Jerry Wei, University of Notre Dame; Michael Whittenberg, University of Texas; Geoff Willis, University of Central Oklahoma; Pamela Zelbst, Sam Houston State University; Jiawei Zhang, NYU; Zhenying Zhao, University of Maryland; Yong-Pin Zhou, University of Washington.

William J. Stevenson

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Walkthrough

MAJOR STUDY AND LEARNING FEATURES

A number of key features in this text have been specifically

designed to help introductory students learn, understand, and

apply Operations concepts and problem-solving techniques.

Rev.Confirming Pages

Chapter Three Forecasting 105

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Determining a Regression Equation Sales of new houses and three-month lagged unemployment are shown in the following table. Determine if unemployment levels can be used to predict demand for new houses and, if so, derive a predictive equation.

Period . . . . . . . . . . . 1 2 3 4 5 6 7 8 9 10 11 Units sold . . . . . . . . 20 41 17 35 25 31 38 50 15 19 14 Unemployment % (three-month lag) 7.2 4.0 7.3 5.5 6.8 6.0 5.4 3.6 8.4 7.0 9.0

1. Plot the data to see if a linear model seems reasonable. In this case, a linear model seems appropriate for the range of the data.

50

40

30

20

10

0 2 4 6 8 10

Level of unemployment (%), x

U n

its s

o ld

, y

2. Check the correlation coefficient to confirm that it is not close to zero using the web- site template, and then obtain the regression equation: r = −.966 This is a fairly high negative correlation. The regression equation is y = 71.85 − 6.91x

Note that the equation pertains only to unemployment levels in the range 3.6 to 9.0, because sample observations covered only that range.

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E X A M P L E 1 0

S O L U T I O N

© Andrew McLachlan/All Canada Photos/Getty

Examples with Solutions Throughout the text, wherever a quantitative or analytic technique is introduced, an example is included to illustrate the application of that tech- nique. These are designed to be easy to follow.

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Solved Problems At the end of chapters and chapter supplements, “Solved Problems” are pro- vided to illustrate problem solving and the core con- cepts in the chapter. These have been carefully prepared to help students understand the steps involved in solving different types of problems. The Excel logo indicates that a spreadsheet is available on the text’s website, to help solve the problem.

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Chapter Two Competitiveness, Strategy, and Productivity 63

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Computing Productivity A company that processes fruits and vegetables is able to produce 400 cases of canned peaches in one-half hour with four workers. What is labor productivity?

Problem 1

SOLVED PROBLEMS

KEY POINTS 1. Competitive pressure often means that business organizations must frequently assess their com-

petitors’ strengths and weaknesses, as well as their own, to remain competitive. 2. Strategy formulation is critical because strategies provide direction for the organization, so they

can play a role in the success or failure of a business organization. 3. Functional strategies and supply chain strategies need to be aligned with the goals and strategies

of the overall organization. 4. The three primary business strategies are low cost, responsiveness, and differentiation. 5. Productivity is a key factor in the cost of goods and services. Increases in productivity can

become a competitive advantage. 6. High productivity is particularly important for organizations that have a strategy of low costs.

competitiveness, 42 core competencies, 46 environmental scanning, 48 goals, 44 mission, 44

KEY TERMS mission statement, 44 operations strategy, 51 order qualifiers, 48 order winners, 48 productivity, 56

quality-based strategies, 53 strategies, 44 SWOT, 47 tactics, 45 time-based strategies, 53

Labor productivity

=

Quantity produced ________________

Labor hours =

400 cases ________________________

4 workers × 1 / 2 hour / worker

= 200 cases per labor hour

Solution

Computing Multifactor Productivity A wrapping-paper company produced 2,000 rolls of paper one day. Labor cost was $160, material cost was $50, and overhead was $320. Determine the multifactor productivity.

Problem 2

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Multifactor productivity

=

Quantity produced ______________________________

Labor cost + Material cost + Overhead

= 2,000 rolls

_______________ $160 + $50 + $320

= 3.77 rolls per dollar input

A variation of the multifactor productivity calculation incorporates the standard price in the numerator by multiplying the units by the standard price.

Solution

Computing Multifactor Productivity Compute the multifactor productivity measure for an eight-hour day in which the usable output was 300 units, produced by three workers who used 600 pounds of materials. Workers have an hourly wage of $20, and material cost is $1 per pound. Overhead is 1.5 times labor cost.

Problem 3

Multifactor productivity

= Usable output

__________________________________ Labor cost + Material cost + Overhead cost

= 300 units

_____________________________________________________ ( 3  workers × 8 hours × $20 / hour ) + ( 600 pounds × $1 / pound ) +

( 3 workers × 8 hours × $20 / hour × 1.50 )

= 300 units

________________ $480 + $600 + $720

= .167units of output per dollar of input

Solution

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First Pages

Chapter Sixteen Scheduling 705

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c. Using earliest due date as the selection criterion, the job sequence is C-A-E-B-D-F. The measures of effectiveness are as follows (see table):

(1) Average flow time: 110/6 = 18.33 days. (2) Average tardiness: 38/6 = 6.33 days. (3) Average number of jobs at the work center: 110/41 = 2.68.

Job Sequence

(1) Processing

Time

(2) Flow Time

(3) Due Date

(2) – (3) Days Tardy

[0 if negative]

C  4    4  4  0 A  2    6  7  0 E  5   11 15  0 B  8   19 16  3 D 10   29 17 12 F 12   41 18 23

41 110 38

TABLE 16.5 Excel solution for Example 2a

Excel Spreadsheet Solutions Where applicable, the exam- ples and solved problems include screen shots of a spreadsheet solution. Many of these were taken from the Excel templates, which are on the text’s website. Templates are programmed to be fully functional in Excel 2013 and earlier.

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CHAPTER ELEMENTS

Within each chapter, you will find the following elements

that are designed to facilitate study and learning. All of

these have been carefully developed over many editions and

have proven to be successful.

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4 Product and Service Design

4.1 Introduction, 138 What Does Product and Service Design Do?, 138 Key Questions, 138 Reasons for Product or Service Design or Redesign, 139

4.2 Idea Generation, 140

4.3 Legal and Ethical Considerations, 143

4.4 Human Factors, 144

4.5 Cultural Factors, 145

4.6 Global Product and Service Design, 145

4.7 Environmental Factors: Sustainability, 146 Cradle-to-Grave Assessment, 146 End-of-Life Programs, 146 The Three Rs: Reduce, Reuse, and Recycle, 146 Reduce: Value Analysis, 146 Reuse: Remanufacturing, 148 Recycle, 149

4.8 Other Design Considerations, 151 Strategies for Product or Service Life Stages, 151 Product Life Cycle Management, 152 Degree of Standardization, 153

Designing for Mass Customization, 154 Reliability, 155 Robust Design, 156 Degree of Newness, 157 Quality Function Deployment, 157 The Kano Model, 160

4.9 Phases in Product Design and Development, 161

4.10 Designing for Production, 162 Concurrent Engineering, 162 Computer-Aided Design, 163 Production Requirements, 164 Component Commonality, 164

C H A P T E R O U T L I N E

L E A R N I N G O B J E C T I V E S After completing this chapter, you should be able to:

LO4.1 Explain the strategic importance of product and service design.

LO4.2 Describe what product and service design does.

LO4.3 Name the key questions of product and service design.

LO4.4 Identify some reasons for design or redesign.

LO4.5 List some of the main sources of design ideas.

LO4.6 Discuss the importance of legal, ethical, and sustainability considerations in product and service design.

LO4.7 Explain the purpose and goal of life cycle assessment.

L

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