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Stevenson 13e Chapter 7 Supplement
Stevenson 13e Chapter 7 Supplement
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Learning curve
The time required to perform a task decreases with
increasing repetitions
The degree of improvement is a function of the task
being done
Short, routine tasks will show modest improvement
relatively quickly
Longer, more complex tasks will show improvement over a
longer interval
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The learning effect is attributed to a variety of factors:
Worker learning
Preproduction factors
Tooling and equipment selection
Product design
Methods analysis
Effort expended prior to the start of work
Changes made after production has begun
Changes in work methods
Changes in tooling and equipment
Managerial factors
Improvements in planning, scheduling, motivation, and control
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The learning effect is predictable
The learning percentage is constant
Every doubling of repetitions results in a constant
percentage decrease in the time per repetition
Typical decreases range from 10 to 30 percent
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LO 7s.1 the prior written consent of McGraw-Hill Education
Each time cumulative output doubles, the time per unit for that
amount should be approximately equal to the previous time multiplied
by the learning percentage.
If the first unit of a process took 100 hours and the learning rate is 90%:
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Tn = T1 n b
where
Tn = Time for nth unit
T1 = Time for first unit
ln r
b=
ln 2
r = learning rate percentage
ln stands for the natural logarithm
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If the learning rate is 90, and the first unit took 100
hours to complete, how long would it take to complete
the 25th unit?
ln .90
T25 = 100 25 ln 2
= 100 25−.15200
= 61.3068 hours
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The learning factor approach uses a table that shows
two things for selected learning percentages:
Unit value for the number of repetitions (unit number)
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If the learning rate is 90, and the first unit took 100
hours to complete, how long would it take to complete
the 25th unit?
T25 = 100 .613
= 61.3 hours
How long would it take to complete the first 25 units?
T 25 = 100 17.713
= 1,771.3 hours
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Useful application areas:
1. Manpower planning and scheduling
2. Negotiated purchasing
3. Pricing new products
4. Budgeting, purchasing, and inventory planning
5. Capacity planning
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1. Learning rates may differ from organization to
organization and by type of work
Base learning rates on empirical studies rather than assumptions
where possible
2. Projections based on learning curves should be regarded
as approximations of actual times
3. Because time estimates are based on the first unit, care
should be taken to ensure that the time is valid
4. It is possible that at some point the curve might level off
or even tip upward
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5. Some of the improvements may be more apparent than
real: improvements in times may be caused by increases
in indirect labor costs
6. In mass production situations, learning curves may be of
initial use in predicting how long it will take before the
process stabilizes
The concept does not usually apply because improvement in time
per unit is almost imperceptible
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7. Users of learning curves fail to include carryover effects
from previous experiences
8. Shorter product life cycles, flexible manufacturing, and
cross-functional workers can affect the ways in which
learning curves may be applied
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A manager wants to determine an appropriate learning rate for a new
type of work his firm will undertake. He has obtained completion times
for the initial six repetitions of a job of this type. What learning rate is
appropriate?
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Learning curves have strategic implications for:
Market entry when trying to rapidly gain market share
As volume increases, operations is able to move quickly down
the learning curve
Reduced cost → improved competitive advantage
Useful for capacity planning
Can lead to more realistic time estimates, thus leading to
more accurate capacity needs assessment
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