xx PREFACE

We thank Howard Weiss for providing Excel QM and POM-QM for Windows, two of the most
outstanding packages in the field of quantitative methods. We would also like to thank the reviewers
who have helped to make this one of the most widely used textbooks in the field of quantitative
analysis:

Stephen Achtenhagen, San Jose University Shahriar Mostashari, Campbell University

M. Jill Austin, Middle Tennessee State University David Murphy, Boston College
Raju Balakrishnan, Clemson University Robert Myers, University of Louisville
Hooshang Beheshti, Radford University Barin Nag, Towson State University
Bruce K. Blaylock, Radford University Nizam S. Najd, Oklahoma State University
Rodney L. Carlson, Tennessee Technological University Harvey Nye, Central State University
Edward Chu, California State University, Dominguez Hills Alan D. Olinsky, Bryant College
John Cozzolino, Pace University–Pleasantville Savas Ozatalay, Widener University
Shad Dowlatshahi, University of Wisconsin, Platteville Young Park, California University of Pennsylvania
Ike Ehie, Southeast Missouri State University Cy Peebles, Eastern Kentucky University
Sean Eom, Southeast Missouri State University Yusheng Peng, Brooklyn College
Ephrem Eyob, Virginia State University Dane K. Peterson,
Mira Ezvan, Lindenwood University Southwest Missouri State University
Wade Ferguson, Western Kentucky University Sanjeev Phukan, Bemidji State University
Robert Fiore, Springfield College Ranga Ramasesh, Texas Christian University
Frank G. Forst, Loyola University of Chicago William Rife, West Virginia University
Ed Gillenwater, University of Mississippi Bonnie Robeson, Johns Hopkins University
Stephen H. Goodman, University of Central Florida Grover Rodich, Portland State University
Irwin Greenberg, George Mason University L. Wayne Shell, Nicholls State University
Trevor S. Hale, University of Houston–Downtown Richard Slovacek, North Central College
Nicholas G. Hall, Ohio State University John Swearingen, Bryant College
Robert R. Hill, University of Houston–Clear Lake F. S. Tanaka, Slippery Rock State University
Gordon Jacox, Weber State University Jack Taylor, Portland State University
Bharat Jain, Towson State University Madeline Thimmes, Utah State University
Vassilios Karavas, University of Massachusetts–Amherst M. Keith Thomas, Olivet College
Darlene R. Lanier, Louisiana State University Andrew Tiger, Southeastern Oklahoma State University
Kenneth D. Lawrence, New Jersey Institute of Technology Chris Vertullo, Marist College
Jooh Lee, Rowan College James Vigen, California State University, Bakersfield
Richard D. Legault, University of Massachusetts–Dartmouth William Webster, The University of Texas at San Antonio
Douglas Lonnstrom, Siena College Larry Weinstein, Eastern Kentucky University
Daniel McNamara, University of St. Thomas Fred E. Williams, University of Michigan-Flint
Robert C. Meyers, University of Louisiana Mela Wyeth, Charleston Southern University
Peter Miller, University of Windsor
Ralph Miller, California State Polytechnic University

We are very grateful to all the people at Prentice Hall who worked so hard to make this book a
success. These include Chuck Synovec, our editor; Judy Leale, senior managing editor; Mary Kate
Murray, project manager; and Jason Calcano, editorial assistant. We are also grateful to Jen Carley,
our project manager at PreMediaGlobal Book Services. We are very appreciative of the work of
Annie Puciloski in error checking the textbook and Solutions Manual. Thank you all!

Barry Render
[email protected]

Ralph Stair

Michael Hanna
281-283-3201 (phone)
281-226-7304 (fax)
[email protected]
 CHAPTER 1
Introduction to
Quantitative Analysis

LEARNING OBJECTIVES
After completing this chapter, students will be able to:

1. Describe the quantitative analysis approach. 4. Use computers and spreadsheet models to perform
2. Understand the application of quantitative analysis quantitative analysis.
in a real situation. 5. Discuss possible problems in using quantitative
3. Describe the use of modeling in quantitative analysis.
analysis. 6. Perform a break-even analysis.

CHAPTER OUTLINE
1.1 Introduction 1.5 The Role of Computers and Spreadsheet Models
1.2 What Is Quantitative Analysis? in the Quantitative Analysis Approach
1.3 The Quantitative Analysis Approach 1.6 Possible Problems in the Quantitative Analysis
Approach
1.4 How to Develop a Quantitative Analysis
Model 1.7 Implementation—Not Just the Final Step

Summary • Glossary • Key Equations • Self-Test • Discussion Questions and Problems • Case Study: Food and
Beverages at Southwestern University Football Games • Bibliography

1
2 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

1.1 Introduction
People have been using mathematical tools to help solve problems for thousands of years; how-
ever, the formal study and application of quantitative techniques to practical decision making is
largely a product of the twentieth century. The techniques we study in this book have been
applied successfully to an increasingly wide variety of complex problems in business, govern-
ment, health care, education, and many other areas. Many such successful uses are discussed
throughout this book.
It isn’t enough, though, just to know the mathematics of how a particular quantitative
technique works; you must also be familiar with the limitations, assumptions, and specific
applicability of the technique. The successful use of quantitative techniques usually results
in a solution that is timely, accurate, flexible, economical, reliable, and easy to understand
and use.
In this and other chapters, there are QA (Quantitative Analysis) in Action boxes that
provide success stories on the applications of management science. They show how organi-
zations have used quantitative techniques to make better decisions, operate more efficiently,
and generate more profits. Taco Bell has reported saving over $150 million with better forecast-
ing of demand and better scheduling of employees. NBC television increased advertising
revenue by over $200 million between 1996 and 2000 by using a model to help develop sales
plans for advertisers. Continental Airlines saves over $40 million per year by using mathe-
matical models to quickly recover from disruptions caused by weather delays and other
factors. These are but a few of the many companies discussed in QA in Action boxes throughout
this book.
To see other examples of how companies use quantitative analysis or operations research
methods to operate better and more efficiently, go to the website www.scienceofbetter.org. The
success stories presented there are categorized by industry, functional area, and benefit. These
success stories illustrate how operations research is truly the “science of better.”

1.2 What Is Quantitative Analysis?

Quantitative analysis uses Quantitative analysis is the scientific approach to managerial decision making. Whim, emo-
a scientific approach to decision tions, and guesswork are not part of the quantitative analysis approach. The approach starts with
making. data. Like raw material for a factory, these data are manipulated or processed into information
that is valuable to people making decisions. This processing and manipulating of raw data into
meaningful information is the heart of quantitative analysis. Computers have been instrumental
in the increasing use of quantitative analysis.
In solving a problem, managers must consider both qualitative and quantitative factors. For
example, we might consider several different investment alternatives, including certificates of
deposit at a bank, investments in the stock market, and an investment in real estate. We can use
quantitative analysis to determine how much our investment will be worth in the future when
deposited at a bank at a given interest rate for a certain number of years. Quantitative analysis
can also be used in computing financial ratios from the balance sheets for several companies
whose stock we are considering. Some real estate companies have developed computer pro-
grams that use quantitative analysis to analyze cash flows and rates of return for investment
property.
Both qualitative and quantitative In addition to quantitative analysis, qualitative factors should also be considered. The
factors must be considered. weather, state and federal legislation, new technological breakthroughs, the outcome of an elec-
tion, and so on may all be factors that are difficult to quantify.
Because of the importance of qualitative factors, the role of quantitative analysis in the
decision-making process can vary. When there is a lack of qualitative factors and when
the problem, model, and input data remain the same, the results of quantitative analysis
can automate the decision-making process. For example, some companies use quantitative
inventory models to determine automatically when to order additional new materials. In
most cases, however, quantitative analysis will be an aid to the decision-making process.
The results of quantitative analysis will be combined with other (qualitative) information in
making decisions.
 1.3 THE QUANTITATIVE ANALYSIS APPROACH 3

HISTORY The Origin of Quantitative Analysis

Q uantitative analysis has been in existence since the beginning

of recorded history, but it was Frederick W. Taylor who in the early
of operations research or management science personnel or
consultants to apply the principles of scientific management to
problems and opportunities. In this book, we use the terms
1900s pioneered the principles of the scientific approach to man- management science, operations research, and quantitative
agement. During World War II, many new scientific and quantita- analysis interchangeably.
tive techniques were developed to assist the military. These new The origin of many of the techniques discussed in this book
developments were so successful that after World War II many can be traced to individuals and organizations that have applied
companies started using similar techniques in managerial decision the principles of scientific management first developed by Taylor;
making and planning. Today, many organizations employ a staff they are discussed in History boxes scattered throughout the book.

1.3 The Quantitative Analysis Approach

Defining the problem can be the The quantitative analysis approach consists of defining a problem, developing a model, acquir-
most important step. ing input data, developing a solution, testing the solution, analyzing the results, and implement-
ing the results (see Figure 1.1). One step does not have to be finished completely before the next
Concentrate on only a few
problems.
is started; in most cases one or more of these steps will be modified to some extent before the fi-
nal results are implemented. This would cause all of the subsequent steps to be changed. In some
FIGURE 1.1 cases, testing the solution might reveal that the model or the input data are not correct. This
The Quantitative would mean that all steps that follow defining the problem would need to be modified.
Analysis Approach
Defining
Defining the Problem
the Problem The first step in the quantitative approach is to develop a clear, concise statement of the
problem. This statement will give direction and meaning to the following steps.
In many cases, defining the problem is the most important and the most difficult step. It is
Developing essential to go beyond the symptoms of the problem and identify the true causes. One problem
a Model
may be related to other problems; solving one problem without regard to other related problems
can make the entire situation worse. Thus, it is important to analyze how the solution to one
Acquiring problem affects other problems or the situation in general.
Input Data It is likely that an organization will have several problems. However, a quantitative analysis
group usually cannot deal with all of an organization’s problems at one time. Thus, it is usually
necessary to concentrate on only a few problems. For most companies, this means selecting
Developing those problems whose solutions will result in the greatest increase in profits or reduction in costs
a Solution
to the company. The importance of selecting the right problems to solve cannot be overempha-
sized. Experience has shown that bad problem definition is a major reason for failure of man-
Testing the
agement science or operations research groups to serve their organizations well.
Solution When the problem is difficult to quantify, it may be necessary to develop specific,
measurable objectives. A problem might be inadequate health care delivery in a hospital. The
objectives might be to increase the number of beds, reduce the average number of days a patient
Analyzing spends in the hospital, increase the physician-to-patient ratio, and so on. When objectives are
the Results used, however, the real problem should be kept in mind. It is important to avoid obtaining spe-
cific and measurable objectives that may not solve the real problem.
Implementing
the Results Developing a Model
Once we select the problem to be analyzed, the next step is to develop a model. Simply stated, a
model is a representation (usually mathematical) of a situation.
Even though you might not have been aware of it, you have been using models most of your
life. You may have developed models about people’s behavior. Your model might be that friend-
ship is based on reciprocity, an exchange of favors. If you need a favor such as a small loan, your
The types of models include model would suggest that you ask a good friend.
physical, scale, schematic, and Of course, there are many other types of models. Architects sometimes make a physical
mathematical models. model of a building that they will construct. Engineers develop scale models of chemical plants,
4 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

IN ACTION Operations Research and Oil Spills

O perations researchers and decision scientists have been investi-

gating oil spill response and alleviation strategies since long before
Many quantitative tools have helped in areas of risk analysis,
insurance, logistical preparation and supply management, evacu-
ation planning, and development of communication systems. Re-
the BP oil spill disaster of 2010 in the Gulf of Mexico. A four-phase cent research has shown that while many strides and discoveries
classification system has emerged for disaster response research: mit- have been made, much research is still needed. Certainly each of
igation, preparedness, response, and recovery. Mitigation means re- the four disaster response areas could benefit from additional re-
ducing the probability that a disaster will occur and implementing search, but recovery seems to be of particular concern and per-
robust, forward-thinking strategies to reduce the effects of a disaster haps the most promising for future research.
that does occur. Preparedness is any and all organization efforts that
happen a priori to a disaster. Response is the location, allocation, and Source: Based on N. Altay and W. Green. “OR/MS Research in Disaster Oper-
overall coordination of resources and procedures during the disaster ations Management,” European Journal of Operational Research 175, 1 (2006):
that are aimed at preserving life and property. Recovery is the set of 475–493.
actions taken to minimize the long-term impacts of a particular dis-
aster after the immediate situation has stabilized.

called pilot plants. A schematic model is a picture, drawing, or chart of reality. Automobiles,
lawn mowers, gears, fans, typewriters, and numerous other devices have schematic models
(drawings and pictures) that reveal how these devices work. What sets quantitative analysis apart
from other techniques is that the models that are used are mathematical. A mathematical model
is a set of mathematical relationships. In most cases, these relationships are expressed in equa-
tions and inequalities, as they are in a spreadsheet model that computes sums, averages, or stan-
dard deviations.
Although there is considerable flexibility in the development of models, most of the models
presented in this book contain one or more variables and parameters. A variable, as the name
implies, is a measurable quantity that may vary or is subject to change. Variables can be
controllable or uncontrollable. A controllable variable is also called a decision variable. An
example would be how many inventory items to order. A parameter is a measurable quantity
that is inherent in the problem. The cost of placing an order for more inventory items is an
example of a parameter. In most cases, variables are unknown quantities, while parameters
are known quantities. All models should be developed carefully. They should be solvable, real-
istic, and easy to understand and modify, and the required input data should be obtainable.
The model developer has to be careful to include the appropriate amount of detail to be solvable
yet realistic.

Acquiring Input Data

Once we have developed a model, we must obtain the data that are used in the model (input
data). Obtaining accurate data for the model is essential; even if the model is a perfect represen-
Garbage in, garbage out means tation of reality, improper data will result in misleading results. This situation is called garbage
that improper data will result in, garbage out. For a larger problem, collecting accurate data can be one of the most difficult
in misleading results. steps in performing quantitative analysis.
There are a number of sources that can be used in collecting data. In some cases, company
reports and documents can be used to obtain the necessary data. Another source is interviews
with employees or other persons related to the firm. These individuals can sometimes provide
excellent information, and their experience and judgment can be invaluable. A production su-
pervisor, for example, might be able to tell you with a great degree of accuracy the amount of
time it takes to produce a particular product. Sampling and direct measurement provide other
sources of data for the model. You may need to know how many pounds of raw material are used
in producing a new photochemical product. This information can be obtained by going to the
plant and actually measuring with scales the amount of raw material that is being used. In other
cases, statistical sampling procedures can be used to obtain data.
 1.3 THE QUANTITATIVE ANALYSIS APPROACH 5

Developing a Solution
Developing a solution involves manipulating the model to arrive at the best (optimal) solution to
the problem. In some cases, this requires that an equation be solved for the best decision. In
other cases, you can use a trial and error method, trying various approaches and picking the one
that results in the best decision. For some problems, you may wish to try all possible values for
the variables in the model to arrive at the best decision. This is called complete enumeration.
This book also shows you how to solve very difficult and complex problems by repeating a few
simple steps until you find the best solution. A series of steps or procedures that are repeated is
called an algorithm, named after Algorismus, an Arabic mathematician of the ninth century.
The input data and model The accuracy of a solution depends on the accuracy of the input data and the model. If the in-
determine the accuracy of the put data are accurate to only two significant digits, then the results can be accurate to only two sig-
solution. nificant digits. For example, the results of dividing 2.6 by 1.4 should be 1.9, not 1.857142857.

Testing the Solution

Before a solution can be analyzed and implemented, it needs to be tested completely. Because
the solution depends on the input data and the model, both require testing.
Testing the data and model is Testing the input data and the model includes determining the accuracy and completeness
done before the results are of the data used by the model. Inaccurate data will lead to an inaccurate solution. There are sev-
analyzed. eral ways to test input data. One method of testing the data is to collect additional data from a
different source. If the original data were collected using interviews, perhaps some additional
data can be collected by direct measurement or sampling. These additional data can then be
compared with the original data, and statistical tests can be employed to determine whether there
are differences between the original data and the additional data. If there are significant differ-
ences, more effort is required to obtain accurate input data. If the data are accurate but the
results are inconsistent with the problem, the model may not be appropriate. The model can be
checked to make sure that it is logical and represents the real situation.
Although most of the quantitative techniques discussed in this book have been computer-
ized, you will probably be required to solve a number of problems by hand. To help detect both
logical and computational mistakes, you should check the results to make sure that they are con-
sistent with the structure of the problem. For example, (1.96)(301.7) is close to (2)(300), which
is equal to 600. If your computations are significantly different from 600, you know you have
made a mistake.

Analyzing the Results and Sensitivity Analysis

Analyzing the results starts with determining the implications of the solution. In most cases, a
solution to a problem will result in some kind of action or change in the way an organization is
operating. The implications of these actions or changes must be determined and analyzed before
the results are implemented.
Because a model is only an approximation of reality, the sensitivity of the solution to
changes in the model and input data is a very important part of analyzing the results. This type
Sensitivity analysis determines of analysis is called sensitivity analysis or postoptimality analysis. It determines how much the
how the solutions will change solution will change if there were changes in the model or the input data. When the solution is
with a different model or input sensitive to changes in the input data and the model specification, additional testing should be
data. performed to make sure that the model and input data are accurate and valid. If the model or data
are wrong, the solution could be wrong, resulting in financial losses or reduced profits.
The importance of sensitivity analysis cannot be overemphasized. Because input data may
not always be accurate or model assumptions may not be completely appropriate, sensitivity
analysis can become an important part of the quantitative analysis approach. Most of the chap-
ters in the book cover the use of sensitivity analysis as part of the decision-making and problem-
solving process.

Implementing the Results

The final step is to implement the results. This is the process of incorporating the solution into
the company. This can be much more difficult than you would imagine. Even if the solution
is optimal and will result in millions of dollars in additional profits, if managers resist the
new solution, all of the efforts of the analysis are of no value. Experience has shown that a large
6 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

Railroad Uses Optimization

MODELING IN THE REAL WORLD Models to Save Millions

Defining
Defining the Problem
the Problem CSX Transportation, Inc., has 35,000 employees and annual revenue of $11 billion. It provides rail freight
services to 23 states east of the Mississippi River, as well as parts of Canada. CSX receives orders for rail deliv-
ery service and must send empty railcars to customer locations. Moving these empty railcars results in hun-
dreds of thousands of empty-car miles every day. If allocations of railcars to customers is not done properly,
problems arise from excess costs, wear and tear on the system, and congestion on the tracks and at rail yards.

Developing Developing a Model

a Model In order to provide a more efficient scheduling system, CSX spent 2 years and $5 million developing its
Dynamic Car-Planning (DCP) system. This model will minimize costs, including car travel distance, car han-
dling costs at the rail yards, car travel time, and costs for being early or late. It does this while at the same
time filling all orders, making sure the right type of car is assigned to the job, and getting the car to the
destination in the allowable time.

Acquiring
Acquiring Input Data
Input Data In developing the model, the company used historical data for testing. In running the model, the DCP uses
three external sources to obtain information on the customer car orders, the available cars of the type
needed, and the transit-time standards. In addition to these, two internal input sources provide informa-
tion on customer priorities and preferences and on cost parameters.

Developing Developing a Solution

a Solution This model takes about 1 minute to load but only 10 seconds to solve. Because supply and demand are con-
stantly changing, the model is run about every 15 minutes. This allows final decisions to be delayed until ab-
solutely necessary.

Testing the Testing the Solution

Solution The model was validated and verified using existing data. The solutions found using the DCP were found
to be very good compared to assignments made without DCP.

Analyzing
Analyzing the Results
the Results Since the implementation of DCP in 1997, more than $51 million has been saved annually. Due to the im-
proved efficiency, it is estimated that CSX avoided spending another $1.4 billion to purchase an additional
18,000 railcars that would have been needed without DCP. Other benefits include reduced congestion in the
rail yards and reduced congestion on the tracks, which are major concerns. This greater efficiency means that
more freight can ship by rail rather than by truck, resulting in significant public benefits. These benefits include
reduced pollution and greenhouse gases, improved highway safety, and reduced road maintenance costs.

Implementing Implementing the Results

the Results Both senior-level management who championed DCP as well as key car-distribution experts who sup-
ported the new approach were instrumental in gaining acceptance of the new system and overcoming
problems during the implementation. The job description of the car distributors was changed from car al-
locators to cost technicians. They are responsible for seeing that accurate cost information is entered into
DCP, and they also manage any exceptions that must be made. They were given extensive training on how
DCP works so they could understand and better accept the new system. Due to the success of DCP, other
railroads have implemented similar systems and achieved similar benefits. CSX continues to enhance
DCP to make DCP even more customer friendly and to improve car-order forecasts.

Source: Based on M. F. Gorman, et al. “CSX Railway Uses OR to Cash in on Optimized Equipment Distribution,” Interfaces
40, 1 (January–February 2010): 5–16.

number of quantitative analysis teams have failed in their efforts because they have failed to im-
plement a good, workable solution properly.
After the solution has been implemented, it should be closely monitored. Over time, there
may be numerous changes that call for modifications of the original solution. A changing
economy, fluctuating demand, and model enhancements requested by managers and decision
makers are only a few examples of changes that might require the analysis to be modified.
 1.4 HOW TO DEVELOP A QUANTITATIVE ANALYSIS MODEL 7

The Quantitative Analysis Approach and Modeling in the Real World

The quantitative analysis approach is used extensively in the real world. These steps, first seen
in Figure 1.1 and described in this section, are the building blocks of any successful use of quan-
titative analysis. As seen in our first Modeling in the Real World box, the steps of the quantita-
tive analysis approach can be used to help a large company such as CSX plan for critical
scheduling needs now and for decades into the future. Throughout this book, you will see how
the steps of the quantitative analysis approach are used to help countries and companies of all
sizes save millions of dollars, plan for the future, increase revenues, and provide higher-quality
products and services. The Modeling in the Real World boxes in every chapter will demonstrate
to you the power and importance of quantitative analysis in solving real problems for real or-
ganizations. Using the steps of quantitative analysis, however, does not guarantee success. These
steps must be applied carefully.

1.4 How to Develop a Quantitative Analysis Model

Developing a model is an important part of the quantitative analysis approach. Let’s see how we
can use the following mathematical model, which represents profit:

Profit = Revenue - Expenses

Expenses include fixed and In many cases, we can express revenues as price per unit multiplied times the number of units
variable costs. sold. Expenses can often be determined by summing fixed costs and variable cost. Variable cost
is often expressed as variable cost per unit multiplied times the number of units. Thus, we can
also express profit in the following mathematical model:

Profit = Revenue - (Fixed cost + Variable cost)

Profit = (Selling price per unit)(Number of units sold)
- 3Fixed cost + (Variable cost per unit)(Number of units sold)4
Profit = sX - 3f + nX4
Profit = sX - f - nX (1-1)

where
s = selling price per unit
f = fixed cost
n = variable cost per unit
X = number of units sold

The parameters in this model are f, n, and s, as these are inputs that are inherent in the model.
The number of units sold (X) is the decision variable of interest.

EXAMPLE: PRITCHETT’S PRECIOUS TIME PIECES We will use the Bill Pritchett clock repair shop
example to demonstrate the use of mathematical models. Bill’s company, Pritchett’s Precious
Time Pieces, buys, sells, and repairs old clocks and clock parts. Bill sells rebuilt springs for a
price per unit of $10. The fixed cost of the equipment to build the springs is $1,000. The vari-
able cost per unit is $5 for spring material. In this example,
s = 10
f = 1,000
n = 5
The number of springs sold is X, and our profit model becomes

Profit = $10X - $1,000 - $5X

If sales are 0, Bill will realize a $1,000 loss. If sales are 1,000 units, he will realize a profit of
$4,000 ($4,000 = ($10)(1,000) - $1,000 - ($5)(1,000)). See if you can determine the profit
for other values of units sold.
8 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

The BEP results in $0 profits. In addition to the profit models shown here, decision makers are often interested in the
break-even point (BEP). The BEP is the number of units sold that will result in $0 profits. We
set profits equal to $0 and solve for X, the number of units at the break-even point:
0 = sX - f - nX
This can be written as
0 = (s - n)X - f
Solving for X, we have
f = (s - n)X
f
X =
s - n
This quantity (X) that results in a profit of zero is the BEP, and we now have this model for the BEP:
Fixed cost
BEP =
(Selling price per unit) - (Variable cost per unit)
f
BEP = (1-2)
s - n
For the Pritchett’s Precious Time Pieces example, the BEP can be computed as follows:
BEP = $1,000>($10 - $5) = 200 units, or springs, at the break-even point

The Advantages of Mathematical Modeling

There are a number of advantages of using mathematical models:
1. Models can accurately represent reality. If properly formulated, a model can be extremely
accurate. A valid model is one that is accurate and correctly represents the problem or sys-
tem under investigation. The profit model in the example is accurate and valid for many
business problems.
2. Models can help a decision maker formulate problems. In the profit model, for example,
a decision maker can determine the important factors or contributors to revenues and
expenses, such as sales, returns, selling expenses, production costs, transportation costs,
and so on.
3. Models can give us insight and information. For example, using the profit model from the
preceding section, we can see what impact changes in revenues and expenses will have on
profits. As discussed in the previous section, studying the impact of changes in a model,
such as a profit model, is called sensitivity analysis.
4. Models can save time and money in decision making and problem solving. It usually takes
less time, effort, and expense to analyze a model. We can use a profit model to analyze the
impact of a new marketing campaign on profits, revenues, and expenses. In most cases,
using models is faster and less expensive than actually trying a new marketing campaign in
a real business setting and observing the results.
5. A model may be the only way to solve some large or complex problems in a timely
fashion. A large company, for example, may produce literally thousands of sizes of nuts,
bolts, and fasteners. The company may want to make the highest profits possible given its
manufacturing constraints. A mathematical model may be the only way to determine the
highest profits the company can achieve under these circumstances.
6. A model can be used to communicate problems and solutions to others. A decision analyst
can share his or her work with other decision analysts. Solutions to a mathematical model
can be given to managers and executives to help them make final decisions.

Mathematical Models Categorized by Risk

Some mathematical models, like the profit and break-even models previously discussed, do not
Deterministic means with involve risk or chance. We assume that we know all values used in the model with complete
complete certainty. certainty. These are called deterministic models. A company, for example, might want to
 1.5 THE ROLE OF COMPUTERS AND SPREADSHEET MODELS IN THE QUANTITATIVE ANALYSIS APPROACH 9

minimize manufacturing costs while maintaining a certain quality level. If we know all these
values with certainty, the model is deterministic.
Other models involve risk or chance. For example, the market for a new product might be
“good” with a chance of 60% (a probability of 0.6) or “not good” with a chance of 40% (a prob-
ability of 0.4). Models that involve chance or risk, often measured as a probability value, are
called probabilistic models. In this book, we will investigate both deterministic and probabilis-
tic models.

1.5 The Role of Computers and Spreadsheet Models in the Quantitative Analysis Approach
Developing a solution, testing the solution, and analyzing the results are important steps in the
quantitative analysis approach. Because we will be using mathematical models, these steps re-
quire mathematical calculations. Fortunately, we can use the computer to make these steps eas-
ier. Two programs that allow you to solve many of the problems found in this book are provided
at the Companion Website for this book:

1. POM-QM for Windows is an easy-to-use decision support system that was developed for
use with production/operations management (POM) and quantitative methods or quantita-
tive management (QM) courses. POM for Windows and QM for Windows were originally
separate software packages for each type of course. These are now combined into one pro-
gram called POM-QM for Windows. As seen in Program 1.1, it is possible to display all
the modules, only the POM modules, or only the QM modules. The images shown in this
textbook will typically display only the QM modules. Hence, in this book, reference will
usually be made to QM for Windows. Appendix E at the end of the book and many of the
end-of-chapter appendices provide more information about QM for Windows.
2. Excel QM, which can also be used to solve many of the problems discussed in this book,
works automatically within Excel spreadsheets. Excel QM makes using a spreadsheet even
easier by providing custom menus and solution procedures that guide you through every
step. In Excel 2007, the main menu is found in the Add-Ins tab, as shown in Program 1.2.
Appendix F provides further details of how to install this add-in program to Excel 2010
and Excel 2007. To solve the break-even problem discussed in Section 1.4, we illustrate
Excel QM features in Programs 1.3A and 1.3B.

PROGRAM 1.1 Main menu

The QM for Windows Toolbar
Main Menu of
Quantitative Models Instruction

Data area

Utility bar
10 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

PROGRAM 1.2
Excel QM Main Menu of
Quantitative Models in
Excel 2010
Select the Add-Ins tab.

Click
ClickExcel
ExcelQM,
QM and the drop-down
menu
menuopens
openswith
withthe
thelist
listof
ofmodels
models
available
availableininExcel
ExcelQM.
QM.

PROGRAM 1.3A
Selecting Breakeven
Analysis in Excel QM
Select the Add-Ins tab.

Select Excel QM.

Select Breakeven Analysis and then

select Breakeven (Cost vs Revenue).

Add-in programs make Excel, which is already a wonderful tool for modeling, even
more powerful in solving quantitative analysis problems. Excel QM and the Excel files used in
the examples throughout this text are also included on the Companion Website for this text.
There are two other powerful Excel built-in features that make solving quantitative analysis
problems easier:
1. Solver. Solver is an optimization technique that can maximize or minimize a quantity
given a set of limitations or constraints. We will be using Solver throughout the text to
 1.5 THE ROLE OF COMPUTERS AND SPREADSHEET MODELS IN THE QUANTITATIVE ANALYSIS APPROACH 11

PROGRAM 1.3B To see the formula used for the calculations, hold down
Breakeven Analysis the Ctrl key and press the ` (grave accent) key. Doing
in Excel QM this a second time returns to the display of the results.

Put any value in B13, and Excel

will compute the profit in B23.

The break-even point is given

in units and also in dollars.

solve optimization problems. It is described in detail in Chapter 7 and used in

Chapters 7–12.
2. Goal Seek. This feature of Excel allows you to specify a goal or target (Set Cell) and what
variable (Changing Cell) that you want Excel to change in order to achieve a desired goal.
Bill Pritchett, for example, would like to determine how many springs must be sold to
make a profit of $175. Program 1.4 shows how Goal Seek can be used to make the
necessary calculations.

PROGRAM 1.4
Using Goal Seek in the
Break-Even Problem to
Achieve a Specified
Profit

Select the Data tab and

then select What-If Analysis.
Then select Goal Seek.
Put the cell that has
the profit (B23) into
the Set Cell window.

Put in the desired profit and specify

the location for the volume cell (B13).
Click OK, and Excel will change the value in
cell B13. Other cells are changed according
to the formulas in those cells.
12 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

Major League Operations Research

IN ACTION at the Department of Agriculture

I n 1997, the Pittsburgh Pirates signed Ross Ohlendorf because

of his 95-mph sinking fastball. Little did they know that Ross pos-
Secretary of the Department of Agriculture at the time, Tom Vilsack,
was born and raised in Pittsburgh and was an avid Pittsburgh
Pirates fan. Ross spent 2 months of the ensuing off-season utiliz-
sessed operations research skills also worthy of national merit. ing his educational background in operations research, helping the
Ross Ohlendorf had graduated from Princeton University with a Department of Agriculture track disease migration in livestock, a
3.8 GPA in operations research and financial engineering. subject Ross has a vested interest in as his family runs a cattle
Indeed, after the 2009 baseball season, when Ross applied for ranch in Texas. Moreover, when ABC News asked Ross about his
an 8-week unpaid internship with the U.S. Department of Agricul- off-season unpaid internship experience, he replied, “This one’s
ture, he didn’t need to mention his full-time employer because the been, I’d say, the most exciting off-season I’ve had.”

1.6 Possible Problems in the Quantitative Analysis Approach

We have presented the quantitative analysis approach as a logical, systematic means of tackling
decision-making problems. Even when these steps are followed carefully, there are many diffi-
culties that can hurt the chances of implementing solutions to real-world problems. We now take
a look at what can happen during each of the steps.

Defining the Problem

One view of decision makers is that they sit at a desk all day long, waiting until a problem arises,
and then stand up and attack the problem until it is solved. Once it is solved, they sit down, re-
lax, and wait for the next big problem. In the worlds of business, government, and education,
problems are, unfortunately, not easily identified. There are four potential roadblocks that quan-
titative analysts face in defining a problem. We use an application, inventory analysis, through-
out this section as an example.

All viewpoints should be CONFLICTING VIEWPOINTS The first difficulty is that quantitative analysts must often consider
considered before formally conflicting viewpoints in defining the problem. For example, there are at least two views that
defining the problem. managers take when dealing with inventory problems. Financial managers usually feel that
inventory is too high, as inventory represents cash not available for other investments. Sales
managers, on the other hand, often feel that inventory is too low, as high levels of inventory may
be needed to fill an unexpected order. If analysts assume either one of these statements as the
problem definition, they have essentially accepted one manager’s perception and can expect
resistance from the other manager when the “solution” emerges. So it’s important to consider
both points of view before stating the problem. Good mathematical models should include all
pertinent information. As we shall see in Chapter 6, both of these factors are included in inven-
tory models.

IMPACT ON OTHER DEPARTMENTS The next difficulty is that problems do not exist in isolation
and are not owned by just one department of a firm. Inventory is closely tied with cash flows
and various production problems. A change in ordering policy can seriously hurt cash flows and
upset production schedules to the point that savings on inventory are more than offset by in-
creased costs for finance and production. The problem statement should thus be as broad as pos-
sible and include input from all departments that have a stake in the solution. When a solution is
found, the benefits to all areas of the organization should be identified and communicated to the
people involved.

BEGINNING ASSUMPTIONS The third difficulty is that people have a tendency to state pro-
blems in terms of solutions. The statement that inventory is too low implies a solution that in-
ventory levels should be raised. The quantitative analyst who starts off with this assumption will
 1.6 POSSIBLE PROBLEMS IN THE QUANTITATIVE ANALYSIS APPROACH 13

probably indeed find that inventory should be raised. From an implementation standpoint, a
An optimal solution to the wrong “good” solution to the right problem is much better than an “optimal” solution to the wrong
problem leaves the real problem problem. If a problem has been defined in terms of a desired solution, the quantitative analyst
unsolved. should ask questions about why this solution is desired. By probing further, the true problem
will surface and can be defined properly.

SOLUTION OUTDATED Even with the best of problem statements, however, there is a fourth dan-
ger. The problem can change as the model is being developed. In our rapidly changing business
environment, it is not unusual for problems to appear or disappear virtually overnight. The ana-
lyst who presents a solution to a problem that no longer exists can’t expect credit for providing
timely help. However, one of the benefits of mathematical models is that once the original model
has been developed, it can be used over and over again whenever similar problems arise. This
allows a solution to be found very easily in a timely manner.

Developing a Model
FITTING THE TEXTBOOK MODELS One problem in developing quantitative models is that a man-
ager’s perception of a problem won’t always match the textbook approach. Most inventory
models involve minimizing the total of holding and ordering costs. Some managers view these
costs as unimportant; instead, they see the problem in terms of cash flow, turnover, and levels
of customer satisfaction. Results of a model based on holding and ordering costs are probably
not acceptable to such managers. This is why the analyst must completely understand the model
and not simply use the computer as a “black box” where data are input and results are given
with no understanding of the process. The analyst who understands the process can explain
to the manager how the model does consider these other factors when estimating the different
types of inventory costs. If other factors are important as well, the analyst can consider these
and use sensitivity analysis and good judgment to modify the computer solution before it is
implemented.

UNDERSTANDING THE MODEL A second major concern involves the trade-off between the com-
plexity of the model and ease of understanding. Managers simply will not use the results of a
model they do not understand. Complex problems, though, require complex models. One trade-
off is to simplify assumptions in order to make the model easier to understand. The model loses
some of its reality but gains some acceptance by management.
One simplifying assumption in inventory modeling is that demand is known and con-
stant. This means that probability distributions are not needed and it allows us to build simple,
easy-to-understand models. Demand, however, is rarely known and constant, so the model we
build lacks some reality. Introducing probability distributions provides more realism but may
put comprehension beyond all but the most mathematically sophisticated managers. One
approach is for the quantitative analyst to start with the simple model and make sure that it is
completely understood. Later, more complex models can be introduced slowly as managers gain
more confidence in using the new approach. Explaining the impact of the more sophisticated
models (e.g., carrying extra inventory called safety stock) without going into complete mathe-
matical details is sometimes helpful. Managers can understand and identify with this concept,
even if the specific mathematics used to find the appropriate quantity of safety stock is not
totally understood.

Acquiring Input Data

Gathering the data to be used in the quantitative approach to problem solving is often not a sim-
ple task. One-fifth of all firms in a recent study had difficulty with data access.

Obtaining accurate input data USING ACCOUNTING DATA One problem is that most data generated in a firm come from basic
can be very difficult. accounting reports. The accounting department collects its inventory data, for example, in terms
of cash flows and turnover. But quantitative analysts tackling an inventory problem need to col-
lect data on holding costs and ordering costs. If they ask for such data, they may be shocked to
find that the data were simply never collected for those specified costs.
14 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

Professor Gene Woolsey tells a story of a young quantitative analyst sent down to account-
ing to get “the inventory holding cost per item per day for part 23456/AZ.” The accountant asked
the young man if he wanted the first-in, first-out figure, the last-in, first-out figure, the lower of
cost or market figure, or the “how-we-do-it” figure. The young man replied that the inventory
model required only one number. The accountant at the next desk said, “Hell, Joe, give the kid a
number.” The kid was given a number and departed.

VALIDITY OF DATA A lack of “good, clean data” means that whatever data are available must often
be distilled and manipulated (we call it “fudging”) before being used in a model. Unfortunately,
the validity of the results of a model is no better than the validity of the data that go into the model.
You cannot blame a manager for resisting a model’s “scientific” results when he or she knows that
questionable data were used as input. This highlights the importance of the analyst understanding
other business functions so that good data can be found and evaluated by the analyst. It also em-
phasizes the importance of sensitivity analysis, which is used to determine the impact of minor
changes in input data. Some solutions are very robust and would not change at all for certain
changes in the input data.

Developing a Solution
Hard-to-understand mathematics HARD-TO-UNDERSTAND MATHEMATICS The first concern in developing solutions is that al-
and one answer can be a problem though the mathematical models we use may be complex and powerful, they may not be com-
in developing a solution. pletely understood. Fancy solutions to problems may have faulty logic or data. The aura of
mathematics often causes managers to remain silent when they should be critical. The well-
known operations researcher C. W. Churchman cautions that “because mathematics has been so
revered a discipline in recent years, it tends to lull the unsuspecting into believing that he who
thinks elaborately thinks well.”1

ONLY ONE ANSWER IS LIMITING The second problem is that quantitative models usually give
just one answer to a problem. Most managers would like to have a range of options and not be
put in a take-it-or-leave-it position. A more appropriate strategy is for an analyst to present a
range of options, indicating the effect that each solution has on the objective function. This gives
managers a choice as well as information on how much it will cost to deviate from the optimal
solution. It also allows problems to be viewed from a broader perspective, since nonquantitative
factors can be considered.

Testing the Solution

The results of quantitative analysis often take the form of predictions of how things will work in
the future if certain changes are made now. To get a preview of how well solutions will really
work, managers are often asked how good the solution looks to them. The problem is that com-
plex models tend to give solutions that are not intuitively obvious. Such solutions tend to be re-
jected by managers. The quantitative analyst now has the chance to work through the model and
the assumptions with the manager in an effort to convince the manager of the validity of the re-
sults. In the process of convincing the manager, the analyst will have to review every assump-
Assumptions should be reviewed. tion that went into the model. If there are errors, they may be revealed during this review. In
addition, the manager will be casting a critical eye on everything that went into the model, and
if he or she can be convinced that the model is valid, there is a good chance that the solution re-
sults are also valid.

Analyzing the Results

Once a solution has been tested, the results must be analyzed in terms of how they will affect the
total organization. You should be aware that even small changes in organizations are often diffi-
cult to bring about. If the results indicate large changes in organization policy, the quantitative
analyst can expect resistance. In analyzing the results, the analyst should ascertain who must
change and by how much, if the people who must change will be better or worse off, and who
has the power to direct the change.

1C. W. Churchman. “Relativity Models in the Social Sciences,” Interfaces 4, 1 (November 1973).
 1.7 IMPLEMENTATION—NOT JUST THE FINAL STEP 15

PLATO Helps 2004 Olympic Games

IN ACTION in Athens

T he 2004 Olympic Games were held in Athens, Greece, over a

period of 16 days. More than 2,000 athletes competed in 300
Advanced Technical Optimization (PLATO) project was begun.
Innovative techniques from management science, systems engi-
neering, and information technology were used to change the
events in 28 sports. The events were held in 36 different venues planning, design, and operations of venues.
(stadia, competition centers, etc.), and 3.6 million tickets were The objectives of PLATO were to (1) facilitate effective organiza-
sold to people who would view these events. In addition, 2,500 tional transformation, (2) help plan and manage resources in a cost-
members of international committees and 22,000 journalists and effective manner, and (3) document lessons learned so future
broadcasters attended these games. Home viewers spent more Olympic committees could benefit. The PLATO project developed
than 34 billion hours watching these sporting events. The 2004 business-process models for the various venues, developed simula-
Olympic Games was the biggest sporting event in the history of tion models that enable the generation of what-if scenarios, devel-
the world up to that point. oped software to aid in the creation and management of these
In addition to the sporting venues, other noncompetitive ven- models, and developed process steps for training ATHOC personnel
ues, such as the airport and Olympic village, had to be consid- in using these models. Generic solutions were developed so that this
ered. A successful Olympics requires tremendous planning for the knowledge and approach could be made available to other users.
transportation system that will handle the millions of spectators. PLATO was credited with reducing the cost of the 2004
Three years of work and planning were needed for the 16 days of Olympics by over $69 million. Perhaps even more important is the
the Olympics. fact that the Athens games were universally deemed an unquali-
The Athens Olympic Games Organizing Committee (ATHOC) fied success. The resulting increase in tourism is expected to re-
had to plan, design, and coordinate systems that would be deliv- sult in economic benefit to Greece for many years in the future.
ered by outside contractors. ATHOC personnel would later be re-
sponsible for managing the efforts of volunteers and paid staff Source: Based on D. A. Beis, et al. “PLATO Helps Athens Win Gold: Olympic
during the operations of the games. To make the Athens Games Knowledge Modeling for Organizational Change and Resource Man-
Olympics run efficiently and effectively, the Process Logistics agement,” Interfaces 36, 1 (January–February 2006): 26–42.

1.7 Implementation—Not Just the Final Step

We have just presented some of the many problems that can affect the ultimate acceptance of
the quantitative analysis approach and use of its models. It should be clear now that implemen-
tation isn’t just another step that takes place after the modeling process is over. Each one of these
steps greatly affects the chances of implementing the results of a quantitative study.

Lack of Commitment and Resistance to Change

Even though many business decisions can be made intuitively, based on hunches and experience,
there are more and more situations in which quantitative models can assist. Some managers,
however, fear that the use of a formal analysis process will reduce their decision-making power.
Others fear that it may expose some previous intuitive decisions as inadequate. Still others just
feel uncomfortable about having to reverse their thinking patterns with formal decision making.
These managers often argue against the use of quantitative methods.
Many action-oriented managers do not like the lengthy formal decision-making process and
prefer to get things done quickly. They prefer “quick and dirty” techniques that can yield imme-
diate results. Once managers see some quick results that have a substantial payoff, the stage is
set for convincing them that quantitative analysis is a beneficial tool.
Management support and user We have known for some time that management support and user involvement are critical
involvement are important. to the successful implementation of quantitative analysis projects. A Swedish study found that
only 40% of projects suggested by quantitative analysts were ever implemented. But 70% of the
quantitative projects initiated by users, and fully 98% of projects suggested by top managers,
were implemented.

Lack of Commitment by Quantitative Analysts

Just as managers’ attitudes are to blame for some implementation problems, analysts’ attitudes
are to blame for others. When the quantitative analyst is not an integral part of the department
facing the problem, he or she sometimes tends to treat the modeling activity as an end in itself.
16 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

That is, the analyst accepts the problem as stated by the manager and builds a model to solve
only that problem. When the results are computed, he or she hands them back to the manager
and considers the job done. The analyst who does not care whether these results help make the
final decision is not concerned with implementation.
Successful implementation requires that the analyst not tell the users what to do, but work
with them and take their feelings into account. An article in Operations Research describes an
inventory control system that calculated reorder points and order quantities. But instead of
insisting that computer-calculated quantities be ordered, a manual override feature was installed.
This allowed users to disregard the calculated figures and substitute their own. The override was
used quite often when the system was first installed. Gradually, however, as users came to real-
ize that the calculated figures were right more often than not, they allowed the system’s figures
to stand. Eventually, the override feature was used only in special circumstances. This is a good
example of how good relationships can aid in model implementation.

Summary
Quantitative analysis is a scientific approach to decision mak- departments, beginning assumptions, outdated solutions, fitting
ing. The quantitative analysis approach includes defining the textbook models, understanding the model, acquiring good
problem, developing a model, acquiring input data, developing input data, hard-to-understand mathematics, obtaining only
a solution, testing the solution, analyzing the results, and im- one answer, testing the solution, and analyzing the results. In
plementing the results. In using the quantitative approach, using the quantitative analysis approach, implementation is not
however, there can be potential problems, including conflicting the final step. There can be a lack of commitment to the
viewpoints, the impact of quantitative analysis models on other approach and resistance to change.

Glossary
Algorithm A set of logical and mathematical operations per- Probabilistic Model A model in which all values used in the
formed in a specific sequence. model are not known with certainty but rather involve some
Break-Even Point The quantity of sales that results in zero chance or risk, often measured as a probability value.
profit. Problem A statement, which should come from a manager,
Deterministic Model A model in which all values used in that indicates a problem to be solved or an objective or a
the model are known with complete certainty. goal to be reached.
Input Data Data that are used in a model in arriving at the Quantitative Analysis or Management Science A scientific
final solution. approach that uses quantitative techniques as a tool in deci-
Mathematical Model A model that uses mathematical equa- sion making.
tions and statements to represent the relationships within Sensitivity Analysis A process that involves determining
the model. how sensitive a solution is to changes in the formulation of
Model A representation of reality or of a real-life situation. a problem.
Parameter A measurable input quantity that is inherent in Stochastic Model Another name for a probabilistic model.
a problem. Variable A measurable quantity that is subject to change.

Key Equations
(1-1) Profit = sX - f - nX f
(1-2) BEP =
where s - n
s = selling price per unit An equation to determine the break-even point (BEP) in
f = fixed cost units as a function of the selling price per unit (s), fixed
n = variable cost per unit costs ( f ), and variable costs (n).
X = number of units sold
An equation to determine profit as a function of the sell-
ing price per unit, fixed costs, variable costs, and num-
ber of units sold.
 DISCUSSION QUESTIONS AND PROBLEMS 17

Self-Test
䊉 Before taking the self-test, refer to the learning objectives at the beginning of the chapter,
the notes in the margins, and the glossary at the end of the chapter.
䊉 Use the key at the back of the book to correct your answers.
䊉 Restudy pages that correspond to any questions that you answered incorrectly or material
you feel uncertain about.

1. In analyzing a problem, you should normally study c. implementing the results

a. the qualitative aspects. d. analyzing the results
b. the quantitative aspects. 8. A deterministic model is one in which
c. both a and b. a. there is some uncertainty about the parameters used in
d. neither a nor b. the model.
2. Quantitative analysis is b. there is a measurable outcome.
a. a logical approach to decision making. c. all parameters used in the model are known with
b. a rational approach to decision making. complete certainty.
c. a scientific approach to decision making. d. there is no available computer software.
d. all of the above. 9. The term algorithm
3. Frederick Winslow Taylor a. is named after Algorismus.
a. was a military researcher during World War II. b. is named after a ninth-century Arabic mathematician.
b. pioneered the principles of scientific management. c. describes a series of steps or procedures to be
c. developed the use of the algorithm for QA. repeated.
d. all of the above. d. all of the above.
4. An input (such as variable cost per unit or fixed cost) for 10. An analysis to determine how much a solution would
a model is an example of change if there were changes in the model or the input
a. a decision variable. data is called
b. a parameter. a. sensitivity or postoptimality analysis.
c. an algorithm. b. schematic or iconic analysis.
d. a stochastic variable. c. futurama conditioning.
5. The point at which the total revenue equals total cost d. both b and c.
(meaning zero profit) is called the 11. Decision variables are
a. zero-profit solution. a. controllable.
b. optimal-profit solution. b. uncontrollable.
c. break-even point. c. parameters.
d. fixed-cost solution. d. constant numerical values associated with any
6. Quantitative analysis is typically associated with the use of complex problem.
a. schematic models. 12. ______________ is the scientific approach to managerial
b. physical models. decision making.
c. mathematical models. 13. ______________ is the first step in quantitative
d. scale models. analysis.
7. Sensitivity analysis is most often associated with which 14. A _____________ is a picture, drawing, or chart of
step of the quantitative analysis approach? reality.
a. defining the problem 15. A series of steps that are repeated until a solution is
b. acquiring input data found is called a(n) _________________.

Discussion Questions and Problems

Discussion Questions 1-4 Briefly trace the history of quantitative analysis.
What happened to the development of quantitative
1-1 What is the difference between quantitative and
analysis during World War II?
qualitative analysis? Give several examples.
1-5 Give some examples of various types of models.
1-2 Define quantitative analysis. What are some of the
What is a mathematical model? Develop two exam-
organizations that support the use of the scientific
ples of mathematical models.
approach?
1-6 List some sources of input data.
1-3 What is the quantitative analysis process? Give sev-
eral examples of this process. 1-7 What is implementation, and why is it important?
18 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

1-8 Describe the use of sensitivity analysis and postopti- terrible losing streak, and attendance has fallen off.
mality analysis in analyzing the results. In fact, Katherine believes that she will sell only 500
1-9 Managers are quick to claim that quantitative ana- programs for the next game. If it was possible to
lysts talk to them in a jargon that does not sound like raise the selling price of the program and still sell
English. List four terms that might not be under- 500, what would the price have to be for Katherine
stood by a manager. Then explain in nontechnical to break even by selling 500?
terms what each term means. 1-19 Farris Billiard Supply sells all types of billiard
1-10 Why do you think many quantitative analysts don’t equipment, and is considering manufacturing their
like to participate in the implementation process? own brand of pool cues. Mysti Farris, the production
What could be done to change this attitude? manager, is currently investigating the production of
1-11 Should people who will be using the results of a new a standard house pool cue that should be very popu-
quantitative model become involved in the technical lar. Upon analyzing the costs, Mysti determines that
aspects of the problem-solving procedure? the materials and labor cost for each cue is $25, and
the fixed cost that must be covered is $2,400 per
1-12 C. W. Churchman once said that “mathematics ...
week. With a selling price of $40 each, how many
tends to lull the unsuspecting into believing that he
pool cues must be sold to break even? What would
who thinks elaborately thinks well.” Do you think
the total revenue be at this break-even point?
that the best QA models are the ones that are most
elaborate and complex mathematically? Why? 1-20 Mysti Farris (see Problem 1-19) is considering rais-
ing the selling price of each cue to $50 instead of
1-13 What is the break-even point? What parameters are
$40. If this is done while the costs remain the same,
necessary to find it?
what would the new break-even point be? What
would the total revenue be at this break-even point?
Problems
1-21 Mysti Farris (see Problem 1-19) believes that there
1-14 Gina Fox has started her own company, Foxy Shirts, is a high probability that 120 pool cues can be sold
which manufactures imprinted shirts for special oc- if the selling price is appropriately set. What selling
casions. Since she has just begun this operation, she price would cause the break-even point to be 120?
rents the equipment from a local printing shop when
1-22 Golden Age Retirement Planners specializes in pro-
necessary. The cost of using the equipment is $350.
viding financial advice for people planning for a
The materials used in one shirt cost $8, and Gina can
comfortable retirement. The company offers semi-
sell these for $15 each.
nars on the important topic of retirement planning.
(a) If Gina sells 20 shirts, what will her total rev-
For a typical seminar, the room rental at a hotel is
enue be? What will her total variable cost be?
$1,000, and the cost of advertising and other inci-
(b) How many shirts must Gina sell to break even?
dentals is about $10,000 per seminar. The cost of the
What is the total revenue for this?
materials and special gifts for each attendee is $60
1-15 Ray Bond sells handcrafted yard decorations at per person attending the seminar. The company
county fairs. The variable cost to make these is $20 charges $250 per person to attend the seminar as this
each, and he sells them for $50. The cost to rent a seems to be competitive with other companies in the
booth at the fair is $150. How many of these must same business. How many people must attend each
Ray sell to break even? seminar for Golden Age to break even?
1-16 Ray Bond, from Problem 1-15, is trying to find a new 1-23 A couple of entrepreneurial business students at
supplier that will reduce his variable cost of produc- State University decided to put their education into
tion to $15 per unit. If he was able to succeed in re- practice by developing a tutoring company for busi-
ducing this cost, what would the break-even point be? ness students. While private tutoring was offered, it
1-17 Katherine D’Ann is planning to finance her college was determined that group tutoring before tests in
education by selling programs at the football games the large statistics classes would be most beneficial.
for State University. There is a fixed cost of $400 for The students rented a room close to campus for $300
printing these programs, and the variable cost is $3. for 3 hours. They developed handouts based on past
There is also a $1,000 fee that is paid to the univer- tests, and these handouts (including color graphs)
sity for the right to sell these programs. If Katherine cost $5 each. The tutor was paid $25 per hour, for a
was able to sell programs for $5 each, how many total of $75 for each tutoring session.
would she have to sell in order to break even? (a) If students are charged $20 to attend the session,
1-18 Katherine D’Ann, from Problem 1-17, has become how many students must enroll for the company
concerned that sales may fall, as the team is on a to break even?
(b) A somewhat smaller room is available for $200
for 3 hours. The company is considering this
Note: means the problem may be solved with QM for Windows; means possibility. How would this affect the break-even
the problem may be solved with Excel QM; and means the problem may be
solved with QM for Windows and/or Excel QM. point?
 BIBLIOGRAPHY 19

Case Study
Food and Beverages at Southwestern University Football Games
Southwestern University (SWU), a large state college in
Stephenville, Texas, 30 miles southwest of the Dallas/Fort SELLING VARIABLE PERCENT
Worth metroplex, enrolls close to 20,000 students. The school ITEM PRICE/UNIT COST/UNIT REVENUE
is the dominant force in the small city, with more students dur- Soft drink $1.50 $0.75 25%
ing fall and spring than permanent residents.
A longtime football powerhouse, SWU is a member of the Coffee 2.00 0.50 25%
Big Eleven conference and is usually in the top 20 in college Hot dogs 2.00 0.80 20%
football rankings. To bolster its chances of reaching the elusive
Hamburgers 2.50 1.00 20%
and long-desired number-one ranking, in 2010 SWU hired the
legendary Bo Pitterno as its head coach. Although the number- Misc. snacks 1.00 0.40 10%
one ranking remained out of reach, attendance at the five Satur-
day home games each year increased. Prior to Pitterno’s arrival,
attendance generally averaged 25,000–29,000. Season ticket six booths for 5 hours at $7 an hour. These fixed costs will
sales bumped up by 10,000 just with the announcement of the be proportionately allocated to each of the products based on
new coach’s arrival. Stephenville and SWU were ready to move the percentages provided in the table. For example, the revenue
to the big time! from soft drinks would be expected to cover 25% of the total
With the growth in attendance came more fame, the need fixed costs.
for a bigger stadium, and more complaints about seating, park- Maddux wants to be sure that he has a number of things for
ing, long lines, and concession stand prices. Southwestern Uni- President Starr: (1) the total fixed cost that must be covered at
versity’s president, Dr. Marty Starr, was concerned not only each of the games; (2) the portion of the fixed cost allocated to
about the cost of expanding the existing stadium versus build- each of the items; (3) what his unit sales would be at break-even
ing a new stadium but also about the ancillary activities. He for each item—that is, what sales of soft drinks, coffee, hot
wanted to be sure that these various support activities generated dogs, and hamburgers are necessary to cover the portion of the
revenue adequate to pay for themselves. Consequently, he fixed cost allocated to each of these items; (4) what the dollar
wanted the parking lots, game programs, and food service to all sales for each of these would be at these break-even points; and
be handled as profit centers. At a recent meeting discussing the (5) realistic sales estimates per attendee for attendance of
new stadium, Starr told the stadium manager, Hank Maddux, 60,000 and 35,000. (In other words, he wants to know how
to develop a break-even chart and related data for each of the many dollars each attendee is spending on food at his projected
centers. He instructed Maddux to have the food service area break-even sales at present and if attendance grows to 60,000.)
break-even report ready for the next meeting. After discussion He felt this last piece of information would be helpful to under-
with other facility managers and his subordinates, Maddux de- stand how realistic the assumptions of his model are, and this
veloped the following table showing the suggested selling information could be compared with similar figures from previ-
prices, and his estimate of variable costs, and the percent rev- ous seasons.
enue by item. It also provides an estimate of the percentage of
the total revenues that would be expected for each of the items
based on historical sales data. Discussion Question
Maddux’s fixed costs are interesting. He estimated that the 1. Prepare a brief report with the items noted so it is ready
prorated portion of the stadium cost would be as follows: for Dr. Starr at the next meeting.
salaries for food services at $100,000 ($20,000 for each of the
five home games); 2,400 square feet of stadium space at $2 per Adapted from J. Heizer and B. Render. Operations Management, 6th ed.
square foot per game; and six people per booth in each of the Upper Saddle River, NJ: Prentice Hall, 2000, pp. 274–275.

Bibliography
Ackoff, R. L. Scientific Method: Optimizing Applied Research Decisions. New Churchman, C. W. “Relativity Models in the Social Sciences,” Interfaces 4,
York: John Wiley & Sons, Inc., 1962. 1 (November 1973).
Beam, Carrie. “ASP, the Art and Science of Practice: How I Started an OR/MS Churchman, C. W. The Systems Approach. New York: Delacort Press,
Consulting Practice with a Laptop, a Phone, and a PhD,” Interfaces 34 1968.
(July–August 2004): 265–271. Dutta, Goutam. “Lessons for Success in OR/MS Practice Gained from
Board, John, Charles Sutcliffe, and William T. Ziemba. “Applying Operations Experiences in Indian and U.S. Steel Plants,” Interfaces 30, 5
Research Techniques to Financial Markets,” Interfaces 33 (March–April (September–October 2000): 23–30.
2003): 12–24.
20 CHAPTER 1 • INTRODUCTION TO QUANTITATIVE ANALYSIS

Eom, Sean B., and Eyong B. Kim. “A Survey of Decision Support System Pidd, Michael. “Just Modeling Through: A Rough Guide to Modeling,” Interf-
Applications (1995–2001),” Journal of the Operational Research Society aces 29, 2 (March–April 1999): 118–132.
57, 11 (2006): 1264–1278. Saaty, T. L. “Reflections and Projections on Creativity in Operations Research
Horowitz, Ira. “Aggregating Expert Ratings Using Preference-Neutral and Management Science: A Pressing Need for a Shifting Paradigm,”
Weights: The Case of the College Football Polls,” Interfaces 34 Operations Research 46, 1 (1998): 9–16.
(July–August 2004): 314–320. Salveson, Melvin. “The Institute of Management Science: A Prehistory and
Keskinocak, Pinar, and Sridhar Tayur. “Quantitative Analysis for Internet- Commentary,” Interfaces 27, 3 (May–June 1997): 74–85.
Enabled Supply Chains,” Interfaces 31, 2 (March–April 2001): 70–89. Wright, P. Daniel, Matthew J. Liberatore, and Robert L. Nydick. “A Survey of
Laval, Claude, Marc Feyhl, and Steve Kakouros. “Hewlett-Packard Combined Operations Research Models and Applications in Homeland Security,”
OR and Expert Knowledge to Design Its Supply Chains,” Interfaces 35 Interfaces 36 (November–December 2006): 514–529.
(May–June 2005): 238–247.