DEVELOPMENT OF A PRODUCTION PLANNING AND CONTROL

JURNAL TEKNOLOGI, Edisi Khusus No. 2. Teknik Industri Tahun XIX, Desember 2005, 15-26 ISSN 0215-1685

DEVELOPMENT OF A PRODUCTION PLANNING AND CONTROL SIMULATION GAME TO ENHANCE LEARNING EXPERIENCE Akhmad Hidayatno1, M.S.Mahfudz2 Industrial Engineering Department, Faculty of Engineering, University of Indonesia Kampus Baru UI Depok, 16424, Indonesia E-mail: 1 [email protected], 2 [email protected]

Abstrak Perubahan satu-satunya hal yang tetap ketika hal lainnya pasti berubah di dunia ini. Perubahan telah menjadi ciri utama dalam menjalankan bisnis di saat ini. Perubahan tersebut menuntut hadirnya sumber daya-sumber daya manusia yang siap menghadapai perubahan dengan dibekali oleh pengetahuan dan keahlian yang mencukupi. Sebagai akibatnya dunia pendidikan pun dituntut untuk semakin meningkatkan metode pengajarannya. Permainan simulasi sebagai sebuah metode pengajaran menawarkan kelebihan-kelebihan yang tidak mampu diberikan oleh metode pengajaran biasa. Permainan simulasi sanggup memberikan kedinamisan kepada peserta dalam proses pembelajarannya dan mampu memberikan sebuah umpan balik yang cepat, kedua hal tersebut adalah sebuah hal yang penting dalam sebuah metode pembelajaran yang efektif. Penelitian ini bertujuan untuk menghasilkan sebuah permainan simulasi yang mampu mendukung sebuah proses pembelajaran. Penelitian ini mengangkat tema permainan simulasi dalam lingkup manajemen perencanaan dan pengendalian produksi. Topik tersebut dipilih karena pentingnya hal tersebut dalam manajemen operasi sebuah perusahaan manufaktur. Hasil penelitian ini yaitu sebuah permainan simulasi perencanaan dan pengendalian diharapkan dapat digunakan di dalam lingkungan Departemen Teknik Industri UI atau lingkungan yang lebih luas dalam mendukung kegiatan pembelajaran. Kata Kunci : Simulasi, Permainan, Pembelajaran pengalaman, Kontrol Produksi

Abstract Change is the only thing that is constant in life. Change itself has been the characteristic of doing business today. Change demands the human resources in the industry to be ready and can adapt with it. To accomplish that, people need to be prepared with sufficient knowledge and skill. As a result, a new way of teaching is needed. Simulation game as a teaching method offers more advantages that cannot be given by a simple traditional teaching method. Simulation game allows the students to interact with the dynamic of the system they are learning. Simulation games also can give a direct feedback of the decisions to the students. Those two factors are crucial factors in an effective teaching method. This research focuses on developing a simulation game that can complement a learning process especially in the area of production planning and control as one of the core competencies as an Industrial Engineers. That is because production planning control is one of the important factors in the area of operation management. Hopefully, by the result of this research, a simulation game can be gained and can complement the learning process in Industrial Engineering Department University of Indonesia and also in a wider area. Keywords: Simulation, Game, Simulation Game, Experiential Learning, Production Planning Control

1. Introduction Manufacturing in the world today is keep changing at an incredible rate of speed. Change demands the human resources in the industry to be ready and can

adapt with it. One alternative to overcome that is to prepare high quality and knowledgeable of human resources, and to achieve that, a good learning method is a prerequisite to transfer theoretical knowledge to be applied in their work.


One method of learning that is commonly used is experiential learning. Experiential learning is a participatory method of learning that involves a variety of a person’s mental capabilities. It exists when a learner processes information in an active and immersive learning environment. Using experiential methods in education and training has many benefits beyond traditional forms of instruction. Simulation games are one of learning methods that involves an experiential learning. Simulation games are activities designed to mimic the reality of the external world, within the classroom, with a specific predetermined goal. Simulation games can give the opportunity for the student to get involve in the learning process that will result in an active learning system because it will focus on the student. This research focused in making a simulation game in the field of production management, especially in the sub-field of production planning and control system. This simulation game intends to support a traditional production concepts commonly use in planning and controlling production in the Indonesia’s industry: Material Requirement Planning (MRP). Through this simulation game we hope to enhance the students’ understanding of: • The importance of BOM (Bill of Material) when creating Work Orders • Processing feedbacks from the “simulated” production line to revised the work orders • The importance of identifying bottlenecks in the production line, based on the data available (setup time, processing time, and maintenance time) 2. Methods 2.1 Simulation Games Simulation games consist of two words. SAGSET (the Society for The Advancement of Games and Simulation in education and Training) define simulation as a working representation of reality; it may be an abstracted, simplified or accelerated model of process [1]. Two leading game designers, Salen & Zimmerman (2004), define a game as: a system in which players involved in an artificial conflict, defined by rules, which result in a quantifiable outcome [2]. Greenblat & Duke the (1981) offer a definition of simulation-games as a hybrid form of game, involving game activities in a simulated context [2]. The application of simulation games in learning process can give many advantages, Fripp has listed below advantages that cannot be given by a traditional method of teaching [3]:

1. It is motivating and fun 2. The player can show their skill 3. It is a free of risk environment 4. Player can experiment new method freely 5. Diversity 6. Experiential learning This research focusing on developing a model that can be used for a simulation game, with the following steps [4]: 1. Concept Development The first step is by making the concept of the model we want. Event or process that is going to be simulated must be understood first. 2. Creating Model The concept then formulated as a model by making formulation or graphic. 3. Simulation The next step is by doing simulation using model that has been developed before 4. Validation Last step is validation, validation is needed to check whether the result of the model same with the condition in the reality. Model can be stated as validate if the discrepancy between the model and reality is not to high. 2.2 Prosim V Simulation game that is developed in this research is inspired by a simulation game named Prosim V [5]. Prosim V is a computer model developed at Auburn University that simulates the activities of production system. It is intended as a learning aid in courses such as production control and production management. Prosim concerns with the manufacture of wooden case for soft drinks and trays for servicing vending machines. There are two types of drink cases, one type for twenty-four individual bottles, and a second type for four six-bottle cartons.

Picture 1 The 24 bottles Drink Case Types

Another product is vendor tray.


The main topic of this research is to develop a simulation game model in the computer as a tool for doing the simulation game. The concept of the model is based from Prosim V. The next step is to make formulation. In this step, the concept is transformed into the computer model which is in this case using ProModel and Microsoft Excel. Excel is used as an external input for the ProModel and to make the program more user-friendly. The model consists of the following parts: – Entity : 58 Entities – Location : 86 Locations – Resources :20 Resources – Path Networks: 48 Path Networks – Variables : 83 Variables – Process : 197 Processes

Picture 2 Vendor Tray

The Data used in this simulation game are: 1. Inventory Description 2. Assembly Diagrams 3. Work Station Layout 4. Work Station Description 5. Component Requirements 6. Setup time 7. Process time 8. Hold Quantity 9. Man and Machine Rates 10. Inventory Information

6

7 16 17

Inside the models are 15 workstations and each work station needs an operator to operate them. The table below shows the example of the process inside the model. Table 1. Process in the Model

26 27 28 29 30 31

sk9

sk14

sk7

skX

10m/200s 90m/900m $.068/.021/.003

10m/200s 120m/900m $.068/.0175/.002

15m/30s 120m/4320m $.096/.0245/.003

setup time/operation time breakdown time/interval time $ Worker/Working Machine/Idle

6

7 16 17

26 27 28 29 30 31

sk12

sk13

10m/200s 60m/360m $.068/.0175/.002

18 8 18 8 25

10m/200s 90m/540m $.068/.0175/.002

18 8

sk8 5m/200s 120m/540m $.064/.0175/.002

18 8 25

25

Sk15 9 19 24

20m/200s 60m/1080m $.068/.0175/.002

11 10 9 19 24 18 8 25

sk10

9 19 24

sk11

10m/200s 120m/1080m $.068/.0175/.002

10 9 19 24

10m/200s 120m/540m $.068/.0175/.002 10

11

3 20 22

sk1 5m/10m 90m/270m $.08/.0175/.002

20 22

sk2

sk3

5m/20&10m 90m/120m $.09/.007/.001

5m/20&10m 90m/120m $.036/.014/.002 20 22

21 23

1

2

sk4 3

5m/10m 60m/180m $.036/.0175/.002

3

sk5

sk6

5m/10m 90m/180m $.036/.0175/.002

5m/20m -/$0.144/.028/.003

21 23

1

2

3

Picture 1. Prosim Conceptual Process Flow

Prosim is oriented toward cost minimization rather than profit maximization. Costs are accumulated at several places in the computer Model.

3. Result and Discussion 3.1 Development of Computer Model

The model then needs to be verified to check if it operates as intended. There are some techniques to do verification. The first technique is reviewing model code to check error and inconsistencies. The second technique is by checking for reasonable output. This technique is to see whether the model give the result as intended or not. The next technique is by watching the animation. Entities movement are viewed and checked whether it moves correctly or not. The other technique is by doing tracking, with this feature we can now see the detail process of the model that is being run. After some tests of verification with the technique mentioned above, the model operates as intended. With this result can be concluded that the model has been verified. Model then needed to be check for its validation. Validation is needed to see if it is the right model and resemble reality. In this validation some input scenarios has been developed and see if the result match between calculation by manual and the result of the model. The subject that is compared is the utility of each workstation. In these two graphics below (Picture


5 and 6) we can see the comparison between calculation by manual and the result of the model. Those two graphics show almost exactly the same result, this indicates that the utility (operation time/time available) for the two methods give the result also. From this we can conclude that the model has behaved like in the reality and because of that the model can be stated as verified.

process. During the game implementation, instructors would suspense the game between several periods, to check whether or not one or many learning points have been achieved. Necessary steps should be taken when the point are not achieved, including the worst case scenario resetting the game to the first period again. The steps includes re-explained theory, additional material is handed out, and other activities.

Table 2. Learning Points in Stages of Development

Stages Simulation Game (SG) Conceptual Development SG Development

Picture 3. Utility by Concept

SG Implementation

SG Evaluation

Purpose Cross check between the purpose of the SG and SG conceptual design Developing the Pause Time for Reflections/Feedback Time and Guidance for selection tools and methods of SG Development Monitoring the learning level of participant of the SG by the instructor As an improvement feedback process

The learning points in this simulation games is constructed based on the MRP Theory lectured in the course of Production Planning and Control at the Industrial Engineering Department of Universitas Indonesia. Table 3. Learning Points and Recommended Observed Evidence form the Participants

Picture 4. Utility by Model

3.2 Establishing Learning Points Learning Points is the term for the point of time or sequence in the simulation games in which the participant of the game can be check for learning level or understanding level. These learning points serve as different purpose depending on stages on game development and deployment. (Table 2) Learning points is basically competencies checks, in which the students should give proof that he/she understands the material and be able to conduct and solve the assignment provided in the game. The learning points is collected to series of questions and answers, reports, graphs and interviews to gain better understanding of the participants learning

Stages Ability to choose and conduct forecast based on available data The importance of BOM (Bill of Material) when creating Work Orders

The importance of identifying bottlenecks in the production line, based on the data available (setup time, processing time, and maintenance time) Processing feedbacks from the “simulated” production line to revised

Observed Evidence Demand forecast and production planning Ability to develop Bill of Material (BOM) Explanation Assignment from BOM to Material Requirements Planning (MRP) Question Answer List

Weekly Reports TAFR (Team Assembled Final Report)


model. With addition that the instructor also has the role of a jury, so the instructor can determine which players are loosing or win based on the game outputs

the work orders

The game play is illustrated as follows

NB2

NB13 (2) sk5

NB10 (2) sk4

NB11 (1) sk4

NB28 (2) 4 sk10

NB28 (2) sk10

NB5 (1) 4 sk7

$

NB5 (1) 2 sk7

$

NB14 (2) sk5

$

NB15 (20) sk5

NB14 (12) sk4

NB14 (10) sk1

$

$

$

$

NB23 (1) sk5

NB22 (1) sk4

NB16 (1) sk2

NB17 (1) sk2

NB18 (2) sk1

NB29 (1) sk9

NB29 (2) sk9

NB12 (1) 2 sk15

NB5 (1) sk7

$

NB5 (1) 2 sk7

NB19 (2) sk1

NB31 (1) sk8

NB5 (1) sk7

$

NB12 (2) 4 sk15

NB28 (1) sk15

$

NB5 (1) sk7

$

NB12 (2) 4 sk15

$

NB3

NB4 (1) sk4

$

NB13 (2) sk5 $

NB15 (30) sk1

$

NB24 (2) sk1

NB25 (2) sk1

NB30 (3) 6 sk10

NB5 (1) 6 sk7

NB12 (3) 6 sk15

$

$

NB27 (2) 4 sk8

NB5 (1) 4 sk7

$

Picture 5. Examples of Submitted BOM by the Participants

The TAFR (Team Assembled Final Reports) consist of period-by-period decision analysis to drive the students analyze what they have decided within longer time horizon. 3.3 User and Instructor Manual Development Manual is developed as a supporting tool for the simulation game. The manual consist of two parts, manual for the player and the manual for the instructor. Manual for the player contents the playing systems, the production systems, data that is needed and example of input and output of the game. In this simulation game the player has the role as some one that is in charge in doing production planning control in a manufacturing plant. As mentioned above, this plant produces 3 kind of product. Some part of its material are bought from supplier and some processed or assembled inside the plant. The simulation game should take 8 periods which each period resemble one week of real life production system. In each period the participant give the decision about the plant. Inputs for the simulation game are demand forecasting, purchase order and work order. The participants have to design an ordering system that can minimize the total cost incurred by the simulated plant. The other manual, this is for the instructor. The manual guide the instructor how to lead and play the game. Inside the manual is some technical guidance to run the

Picture 6. Illustration of Game Play

4. Conclusion The objective of the research is to gain a production planning control simulation game by using a case study that has exist before, the simulation game is intended as a tool in the learning process. Based on those objectives this research can be concluded as follow: 1.

In this simulation game each participant will experience some learning process in the following topics: - Demand forecast and production planning - Bill of Material (BOM) - Material Requirements Planning (MRP) - Purchase order system - Production order system

2.

The importance of manuals for guiding the game play is recognized; therefore we developed manuals for playing the game. The manual contains guidance for playing the simulation game and also data that is required. The manual itself


divided in to two parts, manual for the player and manual for the instructor of the simulation game. 3.

Defines and establishes learning points in all stages of simulation games development (form design to evaluation) is necessary to guide the whole development process. Learning points should be extracted from the learning materials and course objective.

Reference [1] Riis, Jens O, Simulation Games and Learning in Production Management. Chapman & Hall, United Kingdom, 1995 [2] Salen, K., & Zimmerman, E. Rules of Play: Game Design Fundamentals. Cambrigde: MIT Press. 2004 [3] Doyle, Declan and F. William Brown, ”Using a business simulation to teach applied skills - the benefits and the challenges of using student teams from multiple countries”. Journal of European Industrial Training. Bradford: 2000.Vol.24, Iss. 6; [4] Charles Harrel,Biman K.Gosh dan Royce Bowden, Simulation Using Promodel, McGraw-Hill Higher Education, New York, 2000 [5] Mize, Joe H., Production System Simulator (PROSIM V): A User’s Manual, Prentice Hall Inc, United States of America, 1971.

DEVELOPMENT OF A PRODUCTION PLANNING AND CONTROL

Recommend Documents