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4 - 1 2011 Pearson Education, Inc.

publishing as Prentice Hall


4
Forecasting
PowerPoint presentation to accompany
Heizer and Render
Operations Management, 10e
Principles of Operations Management, 8e

PowerPoint slides by Jeff Heyl
4 - 2 2011 Pearson Education, Inc. publishing as Prentice Hall
Outline
Global Company Profile: Disney
World
What Is Forecasting?
Forecasting Time Horizons
The Influence of Product Life Cycle
Types Of Forecasts
4 - 3 2011 Pearson Education, Inc. publishing as Prentice Hall
Outline Continued
The Strategic Importance of
Forecasting
Human Resources
Capacity
Supply Chain Management
Seven Steps in the Forecasting
System
4 - 4 2011 Pearson Education, Inc. publishing as Prentice Hall
Outline Continued
Forecasting Approaches
Overview of Qualitative Methods
Overview of Quantitative Methods
Time-Series Forecasting
Decomposition of a Time Series
Naive Approach
4 - 5 2011 Pearson Education, Inc. publishing as Prentice Hall
Outline Continued
Time-Series Forecasting (cont.)
Moving Averages
Exponential Smoothing
Exponential Smoothing with Trend
Adjustment
Trend Projections
Seasonal Variations in Data
Cyclical Variations in Data
4 - 6 2011 Pearson Education, Inc. publishing as Prentice Hall
Outline Continued
Associative Forecasting Methods:
Regression and Correlation
Analysis
Using Regression Analysis for
Forecasting
Standard Error of the Estimate
Correlation Coefficients for
Regression Lines
Multiple-Regression Analysis
4 - 7 2011 Pearson Education, Inc. publishing as Prentice Hall
Outline Continued
Monitoring and Controlling
Forecasts
Adaptive Smoothing
Focus Forecasting
Forecasting in the Service Sector
4 - 8 2011 Pearson Education, Inc. publishing as Prentice Hall
Learning Objectives
When you complete this chapter you
should be able to :
1. Understand the three time horizons
and which models apply for each use
2. Explain when to use each of the four
qualitative models
3. Apply the naive, moving average,
exponential smoothing, and trend
methods
4 - 9 2011 Pearson Education, Inc. publishing as Prentice Hall
Learning Objectives
When you complete this chapter you
should be able to :
4. Compute three measures of forecast
accuracy
5. Develop seasonal indexes
6. Conduct a regression and correlation
analysis
7. Use a tracking signal
4 - 10 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting at Disney World
Global portfolio includes parks in Hong
Kong, Paris, Tokyo, Orlando, and
Anaheim
Revenues are derived from people how
many visitors and how they spend their
money
Daily management report contains only
the forecast and actual attendance at
each park
4 - 11 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting at Disney World
Disney generates daily, weekly, monthly,
annual, and 5-year forecasts
Forecast used by labor management,
maintenance, operations, finance, and
park scheduling
Forecast used to adjust opening times,
rides, shows, staffing levels, and guests
admitted
4 - 12 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting at Disney World
20% of customers come from outside the
USA
Economic model includes gross
domestic product, cross-exchange rates,
arrivals into the USA
A staff of 35 analysts and 70 field people
survey 1 million park guests, employees,
and travel professionals each year
4 - 13 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting at Disney World
Inputs to the forecasting model include
airline specials, Federal Reserve
policies, Wall Street trends,
vacation/holiday schedules for 3,000
school districts around the world
Average forecast error for the 5-year
forecast is 5%
Average forecast error for annual
forecasts is between 0% and 3%
4 - 14 2011 Pearson Education, Inc. publishing as Prentice Hall
What is Forecasting?
Process of predicting
a future event
Underlying basis
of all business
decisions
Production
Inventory
Personnel
Facilities
??
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Short-range forecast
Up to 1 year, generally less than 3 months
Purchasing, job scheduling, workforce
levels, job assignments, production levels
Medium-range forecast
3 months to 3 years
Sales and production planning, budgeting
Long-range forecast
3
+
years
New product planning, facility location,
research and development
Forecasting Time Horizons
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Distinguishing Differences
Medium/long range forecasts deal with
more comprehensive issues and support
management decisions regarding
planning and products, plants and
processes
Short-term forecasting usually employs
different methodologies than longer-term
forecasting
Short-term forecasts tend to be more
accurate than longer-term forecasts
4 - 17 2011 Pearson Education, Inc. publishing as Prentice Hall
Influence of Product Life
Cycle
Introduction and growth require longer
forecasts than maturity and decline
As product passes through life cycle,
forecasts are useful in projecting
Staffing levels
Inventory levels
Factory capacity
Introduction Growth Maturity Decline
4 - 18 2011 Pearson Education, Inc. publishing as Prentice Hall
Product Life Cycle
Best period to
increase market
share

R&D engineering is
critical
Practical to change
price or quality
image

Strengthen niche
Poor time to
change image,
price, or quality

Competitive costs
become critical
Defend market
position
Cost control
critical
Introduction Growth Maturity Decline
C
o
m
p
a
n
y

S
t
r
a
t
e
g
y
/
I
s
s
u
e
s

Figure 2.5
Internet search engines
Sales
Drive-through
restaurants
CD-ROMs
Analog
TVs
iPods
Boeing 787
LCD &
plasma TVs
Twitter
Avatars
Xbox 360
4 - 19 2011 Pearson Education, Inc. publishing as Prentice Hall
Product Life Cycle
Product design
and
development
critical
Frequent
product and
process design
changes
Short production
runs
High production
costs
Limited models
Attention to
quality
Introduction Growth Maturity Decline
O
M

S
t
r
a
t
e
g
y
/
I
s
s
u
e
s

Forecasting
critical
Product and
process
reliability
Competitive
product
improvements
and options
Increase capacity
Shift toward
product focus
Enhance
distribution
Standardization
Fewer product
changes, more
minor changes
Optimum
capacity
Increasing
stability of
process
Long production
runs
Product
improvement
and cost cutting
Little product
differentiation
Cost
minimization
Overcapacity
in the
industry
Prune line to
eliminate
items not
returning
good margin
Reduce
capacity
Figure 2.5
4 - 20 2011 Pearson Education, Inc. publishing as Prentice Hall
Types of Forecasts
Economic forecasts
Address business cycle inflation rate,
money supply, housing starts, etc.
Technological forecasts
Predict rate of technological progress
Impacts development of new products
Demand forecasts
Predict sales of existing products and
services
4 - 21 2011 Pearson Education, Inc. publishing as Prentice Hall
Strategic Importance of
Forecasting
Human Resources Hiring, training,
laying off workers
Capacity Capacity shortages can
result in undependable delivery, loss
of customers, loss of market share
Supply Chain Management Good
supplier relations and price
advantages
4 - 22 2011 Pearson Education, Inc. publishing as Prentice Hall
Seven Steps in Forecasting
1. Determine the use of the forecast
2. Select the items to be forecasted
3. Determine the time horizon of the
forecast
4. Select the forecasting model(s)
5. Gather the data
6. Make the forecast
7. Validate and implement results
4 - 23 2011 Pearson Education, Inc. publishing as Prentice Hall
The Realities!
Forecasts are seldom perfect
Most techniques assume an
underlying stability in the system
Product family and aggregated
forecasts are more accurate than
individual product forecasts
4 - 24 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting Approaches
Used when situation is vague
and little data exist
New products
New technology
Involves intuition, experience
e.g., forecasting sales on
Internet
Qualitative Methods
4 - 25 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting Approaches
Used when situation is stable and
historical data exist
Existing products
Current technology
Involves mathematical techniques
e.g., forecasting sales of color
televisions
Quantitative Methods
4 - 26 2011 Pearson Education, Inc. publishing as Prentice Hall
Overview of Qualitative
Methods
1. Jury of executive opinion
Pool opinions of high-level experts,
sometimes augment by statistical
models
2. Delphi method
Panel of experts, queried iteratively
4 - 27 2011 Pearson Education, Inc. publishing as Prentice Hall
Overview of Qualitative
Methods
3. Sales force composite
Estimates from individual
salespersons are reviewed for
reasonableness, then aggregated
4. Consumer Market Survey
Ask the customer
4 - 28 2011 Pearson Education, Inc. publishing as Prentice Hall
Involves small group of high-level
experts and managers
Group estimates demand by working
together
Combines managerial experience with
statistical models
Relatively quick
Group-think
disadvantage
J ury of Executive Opinion
4 - 29 2011 Pearson Education, Inc. publishing as Prentice Hall
Sales Force Composite
Each salesperson projects his or
her sales
Combined at district and national
levels
Sales reps know customers wants
Tends to be overly optimistic
4 - 30 2011 Pearson Education, Inc. publishing as Prentice Hall
Delphi Method
Iterative group
process,
continues until
consensus is
reached
3 types of
participants
Decision makers
Staff
Respondents
Staff
(Administering
survey)
Decision Makers
(Evaluate
responses and
make decisions)
Respondents
(People who can
make valuable
judgments)
4 - 31 2011 Pearson Education, Inc. publishing as Prentice Hall
Consumer Market Survey
Ask customers about purchasing
plans
What consumers say, and what
they actually do are often different
Sometimes difficult to answer
4 - 32 2011 Pearson Education, Inc. publishing as Prentice Hall
Overview of Quantitative
Approaches
1. Naive approach
2. Moving averages
3. Exponential
smoothing
4. Trend projection
5. Linear regression
time-series
models
associative
model
4 - 33 2011 Pearson Education, Inc. publishing as Prentice Hall
Set of evenly spaced numerical data
Obtained by observing response
variable at regular time periods
Forecast based only on past values,
no other variables important
Assumes that factors influencing
past and present will continue
influence in future
Time Series Forecasting
4 - 34 2011 Pearson Education, Inc. publishing as Prentice Hall
Trend
Seasonal
Cyclical
Random
Time Series Components
4 - 35 2011 Pearson Education, Inc. publishing as Prentice Hall
Components of Demand
D
e
m
a
n
d

f
o
r

p
r
o
d
u
c
t

o
r

s
e
r
v
i
c
e

| | | |
1 2 3 4
Time (years)
Average demand
over 4 years
Trend
component
Actual demand
line
Random variation
Figure 4.1
Seasonal peaks
4 - 36 2011 Pearson Education, Inc. publishing as Prentice Hall
Persistent, overall upward or
downward pattern
Changes due to population,
technology, age, culture, etc.
Typically several years
duration
Trend Component
4 - 37 2011 Pearson Education, Inc. publishing as Prentice Hall
Regular pattern of up and
down fluctuations
Due to weather, customs, etc.
Occurs within a single year
Seasonal Component
Number of
Period Length Seasons
Week Day 7
Month Week 4-4.5
Month Day 28-31
Year Quarter 4
Year Month 12
Year Week 52
4 - 38 2011 Pearson Education, Inc. publishing as Prentice Hall
Repeating up and down movements
Affected by business cycle,
political, and economic factors
Multiple years duration
Often causal or
associative
relationships
Cyclical Component
0 5 10 15 20
4 - 39 2011 Pearson Education, Inc. publishing as Prentice Hall
Erratic, unsystematic, residual
fluctuations
Due to random variation or unforeseen
events
Short duration
and nonrepeating
Random Component
M T W T F
4 - 40 2011 Pearson Education, Inc. publishing as Prentice Hall
Naive Approach
Assumes demand in next
period is the same as
demand in most recent period
e.g., If January sales were 68, then
February sales will be 68
Sometimes cost effective and
efficient
Can be good starting point
4 - 41 2011 Pearson Education, Inc. publishing as Prentice Hall
MA is a series of arithmetic means
Used if little or no trend
Used often for smoothing
Provides overall impression of data
over time
Moving Average Method
Moving average =
demand in previous n periods
n
4 - 42 2011 Pearson Education, Inc. publishing as Prentice Hall
January 10
February 12
March 13
April 16
May 19
June 23
July 26

Actual 3-Month
Month Shed Sales Moving Average




(12 + 13 + 16)/3 = 13
2
/
3

(13 + 16 + 19)/3 = 16
(16 + 19 + 23)/3 = 19
1
/
3
Moving Average Example
10
12
13
(10 + 12 + 13)/3 = 11
2
/
3
4 - 43 2011 Pearson Education, Inc. publishing as Prentice Hall
Graph of Moving Average
| | | | | | | | | | | |
J F M A M J J A S O N D
S
h
e
d

S
a
l
e
s

30
28
26
24
22
20
18
16
14
12
10
Actual
Sales
Moving
Average
Forecast
4 - 44 2011 Pearson Education, Inc. publishing as Prentice Hall
Used when some trend might be
present
Older data usually less important
Weights based on experience and
intuition
Weighted Moving Average
Weighted
moving average
=
(weight for period n)
x (demand in period n)
weights
4 - 45 2011 Pearson Education, Inc. publishing as Prentice Hall
January 10
February 12
March 13
April 16
May 19
June 23
July 26

Actual 3-Month Weighted
Month Shed Sales Moving Average




[(3 x 16) + (2 x 13) + (12)]/6 = 14
1
/
3

[(3 x 19) + (2 x 16) + (13)]/6 = 17
[(3 x 23) + (2 x 19) + (16)]/6 = 20
1
/
2
Weighted Moving Average
10
12
13
[(3 x 13) + (2 x 12) + (10)]/6 = 12
1
/
6



Weights Applied Period
3 Last month
2 Two months ago
1 Three months ago
6 Sum of weights
4 - 46 2011 Pearson Education, Inc. publishing as Prentice Hall
Increasing n smooths the forecast
but makes it less sensitive to
changes
Do not forecast trends well
Require extensive historical data
Potential Problems With
Moving Average
4 - 47 2011 Pearson Education, Inc. publishing as Prentice Hall
Moving Average And
Weighted Moving Average
30
25
20
15
10
5
S
a
l
e
s

d
e
m
a
n
d

| | | | | | | | | | | |
J F M A M J J A S O N D
Actual
sales
Moving
average
Weighted
moving
average
Figure 4.2
4 - 48 2011 Pearson Education, Inc. publishing as Prentice Hall
Form of weighted moving average
Weights decline exponentially
Most recent data weighted most
Requires smoothing constant ()
Ranges from 0 to 1
Subjectively chosen
Involves little record keeping of past
data
Exponential Smoothing
4 - 49 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing
New forecast = Last periods forecast
+ (Last periods actual demand
Last periods forecast)
F
t
= F
t 1
+ (A
t 1
- F
t 1
)
where F
t
= new forecast
F
t 1
= previous forecast
= smoothing (or weighting)
constant (0 1)
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Exponential Smoothing
Example
Predicted demand = 142 Ford Mustangs
Actual demand = 153
Smoothing constant = .20
4 - 51 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing
Example
Predicted demand = 142 Ford Mustangs
Actual demand = 153
Smoothing constant = .20
New forecast = 142 + .2(153 142)

4 - 52 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing
Example
Predicted demand = 142 Ford Mustangs
Actual demand = 153
Smoothing constant = .20
New forecast = 142 + .2(153 142)
= 142 + 2.2
= 144.2 144 cars
4 - 53 2011 Pearson Education, Inc. publishing as Prentice Hall
Effect of
Smoothing Constants
Weight Assigned to
Most 2nd Most 3rd Most 4th Most 5th Most
Recent Recent Recent Recent Recent
Smoothing Period Period Period Period Period
Constant () (1 - ) (1 - )
2
(1 - )
3
(1 - )
4


= .1 .1 .09 .081 .073 .066

= .5 .5 .25 .125 .063 .031
4 - 54 2011 Pearson Education, Inc. publishing as Prentice Hall
Impact of Different
225
200
175
150
| | | | | | | | |
1 2 3 4 5 6 7 8 9
Quarter
D
e
m
a
n
d

= .1
Actual
demand
= .5
4 - 55 2011 Pearson Education, Inc. publishing as Prentice Hall
Impact of Different
225
200
175
150
| | | | | | | | |
1 2 3 4 5 6 7 8 9
Quarter
D
e
m
a
n
d

= .1
Actual
demand
= .5
Chose high values of
when underlying average
is likely to change
Choose low values of
when underlying average
is stable
4 - 56 2011 Pearson Education, Inc. publishing as Prentice Hall
Choosing
The objective is to obtain the most
accurate forecast no matter the
technique
We generally do this by selecting the
model that gives us the lowest forecast
error
Forecast error = Actual demand - Forecast value
= A
t
- F
t

4 - 57 2011 Pearson Education, Inc. publishing as Prentice Hall
Common Measures of Error
Mean Absolute Deviation (MAD)
MAD =
|Actual - Forecast|
n
Mean Squared Error (MSE)
MSE =
(Forecast Errors)
2

n
4 - 58 2011 Pearson Education, Inc. publishing as Prentice Hall
Common Measures of Error
Mean Absolute Percent Error (MAPE)
MAPE =
100|Actual
i
- Forecast
i
|/Actual
i

n
n
i = 1
4 - 59 2011 Pearson Education, Inc. publishing as Prentice Hall
Comparison of Forecast
Error
Rounded Absolute Rounded Absolute
Actual Forecast Deviation Forecast Deviation
Tonnage with for with for
Quarter Unloaded = .10 = .10 = .50 = .50
1 180 175 5.00 175 5.00
2 168 175.5 7.50 177.50 9.50
3 159 174.75 15.75 172.75 13.75
4 175 173.18 1.82 165.88 9.12
5 190 173.36 16.64 170.44 19.56
6 205 175.02 29.98 180.22 24.78
7 180 178.02 1.98 192.61 12.61
8 182 178.22 3.78 186.30 4.30
82.45 98.62

4 - 60 2011 Pearson Education, Inc. publishing as Prentice Hall
Comparison of Forecast
Error
Rounded Absolute Rounded Absolute
Actual Forecast Deviation Forecast Deviation
Tonnage with for with for
Quarter Unloaded = .10 = .10 = .50 = .50
1 180 175 5.00 175 5.00
2 168 175.5 7.50 177.50 9.50
3 159 174.75 15.75 172.75 13.75
4 175 173.18 1.82 165.88 9.12
5 190 173.36 16.64 170.44 19.56
6 205 175.02 29.98 180.22 24.78
7 180 178.02 1.98 192.61 12.61
8 182 178.22 3.78 186.30 4.30
82.45 98.62

MAD =
|deviations|
n
= 82.45/8 = 10.31
For = .10
= 98.62/8 = 12.33
For = .50
4 - 61 2011 Pearson Education, Inc. publishing as Prentice Hall
Comparison of Forecast
Error
Rounded Absolute Rounded Absolute
Actual Forecast Deviation Forecast Deviation
Tonnage with for with for
Quarter Unloaded = .10 = .10 = .50 = .50
1 180 175 5.00 175 5.00
2 168 175.5 7.50 177.50 9.50
3 159 174.75 15.75 172.75 13.75
4 175 173.18 1.82 165.88 9.12
5 190 173.36 16.64 170.44 19.56
6 205 175.02 29.98 180.22 24.78
7 180 178.02 1.98 192.61 12.61
8 182 178.22 3.78 186.30 4.30
82.45 98.62
MAD 10.31 12.33

= 1,526.54/8 = 190.82
For = .10
= 1,561.91/8 = 195.24
For = .50
MSE =
(forecast errors)
2

n
4 - 62 2011 Pearson Education, Inc. publishing as Prentice Hall
Comparison of Forecast
Error
Rounded Absolute Rounded Absolute
Actual Forecast Deviation Forecast Deviation
Tonnage with for with for
Quarter Unloaded = .10 = .10 = .50 = .50
1 180 175 5.00 175 5.00
2 168 175.5 7.50 177.50 9.50
3 159 174.75 15.75 172.75 13.75
4 175 173.18 1.82 165.88 9.12
5 190 173.36 16.64 170.44 19.56
6 205 175.02 29.98 180.22 24.78
7 180 178.02 1.98 192.61 12.61
8 182 178.22 3.78 186.30 4.30
82.45 98.62
MAD 10.31 12.33
MSE 190.82 195.24

= 44.75/8 = 5.59%
For = .10
= 54.05/8 = 6.76%
For = .50
MAPE =
100|deviation
i
|/actual
i

n
n
i = 1
4 - 63 2011 Pearson Education, Inc. publishing as Prentice Hall
Comparison of Forecast
Error
Rounded Absolute Rounded Absolute
Actual Forecast Deviation Forecast Deviation
Tonnage with for with for
Quarter Unloaded = .10 = .10 = .50 = .50
1 180 175 5.00 175 5.00
2 168 175.5 7.50 177.50 9.50
3 159 174.75 15.75 172.75 13.75
4 175 173.18 1.82 165.88 9.12
5 190 173.36 16.64 170.44 19.56
6 205 175.02 29.98 180.22 24.78
7 180 178.02 1.98 192.61 12.61
8 182 178.22 3.78 186.30 4.30
82.45 98.62
MAD 10.31 12.33
MSE 190.82 195.24
MAPE 5.59% 6.76%
4 - 64 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment
When a trend is present, exponential
smoothing must be modified
Forecast
including (FIT
t
) =
trend
Exponentially Exponentially
smoothed (F
t
) + smoothed (T
t
)
forecast trend
4 - 65 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment
F
t
= (A
t - 1
) + (1 - )(F
t - 1
+ T
t - 1
)
T
t
= b(F
t
- F
t - 1
) + (1 - b)T
t - 1

Step 1: Compute F
t

Step 2: Compute T
t

Step 3: Calculate the forecast FIT
t
= F
t
+ T
t

4 - 66 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment Example
Forecast
Actual Smoothed Smoothed Including
Month(t) Demand (A
t
) Forecast, F
t
Trend, T
t
Trend, FIT
t

1 12 11 2 13.00
2 17
3 20
4 19
5 24
6 21
7 31
8 28
9 36
10
Table 4.1
4 - 67 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment Example
Forecast
Actual Smoothed Smoothed Including
Month(t) Demand (A
t
) Forecast, F
t
Trend, T
t
Trend, FIT
t

1 12 11 2 13.00
2 17
3 20
4 19
5 24
6 21
7 31
8 28
9 36
10
Table 4.1
F
2
= A
1
+ (1 - )(F
1
+ T
1
)
F
2
= (.2)(12) + (1 - .2)(11 + 2)
= 2.4 + 10.4 = 12.8 units
Step 1: Forecast for Month 2
4 - 68 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment Example
Forecast
Actual Smoothed Smoothed Including
Month(t) Demand (A
t
) Forecast, F
t
Trend, T
t
Trend, FIT
t

1 12 11 2 13.00
2 17 12.80
3 20
4 19
5 24
6 21
7 31
8 28
9 36
10
Table 4.1
T
2
= b(F
2
- F
1
) + (1 - b)T
1

T
2
= (.4)(12.8 - 11) + (1 - .4)(2)
= .72 + 1.2 = 1.92 units
Step 2: Trend for Month 2
4 - 69 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment Example
Forecast
Actual Smoothed Smoothed Including
Month(t) Demand (A
t
) Forecast, F
t
Trend, T
t
Trend, FIT
t

1 12 11 2 13.00
2 17 12.80 1.92
3 20
4 19
5 24
6 21
7 31
8 28
9 36
10
Table 4.1
FIT
2
= F
2
+ T
2

FIT
2
= 12.8 + 1.92
= 14.72 units
Step 3: Calculate FIT for Month 2
4 - 70 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment Example
Forecast
Actual Smoothed Smoothed Including
Month(t) Demand (A
t
) Forecast, F
t
Trend, T
t
Trend, FIT
t

1 12 11 2 13.00
2 17 12.80 1.92 14.72
3 20
4 19
5 24
6 21
7 31
8 28
9 36
10
Table 4.1

15.18 2.10 17.28
17.82 2.32 20.14
19.91 2.23 22.14
22.51 2.38 24.89
24.11 2.07 26.18
27.14 2.45 29.59
29.28 2.32 31.60
32.48 2.68 35.16
4 - 71 2011 Pearson Education, Inc. publishing as Prentice Hall
Exponential Smoothing with
Trend Adjustment Example
Figure 4.3
| | | | | | | | |
1 2 3 4 5 6 7 8 9
Time (month)
P
r
o
d
u
c
t

d
e
m
a
n
d

35
30
25
20
15
10
5
0
Actual demand (A
t
)
Forecast including trend (FIT
t
)
with = .2 and b = .4
4 - 72 2011 Pearson Education, Inc. publishing as Prentice Hall
Trend Projections
Fitting a trend line to historical data points
to project into the medium to long-range
Linear trends can be found using the least
squares technique
y = a + bx
^
where y = computed value of the variable to
be predicted (dependent variable)
a = y-axis intercept
b = slope of the regression line
x = the independent variable
^
4 - 73 2011 Pearson Education, Inc. publishing as Prentice Hall
Least Squares Method
Time period
V
a
l
u
e
s

o
f

D
e
p
e
n
d
e
n
t

V
a
r
i
a
b
l
e

Figure 4.4
Deviation
1

(error)
Deviation
5

Deviation
7

Deviation
2

Deviation
6

Deviation
4

Deviation
3

Actual observation
(y-value)
Trend line, y = a + bx
^
4 - 74 2011 Pearson Education, Inc. publishing as Prentice Hall
Least Squares Method
Time period
V
a
l
u
e
s

o
f

D
e
p
e
n
d
e
n
t

V
a
r
i
a
b
l
e

Figure 4.4
Deviation
1

(error)
Deviation
5

Deviation
7

Deviation
2

Deviation
6

Deviation
4

Deviation
3

Actual observation
(y-value)
Trend line, y = a + bx
^
Least squares method
minimizes the sum of the
squared errors (deviations)
4 - 75 2011 Pearson Education, Inc. publishing as Prentice Hall
Least Squares Method
Equations to calculate the regression variables
b =
Sxy - nxy
Sx
2
- nx
2

y = a + bx
^
a = y - bx
4 - 76 2011 Pearson Education, Inc. publishing as Prentice Hall
Least Squares Example
b = = = 10.54
xy - nxy
x
2
- nx
2

3,063 - (7)(4)(98.86)
140 - (7)(4
2
)
a = y - bx = 98.86 - 10.54(4) = 56.70
Time Electrical Power
Year Period (x) Demand x
2
xy
2003 1 74 1 74
2004 2 79 4 158
2005 3 80 9 240
2006 4 90 16 360
2007 5 105 25 525
2008 6 142 36 852
2009 7 122 49 854
x = 28 y = 692 x
2
= 140 xy = 3,063
x = 4 y = 98.86
4 - 77 2011 Pearson Education, Inc. publishing as Prentice Hall
b = = = 10.54
xy - nxy
x
2
- nx
2

3,063 - (7)(4)(98.86)
140 - (7)(4
2
)
a = y - bx = 98.86 - 10.54(4) = 56.70
Time Electrical Power
Year Period (x) Demand x
2
xy
2003 1 74 1 74
2004 2 79 4 158
2005 3 80 9 240
2006 4 90 16 360
2007 5 105 25 525
2008 6 142 36 852
2009 7 122 49 854
x = 28 y = 692 x
2
= 140 xy = 3,063
x = 4 y = 98.86
Least Squares Example
The trend line is
y = 56.70 + 10.54x
^
4 - 78 2011 Pearson Education, Inc. publishing as Prentice Hall
Least Squares Example
| | | | | | | | |
2003 2004 2005 2006 2007 2008 2009 2010 2011
160
150
140
130
120
110
100
90
80
70
60
50
Year
P
o
w
e
r

d
e
m
a
n
d

Trend line,
y = 56.70 + 10.54x
^
4 - 80 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Variations In Data
The multiplicative
seasonal model
can adjust trend
data for seasonal
variations in
demand
4 - 81 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Variations In Data
1. Find average historical demand for each season
2. Compute the average demand over all seasons
3. Compute a seasonal index for each season
4. Estimate next years total demand
5. Divide this estimate of total demand by the
number of seasons, then multiply it by the
seasonal index for that season
Steps in the process:
4 - 82 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Index Example
Jan 80 85 105 90 94
Feb 70 85 85 80 94
Mar 80 93 82 85 94
Apr 90 95 115 100 94
May 113 125 131 123 94
Jun 110 115 120 115 94
Jul 100 102 113 105 94
Aug 88 102 110 100 94
Sept 85 90 95 90 94
Oct 77 78 85 80 94
Nov 75 72 83 80 94
Dec 82 78 80 80 94
Demand Average Average Seasonal
Month 2007 2008 2009 2007-2009 Monthly Index
4 - 83 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Index Example
Jan 80 85 105 90 94
Feb 70 85 85 80 94
Mar 80 93 82 85 94
Apr 90 95 115 100 94
May 113 125 131 123 94
Jun 110 115 120 115 94
Jul 100 102 113 105 94
Aug 88 102 110 100 94
Sept 85 90 95 90 94
Oct 77 78 85 80 94
Nov 75 72 83 80 94
Dec 82 78 80 80 94
Demand Average Average Seasonal
Month 2007 2008 2009 2007-2009 Monthly Index
0.957
Seasonal index =
Average 2007-2009 monthly demand
Average monthly demand
= 90/94 = .957
4 - 84 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Index Example
Jan 80 85 105 90 94 0.957
Feb 70 85 85 80 94 0.851
Mar 80 93 82 85 94 0.904
Apr 90 95 115 100 94 1.064
May 113 125 131 123 94 1.309
Jun 110 115 120 115 94 1.223
Jul 100 102 113 105 94 1.117
Aug 88 102 110 100 94 1.064
Sept 85 90 95 90 94 0.957
Oct 77 78 85 80 94 0.851
Nov 75 72 83 80 94 0.851
Dec 82 78 80 80 94 0.851
Demand Average Average Seasonal
Month 2007 2008 2009 2007-2009 Monthly Index
4 - 85 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Index Example
Jan 80 85 105 90 94 0.957
Feb 70 85 85 80 94 0.851
Mar 80 93 82 85 94 0.904
Apr 90 95 115 100 94 1.064
May 113 125 131 123 94 1.309
Jun 110 115 120 115 94 1.223
Jul 100 102 113 105 94 1.117
Aug 88 102 110 100 94 1.064
Sept 85 90 95 90 94 0.957
Oct 77 78 85 80 94 0.851
Nov 75 72 83 80 94 0.851
Dec 82 78 80 80 94 0.851
Demand Average Average Seasonal
Month 2007 2008 2009 2007-2009 Monthly Index
Expected annual demand = 1,200
Jan x .957 = 96
1,200
12
Feb x .851 = 85
1,200
12
Forecast for 2010
4 - 86 2011 Pearson Education, Inc. publishing as Prentice Hall
Seasonal Index Example
140
130
120
110
100
90
80
70
| | | | | | | | | | | |
J F M A M J J A S O N D
Time
D
e
m
a
n
d

2010 Forecast
2009 Demand
2008 Demand
2007 Demand
4 - 87 2011 Pearson Education, Inc. publishing as Prentice Hall
San Diego Hospital
10,200
10,000
9,800
9,600
9,400
9,200
9,000
| | | | | | | | | | | |
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
67 68 69 70 71 72 73 74 75 76 77 78
Month
I
n
p
a
t
i
e
n
t

D
a
y
s

9530
9551
9573
9594
9616
9637
9659
9680
9702
9724
9745
9766
Figure 4.6
Trend Data
4 - 88 2011 Pearson Education, Inc. publishing as Prentice Hall
San Diego Hospital
1.06
1.04
1.02
1.00
0.98
0.96
0.94
0.92
| | | | | | | | | | | |
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
67 68 69 70 71 72 73 74 75 76 77 78
Month
I
n
d
e
x

f
o
r

I
n
p
a
t
i
e
n
t

D
a
y
s

1.04
1.02
1.01
0.99
1.03
1.04
1.00
0.98
0.97
0.99
0.97
0.96
Figure 4.7
Seasonal Indices
4 - 89 2011 Pearson Education, Inc. publishing as Prentice Hall
San Diego Hospital
10,200
10,000
9,800
9,600
9,400
9,200
9,000
| | | | | | | | | | | |
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
67 68 69 70 71 72 73 74 75 76 77 78
Month
I
n
p
a
t
i
e
n
t

D
a
y
s

Figure 4.8
9911
9265
9764
9520
9691
9411
9949
9724
9542
9355
10068
9572
Combined Trend and Seasonal Forecast
4 - 90 2011 Pearson Education, Inc. publishing as Prentice Hall
Associative Forecasting
Used when changes in one or more
independent variables can be used to predict
the changes in the dependent variable
Most common technique is linear
regression analysis
We apply this technique just as we did
in the time series example
4 - 91 2011 Pearson Education, Inc. publishing as Prentice Hall
Associative Forecasting
Forecasting an outcome based on
predictor variables using the least squares
technique
y = a + bx
^
where y = computed value of the variable to
be predicted (dependent variable)
a = y-axis intercept
b = slope of the regression line
x = the independent variable though to
predict the value of the dependent
variable
^
4 - 92 2011 Pearson Education, Inc. publishing as Prentice Hall
Associative Forecasting
Example
Sales Area Payroll
($ millions), y ($ billions), x
2.0 1
3.0 3
2.5 4
2.0 2
2.0 1
3.5 7
4.0
3.0
2.0
1.0

| | | | | | |
0 1 2 3 4 5 6 7
S
a
l
e
s

Area payroll
4 - 93 2011 Pearson Education, Inc. publishing as Prentice Hall
Associative Forecasting
Example
Sales, y Payroll, x x
2
xy
2.0 1 1 2.0
3.0 3 9 9.0
2.5 4 16 10.0
2.0 2 4 4.0
2.0 1 1 2.0
3.5 7 49 24.5
y = 15.0 x = 18 x
2
= 80 xy = 51.5
x = x/6 = 18/6 = 3
y = y/6 = 15/6 = 2.5
b = = = .25
xy - nxy
x
2
- nx
2

51.5 - (6)(3)(2.5)
80 - (6)(3
2
)
a = y - bx = 2.5 - (.25)(3) = 1.75
4 - 94 2011 Pearson Education, Inc. publishing as Prentice Hall
Associative Forecasting
Example
y = 1.75 + .25x
^
Sales = 1.75 + .25(payroll)
If payroll next year
is estimated to be
$6 billion, then:
Sales = 1.75 + .25(6)
Sales = $3,250,000
4.0
3.0
2.0
1.0

| | | | | | |
0 1 2 3 4 5 6 7
N
o
d
e
l

s

s
a
l
e
s

Area payroll
3.25
4 - 95 2011 Pearson Education, Inc. publishing as Prentice Hall
Standard Error of the
Estimate
A forecast is just a point estimate of a
future value
This point is
actually the
mean of a
probability
distribution
Figure 4.9
4.0
3.0
2.0
1.0

| | | | | | |
0 1 2 3 4 5 6 7
N
o
d
e
l

s

s
a
l
e
s

Area payroll
3.25
4 - 96 2011 Pearson Education, Inc. publishing as Prentice Hall
Standard Error of the
Estimate
where y = y-value of each data point
y
c
= computed value of the dependent
variable, from the regression
equation
n = number of data points
S
y,x
=
(y - y
c
)
2

n - 2
4 - 97 2011 Pearson Education, Inc. publishing as Prentice Hall
Standard Error of the
Estimate
Computationally, this equation is
considerably easier to use
We use the standard error to set up
prediction intervals around the
point estimate
S
y,x
=
y
2
- ay - bxy
n - 2
4 - 98 2011 Pearson Education, Inc. publishing as Prentice Hall
Standard Error of the
Estimate
4.0
3.0
2.0
1.0

| | | | | | |
0 1 2 3 4 5 6 7
N
o
d
e
l

s

s
a
l
e
s

Area payroll
3.25
S
y,x
= =
y
2
- ay - bxy
n - 2
39.5 - 1.75(15) - .25(51.5)
6 - 2
S
y,x
= .306
The standard error
of the estimate is
$306,000 in sales
4 - 99 2011 Pearson Education, Inc. publishing as Prentice Hall
How strong is the linear
relationship between the variables?
Correlation does not necessarily
imply causality!
Coefficient of correlation, r,
measures degree of association
Values range from -1 to +1
Correlation
4 - 100 2011 Pearson Education, Inc. publishing as Prentice Hall
Correlation Coefficient
r =
nSxy - SxSy
[nSx
2
- (Sx)
2
][nSy
2
- (Sy)
2
]
4 - 101 2011 Pearson Education, Inc. publishing as Prentice Hall
Correlation Coefficient
r =
nSxy - SxSy
[nSx
2
- (Sx)
2
][nSy
2
- (Sy)
2
]
y
x
(a) Perfect positive
correlation:
r = +1
y
x
(b) Positive
correlation:
0 < r < 1
y
x
(c) No correlation:
r = 0
y
x
(d) Perfect negative
correlation:
r = -1
4 - 102 2011 Pearson Education, Inc. publishing as Prentice Hall
Coefficient of Determination, r
2
,
measures the percent of change in
y predicted by the change in x
Values range from 0 to 1
Easy to interpret
Correlation
For the Nodel Construction example:
r = .901
r
2
= .81
4 - 103 2011 Pearson Education, Inc. publishing as Prentice Hall
Multiple Regression
Analysis
If more than one independent variable is to be
used in the model, linear regression can be
extended to multiple regression to
accommodate several independent variables
y = a + b
1
x
1
+ b
2
x
2

^
Computationally, this is quite
complex and generally done on the
computer
4 - 104 2011 Pearson Education, Inc. publishing as Prentice Hall
Multiple Regression
Analysis
y = 1.80 + .30x
1
- 5.0x
2

^
In the Nodel example, including interest rates in
the model gives the new equation:
An improved correlation coefficient of r = .96
means this model does a better job of predicting
the change in construction sales
Sales = 1.80 + .30(6) - 5.0(.12) = 3.00
Sales = $3,000,000
4 - 105 2011 Pearson Education, Inc. publishing as Prentice Hall
Measures how well the forecast is
predicting actual values
Ratio of cumulative forecast errors to
mean absolute deviation (MAD)
Good tracking signal has low values
If forecasts are continually high or low, the
forecast has a bias error
Monitoring and Controlling
Forecasts
Tracking Signal
4 - 106 2011 Pearson Education, Inc. publishing as Prentice Hall
Monitoring and Controlling
Forecasts
Tracking
signal
Cumulative error
MAD
=
Tracking
signal
=
(Actual demand in
period i -
Forecast demand
in period i)
(|Actual - Forecast|/n)
4 - 107 2011 Pearson Education, Inc. publishing as Prentice Hall
Tracking Signal
Tracking signal
+
0 MADs

Upper control limit
Lower control limit
Time
Signal exceeding limit
Acceptable
range
4 - 108 2011 Pearson Education, Inc. publishing as Prentice Hall
Tracking Signal Example
Cumulative
Absolute Absolute
Actual Forecast Cumm Forecast Forecast
Qtr Demand Demand Error Error Error Error MAD
1 90 100 -10 -10 10 10 10.0
2 95 100 -5 -15 5 15 7.5
3 115 100 +15 0 15 30 10.0
4 100 110 -10 -10 10 40 10.0
5 125 110 +15 +5 15 55 11.0
6 140 110 +30 +35 30 85 14.2
4 - 109 2011 Pearson Education, Inc. publishing as Prentice Hall
Cumulative
Absolute Absolute
Actual Forecast Cumm Forecast Forecast
Qtr Demand Demand Error Error Error Error MAD
1 90 100 -10 -10 10 10 10.0
2 95 100 -5 -15 5 15 7.5
3 115 100 +15 0 15 30 10.0
4 100 110 -10 -10 10 40 10.0
5 125 110 +15 +5 15 55 11.0
6 140 110 +30 +35 30 85 14.2
Tracking Signal Example
Tracking
Signal
(Cumm Error/MAD)
-10/10 = -1
-15/7.5 = -2
0/10 = 0
-10/10 = -1
+5/11 = +0.5
+35/14.2 = +2.5
The variation of the tracking signal
between -2.0 and +2.5 is within acceptable
limits
4 - 110 2011 Pearson Education, Inc. publishing as Prentice Hall
Adaptive Forecasting
Its possible to use the computer to
continually monitor forecast error
and adjust the values of the and b
coefficients used in exponential
smoothing to continually minimize
forecast error
This technique is called adaptive
smoothing
4 - 111 2011 Pearson Education, Inc. publishing as Prentice Hall
Focus Forecasting
Developed at American Hardware Supply,
based on two principles:
1. Sophisticated forecasting models are not
always better than simple ones
2. There is no single technique that should
be used for all products or services
This approach uses historical data to test
multiple forecasting models for individual
items
The forecasting model with the lowest
error is then used to forecast the next
demand
4 - 112 2011 Pearson Education, Inc. publishing as Prentice Hall
Forecasting in the Service
Sector
Presents unusual challenges
Special need for short term records
Needs differ greatly as function of
industry and product
Holidays and other calendar events
Unusual events
4 - 113 2011 Pearson Education, Inc. publishing as Prentice Hall
Fast Food Restaurant
Forecast
20%
15%
10%
5%
11-12 1-2 3-4 5-6 7-8 9-10
12-1 2-3 4-5 6-7 8-9 10-11
(Lunchtime) (Dinnertime)
Hour of day
P
e
r
c
e
n
t
a
g
e

o
f

s
a
l
e
s

Figure 4.12
4 - 114 2011 Pearson Education, Inc. publishing as Prentice Hall
FedEx Call Center Forecast
Figure 4.12
12%
10%
8%
6%
4%
2%
0%

Hour of day
A.M. P.M.
2 4 6 8 10 12 2 4 6 8 10 12
4 - 115 2011 Pearson Education, Inc. publishing as Prentice Hall
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recording, or otherwise, without the prior written permission of the publisher.
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