PCOA 009

Management Science
First Semester, SY 2020-2021

Joseph Matthew A. Sierra, CPA

Instructor
WELCOME MESSAGE
Good day!

Welcome to your PCOA 009 – Management Science class.

The official start of this learning class is September 18, 2020. It is essential to read the GUIDE MATERIALS
TO LEARNERS for guidance. All details of the course can be found in the COURSE SYLLABUS.

The course is self-paced. However, you must keep on top of the scheduled readings and comply with the activities
within the stipulated period. Everyone must manage his or her own time each week to know when the activities
are due.

As you get started, I am happy to answer any inquiries or clarifications. You may email me at
[email protected]. Kindly use MS – YOUR NAME as subject, Friday@ 9:00 a.m.-12:00 p.m.

I look forward to working with you this semester and getting off to a strong start!

Best regards,

JOSEPH MATTHEW SIERRA, CPA

Instructor
 GUIDE MATERIALS TO LEARNERS

COURSE GUIDE

1. It is expected that interactive learning and teaching will enrich the learning experience of all students. Each
student will work in partnership with their professor to create a positive learning experience for all. Student
engagement is a necessary condition for an active learning experience.

2. Students are expected to check on the schedule for the pick-up or delivery of the course module. If notice
is not received two days before the scheduled pick-up or delivery, notify the College of Accountancy.

3. Read through the COURSE SYLLABUS, so you know the rhythm of the course, and what is expected.

4. Announcements from the instructor is sent through SMS to your mobile number registered at the College
of Accountancy.

5. Assignments, course requirements, and activities are listed in each module. Students are expected to pace
their learning according to the posted course activities. Any activity is to be individually done unless
specified that it is a group assignment or requirement. Take note of the deadline for submission, for
absolutely no make-up is allowed. If you need clarification on an assignment or course requirements, ask
at least 24 hours before it is due. Otherwise, you may not get an answer in time to complete the assignment
successfully.

6. As a requirement for periodic summative assessment (prelim, midterm, and finals), it is required that you
provide a scanned copy of your examination permit.

7. The maintenance of academic honesty and integrity is a vital concern of the College of Accountancy. Any
student found guilty of academic dishonesty shall be subject to both academic and disciplinary sanctions.
If you copy or substantially copy, work from anyone else on a paper, the work must be put in quotes, and
the sources cited. Otherwise, it is plagiarism. If plagiarism or other forms of academic dishonesty are found
on a course requirement, the student may be punished. Written course requirements are subject to
verification for plagiarism.

8. The preferred method of communication is through the E-mail at [email protected]. The policy to
return your email is within 48 hours. When sending messages, use Arial or Georgia and use a size of 12 pt.
font. Avoid using caps lock feature AS IT CAN BE INTERPRETED AS YELLING. Limit and possibly
avoid the use of emoticons like ☺. You may also contact the instructor by phone at 09455000103 from
9:00 am to 12:00 pm during Friday.
 LIBRARY GUIDELINES FOR FLEXIBLE LEARNING

The Instructional Media Center (IMC) is taking action towards supporting flexible learning in the new
normal by offering the following services:

LIBRARY SERVICES

A. Online Library Services

1. Library Social Media Accounts: The Library created a social media account since many of our clients are
active online. Through the social media accounts/page links to the open educational resources or (OER) will be
posted therein. Like the page for updates regarding library services.

F. B. : ULS IMC College Dept

FB Page : ULS IMC College Department
(https://www.facebook.com/ULS-IMC-College-Department107053527731252)
Gmail : [email protected]

2. Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital
or otherwise – that reside in the public domain or have been released under an open license that permits no-cost
access, use, adaptation, and redistribution others with no or limited restrictions.
OER form part of open solutions, alongside Free and open Source software (FOSS), Open Access (O.A.), Open
Data (O.D.), and crowd sourcing platforms.

Here are the links of the OER (Open Educational Resources). And it’s free and accessible.

1. https://bccampus.ca/browse-our-collection/find-open-textbooks
2. https://openstax.org/
3. https://oasis.geneseo.edu/index.php
4. https://OER.deepwebaccess.com/oer/desktop/en/search.html\
5. https://open.umn.edu/opentextbooks
6. http://www.archive.org/
7. http://www.cool4ed.org/findetextbooks
8. https://z-lib.org/?fbclid=IwAR3U1lq_Tbl7r43LGSIbk4PesO96qpiBEjQdtstm_RnX-z6s0hJccwqfdvE
9. https://www.chanrobles.com/virtualibrary1.htm#.XqJQz14zbIV
10. https://www.cambridge.org/core/what-we-publish/open-access
11. https://www.degruyter.com/page/open-access-books
12. https://www.doabooks.org/
13. https://doaj.org/
14. http://www.dost.gov.ph/knowledge-resources/publications.html
15. https://www.emerald.com/insight/search?q=open-access%3Atrue&openAccess=true
16. https://geekychristian.com/free-christian-ebooks/
17. http://www.fao.org/publications/en/
18. https://oer.galileo.usg.edu/all-textbooks/
19. http://books.google.com/
20. http://scholar.google.com/
21. https://scholarworks.gvsu.edu/books/
22. https://libretexts.org/
23. https://lyryx.com/subjects/how-it-works/open-textbooks/
24. https://www.nap.edu/topic/?browse=1
25. https://repository.nie.edu.sg/
26. https://www.oapen.org/home
27. https://open.umn.edu/opentextbooks
28. https://open.oregonstate.education/catalog/
29. https://journals.sagepub.com/articles/SGO
30. https://teachingcommons.us/

3. LIS online

Open your web browser and go to ULS Website (https://uls.edu.ph/) in the menu tab, select CONNECT. In the
drop down menu, select LIS online. On the next page click Search Collection then you can search the book that
you need. If it is available in LIS online get the call no. and title of the book then send on the F.B. Page of ULS
Library (ULS IMC College Department) for borrowing of Digital copy/Scan copy or on Print.
B. Library Materials available for pick up by appointment:
• Items shelved at “Reserve section, General collection, Filipiniana section, Fictions are available for
this service.
• Not all items found in the “Reference Section” is available for these services (ex. Encyclopedia,
Dictionary, etc.) You may inquire from the librarian in this section.

Check the posted lists of available titles at “Reserve Section, General Collection, Filipiniana Section, and
Fictions” at the official Facebook Page of the Library @ ULS IMC College Department or through the LIS online.

• Digital items and digital contents can be viewed directly online.

• The library provides remote access to FREE E-books, Journals, and internet links available at the official
facebook page of the library.

BORROWING OF BOOKS
Revised Policies for Flexible Learning
A. Students
1. Walk-in Client
• Students can borrow books for one (1) week
• 2 Filipiniana/2 General collection
• Whether Filipiniana or General Collection (books borrowed should be returned on its due date). No fines
shall be implemented for over-due books with valid reasons.

2. Online Client:
• They can visit the F. B. page or email the library for the materials they need “if available for reservation”
• The Digital Materials/Soft copy will be sent thru the F. B. page or email “if available”.

B. Faculty
1. Walk-in Client
• Faculty can borrow ten(10) books for one (1) month if the book/s has numerous copies; if limited in
number, the faculty are advised to borrow the book for one (1) week only.

2. Online Client
• They can visit the F. B. page or email the library for the materials they need “if available for reservation.”
• The Digital Materials/Soft copy will be sent thru the F. B. page or email “if available”.
C. Requirements for the borrowing of books
• Students must present their Assessment or validation of enrollment and I.D. to the person-in-charge for
issuing borrowers’ cards.
• Students are allowed to come to the library for the borrowing of books purposes only and with
GCQ/MGCQ pass requirements.

Note: Reserve collection is for faculty users only. Members of the faculty who are working inside the University
is advice to visit the library to borrow library materials. For faculty working at home, you can visit the F. B. page
or email us for queries and reservations of available materials in the library.
D. The requirement for sending the SCAN Materials (students)
• The Person –in-charge will check on Online SIAS if the Client is enrolled for this A.Y. 2020-2021. (1st
Semester)
• The Client is advised to send his/her I.D. no for verification.
• The Client is advised to send his/her email address.

Note: reserve collection can be digitized for the users. Digital materials can be visible on the F.B. page for 3
days only.
E. Procedures on how to Borrow a Book/s
1. Students shall request the book/s through F.B. page of library or through email
2. Students shall provide the necessary information to the person-in-charge, like title of books to be borrowed.
3. The person-in-charge will check the book if it is available.
4. The Person-in-charge will inform the students if they can borrow the books (Digital copy or Print)
F. Library services lending policies
Distance lending policies vary depending on the availability of books to be loaned.
1. If the item is available, it will be distributed to the students within the day or two (2) days.
2. If it is unavailable at the time it was booked, we will spend up to 5 working days attempting to source
it before contacting you; library personnel will inform you through email or Messenger of F.B. page.
3. Student can check through F.B. page and LIS online of the available list of title at the Reserve Section,
General Collection, Filipiniana Section and Fiction.
4. Other notice (recalls, overdue notices, etc.) will be sent by email or text messages.
5. Materials delivered outside Santiago is placed in an envelope for security purposes.
6. The Students is responsible for the item borrowed from the time it was delivered to him/her until it has
been retrieved at the ULS Library.
7. Students will be fined for damaged and lost items.
Returnable Items
• Books to be borrowed may be sent together with the learning packet via courier.
• Books may also be returned via courier.
 PCOA 009 – MANAGEMENT SCIENCE
Course Description
This is a course on the use of Management Science in solving management decision and is meant to assist students
in acquiring a special competence in the scientific management approach to problem solving. It aims to provide
students with an awareness of standard tools in Management Science/Operations Research (MS/OR), and an
appreciation of relevant techniques in mathematical model building, mathematical programming and decision
analysis the course also seeks to develop within the student the ability to recognize potential application areas in
their future jobs, as well as the meaningful utilization of the Management Science tools and techniques in the
government, the local industry, and in business, particularly in the areas of finance, marketing, production, and
human resource management.
Course Learning Outcomes

At the end of the course, the student shall have:

1. Identified how decision-making models impact competitive performance.

2. Used operations models in making economic decisions that offer the potential to change the competitive
balance in a wide range of industries.
3. Performed the necessary quantitative analysis, understand the usefulness and limitations of the methods,
and recognize situations where the methods can be applied beneficially and issues involved when utilizing
the results of analysis.
4. Developed a good foundation in basic problem solving as a preparation for upper level quantitative
courses.
5. Developed an appreciation of the management science approach to problem formulation and solution, so
importation in the modern business organization and industrial world with the increase use of computers.
Course Outline
1. Overview of Management Science
2. System of Linear Equations and Inequalities
3. Linear Programming
4. Inventory
5. Waiting Line Models
6. The Decision Theory
7. Time Series of Analysis and Forecasting
8. Simulation

TEXTBOOK
Anderson, Sweenwy, Williams, Camm, Cocran, Fry, Ohlman(14e). An Introduction to Management
Science: Quantitative Approaches to Decision Making.
REFERENCES
Anderson, Sweenwy, Williams, Camm, Cocran, Fry, Ohlman(14e). An Introduction to Management
Science: Quantitative Approaches to Decision Making.
Rodelio S. Roque. Reviewer in Management Advisory Services.
MODULE 1

Learning Objective:

• Brief history of management science

• Learn the problem solving and decision-making process
• Relationship between problem solving and decision-making.
• Models of Cost, Revenue, and Profit (Break-even analysis)
• Management science techniques

Introduction
Management science, an approach to decision making based on the scientific method, makes extensive
use of quantitative analysis. A variety of names exists for the body of knowledge involving quantitative
approaches to decision making; in addition to management science, two other widely known and accepted names
are operations research, and decision science. Today, many use the terms management science, operations
research, and decision science interchangeably.
The scientific management revolution of the early 1900s, initiated by Frederic W. Taylor, provided the
foundation for the use of quantitative methods in management. But modern management science research is
generally considered to have originated during World War II period, when teams were formed to deal with
strategic and tactical problems faced by the military. These team, which often consisted of people with diverse
specialties (engineers, mathematicians, and behavioral scientists), were joined together to solve a common
problem by utilizing the scientific method. After the war, many of these team members continued their research
in the field of management science.
Two developments that occurred during the post – World War II period led to the growth and use of
management science in nonmilitary applications. First, continued research resulted in numerous methodological
developments. Probably the most significant development was the discovery of George Dantzig, in 1947, of the
simplex method for solving linear programming problems. At the same time these methodological developments
were taking place, digital computers prompted a virtual explosion in computing power. Computers enabled
practitioners to use the methodological advances to solve a large variety of problems. The computer technology
explosion continues; smart phones, tablets, and other mobile-computing devises can now be used to solve
problems larger than those solved on mainframe computers in the 1900s.
More recently, the explosive growth of data from sources such as smart phones and other personal-
electronic devices provide access to much more data today than ever before. Additionally, the internet allows for
easy sharing and storage of data, providing extensive access to a variety of users to the necessary inputs to
management science models.
Problem Solving
Problem solving can be defined as the process of identifying a difference between the actual and the
desired state of affairs and then taking action to resolve the difference. For problems important enough to justify
the time and effort of careful analysis, the problem-solving process involves the following seven steps:
1. Identify and define the problem
2. Determine the set of alternative solutions.
3. Determine the criterion or criteria that will be used to evaluate the alternatives.
 4. Evaluate the alternatives
5. Choose an alternative
6. Implement the selected alternative
7. Evaluate the results to determine whether a satisfactory solution has been obtained.

Decision Making
Decision making is the term associated with the first five steps of the problem-solving process. Thus, it is
the process of defining the problem, identifying the alternatives, determining the criteria, evaluating the
alternatives, and choosing an alternative.
Illustration:
For the moment, assume that you are currently unemployed and that you would like a position that will
lead to a satisfying career. Suppose that your job search has resulted in offers from companies in
Rochester, New York; Dallas, Texas; Greensboro, North Carolina; and Pittsburgh, Pennsylvania. Thus,
the alternatives for your decision problem can be stated as follows:
1. Accept the position in Rochester
2. Accept the position in Dallas
3. Accept the position in Greensboro
4. Accept the position in Pittsburgh
The next step of the problem-solving process involves determining the criteria that will be used to evaluate
the four alternatives. Obviously, the starting salary is a factor of some importance. If salary were the only
criterion of importance to you, the alternative selected as “best” would be the one with the highest starting
salary. problems in which the objective is to find the best solution with respect to one criterion are referred
to as single-criterion decision problems.
Suppose that you also conclude that the potential for advancement and the location of the job are
two other criteria of major importance. Thus, the three criteria in your decision problem are starting salary,
potential for advancement, and location. Problems that involve more than one criterion are referred to as
multicriteria decision problems.
The next step of the decision-making process is to evaluate each of the alternatives with respect to each
criterion. For example, evaluating each alternative relative to the starting salary criterion is done simply
by recording the starting salary for each job alternative. Evaluating each alternative with respect to the
potential for advancement and the location of the job is more difficult to do, however, because these
evaluations are based primarily on subjective factors that are often difficult to quantify. Suppose for now
that you decide to measure potential for advancement and job location by rating each of these criteria as
poor, fair, average, good, and excellent.
You are now ready to make a choice from the available alternatives what makes this choice phase so
difficult is that criteria are probably not all equally important, and no one alternative is “best” with regard
to the to all criteria.
 The process of decision-making can be classified into

Qualitative and Quantitative Analysis

Qualitative analysis is based primarily on the decision maker’s judgment and experience; it includes the
decision maker’s intuitive “feel” for the problem and is more an art than science.
Quantitative analysis begins once the problem has been structure. It usually takes imagination, teamwork
and considerable effort to transform a rather general problem description into a well-defined problem that can be
approached via quantitative analysis.
When using the quantitative approach, the analyst will concentrate on the quantitative facts or data
associated with the problem and develop mathematical expressions that describe the objectives, constraints, and
other relationships that exist in the problem. The more the analyst is involved in the process of structuring the
problem, the more likely the ensuing quantitative analysis will make an important contribution to the decision-
making.
If the decision maker has had experience with similar problem or if the problem is relatively simple, heavy
emphasis may be placed upon a qualitative analysis. However, if the decision maker has had little experience with
similar problems, or if the problem is sufficiently complex, then a quantitative analysis of the problem can be an
especially important consideration in the decision making.
Some reasons why a quantitative approach might be used in the decision- making process:
1. The problem is complex, and the decision maker cannot develop a good solution without the aid of
quantitative analysis.
2. The problem is especially important, and the decision maker desires a thorough analysis before
attempting to make a decision.
3. The problem is new, and the decision maker has no previous experience from which to draw.
4. The problem is repetitive, and the decision maker saves time and effort by relying on the quantitative
procedures to make routine decision recommendations.
Alternative Starting salary Potential Job Location
Advancement
1. Rochester $48,500 Average Average
2. Dallas $46,000 Excellent Good
3. Greensboro $46,000 Good Excellent
4. Pittsburgh $47,000 Average Good
The role of Qualitative and Quantitative analysis.

Model Development
Models are representation of real objects or situations and can be presented in various forms. For example,
a child’s toy truck is a model of a real truck. The toy truck is an example of model that is a physical replica of a
real object. In modeling terminology, physical replicas are referred to as iconic models.
A second classification includes models that are physical in form but do not have the same physical
appearance as the object being modeled. Such models are referred to as analog models. The speedometer of an
automobile is an analog model; the position of the needle on the dial represents the speed of the automobile. A
thermometer is another analog model representing temperature.
A third classification includes representation of a problem by a system of symbols and mathematical
relationships or expressions. Such models are referred to as mathematical models and are critical part of any
quantitative approach to decision making.
For example:
The total profit from the sale of a product can be determined by multiplying the profit per unit by the
quantity sold. If we let X represent the number of units sold and P the total profit, then, with a profit of
10$ per unit, the following mathematical model defines the total profit earned by selling X unit:

The purpose, or value, of any model is that it enables us to make inferences about the real situation by
studying and analyzing the model.
In general, experimenting with models requires less time and is less expensive than experimenting with
the real object or situation. A model airplane is certainly quicker and less expensive to build and study than the
full-size airplane. Similarly, the mathematical model allows a quick identification of profit expectations without
actually requiring the manager to produce and sell x units.
The value of model-based conclusions and decisions is dependent on how well the model represents the
real situation. The more closely the model airplane represents the real airplane, the more accurate the conclusions
and predictions will be. Similarly, the more closely the mathematical model represents the company’s true profit-
volume relationship, the more accurate the profit projections will be. The success of mathematical model and
quantitative approach will depend heavily on how accurately the objective and constraints can be expressed in
terms of mathematical equations or relationships.
 A mathematical expression that describes the problem’s objective is referred to as the objective function.
For example, the profit equation is P=10x would be an objective function for a firm attempting to maximize profit.
A production capacity constraint would be necessary if, for instance, 5 hours are required to produce each unit
and only 40 hours of production time are available per week. Let’s indicate the number of units produced each
week. The production time constraint is given by

The value of 5x is the total time required to produce x units; the symbol ≤ indicated that the production
time required must be less than or equal to the 40 hours available.
The decision problem or question is the following: how many units of the product should be scheduled
each week to maximize profit? A complete mathematical model for this simple production problem is

The x ≥ 0 constraint requires the production quantity x to be greater than or equal to zero, which simply
recognizes the fact that it is not possible to manufacture a negative number of units. The optimal solution to this
model can be easily calculated and is given by x = 8, with an associated profit of $80. This is an example of a
linear programming model.
In the preceding mathematical model, the profit per unit ($10), the production time per unit (5 hours), and
the production capacity (40 hours) are environmental factors that are not under the control of the manager or
decision maker. Such environmental factors, which can affect both the objective function and constraints, are
referred to as uncontrollable inputs to the model. Inputs that are completely controlled or determined by the
decision maker are referred to as controllable inputs to the model. In the example given, the production quantity
x is the controllable input to the model. Controllable inputs are the decision alternatives specified by the decision
maker and thus are also referred to as the decision variables of the model.
Uncontrollable inputs can either be known exactly or be uncertain and subject to variation. If all
uncontrollable inputs to a model are known and cannot vary, the model is referred to as a deterministic model.
If any of the uncontrollable inputs are uncertain to the decision maker, the model is referred to as a stochastic or
probabilistic model. Examples of uncontrollable inputs that are uncertain are the future demands and the
production time when changing raw materials from one quality to another.
Data Preparation
Another step in the quantitative analysis of a problem is the preparation of the data required by the model.
Data in this sense refer to the values of the uncontrollable inputs to the model. All uncontrollable inputs or data
must be specified before we can analyze the model and recommend a decision or solution for the problem.
In the development of the model, these data values were known incorporated into the model as it was
being developed. If the model is relatively small and the uncontrollable input values or data required are few, the
quantitative analyst will probably combine model development and data preparation into one step. In these
situations, the data values are inserted as the equations of the mathematical model are developed.
 However, in many mathematical modeling situations, the data or uncontrollable input values are not
readily available. In these situations, the management scientist may know that the model will need profit per unit,
production time, and production capacity data, but the values will not be known until the accounting, production,
and engineering departments can be consulted.
Model Solution
Once the model development and data preparation steps are completed, we can proceed to the model
solution step. In this step, the analyst will attempt to identify the values of the decision variables that provide the
“best” output for the model. The specific decision-variable or values providing the “best” output will be referred
to as the optimal solution for the model.
One procedure that might be used in the model solution step involves a trial-and-error approach in which
the model is used to test and evaluate various decision alternatives. If a particular decision alternative does not
satisfy one or more of the model constraints, the decision alternative is rejected as being infeasible, regardless of
the objective function value. If all constraints are satisfied, the decision alternative is feasible and a candidate for
the “best” solution or recommended decision.
Report Generation
An important part of the quantitative process is the preparation of managerial reports based on the model’s
solution. The result model must appear in a management report that can be easily understood by the decision
maker. The report includes the recommended decision and other pertinent information about the results that may
be helpful to the decision maker.
A Note Regarding Implementation
The manager (decision-maker) is responsible for integrating the quantitative solution with qualitative
considerations in order to make the best possible decision. After completing the decision-making process, the
manager must oversee the implementation and follow-up evaluation of the decision. At times this process may
lead to requests for model expansion or refinement that will cause the management scientist to return to an earlier
step of the quantitative analysis process.
Successful implementation of results is of critical importance to the management scientist as well as the
manager. If the results of the quantitative analysis process are not correctly implemented, the entire effort may be
of no value.
One of the most effective ways to ensure successful implementation is to include users throughout the
modeling process. A user who feels a part of identifying the problem and developing solution is much more likely
to enthusiastically implement the results. The success rate for implementing the results of a management science
project is much greater for those projects characterized by extensive user involvement.
MODELS OF COST, REVENUE AND PROFIT
Some of the most basic quantitative models arising in business and economic applications are those
involving the relationship between a volume variable – such as production or sales volume – and cost, revenue,
and profit. Through the use of these models, a manager can determine the projected cost, revenue, and/or profit
associated with an established production quantity or a forecasted sales volume. Financial planning, production
planning, sales quotas, and other areas of decision making can benefit from such cost, revenue, and profit models.
COST AND VOLUME MODELS
The cost of manufacturing or producing a product is a function of the volume produced. This cost can
usually be defined as a sum of two costs: fixed cost and variable costs. Fixed cost is the portion of the total cost
that does not depend on the production volume; this cost remains the same no matter how much is produced.
Variable cost, on the other hand, is the portion of the total cost that is dependent on and varies with the production
volumes.
Illustration:
Nowlin Plastics produces a line of cell phone covers. Nowlin’s best-selling cover is its Viper model, a
slim but very durable black and gray plastic cover. Several products are produced on the same
manufacturing line, and a setup cost is incurred each tie a change-over is made for a new product. Suppose
that the setup cost for the Viper is $3000. This set-up cost is a fixed cost that is incurred regardless of the
number of units eventually produced. Additionally, suppose that variable labor and material costs are $2
for each unit produced. The cost-volume model for producing x units of Viper can be written as

where x = production volume in units

C(x) = total of producing units
Once the production volume is established, the model in equation can be used to compute the total
production cost. For example, the decision to produce x = 1200 units would result in a total cost of C(1200)
= 3000 + 2(1200) = $5400.
Marginal cost is defined as the rate of change of the total cost with respect to production volume. That
is, it is the cost increase associated with a one-unit increase in the production volume. Thus, the marginal cost is
$2.
REVENUE AND VOLUME MODELS
Management of Nowlin plastics will also want information on the projected revenue associated with
selling a specified number of units. Thus, a model of the relationship between revenue and volume is also needed.
Suppose that each Viper cover sells for $5. The model for the total revenue can be written as

where x = sales volume in units

R(x) = total revenue associated with selling x units
Marginal revenue is defined as the rate of change of total revenue with respect to sales volume. That is,
it is the increase in total revenue resulting from a one-unit increase in sales. Thus, the marginal revenue is $5.
PROFIT AND VOLUME MODELS
One of the most important criteria for management decision making is profit. Managers need to be able to
know the profit implications of their decisions. If we assume that we will only produce what can be sold, the
production volume and sales volume will be equal. We can combine equations the cost-volume and revenue-
volume models to develop a profit-volume model that will determine the total profit associated with a specified
production-sales volume. Total profit, denoted P(x), is total revenue minus total cost; therefore, the following
model provides the total profit associated with producing the selling x units:

BREAKEVEN ANALYSIS
We can now determine the total profit associated with any production volume x. for example, suppose that
a deman forecast indicates that 500 units of the product can be sold. The decision to produce and sell the 500
units results in a proect profit of
P(500) = -3000 + 3(500) = -1500
In other words, a loss of $1500 is predicted. If sales are expected to be 500 units, the manager may decide
against producing the produc. However, a deman forecast of 1800 units would show a projected profit of
P(1800) = -3000 + 3(1800) = 2400
This profit may be enough to justify proceeding with the production and sale of the product.
The volume that results in total revenue equaling total cost (providing $0 profit) is called breakeven point.
If the breakeven point is known, a manager can quickly infer that a volume above the breakeven point will result
in a profit, whereas a volume below will result in a loss. Thus, the breakeven point for a product provides valuable
information for a manager who must make a yes/no decision concerning production of the product.
Let us now return to the Nowlin plastics example and show how the total profit model can be used to
compute the breakeven point. The break-even point can be found by setting the profit expression equal to zero
and solving for the production volume.
P(x) = -3000 + 3x = 0
3x = 3000
X = 1000

With this information, we know that production and sales of the product must be greater than 1000 units
before a profit can be expected. The graphs of the total cost model, the total revenue mode, and the location of
the break even point are shown in the figure below.
MANAGEMENT SCIENCE TECHNIQUES
1. Linear Programming – is the problem-solving approach developed for situations involving maximizing or
minimizing a linear function subject to linear constrains that limit the degree of which the objective can
be pursued.
2. Integer Linear Programming – is an approach used for pro problems that can be set up as linear programs,
with the additional requirement that some or all of the decision variables be integer values.
3. Distribution and Network Models – is a graphical description of a problem consisting of circles called
nodes that are interconnected by lines called arcs. Specialized solution procedures exist for these types of
problems, enabling us to quickly solve problems in such areas as supply chain design, information system
design, and project scheduling.
4. Nonlinear Programming – many business processes behave in a nonlinear manner. For example, the price
of a bond is a nonlinear function of interest rates; the quantity demanded for a product is usually a
nonlinear function of the price. Nonlinear programming is a technique that allows for maximizing or
minimizing a nonlinear function subject to nonlinear constraints.
5. Project Scheduling: PERT/CPM – in many situations, managers are responsible for planning, scheduling,
and controlling projects that consists of numerous separate jobs or tasks performed by a variety of
departments, individuals, and so forth. The PERT (Program Evaluation and Review Technique) and CPM
(Critical Path Method) techniques help managers carry out their project scheduling responsibilities.
6. Inventory models – are used by managers faced with the dual problems of maintaining sufficient
inventories to meet demand for goods and, at the same time, incurring the lowest possible inventory
holding costs.
7. Waiting-Line or Queueing models – have been developed to help managers understand and make better
decisions concerning the operation of systems involving waiting lines.
8. Simulation – is a technique used to model the operation of a system. The technique employs a computer
program to model the operation and perform simulation computations.
9. Decision Analysis – can be used to determine optimal strategies in situations involving several decision
alternatives and an uncertain or risk-filled pattern of events.
10. Goal Programming – is a technique for solving multicriteria decision problems, usually within the
framework of linear programming.
11. Analytic Hierarchy – this multicriteria decision-making technique permits the inclusion of subjective
factors in arriving at a recommended decision.
12. Forecasting – are techniques that can be used to predict future aspects of a business operation.
13. Markov Process Models – are useful in studying the evolution of certain systems over repeated trials. For
example, Markov processes have been used to describe the probability that a machine, functioning in one
period, will function or break down in another period.
METHODS USED MOST FREQUENTLY
The most used management science techniques are linear programming, integer programming, network
models (including supply chain models), and simulation. Depending upon the industry, the other methods in the
preceding list are used more or less frequently.

Reference:
Chapter 1; Anderson Sweenwy, Williams, Camm, Cochran, Fry, Ohlman(14e). An Introduction to
Management Science: Quantitative Approaches to Decision Making, pp 1-26
ESSAY EXERCISES:
1. As a student, how do you think management science will help you in your everyday life?
2. Why is that management science is a game-changer in the world of business?
3. Discuss the different roles played by the qualitative and quantitative approaches to managerial decision
making. Why is it important for a manager or decision maker to have a good understanding of both of
these approaches to decision making?