production managenent and technical package

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Instructors Guide

Production Managementand the Technical Package

Paula J. Myers-McDevitt

Fairchild BooksNew York


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Copyright 2011Fairchild Books, a Division of Cond Nast Publications, Inc.All rights reserved. No part of this book covered by the copyrightHereon may be reproduced or used in any form of by any means Graphic, electronic, or mechanical, including photocopying,recording, taping, or information storage and retrieval systems without written permission of the publisher.

ISBN 978-1-56367-881-3

GST R 133004424

Printed in the United States of America


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Table of Contents

Introduction 1

Sample Course Outline

Freshmen or Sophomore 5

Sophomore and Junior 6

Sophomore, Junior, and Senior 8

Junior, Senior, and Graduate 11

Chapter 1: Production Management 13

Chapter 2: Costing 17Chapter 3: Production Planning and Scheduling 20

Chapter 4: Sourcing Production 23

Chapter 5: Assembly and Finishing 26

Chapter 6: Packing and Distribution 29

Chapter 7: The Technical Package 31

Chapter 8: The Design Sheet 33

Chapter 9: The Illustration Sheet 36

Chapter 10: The Fabric Sheet 38

Chapter 11: The Component Sheet 41

Chapter 12: The Label/Packing Sheet 43

Chapter 13: The Detail/Construction Sheet 45

Chapter 14: The Specification Sheet 48


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Introduction

Production management, and specifically the technical package, is becoming more important

in the industry with increased globalization of garment production and the need to unify

product information. Apparel Production Management and the Technical Package is essentialfor fashion students (and professionals) who wish to understand this exploding trend in

production management. They need to gain the skills necessary for this new universe of

apparel manufacturing. The text provides an overview of production management in the

global marketplace while examining in detail the components of the technical package, or

tech-pack, a series of forms that define a garments specifications that is critical to ensuring

that a particular style is executed correctly and in the most cost- and time-efficient manner

possible. The text is laid out simply:

Parts I and II (Chapters 16) provide information on production management, costing,

planning, and global production, including sourcing, assembly and finishing, packaging, and

distribution.

Part III (Chapters 814) is organized as a production workbook. This section contains

an overview of the information you will need concerning the technical package (Chapter 7)

and features the seven major components of the package, with descriptions, instructions, and

examples for each.

Also included throughout the text are Industry Insider Profiles, readings about professionals within the industrytheir strengths, their talents, their strategies for success,

their business philosophy.

The appendices contain important resources, including basic flat-sketch and body form

croquis, basic industrial sewing stitches, a button selector gauge, care labeling regulations,

and basic measurement points.

Who in the production team is given the task of assembling the production package

varies by company. Ultimately, however, the production manager is responsible for ensuring

the accuracy of the technical package. Companies vary their technical packages based on the

needs of the company; however, most companies include the seven components highlighted in

this text. As students work through the chapters in Part III, they will be given the opportunity

to create their own technical package, using either a garment of their own design or one

provided by the instructor. Not every student will have the skills needed to complete every

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sheet in the workbook. Students should not be discouraged. In the industry the production

manager must collaborate with the merchandising, design, technical, and sales departments to

obtain all the information contained within a technical package.

Using the Learning Features

Apparel Production Management and the Technical Package is organized as a production

workbook. It offers many of the theories used in production management, costing, planning,

sourcing, scheduling, manufacturing, and distribution. The examples and sample pages of the

technical package encourage students to develop the skills used by professionals in the

industry. The textbook does not offer design, patternmaking, or technical design lessons.

However, an assemblage of these skills is helpful when using this text.

Chapter ObjectivesThe objectives at the beginning of each chapter can be used as a preview or guide to the

content of that chapter. Return to these objectives after covering the chapter to point out the

key features of the material covered.

Key Terms

Students can use the key terms to review the chapter. Each term can be studied in context;

they are shown in bold type when they first appear. The terms are also defined in the glossary.

Terms may be used for assessing student comprehension via fill-in-the-blank, matching, and

multiple- choice questions.

Labs

The labs have been designed to reinforce the content of each chapter while allowing students

to practice the techniques described and build their production or technical package skills.

Some of the lab activities provide mental challenges asking the student to analyze a situation

using the knowledge they have just learned, while other activities will require research or ahands-on activity.

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Insider Industry Profiles

The profile of industry professionals illustrates the various career paths of many; these also

offer the student a real-work application of skills needed or used in the industry. The profiles

can be used to foster classroom discussions about the individuals featured, the experience they

obtained, or the philosophies they hold within their business.

Appendixes

The texts appendixes provide reference material that can be used for creating technical

packages, and to enhance students general production management knowledge. (The

Instructors Guide has its own appendix, referred to throughout as IG appendix.)

Organization of the Book

Production management can be taught at any level within the curriculum. However, moreknowledge is generally needed for a student to fully comprehend the technical package. The

book has been organized to accommodate classes from the early years of undergraduate study

to the graduate level.

General Teaching Notes

At the first lecture, students may not have yet purchased the textbook. Regardless of semester

system, the majority of the period may be devoted to reviewing the syllabus. Generallyspeaking, chapters can be covered in one or two 50-minute meetings; it is up to the instructor

to decide how much information to present, suiting the needs of the course and students.

The chapter labs have been provided to expand the students knowledge, and may be

used to foster classroom discussions. A student may be asked to lead the class discussion, or

groups can be formed to discuss individual topics. The labs have also been set up to test the

students skill level and offer more opportunity for the more advanced student.

Field trips and classroom speakers always enhance the students experience.

Depending on the school location, this may be easier for some instructors to organize than

others. If fashion production is not available, look for production in another field; it will still

offer the basic concepts covered in the text.

As stated earlier, the text features Industry Insiders Profiles, which may be used as

points for discussion. By reading these profiles, students will see that not all of the people

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profiled began their working lives in the industry. They will also see what knowledge certain

individuals needed to in order to obtain their current position.

Short quizzes and exams have been offered for each chapter for Parts I and II.

Instructors may decide to grade lab work or final projects.

About the Instructors Guide

The Instructors Guide for Apparel Production Management and the Technical Package

includes concise chapter objectives, teaching notes, answers to production management labs,

as well as an IG Appendix of handouts and other useful resources. An additional Excel

Appendix and Test Bank are available to download from the texts online resources page.

(Instructors should please contact sales to obtain access to the online resources.)

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Sample Course OutlineSix-week Semester System

(Freshmen or Sophomore)Week Topic Chapter Readings and AssignmentsWeek 1 Syllabus Review

Production Management Chapter 1Read Chapter 1 and assign 1or 2 lab questions

Read Chapter 2

Week 2 Costing Chapter 2 Assign lab questions Chapter 2

Read Chapter 3 and assign 1or 2 lab questions

Week 3 Production Planning andSchedulingExam

Chapter 3 Study Chapters 13 for exam


Week 4 Sourcing ProductionAssembly and Finishing

Chapter 4Chapter 5



Week 5 Packing and DistributionExam


Read Chapter 7 and assign both lab questions

Week 6 The Technical Package

Final Exam

Chapter 7 Study chapters 1-7; FinalExam

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Sample Course OutlineTen-week Semester System

(Sophomore and Junior )Week Topic Chapter Readings and AssignmentsWeek 1 Syllabus Review and

Production Management Chapter 1Read Chapter 1 and assign 1or 2 lab questions


Week 2 Costing

Production Planning andScheduling

Chapter 2

Chapter 3


Study Chapters 13 for exam

Week 3 Exam

Sourcing Production

Part I

Chapter 4



Week 4 Assembly and Finishing

Packing and Distribution

Chapter 5

Chapter 6



Week 5 Exam

The Technical Package

Part 2

Chapter 7


Read Chapter 8 and assign 1or 2 lab questions as studentskills warrant

Week 6 The Design Sheet Chapter 8 Read Chapter 9 and assign 1

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The Illustration Sheet Chapter 9

or 2 lab questions as studentskills warrant


Week 7 The Fabric Sheet

The Component Sheet

Chapter 10

Chapter 11



Week 8 The Label/Packing Sheet

The Detail/Construction Sheet

Chapter 12

Chapter 13



Week 9 The Specification Sheet

Exam

Chapter 14

Part 3


Preparation for presentationof Student Final Projects

Week 10 Student Final Projects

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Sample Course OutlineTwelve-week Semester System

(Sophomore, Junior, and Senior)

Week Topic Chapter Readings andAssignments

Week 1 Syllabus Review

Production Management Chapter 1

Read Chapter 1 and assignlab questions


Week 2 Costing

Production Planning andScheduling

Chapter 2

Chapter 3


Preparation of questionsfor Field Trip/Speaker

Week 3 Field Trip to productionfacility to see management,costing, planning, and/or scheduling

Exam on Part I

Field Trip Study Chapters 13 for exam


Week 4 Sourcing Production

Assembly and Finishing

Chapter 4

Chapter 5


Read Chapter 6 and assign

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lab questions

Week 5 Packing and Distribution

Exam on Part II



Week 6 The Technical Package

The Design Sheet

Chapter 7

Chapter 8



Week 7 The Illustration Sheet

The Fabric Sheet

Chapter 9

Chapter 10

Read Chapter 10 andassign lab questions


Week 8 The Component Sheet

The Label/Packing Sheet

Chapter 11

Chapter 12


Read Chapter 13 and

assign lab questions

Week 9 The Detail/ConstructionSheet

The Specification Sheet

Chapter 13

Chapter 14



Week 10 Exam on Part III Preparation of questions

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Field Trip/Speaker onTechnical Package

for Field Trip/Speaker

Week 11 In-class lab to work onStudent Projects

Week 12 Student Final Projects

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Sample Course OutlineFifteen-week Semester System

(Junior, Senior, and Graduate)

Week Topic Chapter Readings andAssignments

Week 1 Syllabus Review

Production Management,Pop quiz Chapter 1 Chapter 1



Week 2 Costing,Pop quiz Chapter 2

Chapter 2 Read Chapter 3 and assignlab questions

Week 3 Production Planning andScheduling,Pop quiz Chapter 3


Week 4 Sourcing Production,Pop quiz Chapter 4


Week 5 Assembly and FinishingPop quiz Chapter 5


Week 6 Packing and Distribution,Pop quiz Chapter 6


Week 7 The Technical Package Chapter 7 Read Chapter 8 and assignlab questions. Note:

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Advanced students should be creating a technical package

Week 8 The Design Sheet Chapter 8 Read Chapter 9 and assignlab questions

Week 9 The Illustration Sheet Chapter 9 Read Chapter 10 andassign lab questions

Week 10 The Fabric Sheet Chapter 10 Read Chapter 11 andassign lab questions

Week 11 The Component Sheet Chapter 11 Read Chapter 12 andassign lab questions

Week 12 The Label/Packing Sheet Chapter 12 Read Chapter 13 andassign lab questions

Week 13 The Detail/ConstructionSheet

Chapter 13 Read Chapter 14 andassign lab questions

Week 14 The Specification Sheet Chapter 14 Finish Student Final

Projects and study for exam Chapters 714Week 15 Student Final Projects and/or

Exam on Part III

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CHAPTER 1 PRODUCTION MANAGEMENT

Chapter Objectives Understand the organizational structure of a standard production department Understand the basic job skills and requirements of each position within the

production department

Cite challenges in production management

Teaching Notes This chapter introduces:

The Production Department (p. 3 4)Example topicsa) The three major facets of production work

i. What are they and what do they mean? b) The four major roles of the production team

i. Discuss each one and have students give examples of how each is

accomplished.c) The departments that help develop the technical packagei. A mock company could be formed with students assuming each role.

ii. How do they interact with one another? Encourage them to consciouslytry to understand the importance of each others role within thecompany.

d) Box 1.1 Industry Insider Patrizio di Marcoi. Have the students read the story on page 4 of the text. Have them

discuss why it is important for a CEO to know his or her employees andwhat is happening within the companys departments.

ii. Why shouldnt the CEO just rely on upper management? For further

discussion, assign students to collectively research the Gucci Companyand/or Di Marco.

The Production Team (p. 5 7)Example topicsa) The eight positions highlighted in this section

i. What are they and how do they differ? b) Figure 1.1 Production Department Division of Labor chart

i. Have students review the chart on page 6 of the text. How do production employees relate to other employees within the company?

Challenges in Production (p. 7 9)Example topicsa) Three major challenges in production

i. What are they and why are they so important? b) Box 1.2 Industry Insiders Pepe and Reyes Amat

i. Have students look at story on page 9 of the text. Ask students toexplain why it is challenging for Pepe and Reyes to work together indesign and production.

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Table 1.1 Duties, Strengths, and Skills of the Production Team (p. 10)

Example topicsa) Production Manager, Production Assistant, Quality Assurance Manager, Strengths

and Skillsi. Discuss the skills needed for each job and how those skills are obtained.

ii. Discuss the skills needed for interviewing and how to interview, using

the handout, The Fashion Production Interview (see IG appendix).

Answers to Production Management Lab

1. Aisha is a recent college graduate with a BS degree in Fashion and Clothing Technology.She just landed a job as a production assistant for an apparel manufacturer.

a. What would her responsibilities as production assistant include? b. Is travel required of Aisha as an assistant production manager? Please support

your answer.c. What skills could Aisha develop to further her career in production? What

training might she need to prepare her for becoming a production manager?

Lab 1.a As a production assistant right out of school, Aishas responsibilities could includeanything from confirming quantities, styles, colors, and delivery dates; tracking fabrics andtrims; maintaining cost sheets; tracking production of the salespersons samples and swatchcards; coordinating lab dips; and monitoring deliveries.

Lab 1.b Travel is generally not required of an assistant production manager; however studentsmight think out of the box and say that assistant production managers may be asked totravel. This is often true in emergency situations when the production manager is busy or simply to give the assistant training. (Make sure students support the position they take intheir answer.)

Lab 1.c Management skills are the most important. If Aisha has someone, or a small team, tosupervise even through seasonal projects, this experience will enhance her management skills.Attending management meetings and asking her manager questions about production will helpher become prepared. Additional schooling is always a plus; even those with a fashion degreecan benefit from classes tailored specifically to business, engineering, and management. Aishashould inquire about her companys tuition-reimbursement plan. Companies like to invest intheir employees.

2. Two years ago, after graduating from design school, Dominique and Patrice started a smallswimwear company based in Florida. They have several local seamstresses who sewtheir line for production. To grow, however, they need to contract with a manufacturer. Afriend owns a plant in the Florida area, or they can look for a jobber overseas. What do yourecommend for Dominique and Patriceand why?

Lab 2. The scenario in this question does not provide enough information for students torespond with a definitive answer. Why? Information about the companys price point is notgiven. If Dominique and Patrice have an expensive line, one might recommend that theycontract with the friends plant in Florida. They are in the Florida area and can check in on the

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plant if there is a problem. They have little risk and can absorb the cost of labor. However, if their swimwear is selling at a lower price point, they should consider finding a jobber overseas. Do they know how to conduct business overseas? They are small and will thereforeneed to rely on a middleman. This will entail some risk. The cost of labor is low, so they willhave more room for profit. Consider using this question for in-class discussion.

3. Choose a position in production other than production manager. Research this position,

and write a short paper (two to three pages) about its duties and challenges.

Lab 3. Students are asked to choose a position in production other than production manager.Research this position, and write a short paper (two to three pages) about its duties andchallenges. Instructions may choose to grade papers accordingly or have students present the

papers to the class. The findings will include:

Production assistantA challenging entry-level or lower management position due to theamount of paperwork this employee is responsible for; this person reports to the productionmanager. The production assistant must have good oral and written communication skills and

be computer-literate and attentive to detail and organized. Duties may include confirming

quantities, styles, colors, and delivery dates; tracking fabrics and trims; maintaining costsheets; tracking production of the salespersons samples and swatch cards; coordinating labdips; and monitoring deliveries. A major challenge is keeping all of the work current and up todate.

Inventory management clerkThe person responsible for tracking and maintaining recordson all merchandise owned by the merchandise wholesaler/manufacturer at any given time.The inventory clerk must be detail-oriented and computer-literate and have good math skills.This position is occasionally part of the production assistants job, depending on the size of the company. A major challenge is keeping all of the work current and up to date.

Scheduling clerk/managerThis person does the production scheduling in the manufacturing(sewing) plant. The scheduling manager works closely with senior management and Sales inorder to schedule production according to projected sales. The scheduling manager must makesure that all garment components are received and that delivery dates are met. This personmust be able to foresee and solve potential production problems. Computer skills andattention to detail are crucial. A major challenge is meeting delivery dates.

Purchasing agentThis person is in charge of purchasing fabrics and other garmentcomponents. Purchasing agents work closely with the design team, obtaining pertinent fabricand component information. Depending on their level, purchasing agents may write purchaseorders and be called upon to negotiate price points with suppliers. Computer and math skills,

plus attention to detail, are imperative in this position. A major challenge is procuring thedesired fabric for the desired price.

Sourcing agentThe person who locates factories for production. The sourcing agent knowsthe factories capabilities and can recommend the best fit for a particular style. Sourcingagents may work on production price quotes and uncover design or assembly issues.Knowledge of import laws and limitations is required, as is foreign and domestic travel;therefore, this person must be well-groomed and have an understanding of foreign customs.

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The sourcing agent will need to rely on experience and intuition when choosing a factory to produce his or her companys goods. Good oral and written communication skills are needed.A major challenge is keeping all of the currently sourced vendors happy, while deliveringgoods to their merchants on time; while also finding new vendors.

Costing agent A person who pulls together the elements of a garment (material/fabric, trimsand other components, plus labor and shipping) to achieve workable costs. Good math skills

are key. Experience, training, intuition, and negotiating skills will help the costing agent find a price that is right for the buyer yet profitable for the company. A major challenge is keepingcosts down.

Quality control/assurance agentThis can be performed by one person or by a separatedepartment working with the production team. The basic role of quality control is to ensurethat every garment produced meets the standards of the company. This position requiresexperience and technical training. The quality control agent must know every component of agarment, from fiber and fabric, to design, to patternmaking, to construction, to labeling, to

performance. The agent will have apprenticed for several years and may have an engineeringor other Bachelor of Science degree. Attention to detail is important. A major challenge is

enforcing quality standards; especially when several venders are used.

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CHAPTER 2COSTING

Chapter Objectives Understand the cost-profit relationship. List the four stages of costing. Understand the differences between direct, absorption, and activity-based costing

methods. Explain the breakdown of product costs on a cost sheet.


The Cost-Profit Relationship (p.13)Example topicsa) Cost

b) Define cost: what is it?c) Profit

d)

Define profit: what is it?c) Expenditurese) Discuss the six major expenditures involved in costing.f) Lead students in a discussion of the cost-profit relationship.

The Stages of Costing (p.13 15)Example topicsa) The Four Stages of Costing

i. What are they and how are they used? b) Preliminary cost

i. Have students read this highlighted section on page 15 of the text and

discuss why managers use preliminary costs to determine if adesigners concept is feasible, producible, commercial, marketable, and profitable.

c) Actual costi. Have students review this highlighted section on page 15 of the text and

discuss why companies use actual costs to justify the purchase of newequipment, the hiring of new employees, as well as the expansion of offices and production facilities.

d) Box 2.1 Industry Insiders Don Eugene and Bennett Grossi. Have students read the story of page XX of the text, and then begin a

discussion of the company Callydus. Do they agree that running acompany should be thought of like running a household?

ii. Discuss the students household budget. Have students use the SimpleMonthly Budget handout (see IG appendix) to create their own homeor school budget.

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Costing Methods (p. 16 20)

Example topicsa) Variable Costing

i. Define and discuss variable costing: what is it?ii. Use the variable cost sheet (labeled Direct Cost Sheet) on page 17 of

the text. Explain how all material, trim and findings, and labor are

included on the sheet, but what is not included is overhead. Overheadcosts will be charged against revenue each period.iii. Have students review the sample cost sheet from TechPackCentral on

page 23 of the text. Call attention to the fact that again, it does notinclude overhead costs.

b) Absorption Costingi. Define and discuss absorption costing: what is it?

ii. Use the absorption cost sheet on page 18 of the text. Explain how allmaterial, trim and findings, and labor and overhead are included on thesheet. However, some costs are estimated because they have been usedat an applied rate, which is arbitrary and may escalate.

c)

Activity-based Costingi. What is activity-based costing?ii. Use the activity-based cost sheet on page 19 of the text. Explain how

generally only labor and overhead are shown on this sheet. Emphasizethat it is used primarily for focusing on overhead costs and expansion,not costing a garment.

Breaking Down Product Costs (p. 20 21)Example topicsa) Figure 2.4

i. Have the students review the figure on page 20 of the text. Make sure

they understand how fabric, trim, and labor equal total componentcosts. b) The two components of material costs

i. What are they and why are they so important?c) Marker

i. What is a marker and why is it important to costing?d) Labor

i. What is a labor and why is it important to costing?

Answers to Costing Lab

1. Explain the difference between cost and price. Give examples; you may wish to useInternet resources to support your answer .

Lab1. Cost is the total dollar value given in expenditure, time, and energy required toreceive services and produce goods. Price is the quantity of payment or moneyexchanged, set as compensation for one party to another, in return for goods or services.The cost of a good shown on page 18 of the text may be $109.14, the suggested retail

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may be $218.00 rounded up to $225.00. The retailer may actually offer the suit at$500.00 so that there is room for markdown while still making a profit.

2. Robert and Tom have started their own T-shirt company out of the back of their truck in Southern California. The shirts are made from vintage tees that are hand-

painted by Tom and sold by Robert. They cater to the beach and surfing crowd.Their T-shirts are very cool and have caught the eye of many California celebrities.

Robert and Tom can now ask any price they like for their shirts, but they cannotkeep up with demandvintage shirts are hard to find and the two might have to start producing vintage-style shirts, hiring freelance artists to do the painting. They arewriting a business plan to present to the bank in order to borrow money. They needto figure out how much the shirts will cost to produce.

a. What steps should Robert and Tom take in determining how to cost their T-shirts?

b. Which costing method should they use, and why?

Lab 2a. Use this question to initiate group discussion. Students may provide a range of answers, starting with the cost-profit relationship and the stages of costing. Use the

Writing a Business Plan handout (see IG appendix) to enhance and further thediscussion.

Lab 2b. Using this question as a basis for group discussion, explore what informationRobert and Tom need in order to cost out a garment. In response, students may choosethe easiest and most direct cost sheet for Robert and Tom, the variable cost sheet, eventhough they may have to estimate labor costs. Students may choose the absorption costsheet, knowing Robert and Tom may have to estimate not only labor, if it is unknown,

but some of their other expenditures as well. This sheet could get Robert and Tom acloser to-the-penny and more accurate cost sheet. However, the bank may want Robertand Tom to complete an activity-based cost sheet for loan purposes.

3. Using the cost sheet provided (Figure 2.8), cost out a school project (a garment madein a construction/patternmaking/draping class). (Your instructor may choose to

provide a garment instead.) How much would it cost to manufacture this item? Keepin mind labor in your area. Remember to cost the item by the dozen.

Lab 3. The answers to this lab will vary depending upon the garment or garments chosen.The sheet provided on page 24 of the text can be used for direct or absorption costing.

4. Advanced students: Using the cost sheet provided, cost out a mini fashion line withsix to eight signature pieces. Be sure to include a dress, skirt, pant, and jacket. Onceagain, remember to cost the items by the dozen.

Lab 4. The answers to this lab will vary depending upon the garment or garments chosen.The sheet provided on page 24 of the text can be used for direct or absorption costing.

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CHAPTER 3PRODUCTION PLANNING AND SCHEDULING

Chapter Objectives Understand the difference between long-term and short-term planning. Understand the difference between preproduction and production planning. Understand the importance of scheduling.


Short-Term and Long-Term Planning (p. 27 28)Example topicsa) The two types of business planning

i. What are they and how long is each? b) The three necessities of planning

i. What are they and why are they important?c) Table 3.1 Production Plan

i.

Guide students in a discussion of the table on page 28 of the text. Dothey understand the time frame, type, condition, and repetition of each plan?

Preproduction and Production Planning (p. 28 31)Example topicsa) Coordinating preproduction tasks

i. What are the four major tasks and how is each used?ii. Distribute the Preproduction Planning Task worksheet (see IG

appendix); use as either an in-class activity or a mini-quiz. b) Two methods of accomplishing production planning

i.

What are they and how do they differ?c) Box 3.1 Industry Insiders David Greenburg and Joe Campinelli. In large or small groups, have students discuss why Greenburg and

Campinell may have attended the NACDS planning meeting, includingwhat their role was and what they hoped to bring back to the company.

d) Five important tasks coordinated by the production departmenti. What are they and how or why are they implemented?

e) Quick Response Manufacturing (QRM) and Quick Response Delivery System(QR)

i. What are they, how are they used, and what are their advantages?

Scheduling (p. 31 33)Example topicsa) Scheduling

i. Define scheduling: what is it? b) Six parts of a schedule

i. Discuss the six major parts of a schedule. Use the Master ProductionSchedule Process handout (see IG appendix) for the discussion. Note:

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this covers the process of handling orders and setting upsubcontractors/factories for the production of those goods.

ii. For further discussion, use the Cutting Ticket handout (see IGappendix). Note: As orders are placed and increase, a cutting ticket

becomes one of the tools used as part of the schedule.c) Table 3.2 Womans Market: Planning Schedule for Five Seasons

i. Have students review the table on page 32. Discuss the major seasons,

and why some retailers are beginning to stray from this system.d) Program Evaluation Review Technique PERTi. Discuss PERT and the three simple principles. Why are they important

to the production manager? What might happen if the system is notfollowed?

Answers to Production Planning and Scheduling Lab

1. How does the push-and-pull supply chain (a producer pushes an item onto acustomer, while a customer is pulled toward an item) affect the planning process?Provide examples to support your answer.

Lab 1. Answers will vary, generally cover the following: Items are pushed through thechain using methods such as television, radio, and the Internet. Commercial and celebrityendorsements are two of the largest forces for pushing a product. Pulling comes fromconsumer demand. A manufacturer may be caught off-guard regarding the popularity of an item, especially when it has been worn or purchased by a celebrity. In push,manufactures need to make sure they have production plans in place to produce goods

before advertising the product; Nintendo with its Wii and Apple with its iPhone haveoften pushed more product than they were able to deliver, upsetting their customers.Conversely, a manufacturer can be surprised when a product it does not expect to become

popular gets red hot in the marketplace, especially during the holidays. In 1983 the

Cabbage Patch Doll was the first such item to really exemplify the pull fromconsumers. Elmo dolls are another example. As a result, manufactures needed to findadditional contractors to produce their goods quickly, but consumers still had to waitweeks for delivery of these products.

2. Miriam and Bob Wright own a small chain of department stores in the northeastern part of the country. For them to stock a variety of styles, they have to limit their inventory to one garment per size. They have installed the QR system to make

purchasing and stock replenishing quicker and easier.

a. Are Miriam and Bob smart in limiting their stock to one garment per size inorder to carry more items, or should they carry less variety and more stock of each item? Support your answer.

b. If a customer comes into Bob and Miriams store, generally liking what theycarry, but finds her size is sold out in a number of items, what would yousuggest she do? Why?

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Lab 2a. If this question is used for in-class discussion, students will generally answer fromtheir own experiences. Either a yes or no answer is acceptable; assess to what degreestudents support their answer.

Lab 2b. Students will produce a variety of responses that might reflect any or all of thefollowing: She could ask Miriam or Bob to call one of their other stores to check for her size;she could ask when they receive stock, so that she can arrive early for a better chance to get

her size; or she could ask them to custom order some pieces.

3. Research and write a short paper (two to three pages) about the QR system. How hasit changed the way retailers do business?

Lab 3. Students are asked to research and write a short paper (two to three pages) about theQR system and how has it changed the way retailers do business. Instructions may choose tograde papers accordingly or have students present the papers to the class. They will be manyfindings.

QRM looks at the availability and accessibility of resources through purchasing and supplychain management.

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CHAPTER 4SOURCING PRODUCTION

Chapter Objectives Understand the role of a sourcing agent and global sourcing. Cite the variables influencing production capability. Recognize style assignment and production samples.


Global Sourcing and the Sourcing Agent (p. 49 41)Example topicsa) The role of the sourcing agent

i. What is it? b) The duties of a sourcing agent.

i. What are they and why are they important?c) Figure 4.1 New Global Sourcing Structure

i.

Lead students in a discussion of the structure presented on page 40 of the text. Why do they think sourcing agents now have contact with each branch?

d) New areas of focus for sourcing agentsi. Discuss the new areas and how they impact sourcing.

e) Box 4.1 Industry Insider David Swartzi. Have the students read and discuss the story on page 41 text. How does

the information presented here relate to sourcing in risk zones?ii. Have students research countries in risk zones and report on their

findings, this could be in oral or written reports.f) Sourcing factors to understand when balancing a business

i.

What are they and why are they important?g) How to source or locate contractorsi. Use the handout provided below to introduce the various ways sourcing

agents can find new vendors.

Production Capabilities (p. 42 43)Example topicsa) Effects on a plants production capabilities

i. Name and discuss how the four major effects impact production. b) Global specialization

i. Look at the countries highlighted on page 42 of the text and each of their production specializations.

c) Product specializationi. Review and discuss the manufacturing facilities (and each of their

production specializations) highlighted on page 43 of the text.ii. Have students review Figure 4.2 on page 42 of the text.

iii. For further discussion or as small-group project, have studentscategorize the clothing worn by all their classmates. Assuming that

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everything was made at specialty production facilities, how manywould be utilized?

Style Assignment and Production Samples (p. 43 45)Example topicsa) Style Assignment

i. What is it?

b)

Style Assignment Worksheetsi. What are they and why are they used?c) Production Sample

i. What is it and why is it used?ii. Have students review Figure 4.4 on page 45 of the text. Do they think

the dress prototype photographed fulfills its purpose?

Answers to Sourcing Production Lab

1. What are your thoughts on free trade agreements? Have they helped or hurt U.S.manufacturing? Give examples to support your position.

Lab 1. Answers will vary, generally reflecting the following: Students may first need to learnand understand that free trade agreements (FTAs) are treaties between two or more countries,generally meant to reduce or completely remove tariffs to trade. They can then offer their opinion on the topic during group discussion. Some students will think FTAs have helped theU.S. position, others may think it has only sent our manufacturing jobs overseas. Some maysee a combination. Regardless of their position, they need to offer examples to support their stance.

2. Effie is a freelance sourcing agent who has been working in the Philippines for 15years. She has a great relationship with several childrens wear manufacturers in the

United States and uses vendors that she knows are reliable and stable. One of her clients asked for a ribbed tank top, and agreed to buy 500,000 units, but wanted to payonly $1.00 per shirt. This was a large order for Effie, but none of her vendors wouldtake the order at that price. She found a new plant just outside of Manila and had asample made. It was shipped to the manufacturer and approved, but at production thequality of the tops was found to be unacceptable. When Effie inquired, the owner of the factory stated, It took us 20 tries to get a sample that goodwhat do you want for a dollar? Cotton is very expensive. The manufacturer in the United States canceledthe order, and Effie lost the client.

a. What could Effie have done to ensure better quality from her new vendor? b. If none of her other vendors would take the order, why did Effie think this

plant could do the job at that price? What should she have done differently?

Lab 2a. This is an actual scenario and can serve as launching point for in-class discussion.Effie should have visited the factory when the sample was being produced. This would haveshown her its capabilities. She could have asked for several samples; this would have shownher that the factorys production was not consistent. Effie could have made sure the vendor ordered the proper equipment needed for better quality if he wanted the order and future

business.

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Lab 2b. Effie should have tried to broker a higher price from the manufacturer. Since none of her existing clients were willing to take the order for $1.00, there must have been a reason thecost was too low. Perhaps a promise of future business or a second order could have made thenew vendor purchase better equipment. Perhaps an addition of 10 to 25 cents per item wouldhave made one of her existing clients take the order.

3.

Write a short research paper (three to five pages) on counterfeit goods. Do you think production samples add to the ease of piracy? Use information from recent news, journal, or other trade articles to support your answer.

Lab 3. Students are asked to research and write a short paper (three to five pages) oncounterfeit goods, including if they think production samples add to the ease of piracy. Usingrecent news, journal, or other trade articles they should support their support your answers.Instructors may choose to grade papers accordingly or have students present the papers to theclass. They will be many findings.

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CHAPTER 5ASSEMBLY AND FINISHING

Chapter Objectives Understand garment components and labor.

Understand the relationship between components and assembly. List the steps in garment finishing.


Garment Components and Labor (p. 49 54)Example topicsa) Basic garment components

i. What are they? Discuss with students how production componentsdiffer from home sewing components.

b)

Garment assemblyi. What is assembly?c) Three methods of garment assembly

i. Identify and discuss the three methods. Use Table 5.1, Description of Garment , on page 52 of the text to enhance and further the discussion.

ii. Also use the Calculating Costs for United States Piece Rate Workershandout (see IG appendix) to enrich the discussion.

d) Labor i. What is it and what does it include? Begin an in-class discussion about

how inexpensive labor overseas has affected U.S. markets. Use theCalculating Production Labor Cost handout (see IG appendix) to help

enliven the discussion.The Component-Assembly Relationship (p. 54 55)

Example topicsa) Assembly Progression

i. What is it? Discuss the factors on page 55 of the text, also reviewingand discussing Figure 5.6 on the same page. Then refer back to Figure5.2 on page 50 and discuss why the decision was made to hem thesleeve before it was attached to the garment. Can students providesome examples/reasons?

Finishing (p, 56 57)Example topicsa) Finishing

i. Define finishing: what is it?ii. Two phases of finishing

iii. What are they? Discuss their steps and/or elements. b) Box 5.1 Industry Insider Luigi Maramotti

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i. Have students read the boxed material on page 56 of the text. Dothey feel fashion and art exist in the same type of climate, the samechanges? Ask them to support their position.

Answers to Assembly and Finishing Lab

1. Choose a favorite garment from your closet. How many components does the

garment have? Remember to include all parts, as well as trims and findings. What doyou think was the order (on the assembly line) in which this garment wasconstructed?

Lab 1. Answers will vary, generally reflecting the following: The number of componentsincluding trims and findings. The list of all parts (if instructor requests this). The order of garment assembly will vary; some parts may even be produced simultaneously in

production.

2. Explain which system of assembly (UPS, PBS, MPS) you think works best in todaysworld, and why. Use data from recent trade journal or credible Internet articles to

support your answer. Lab 2. Because all three systems are used throughout the world, there is no right or wrong answer to this question. Students may have strong opinions about the fairness of the UPS system, they may understand that not all companies can afford the PBS system,and they may question whether the team-assembly method of the MPS really works.Regardless of their stance, they should provide data to support their choice.

3. Sandra owns a midsized childrens wear company in Georgia. The garments are madearound the world but the company has always done the final finishing at the Georgiawarehouse before shipping to retailers in the United States. As the company grows,

Sandra wonders if she should continue to finish her goods at the warehouse or haveeach vendor finish them and use the warehouse just for distribution.

a. What do you think Sandra should do, and why? b. What are the advantages and disadvantages of each method?

Lab 3a. Students may choose the option that she keep her finishing in the United States,using points that reflect the following: Sandra is comfortable with doing business thisway; she knows her goods will be made to her specifications even though she will need togrow. Or students will choose the option of letting vendors finish goods, using pointsreflecting the following: Sandra knows finishing could vary with vendors, but she willnot have enough space as she grows. She can hire inspectors to spot-check goods, and usethe warehouse for distribution.

Lab 3b. Answers may reflect the following: Advantage: As most of the worlds labor ischeaper than in the United States, Sandra could save money having her goods finished ineach country. Disadvantage: She should hire inspectors to spot-check the goods inAmerica. Advantage: Inspectors would still save her some money. Disadvantage: Is thefinishing from different countries consistent? Advantage: If she has her goods finished

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overseas, she does not need to expand. Disadvantage: If she has them finished in theUnited States, she will need to expand; does she have the resources?

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CHAPTER 6PACKING AND DISTRIBUTION

Chapter Objectives Understand the role of labels, hangtags, and packaging. Understand the distribution process.


Labels, Hangtags, and Packaging (p. 61 63)Example topicsa) Label

i. What is it and why is it used in apparel? Discus the different types of labels. b) Federal care label requirements

i. What are the four main requirements? For further exploration of the, havethe students visit and discuss the website noted in Figure 6.1 on page 62 of the text.

c)

Hangtagi. What is it and how is it used? Discuss the information included on a typicalhangtag.

d) Barcodei. What is it and why is it used? Discuss the new technological advances in

barcoding.e) Packaging

i. What is it and how can it differ for different retailers? Have the studentsreview Box 6.1 Industry Insider Ann Deal on page 64 of the text.

ii. Assign students to research apparel packaging images and report their findings in a written or oral presentation. This activity can be done either as a

homework assignment or in small groups.The Distribution Process (p. 64 67)

Example topicsa) Distribution

i. What is it? b) Distribution Center

i. What is it, how is it used, and what are its advantages?c) Distribution Center Bypass

i. What is it, how is it used, and what are its advantages?d) Cross-Docking

i. What is it, how is it used, and what are its advantages?e) Packing Slip

i. Use the packing slip handout (see IG appendix) to show one step of warehouse management and initiate an in-class discussion on the topic.

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Answers to Packing and Distribution Lab

1. Select a favorite garment from your closet. How many labels does the garment have?What are the contents of each? Do they comply with federal regulations?

Lab 1. Answers will vary, but generally feature the following: Most garments will havetwo tags: the manufacturers label and the size/fabric/care label. Some garments will have

a separate size label. All garments must carry fiber content and care instructions andcountry of origin, or they do not comply with federal regulations.

2. Design your own hangtag for your garment. Consider what would make it marketableon the retail floor.

Lab 2. Hangtags will vary artistically but should all include the following: Companylogo, size, and style information. Not required but often offered in a good hangtag is theRN or group number, as well as the company name and address.

3. Aaron and Sabina started a sheepskin boot company on their ranch in Colorado. The

company office and manufacturing facility are located in their converted barn, with asmall adjoining warehouse. So far they have been able to fill orders using UPS- andFedEx-type shipping methods. They would like to expand the line, offering coats andhandbags, but will need the current warehouse space for more offices. The coats andhandbags will not be made on-site. Aaron would like to build a new warehouse anddistribution center at the ranch. Sabina would like to build a new warehouse butcontinue using their current carriers at the ranch. She wants the coat and handbagmerchandise to ship directly from supplier (factory) to customer.

What type of distribution method is Aaron proposing? Is his method best for the company? Why or why not?

What type of distribution method is Sabina proposing? Is her method best for

the company? Why or why not? Lab 3a. Aaron is proposing the distribution center type method. They own their ownmanufacturing facility, but would also be receiving goods from other facilities that wouldneed to be repackaged and shipped to their customers. This is a good method for monitoring shipments from their vendors, spot-checking quality, analyzing returnedgoods from the retailers, and holding warehouse sales. A major disadvantage is thatAaron and Sabinas company may not be large enough, therefore they are not ready for this type of commitment.

Lab 3b. Sabina is proposing the distribution center bypass or direct shipping type method.Even though she and Aaron own a manufacturing facility, they are contracting goodsfrom other facilities that need to be shipped to their customers. Each facility could shipdirectly, which saves time and money in handling and fuel costs. However, inspectionsare left up to each facility, so continuity is lost. Goods are returned to each vendor so ananalysis of defects is difficult as well. The advantage of this method is less risk until thecouple is sure they can afford their own warehouse.

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CHAPTER 7THE TECHNICAL PACKAGE

Chapter Objectives

Understand the purpose and uses of a technical package (tech-pack). Identify the parts of a basic tech-pack. Understand the variety of methods used to build a tech-pack.


The Technical Package: Overview (p. 73 80)Example topics

a) Technical Packagei. Define it and discuss how it may be used

b)

Building a tech-pack i. Discuss a basic tech pack and its parts:ii. Design Sheet: Figure 7.2a on page 75 of the text.

iii. Illustration Sheet: Figure 7.2b on page 76 of the text.iv. Fabric Sheet: Figure 7.2c on page 76 of the text.v. Component/Trim Sheet: Figure 7.2d on page 77 of the text.

vi. Label/Packing Sheet: Figure 7.2e on page 78 of the text.vii. Detail/Construction Sheet: Figure 7.2f on page 79 of the text.

viii. Spec Sheet: Figure 7.2g on page 80 of the text.ix. For further discussion, return to Figure 7.1, a one-page tech-pack

example, on page 74 of the text.

Industry Tech-Packs (p. 81 93)Example topicsa) Product Lifecycle Management (PLM) and Product Data Management (PDM)

i. What are they, why are they used, and by whom, specifically? Discussexamples of companies using these systems. Have students read anddiscuss the material in Box 7.1 on Industry Insider KiyomiChansamone.

ii. Students could further research Gerber Technology Web PDM and theservices offered; their findings may be presented written or orally.

b) Tech-pack by TechPackCentrali. Discuss the tech-pack illustration in Figures 7.3ag on pages 8288 of

the text.ii. How are they the same as the basic tech-pack presented in this chapter

and in what ways are they different?c) Tech-pack by Just D-zine

i. Discuss the tech-pack illustrated in Figures 7.4al on pages 8893 of the text.

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ii. How are they the same as the basic tech-pack presented in this chapter,and in what ways are they different?

Answers to Technical Package Lab

1. A technical package is used in the industry for what five purposes?

Lab 1.i. The production department can go into the manufacturing process without needing to

refer back to the design team.ii. Merchandisers and sourcing agents can ensure required materials are made available

for production in proper quantities and on time.iii. Marketing can use the document in presentations or to sell styles to key customers

before line samples are made.iv. Various departments within the company can refer to the tech-pack for points of

discussion.v. The tech-pack brings unity and efficiency to a company.

2. Julie and Ren own a two-year-old nightshirt company in New York City.Annual revenue is already near $1 million. Because most of their merchandiseis made in Turkey, Ren wonders if they should invest in a PLM or PDMsystem for the business. They currently use an Excel spreadsheet that Rendesigned to track production and sales.

i. Do you think they should continue using the spreadsheet Rendesigned? Why or why not?

ii. Would Julie and Ren benefit from investing in a PLM or a PDMsystem? Explain your answer.

iii. What other systems could Julie and Ren use to track production and

sales? Lab 2a. Student answers may vary. Some may feel if the current system is working, theyshould stay with it. Others may feel it may be time to upgrade in order to access moreinformation. Regardless of the position, students should provide an explanation for their stance.

Lab 2b. A PLM or PDM system could offer Julie and Ren the ability to collect, store, and process more information. Errors can be identified quickly, saving time and preventing costlymistakes. However, these systems themselves are costly and may be more than the couple canafford to buy and maintain.

Lab 2c. Other industry packages range from simple Microsoft Word to Adobe and AdobeIllustrator.

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CHAPTER 8THE DESIGN SHEET

Chapter Objectives Understand the purpose and uses of a basic design sheet. Identify the parts of a basic design sheet. Recognize industry design sheets created by commonly used software applications.


The Design Sheet: Overview (p.97)Example topics

a) Design sheet

i. Define it and discuss the three different types of images that may be used b) Components of a design sheeti. What are the seven basic components?

Preparing a Design Sheet (p. 98 99)Example topicsa) Heading

i. Discuss and identify using Figure 8.2 Sample design sheet on p. 99 of thetext.

b) Company informationi. Discuss and identify using Figure 8.2 Sample design sheet on p. 99 of the

text.c) Garment informationi. Discuss and identify using Figure 8.2 Sample design sheet on p. 99 of the

text.d) Season


e) Fabric informationi. Discuss and identify using Figure 8.2 Sample design sheet on p. 99 of the

text.f) Sketch, digital illustration, or digital photo

i.

Discuss and identify using Figure 8.2 Sample design sheet on p. 99 of thetext.g) Approval boxes


Industry Design Sheet (p. 100 101)Example topics

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a) Figure 8.3 Gerber Technology used by TeckPackCentrali. Discuss and identify the parts of the pack explored in Preparing a Design

Sheet.ii. Which of the seven basic components have been used, and which have

not?iii. Has any other information been provided, and why?

b) Figure 8.4 Illustrator/Excel used by Jillian Krebsbach

i.

Discuss and identify the parts of the pack explored in Preparing a DesignSheet.ii. Which of the seven basic components have been used, which have not?

iii. Has any other information been provided, and why?c) Box 8.1 Industry Insider Teri Davis

i. Have students read the story on page 101 of the text to learn about thissports enthusiast; discuss how she has turned her passion for both sportsand design into a successful business.

Answers to Design Sheet Lab

1.

Using the template provided (Figure 8.5), create a design sheet for a garmentdesign of your own creation (your instructor may provide one for you instead). Fillin the information using this chapters Preparing a Design Sheet section (pp. 98

99).

Lab 1. This is a good starting point to use a final project and have students work onthroughout the remainder of the course. Students are asked to use the template provided on

page 102 of the text (also included in Appendix F) to create/complete a design sheet for agarment of their own design. Most of the information provided will be fictitious, as they willcreate their own company, address, etc. The garment may or may not accompany the designsheet for verification of fabric information, etc. If the instructor has provided a garment, then

the instructor will provide the accompanying information.The textbook author suggests a Levi 501 mens jean. It may be used for class discussion whilestudents work on a project of their own design. See Levis Design Sheet in the IG appendix.(Note: Levi Strauss and Co. declined to be part of this project, while the author has tried togive information as authentic as possible, some embellishment will exist.).

2. Create your own design sheet. What information do you believe should be added?What should be deleted?

Lab 2. There are no right or wrong answers. Student design sheets should include the seven basic components listed on page 98 of the text, or explain why they do not. Students maydecide include more information than the seven basic components and should explain whythey have chosen those items.

3. Check the listings on at least two online job boards. How many ads can youfind for tech-pack illustrators?

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Lab 3. Note: The Finding a Career in Fashion handout (below) offers guidance inresearching online job opportunities. Tech-pack illustration will not necessarily be in the jobheading but instead will be a job description, or part of a job description. Remind students of the value of persistence; its unacceptable to return with I could not find any job listings. Atany time there will be jobs available for the following that would do such illustrations:

Tech-pack assistant/designer/manager Assistant fashion designer

Fashion illustrator Fashion graphic artist Assistant production manager

Use the Finding a Career in Fashion in the IG appendix to aid the students in their search.

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CHAPTER 9THE ILLUSTRATION SHEET

Chapter Objectives Understand the purpose and uses of an illustration sheet. Identify the parts of a basic illustration sheet. Recognize industry illustration sheets.


The Illustration Sheet: Overview (p. 105)Example topics

a) Illustration sheeti. Define it and discuss how it is used.

c) Colorwaysii. What are they? Why are they important to the illustration sheet?

d) Elements of an illustration sheet

iii.

What are the twelve basic elements?Preparing an Illustration Sheet 106-107

Example topicsa) Heading

i. Discuss and identify using Figure 9.2 Sample illustration sheet on page 107 of the text.

b) Company informationi. Discuss and identify using Figure 9.2 Sample illustration sheet on page 107 of

the text.c) Garment information

i.

Discuss and identify using Figure 9.2 Sample illustration sheet on page 107 of the text.d) Sketch box


e) Fabric informationi. Discuss and identify using Figure 9.2 Sample illustration sheet on page 107 of

the text.f) Size ranges


g) Delivery datesi. Discuss and identify using Figure 9.2 Sample illustration sheet on page 107 of

the text.h) Approval boxes


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Industry Illustration Sheet (p. 108 109)Example topicsa) Figure 9.3 Gerber Illustration Sheet by Just D-zine

i. Discuss and identify the parts of the sheet explored in Preparing anIllustration Sheet.

ii. Which of the basic components have been used, and which have not?Has any other information been provided, and why?

b)

Box 9.1 Industry Insider Just D-zinei. Have students, read the story on page 108 of the text and discuss howthis diverse group created a successful business.

Answers to Illustration Sheet Lab 1. Using the template provided (Figure 9.4), create an illustration sheet for a garment

design of your own creation (your instructor may provide one for you instead). Fill inthe information using this chapters Preparing an Illustration Sheet section (pp. 106

107).

Lab 1. Have students continue to work on their final project. Here they are asked to use the

template provided on page 111 of the text (also included in Appendix F) to create/complete anillustration sheet for a garment of their own design. Most of the information provided willcontinue to be fictitious, as they are creating their own company, address, etc. The garmentmay or may not accompany the illustration sheet for verification of color information, etc. If the instructor has provided a garment, then the instructor will provide the accompanyinginformation.

Remember, the author of this text suggests a Levi 501 mens jean. It may be used for classdiscussion while students work on a project of their own design. Use the following illustrationsheet. (Note: Levi Strauss and Co. declined to be part of this project. Supplier names andfabric information have been added for illustrative purposes and do not reflect the actual

supplier or color names used by Levi Strauss and Co.)[See Excel Appendix, Levi Illustration Sheet.]

2. Design you own illustration sheet. What information do you believe should be added?What should be deleted?

Lab 2. There are no right or wrong answers. Student illustration sheets should include theeight basic components on page 106 of the text, or explain why they do not. Students maydecide include more information than the eight basic components and should explain whythey have chosen those items.

3. Adobe Illustrator is a very popular program with designers. If you have it, or access toit, sketch a few garments, then change the colors to show a few colorways. Can youadd prints to your designs? Change the print colors.

Lab 3. This project will be evaluated at the instructors discretion. Students will have variouslevels of skill and talent. The handout Basic Illustrator Tutorial for Tracing a Photo/Image(below) may be helpful for some students.

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CHAPTER 10THE FABRIC SHEET

Chapter Objectives Understand the purpose and uses of a basic fabric sheet. Identify the parts of a basic fabric sheet. Recognize industry fabric sheets.


The Fabric Sheet: Overview (p. 113)Example topics

a) Fabric sheeti. Define it and discuss how it is used.

b) Elements of a fabric sheeti. What are the eleven basic elements?

ii. For further discussion, see Table 10.1 Textile Fibers for the Apparel

Industry on page 116 of the text.iii. How many of these fibers do students know? This table also offers agood topic list for assigning short research papers.

Preparing an Fabric Sheet (p. 113 115)Example topics

a) Headingi. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of

the text. b) Page number

i. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of

the text.c) Garment informationi. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of

the text.d) Fabric information

i. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of the text.

e) Sketch, digital illustration, or digital photoi. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of

the text.f) Swatch


g) Size rangesi. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of

the text.h) Delivery dates


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i) Approval boxesi. Discuss and identify using Figure 10.1 Sample fabric sheet on p. 115 of

the text.

Industry Fabric Sheet (p. 116 117)Example topics

a)

Figure 10.2 Jillian Krebsbachs fabric sheeti. Discuss and identify the parts of the sheet explored in Preparing aFabric Sheet.

ii. Which of the basic components have been used, and which have not?Has any other information been provided, and why?

b) Box 10.1 Industry Insider Jillian Krebsbachi. Have students read the story on page 117 of the text, noting and then

discussing the skills she possesses and the experience she hasaccumulated to date. (Note: At the time of the textbooks publication,Jillian had graduated just two years earlier.)

Answers to Fabric Sheet Lab a) Using the template provided (Figure 10.3), create a fabric sheet for a design of your own creation (your instructor may provide one for you instead). Fill in the informationusing this chapters Preparing a Fabric Sheet section (pp. 113115) and add aswatch of fabric or a scan in the swatch section. Create several sheets, using differentcolors.

Lab 1. Have students continue to work on their final project. Here they are asked to use thetemplate provided on page 118 of the text (also included in Appendix F) to create/complete afabric sheet for a garment of their own design. Most of the information provided will continueto be fictitious, as they are creating their own company, address, etc. The garment may or may

not accompany the fabric sheet for verification of fabric information, etc. If the instructor has provided a garment, then the instructor will provide the accompanying information.Remember, the textbook author suggests a Levi 501 mens jean. It may be used for classdiscussion while students work on a project of their own design. Use the following fabricsheets numbered 3a, 3b, and 3c for illustrative purposes only. (Note: Levi Strauss and Co.declined to be part of this project. Supplier names and fabric information have been added for illustrative purposes and do not reflect the actual supplier or color names used by Levi Straussand Co.)

[See Excel Appendix, Levi Fabric Sheets.]

b) Design your own fabric sheet. What information do you believe should be added?What should be deleted?

Lab 2. There are no right or wrong answers. Student fabric sheets should include the nine basic components on page 114 of the text, or explain why they do not. Students may decideinclude more information than the nine basic components and should explain why they havechosen those items.

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c) Visit your local fabric store. From the end of the bolt, record the fabric resource

(supplier), fabric content, and color name or number for at least six fabrics. Somefabricsespecially those offered in coordinating prints or stripesmay also have agroup name. Record this information as well. How many different suppliers can youfind?

Lab 3. This project could easily be used as a class field trip and will be evaluated at theinstructors discretion.Items to note:

Not all fabric will have vendor/supplier information at the end of the bolt. Not all fabric will be wrapped on a bolt. Fabric wrapped on a tube should have fabric information on a ticket/tag inside one end

of the tube.

Have students determine how many different countries of origin they can find rather than howmany different suppliers. To enhance a classroom discussion about textile mills, use thehandout United Stated Textile Mills (see IG appendix).

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CHAPTER 11

THE COMPONENT SHEET

Chapter Objectives Understand the purpose and uses of a component sheet. Identify the parts of a basic component sheet.

Recognize an industry component sheet.


Component Sheet: Overview (p. 121)Example topics

a) Component sheeti. Define it and discuss how it is used.

b) Elements of a component sheeti. What are the ten basic elements?

Preparing an Component Sheet (p. 121 124)Example topics

a) Headingi. Discuss and identify using Figure 11.1 Sample component sheet on

page 123 of the text. b) Page number

i. Discuss and identify using Figure 11.1 Sample component sheet on page 123 of the text.

c) Component charti. Discuss and identify using Figure 11.1 Sample component sheet on

page 123 of the text.d) Approval boxesi. Discuss and identify using Figure 11.1 Sample component sheet on

page 123 of the text.

Industry Component Sheet (p. 124 125)Example topics

a) Figure 11.2 Component sheeti. Discuss and identify the parts of the sheet explored in Preparing a

Component Sheet.ii. Which of the basic components have been used, and which have not?

Has any other information been provided, and why? b) Box 11.1 Industry Insider Zo Anderson

i. Have students, read the story on page 117 of the text. Lead an in-classdiscussion focusing on why someone like Zoe is a good choice to createtech-pack trim designs.

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Answers to Component Sheet Lab 1. Continue the process begun in Chapter 7, using the template provided (Figure 11.3) to

create a component sheet.

Lab 1. Have students continue to work on their final project. Here they are asked to use thetemplate provided on page 126 of the text (also included in Appendix F) to create/complete acomponent sheet for a garment of their own design. Most of the information provided will

continue to be fictitious, as they are creating their own company, address, etc. The garmentmay or may not accompany the component sheet for verification of fabric and triminformation. If the instructor has provided a garment, then the instructor will provide theaccompanying information.

Remember, the author of this text suggests a Levi 501 mens jean. It may be used for class discussion while students work on a project of their own design. (Note: Levi Strauss andCo. declined to be part of this project. Supplier names and fabric information have been addedfor illustrative purposes and do not reflect the actual suppliers or yardages used by LeviStrauss and Co.

[See Excel Appendix, Levi Component Sheet.]

2.

Design your own component sheet. What information do you believe should be added?What should be deleted?

Lab 2 . There are no right or wrong answers. Student component sheets should include the four basic components on pages 121122 of the text, or explain why they do not. Students mayinclude more information and should explain why. (Note: A comment box has been added tothe Levi Strauss and Co. component sheet.)

3. Conduct research using the Internet or trade publications to compile a list of component suppliers. How many can you find? Your instructor may assign acomponent type to each student or to groups of students for this assignment.

Lab 3 . This type of project is appropriate for creating student teams to do the activity, whichwill be evaluated at the instructors discretion. There is an abundance of component supplier information online and in trade publications; to help focus students efforts, the followingcomponents are suggested:

Buttons Zippers Threads Elastics

For further discussion about different types of components, use the Garment Components handout (see IG appendix).

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CHAPTER 12THE LABEL/PACKING SHEET

Chapter Objectives

Understand the purpose and uses of a label/packing sheet. Identify the parts of a basic label/packing sheet. Recognize an industry label/packing sheet.


Label/Packing Sheet: Overview (p. 129)Example topicsa) Label/Packing sheet

i. Define it and discuss how it is used.

b) Hangtags and bar codesi. What are they and why are they used?c) Elements of a label/packing sheet

i. What are the ten basic elements?

Preparing a Label/Packing Sheet 129-131Example topicsa) Heading

i. Discuss and identify using Figure 12.1 Sample label/packing sheet on page 130of the text.

b) Page number

i. Discuss and identify using Figure 12.1 Sample label/packing sheet on page 130of the text.c) Label/Packing chart

i. Discuss and identify using Figure 12.1 Sample label/packing sheet on page 130of the text.

d) Approval boxesi. Discuss and identify using Figure 12.1 Sample label/packing sheet on page 130

of the text.

Industry Label/Packing Sheet (p. 132)

Example topicsa) Figure 12.2 TechPackCentrali. Discuss and identify the parts of the sheet explored in Preparing a

Label/Packing Sheet.ii. Which of the basic components have been used, and which have not? Has any

other information been provided, and why? b) Box 12.1 Industry Insider Patrice Robson

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i. Have students read the story on page 132 of the text. Lead an in-classdiscussion about why someone like Patrice is a good choice to create tech-pack labels/packing sheets.

Answers to Label/Packing Sheet Lab

1. Continue the process of producing a tech-pack, this time creating a label/packing

sheet. A template is provided in Figure 12.3.

Lab 1. Have students continue to work on their final project. Here they are asked to use thetemplate provided on page 134 of the text (also included in Appendix F) to create/complete alabel/packing sheet for a garment of their own design. Most of the information provided willcontinue to be fictitious, as they are creating their own company, address, etc. The garmentmay or may not accompany the component sheet for verification of label and packinginformation.If the instructor has provided a garment, then the instructor will provide the accompanyinginformation.

Remember, the author of this text suggests a Levi 501 mens jean. It may be used for

class discussion while students work on a project of their own design. (Note: Levi Strauss andCo. declined to be part of this project. Supplier names have been added for illustrative purposes and do not reflect the actual suppliers used by Levi Strauss and Co.)

[See Excel Appendix, Levi Label/Packing Sheet.]

2. Design you own label/packing sheet. Do you prefer the chart or illustration type? Whatinformation do you believe should be added? What should be deleted?

Lab 2 . There are no right or wrong answers. Student label/packing sheets should include thefour basic components on pages 129131 of the text, or explain why they do not. Students

may include more information and should explain why.3. Conduct research using the Internet or trade publications to compile a list of label and

packing suppliers. How many can you find? Your instructor may assign a supplier type to each student or to groups of students for this project.

Lab 3 . This type of project is suitable for assigning students into teams; the activity can beevaluated at the instructors discretion. There is an abundance of label/packing supplyinformation online and in trade publications; to focus students efforts, the followinglabel/packing suppliers are suggested:

Labels Hangtags Hangers Polybags

For further discussion about different types of components, use the Label/PackingComponent handout (see IG appendix). Instructors may also wish to have students researchthe actual label/packing supply companies and submit a short research paper or oral report.

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CHAPTER 13THE DETAIL/CONSTRUCTION SHEET

Chapter Objectives Understand the purpose and uses of a detail/construction sheet.

Identify the parts of a basic detail/construction sheet. Recognize an industry detail/construction sheet.


Detail/Construction Sheet: Overview (p. 129)Example topics

a) Detail/Construction sheeti. Define it and discuss how it is used.

b) Elements of a detail/construction sheet

i.

What are the six basic elements?Preparing a Detail/Construction Sheet (p. 138 139)

Example topicsa) Heading

i. Discuss and identify using Figure 13.1 Sample detail/constructionsheet on page 138 of the text.

b) Page number i. Discuss and identify using Figure 13.1 Sample detail/construction

sheet on page 138 of the text.c) Detail chart

i.

Discuss and identify using Figure 13.1 Sample detail/constructionsheet on page 138 of the text.d) Approval boxes

i. Discuss and identify using Figure 13.1 Sample detail/construction sheeton page 138 of the text.

Industry Detail/Construction Sheet (p. 141 142)Example topics

a) Figure 13.2 Industry Detail/Construction Sheeti. Discuss and identify the parts of the sheet explored in Preparing a

Detail/Construction Sheet. Which of the basic components have beenused, and which have not? Has any other information been provided,any why?

ii. Do the students like this sheet or the sheet in Figure 13.3? Discusssimilarities and differences, exploring the advantages anddisadvantages.

b) Figure 13.3 Detail/Construction Sheet Template

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i. Discuss and identify the parts of the sheet explored in Preparing aDetail/Construction Sheet. Which of the basic components have beenused, and which have not? Has any other information been provided,and why?

ii. Do the students like this sheet or the sheet in Figure 13.2? Discusssimilarities and differences, exploring the advantages anddisadvantages.

c)

Box 13.1 Industry Insider Laundry Studioi. Have students read the story on page 140 of the text. Discuss with themwhy a company such as Laundry Studio is hired to create tech-pack detail/construction sheets.

Answers to Detail/Construction Sheet Lab

1. Create a detail/construction sheet to add to the tech-pack begun in Chapter 7, usingeither an illustration (Figure 13.3) or chart (Figure 13.4) format.

Lab 1. Have students continue to work on their final project. Here they are asked to use the

template provided on page 143 of the text (or either of the templates included in Appendix F)to create/complete a detail/construction sheet for a garment of their own design. Most of theinformation provided will continue to be fictitious, as they are creating their own company,address, etc. The garment may or may not accompany the detail/construction sheet for verification of details and construction. If the instructor has provided a garment, then theinstructor will provide the accompanying information.

Remember, the author of this text suggests a Levi 501 mens jean. It may be used for class discussion while students work on a project of their own design. (Note: Levi Strauss andCo. declined to be part of this project. The author has used her industry experience toascertain production operations.)

[See Excel Appendix, Levi Detail/Construction Sheets.]To enhance the discussion, see the Sewing Operations for Constructing Jeans handout (seeIG appendix).

2. Design your own detail/construction sheet. Do you prefer the chart or illustration type?What information do you believe should be added? What should be deleted?

Lab 2 . There are no right or wrong answers. Students detail/construction sheets shouldinclude the four basic components listed on page 139 of the text, or explain why they do not.Students may include more information and should explain why.

3. Construction in apparel production is different from that in home sewing. Write a one-to three-page report describing the difference and explaining the results of thesedifferences. Support your findings with references.

Lab 3. Students are asked to write a one- to three-page paper; this will be evaluated at theinstructors discretion. There is abundant production construction information online and in

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trade publications. Students should have knowledge of home sewing operations for comparison.

To enrich the discussion on apparel production, use the Apparel Production: Overviewhandout (see IG appendix).

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CHAPTER 14THE SPECIFICATION SHEET

Chapter Objectives Understand purpose and uses of a specification sheet. Identify the parts of a basic specification sheet. Recognize an industry specification sheet.


Specification Sheet: Overview (p. 145)Example topics

a) Specification sheeti. Define it and discuss how it is used

b) Elements of a specification sheeti. What are the eight basic elements?

Preparing a Specification Sheet (p. 145 148)Example topicsa) Heading

i. Discuss and identify

production managenent and technical package

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