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Crawford Automa tion - A Guided Applica tion o f Structur ed Pr oblem Sol ving

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CRAWFORD A UTOMA TION - A GUIDED APPLIC ATION OF S TRUC TURED PROBLEM SOLVING Continuous Impr ovement in A ction STEPHEN THOMSON; KEVIN HOLLIS; AND LAURIE TURNBULL Cones toga College Kitchener , ON

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Crawford Automati on - A Gui ded A pplication of Stru ctured Pro blem So lving by Step hen Thomson; Kevi n Ho llis; a nd La urie Turnbull is licensed u nder a Creative Com mons Attri buti on-NonCom mercia l-Sha reAli ke 4.0 Internati onal License, except where ot herwise noted.

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CONTENTS Introduction 1 Acknowledgement s 4 Crawford Case Crawford Case 5 Theor y: Pr actical Pr oblem-S olving Appr oach 11 Activity: Apply t he Pr actical Pr oblem-S olving Appr oach to the C ase 12 Appendic es 19 Alternat ive Text for Comple x Images and Figur es 29

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INTRODUCTION In this c ase study y ou will app ly structure d prob lem-so lving to address a c ommon supp ly chain issue! What first appears as the issue ma y just be a s ymptom of a root c ause. In this c ase study , you will be presente d with a real-lif e prob lem that re quires a structure d appro ach to be so lved eff ectively. This c ase is a c ollaboration betw een the Conestoga Centre f or Supp ly Chain Inno vation and A TS Automation and utilizes the A TS Business M odel (ABM) appro ach to identifying and so lving root c auses. Structure d prob lem-so lving is a proc ess that enab les individuals and teams to identify , analyze, and so lve prob lems s ystematic ally. This appro ach in volves breaking do wn c omp lex prob lems into smaller, more manageab le parts, and then using data and analytic al too ls to identify the root c ause of the prob lem. Onc e the root c ause has be en identifie d, a range of possib le so lutions c an be generate d and ev aluate d bef ore sele cting the best one to imp lement. The structure d prob lem-so lving appro ach has be en widely use d in v arious industries and fields, such as manuf acturing, healthc are, financ e, and e ducation. It is a v aluab le too l for an yone who ne eds to so lve prob lems efficiently and eff ectively, regardless of their lev el of e xpertise or e xperienc e. In this c ase study , you will ha ve the opportunity to practic e your structure d prob lem-so lving skills b y working through a real-lif e prob lem that re quires a s ystematic appro ach to be so lved. You will be presente d with a detaile d sc enario , and y ou will ne ed to app ly the steps of structure d prob lem-so lving to analyze the situation, identify the root c ause of the prob lem, and dev elop and ev aluate potential so

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the root c ause of the prob lem, and dev elop and ev aluate potential so lutions. By the end of this c ase study , you will ha ve gaine d a better understanding of ho w structure d prob lem-so lving can be app lied to real-lif e situations, and y ou will ha ve dev elope d practic al skills that y ou c an app ly to future prob lems y ou ma y enc ounter. Let’s get starte d! Accessibility S tatemen t Please review Conestog a Co llege’s Accessibility Statement for OER Projects. Authors Stephen Thomson Step hen is the acting dire ctor of the Centre f or Supp ly Chain Inno vation (CSCI) (f ormerly kno wn as the Magna Centre f or Supp ly Chain Ex cellenc e) at Institute of T echno logy and Adv anced Learning in Kitchener, INTRODUC TION | 1

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Ontario , Canada. Prior to be coming the dire ctor of CSCI, Step hen w as a 15-y ear v eteran of the supp ly chain cluster of programs. Step hen has designe d and taught c ourses at the dip loma, degre e, and post-graduate lev el, specializing in data analytics, data visualization, and de cision support modeling. Step hen is also the c ollege’s SAP f aculty lead assisting programs with integrating the topics of ERP s ystems, business proc esses, simulation games, and adv anced analytics into curriculum. Over the p ast thre e years, Step hen has be en a primary in vestigator in app lied research, p articip ating in multi- discip linary teams f ocusing on proje cts relate d to supp ly chain analytics and sustainability . Research topics have include d logistics visualizations, pre dictiv e analytics, and the dev elopment of a sustainability sc orecard framew ork. Step hen c an be reache d at sthomson@c onestogac. on.ca. Kevin H ollis Kevin is a f aculty member in the Schoo l of Business at Conestoga Co llege IT AL. Kevin is a fulltime prof essor on the Supp ly Chain M anagement – Glob al program team, where he helps students dev elop skills and prep are to emb ark on their future w ork c areers. Kevin is an MBA and qualifie d engine er with o ver 30 y ears manuf acturing and supp ly chain management e xperienc e across multip le manuf acturing se ctors, w arehousing & distribution, and 3PL servic es. Kevin also has an industrial engine ering b ackground which he has use d to help organizations analyze and impro ve proc ess perf ormanc e. Kevin c an be reache d at khollis@c onestogac. on.ca. Laurie T urnbull Laurie Turnbull is a prof essor in the Schoo l of Business at Conestoga Co llege IT AL with o ver tw enty-fiv e years of industry and ac ademic e xperienc e in international business. He obtaine d his M asters of Scienc e degre

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e in international business. He obtaine d his M asters of Scienc e degre e (MSc) in Operations and Supp ly Chain M anagement (2016) from the Univ ersity of Liv erpoo l. Spe cializing in procurement, logistics, and risk management, Laurie uses that e xperienc e to help his students dev elop the c ritic al skills ne cessary to manage glob al supp ly chains c ontributing to an organization’s c ompetitiv e advantage. During his c areer in c onsumer goods manuf acturing and the logistics servic e se ctor, Laurie fre quently contribute d to nationally re cognize d trade pub lications, including Canadia n Transportati on & Logisti cs and Canadia n Shi pper . He w as awarde d the CITT -Certifie d Logistics Prof essional (CCLP) designation b y the Canadian Institute of T raffic and T ransportation, re cognizing e xpertise in Canadian supp ly chain logistics, and the Prof essional M aterials M anager designation (P .M.M.) b y the M aterials Handling and M anagement Society . In 2014 he re ceived the CITT A ward of Ex cellenc e, giv en to an individual whose c areer has e xemp lified inno vation in the field of supp ly chain logistics and who has ac cumulate d man y notab le achiev ements. 2 | INTRODUC TION

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Laurie’s research interests include supp ly chain p lanning and ge opolitical disruptions. He is activ ely in volved with tw o of Canada ’s leading supp ly chain associations, Supp ly Chain Canada and CITT . Teaching R esour ces Request the teac hing r esour ces for this c ase [ne w tab] . Note that r eques ting f acult y mus t be vetted b efore the teaching r esour ces can b e dis tributed. The teaching r esour ces ar e copyrighted b y the au thors and all r ights are reser ved. T eaching resour ces ar e for teaching purp oses and may no t be shar ed or r epublished in any f orm. INTRODUC TION | 3

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ACKNO WLEDGEMENTS We would like to e xpress our gratitude to our industry c ollaborator, Caleb Connor, from ATS Automation , for his in valuab le contribution to our proje ct! Caleb’s e xpertise and support ha ve been instrumental in making our vision a reality . We would also like to e xtend our thanks to Kim Carter, Ho lly Ashbourne, Rachel Stuckey , and the Open Educational Resourc e team at Conestoga Co llege IT AL, f or guiding us along this journey and to W ill Sn yder from M edia Servic es at Conestoga Co llege IT AL, f or making the vide o magic. The authors are grateful f or the p artnership , collaboration, and support that has allo wed us to achiev e our goals. With much gratitude, Step hen Thomson – Dire ctor of Supp ly Chain Inno vation Land A ckno wledgemen t We wish to ackno wledge and e xpress gratitude to Indigenous pe oples f or their c ontributions as w e work towards re conciliation b y learning about the pe ople, the land, and the traditional territories on which w e work and reside. Conestoga Co llege is loc ated on the traditional territory of the Anishinaabe, Haudenosaune e, and Neutral pe oples. 4 | ACKNO WLEDGEMENTS

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CRA WFORD C ASE Problem-Sol ving Case S tudy In tro Video (2 min 22 s) Play t he video b elow to listen to an intr oduction f rom t he coach. One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can vie w them online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=5 1#oemb ed-1 Cones toga OL C. (2023, Januar y 25). Problem solving case study intr o [Online video]. Y ouTube. Licensed f or reuse CC BY-NC-SA. The N ew Suppl y Chain M anager It w as early M onda y morning, October 2, 2022, and Priy anka Kaur w as starting her se cond w eek as the new Supp ly Chain M anager at Cra wford Automation in Barrie, Ontario , Canada. She w as thrille d when the comp any off ered her the job and still c ouldn’t believ e her good f ortune. Bef ore lea ving India to pursue an opportunity as an international student in Canada, with a chanc e to find a full-time job , she had already comp leted a degre e in M echanic al Engine ering. In addition, she had sev eral y ears of e xperienc e in the fabric ation industry in her hometo wn of Ko lkata, India, including supervisory e xperienc e, so she w as ready for the ro le of Supp ly Chain M anager with Cra wford Automation. Still, she c ouldn’t help but notic e the culture at Cra wford w as almost e xclusiv ely male-dominate d, which e xplaine d her response when HR c alled to offer her the job , “Really? Oh m y, I can’t believ e it! Y es, y es, I ac cept the position. Thank y ou, I am v ery grateful.” However, those c oncerns f aded into the b ackground as Kaur immerse d herself

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those c oncerns f aded into the b ackground as Kaur immerse d herself in the onbo arding proc ess at Crawford. The first w eek had be en reserv ed for “new hire” orientation c omprising the usual Human Resourc es onbo arding proc esses, touring the offic e area, me eting administrativ e emp loyees, and training on the c omp any’s ERP s ystem (see Appendix A f or the organizational c hart ). She also had an opportunity CRAWFORD C ASE | 5

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to spend time with the c omp any’s General M anager, Hugh Robertson, who e xplaine d the c omp any’s history , competitiv e marketing position, and strategic p lans f or the c oming y ear. Her o verall responsibilities include d purchasing, logistics, and in ventory management, and to wards the end of the w eek, she finally got a chanc e to me et her staff. Kaur has a small team of tw o-to-thre e emp loyees in each area, but it w as clear they had their hands full and w ere p lease d the c omp any had hire d a new Supp ly Chain Manager. Purchasing a t Cra wford Automa tion Kaur had previous e xperienc e in logistics and in ventory c ontro l and w as comf ortab le with those responsibilities. Ho wever, she had little dire ct experienc e in purchasing and w as unsure in that ro le. This became more evident when her Purchasing Supervisor, Kevin M acDonald, desc ribed the sc ope of their department’s operations, including the number of domestic and international supp liers in volved, the sophistic ation of the p arts they ordere d, and the logistics re quirements relate d to ensuring supp lier deliv eries were on time f or production. Kaur realize d the importanc e of that relationship when M acDonald mentione d that supp lier on-time deliv ery had be en de clining in re cent months: it w as currently 75% but the c omp any requirement is 95% on-time deliv ery. Kaur w as determine d to get do wn to business, and her first me eting w as with Harv ey M orrison, the Plant Manager. M orrison had be en with the c omp any for o ver ten y ears and pro ved to be a w ealth of kno wledge about ev erything and ev eryone. Morrison too k Kaur on a tour of the Plant, e xplaining the v arious production proc esses underw ay. “Do you ha ve any experienc e in the automation business, Priy anka?” M orrison aske d as they made their

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the automation business, Priy anka?” M orrison aske d as they made their w ay betw een sev eral w orkstations. “ A little,” Kaur rep lied. “I w orke d in a metal f abric ation c omp any for sev eral years bef ore c oming to Canada. W e spe cialize d in the airline industry , fabric ating wing and fuselage p arts from high-density c omposite materials f or some of the largest airlines in the w orld.” “Sounds interesting,” said M orrison. “W e ma y not be a ‘highfly er’ like y our previous emp loyer, but w e’re pretty adv anced in our o wn w ay. Our customers are manuf acturing c omp anies, mostly c onsumer goods produc ers but some industrial clients as w ell. When they ne ed a new machine or automate d conveyor system, they c ome to us and ask us to produc e it, and sometimes design it too . It c ould be a new machine to produc e a brand-new product, or a bigger machine to produc e more v olume of an e xisting product.” Kaur stoppe d and pushe d sev eral large bo xes aside to get a better loo k around. “So , all the pe ople in this area are w orking on the same thing?” she aske d M orrison. “Could be,” he answ ered. “But, ke ep in mind, w e’re talking about highly sop histic ated machinery . For examp le, right no w w e’re producing a high-v olume e xtrusion mo lding machine f or a large c onsumer bev erage comp any. It’s only one machine, but it will produc e thousands of bottles per minute that will f eed into their conveyor systems and be fille d with bev erage products. A machine like this has to be built from sc ratch, hundre ds of diff erent p arts, most w e design and make ourselv es, but some c ome from our supp liers.” 6 | CRAWFORD C ASE

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“I’m glad I aske d,” Kaur rep lied. “That giv es me a better idea of the ro le m y dep artments p lay in all of this.” Morrison ste ered Kaur b ack to wards the offic e area, sa ying, “W ell, no w that y ou mention it, there’s something I wante d to talk to y ou about y our dep artment and some prob lems w e’ve been ha ving.” “Oh, are y ou sa ying m y emp loyees aren’t doing their jobs v ery w ell?” Kaur aske d. “Loo k, Priy anka, don’t take this the wrong w ay,” M orrison said. “Y ou sa w ho w man y pe ople I ha ve working out there. Our customers p ay up to one million do llars f or some of these machines, sometimes more, theref ore they demand high-quality and on-time deliv ery. I’m glad the c omp any hire d you, it’s no se cret that we have had some signific ant production dela ys this y ear be cause the supp ly chain dep artment c ouldn’t arrange the deliv ery of p arts and materials to me et m y production sche dules.” Kaur c onsidere d this f or a moment and said, “Harv ey, thank y ou f or the tour and the insights into some of the prob lems in m y dep artment. I assure y ou this will be a top priority f or me and I will loo k into it imme diately .” “Thank Goodness Y ou’re Finally Here…..!” Kaur knew firsthand the importanc e of timely supp lier deliv eries from her e xperienc e in the f abric ation industry . Back in her dep artment, she de cide d to talk to M acDonald: “Harv ey M orrison just ga ve me a Plant tour, and from his c omments, I get the impression he’s not too happ y with some of y our supp liers.” “Loo k, Priy anka,” said Kevin def ensiv ely, “these supp liers w ere in p lace long bef ore I got

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ensiv ely, “these supp liers w ere in p lace long bef ore I got here, so they must know what they’re doing. When things don’t sho w up , I get p hone c alls from Mike Bro wn demanding to know where his order is. Call the supp liers, and it’s the same story ev ery time. They tell me our orders w ere shippe d on sche dule and that I should c all the trucking c omp anies or che ck with Re ceiving. I c all the c arriers, and they sa y they don’t ha ve it. Then I c all P aul Robertson and he sa ys he hasn’t se en it either. But betw een you and me, I’m not sure he w ould kno w, so thank goodness y ou’re finally here to help sort things out!” “What do y ou mean b y that?” Kaur aske d. “My team has be en tracking misse d on-time deliv eries (O TD) f or the last tw o months (see Appendix B for Late PO data ) and w e ha ve found the main issue is inc orre ct data entry; ho wever, I am unclear on ho w to present this data and what the ne xt steps to impro ve the situation are. I kno w that re ceiving is one of the busiest areas in the c omp any and floor sp ace is in short supp ly, so ma ybe they are ha ving difficulty loc ating the orders.” Kaur w as ab le to take a quick loo k at the Late Purchase order data the purchasing team has c ompile d and recommende d that a P areto diagram w ould be the most eff ective method to sho w the data and e xplaine d that she w as going to introduc e a too l called an Ishika wa diagram (commonly ref erred to as a “Fishbone”) to the team soon. Kaur w as intereste d to se e if an ything in the data pro vide d indic ated their supp liers w ere perf orming unsatisf actorily . CRAWFORD C ASE | 7

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The R eceiving Departmen t Kaur aske d M acDonald to generate a supp lier perf ormanc e report f or the c omp any’s key supp liers, then heade d back to the Plant to speak with P aul Robertson, the Shipping & Re ceiving Supervisor. The Shipping & Re ceiving dep artment w as not include d in her tour with M orrison, and she w as curious after hearing MacDonald ’s comments. When she arriv ed at the Shipping & Re ceiving dep artment, she sa w that M acDonald might ha ve a point. Boxes and c rates of all shapes and sizes fille d the area to the point where it w as difficult to find an aisle and in one of the re ceiving docks w as a skid full of random bo xes blocking ac cess f or an y material handling equipment (MHE). She aske d one of the staff on the floor and w as to ld: “I think that stuff c ame in y esterda y and it is all the re ceipts with disc repancies, so w e are w aiting f or purchasing to tell us what to do with them. When a shipment arriv es w e have to match the purchase order, with the p acking slip , and the label on the boxes. None of these bo xes match.” Finally , behind a so lid w all of bo xes, Kaur disc overed the Shipping Offic e and, inside, w as Paul Robertson. An int eractive H5P element has b een e xcluded f rom t his ver sion o f the text. You can vie w it online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=5 1#h5p -1 Loo king at the purchase order Robertson just sho wed her, Kaur realize d this is e xactly the same missing roller bearing M acDonald c ould not find (see Appendix C – Pur chase Or der). The Pr oblem Later that da y, around 4 p .m. Kaur re ceived an email from M orrison asking if she c ould c ome to the production area. When she arriv ed, M

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if she c ould c ome to the production area. When she arriv ed, M orrison w aved her o ver to one of the w orkstations. “Thanks f or coming. I thought it w ould help if y ou sa w this f or yourself. W e’re suppose d to install the b all bearings on this machine toda y, but no w w e have found out w e don’t ha ve any. The in ventory re cords sa y we should ha ve tw o in stock, but w e don’t. Kevin tells me the supp lier sa ys they shippe d our order thre e days ago , which c ontaine d 15 sets of P art #: 9902233567 Ro ller Bearings re quire d for this job . Orillia to Barrie is usually ne xt-da y deliv ery with the trucking c omp any, but Robertson sa ys he nev er re ceived the order.” (see Appendix C – Pur chase Or der) Kaur sa w that M orrison w as w aiting f or an answ er from her and aske d, “What do y ou suggest I do?” 8 | CRAWFORD C ASE

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“I don’t kno w; I just thought y ou should se e firsthand the prob lems w e’re ha ving with some of y our supp liers,” M orrison rep lied as he hande d Kaur a c opy of the in ventory re cord. “I c ould ask P aul to driv e up to Orillia and pick up the p art, but he w on’t get there bef ore 4:30, and sinc e this has happene d bef ore, Orillia Components will charge us an o vertime pickup penalty of $500 f or a $60 p art. And sinc e there will be rush hour traffic on High way 400 at this time of da y, he’ll be lucky to get b ack here b y 8 p .m. tonight, and I c an’t keep m y Production dep artment on o vertime w aiting f or him. Kaur thought f or a moment about the supp lier analysis she had just c omp leted. “Harv ey, it’s too late to do anything about this toda y. Lea ve it with me, and I’ll get b ack to y ou first thing tomorro w morning.” The A fter-Hours In vestiga tion Before she left f or home, Kaur ne eded to make a p lan. How will she and the team determine what had happene d to the missing p art and figure out what the root cause of this re curring issue is? She knew she needed to se e the issues firsthand and c ollect data to understand the e xtent of the issue and to set a b aseline of perf ormanc e. One of the first things Kaur re queste d was a supp lier perf ormanc e report and the supp lier perf ormanc e scorecards f or the top fiv e vendors. She w as inf orme d that the ac counting dep artment c reates and pub lishes scorecards and that the perf ormanc e reports w ere not up to date. Furthermore, it w ould take ac counting w eeks to gather, organize, and summarize the data. She de cide d to ask her purchasing team to perf orm the analysis. Crawford’s IT dep artment has set up an analytics

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purchasing team to perf orm the analysis. Crawford’s IT dep artment has set up an analytics self-serv e where managers ha ve dire ct ac cess to do wnlo ad data dire ctly from SAP (the c omp any’s enterprise resourc e planning s ystem) dire ctly into Ex cel to perf orm analysis and data visualizations (Download the SA P data fil e [downloads an Ex cel fil e]). Utilizing the self-serv e too l, Kaur w as ab le to do wnlo ad the c omp lete Key Supp lier P erformanc e report (see Appendix D – K ey Supp lier P erformanc e Report ). One of the key findings she is hoping to se e is whether the Cra wford purchasing team is pro viding their v endors with the re quire d fiv e da y lead time (time betw een the date ordered and date requi red) and whether supp lier c onfirmation dates are c onsistently entere d. Kaur w ante d to do one more thing bef ore she w ent home and w aited in her offic e until 7 p .m., long after the p lant had close d and ev eryone had left f or the da y. Arme d with a flashlight, a c opy of the Purchase Order to Orillia Components (see Appendix C – Pur chase Or der), and the p acking slip from the re ceipt (see Appendix E – P acking Slip ) she w ent to se e if she c ould find the missing ro ller bearings. Can y ou find the bo x containing the missing p arts in this pile? When the bo x is loc ated can y ou identify the discrepancy betw een the Purchase Order, P acking Slip , and the bo x label? One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can vie w them online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=5 1 CRAWFORD C ASE | 9

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As she w alks to wards the re ceiving area, Kaur is thinking, “The only w ay to so lve this prob lem is to use the structure d prob lem-so lving appro ach I w as taught in schoo l and has w orke d in the p ast. It is important that I find the root c ause to this issues, or else they will ke ep happening.” As p art of Kaur’s team, y ou will use a structure d prob lem-so lving appro ach to find the root c ause of Crawford’s supp ly chain prob lems and help the team determine c ountermeasures that will impro ve this situation onc e and f or all. 10 | CRAWFORD C ASE

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THE ORY: PRA CTIC AL PROBLEM-SOL VING APPRO ACH 5-Step Practical Pr oblem-Sol ving Pr ocess This is an adaptation of the 5-Step Practic al Prob lem-So lving Proc ess use d at A TS Automation (b ased in Cambridge, Canada), as p art of their A TS Business M odel (ABM). [Image desc ription] THE ORY: PRACTICAL PROBLEM-SOL VING APPRO ACH | 11

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ACTIVITY : APPL Y THE PRA CTIC AL PROBLEM-SOL VING APPRO ACH T O THE CASE Activity: Applica tion o f Structur ed Pr oblem Sol ving Watch the f ollowing vide os of Caleb Connor (ABM Lead) from A TS Automation introducing the c oncept of structure d prob lem-so lving. One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can vie w them online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=55#o emb ed-1 Cones toga OL C. (2023, Januar y 25). Problem-solving case s tudy s tep 1 [Online video]. Y ouTube. Licensed f or reuse CC BY-NC-SA. Step 1: De fine the T eam! Who w ould be best in volved in this Prob lem-So lving T eam? List the ro les y ou w ould w ant to in volve. 1. Use the organizational chart to choose who should be in volved in the proje ct and e xplain their ro le and why they should be on the team. (se e Appendix A – Organizational Chart) 12 | ACTIVITY : APPL Y THE PR ACTICAL PROBLEM-SOL VING APPRO ACH T O THE C ASE

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One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can vie w them online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=55#o emb ed-2 Cones toga OL C. (2023, Januar y 25). Problem-solving case s tudy s tep 2 [Online video]. Y ouTube. Licensed f or reuse CC BY-NC-SA. Step 2: I dentify the Pr oblem 1. What are the targets of on-time supp lier deliv ery? Giv en the tab le belo w, grap h the data and determine the perf ormanc e over the p ast 12 months, by mon th and in to tal. Is there a trend or p attern (# of PO On-time / # of PO)? What is the identifie d gap? ACTIVITY : APPL Y THE PR ACTICAL PROBLEM-SOL VING APPRO ACH T O THE C ASE | 13

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Month # of PO Re ceipts # of Late PO Re ceipts # of Supp lier S corecards Issue d January 1256 378 0 February 1344 399 0 March 1452 433 0 April 1678 433 2 May 1198 278 3 June 1098 245 4 July 987 203 6 August 970 199 8 September 1409 245 11 October 1987 280 13 November 2240 300 15 December 2334 298 16

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2. From this analysis, c onstruct a single-sentenc e prob lem statement. One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can vie w them online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=55#o emb ed-3 Cones toga OL C. (2023, Januar y 25). Problem-solving case s tudy s tep 3 [Online video]. Y ouTube. Licensed f or reuse CC BY-NC-SA. Step 3: In vestiga te the R oot Cause. 1. Review and analyze the data c ollected on late purchase orders. (see Appendix B f or Late PO data ) – The team also c onducte d a f ollow-up study of a sele ction of prob lem purchase orders o ver the p ast tw o months to help identify the root c ause, or c auses, of these missing and late purchase orders. a. How does this data start to inf orm y our understanding of the issue? 2. Review the Ishika wa / Fishbone Diagram – The team did this as pre-w ork to inf orm this analysis. (see Appendix F – Ishika wa Diagram – T op Thr ee Anal ysis) Multip le possib le prob lem areas w ere identifie d under six bro ad categories, and f ollowing a team v ote, the most popular w ere identifie d and highlighte d in b lue together with the number of v otes each re ceived. The thre e that re ceived the highest votes are sho wn in Appendix F – T op Thre e Analysis together with an assortment of possib le root causes f or each. Review the 14 possib le root c auses sho wn in the T op Thre e Analysis against the information pro vide d in the c ase study . a. Which thre e possib le root c auses w ould y ou choose to in vestigate further? 3. What data pro vide d in the c ase study ha ve you use d to support y our sele ctions f or further in vestigation?

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ha ve you use d to support y our sele ctions f or further in vestigation? Comp lete the supp lier perf ormanc e tab le sho wn in Appendix D (see Appendix D – K ey Supp lier Performanc e Report ) to comp lete the report y ou must utilize the data from the pro vide d workboo k. (Download the Ex cel Fil e with Cra wford Case Data ) a. What observ ations c an y ou make from the c omp leted supp lier perf ormanc e report data? b. Are there an y relationships or c onne ctions betw een the supp lier perf ormanc e data that support or c ontradict the possib le root c auses liste d in: ▪ Appendix F – Ishika wa Diagram, ACTIVITY : APPL Y THE PR ACTICAL PROBLEM-SOL VING APPRO ACH T O THE C ASE | 15

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▪ Appendix B – Late PO data? c. Reconsider the question aske d abo ve — “Which thre e possib le root c auses w ould y ou choose to in vestigate further?” — and b ased on the additional supp lier perf ormanc e data, identify if your sele ctions ha ve change d from those y ou identifie d earlier? If so , wh y? 4. Go to the Gemb a. Kaur has de cide d that y our team ne eds to loo k for the missing p art 998223356, which the v endor said w as shippe d to Cra wford Automation. Y ou will ne ed to review the PO and the P acking Slip f or this p art, which c an be f ound in Appendix C (see Appendix C – Pur chase Or der), and Appendix E (see Appendix E – P acking Slip ). a. Did y ou find the bo x? b. Why do y ou think the bo x had not be en re ceived? One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can view them online her e: https://ecampusontar io.pressb ooks.pub/cr awfordcase/ ?p=55 Step 3: In vestiga te the R oot Cause Con tinued 5. Conduct a Fiv e Wh ys analysis and c omp lete the tab le in Appendix G (see Appendix G – The Fiv e Whys Template). There are f our main steps to using the Fiv e Wh ys temp late: 1. The observ ed prob lem is documente d to initiate the proc ess. 2. Use the temp late to document the answ ers to the f ollowing questions. a. Why (#1) is the observ ed prob lem happening? b. What Gemb a evidenc e supports the answ ers generate d? 3. Continue the proc ess f or Wh y (#2) through to Wh y (#5) as re quire d. a. Why (#2) are the answ ers/findings in the previous step happening? b. What Gemb a evidenc e supports the

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in the previous step happening? b. What Gemb a evidenc e supports the answ ers generate d? 4. Repeat the proc ess b y asking up to fiv e Wh y questions until the root c ause(s) are identifie d. 16 | ACTIVITY : APPL Y THE PR ACTICAL PROBLEM-SOL VING APPRO ACH T O THE C ASE

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One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can view t hem online her e: https://ecampusontar io.pressb ooks.pub/ crawfordcase/ ?p=55#o emb ed-4 Cones toga OL C. (2023, Januar y 25). Problem-solving case s tudy s tep 4 [Online video]. YouTube. Licensed f or reuse CC BY-NC-SA. Step 4: I dentify and Implemen t Coun termeasur es Using the Fiv e Wh ys analysis, identify f or each root c ause a short-term c ountermeasure to ensure the issue does not get w orse and a long-term c ountermeasure to fix f orev er (proc ess impro vement). 1. Does ev ery action ha ve a clear action, o wner, and due date? One or mor e int eractive element s has b een e xcluded f rom t his ver sion o f the text. You can view t hem online her e: https://ecampusontar io.pressb ooks.pub/ crawfordcase/ ?p=55#o emb ed-5 Cones toga OL C. (2023, Januar y 25). Problem-solving case s tudy s tep 5 [Online video]. YouTube. Licensed f or reuse CC BY-NC-SA. Step 5: V erify the Impact o f Coun termeasur es and S tart A gain It is important in this step that y our ne xt review me eting is sche dule d and that the team begins to c ollect the data to measure the imp act of c ountermeasures. 1. Choose one of the re commende d corre ctive actions and identify which of Cra wford’s perf ormanc e measures (as discusse d in the c ase) should be imp acted. ACTIVITY : APPL Y THE PR ACTICAL PROBLEM-SOL VING APPRO ACH T O THE C ASE | 17

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2. For the chosen action, identify a perf ormanc e measure that c ould be negativ ely imp acted by the corre ctive action. F or examp le, quality ma y suff er when operators are aske d to inc rease spe ed. 18 | ACTIVITY : APPL Y THE PR ACTICAL PROBLEM-SOL VING APPRO ACH T O THE C ASE

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APPENDICES Appendix A – Or ganiza tional Chart Organizational Chart [Image desc ription f or organizational chart. ] [Return to Case T ext] [Return to Activity Step 1] APPENDICE S | 19

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Reasons f or Late (PO Lines) Month 1 Month 2 Incorre ct Data Entry 12 13 Documentation Issue 4 3 Expe dite Re quest – Could not be e xecute d 1 3 Vendor – Ov er Cap acity 5 5 Quality Issue – Reje ct 4 1 Wrong Shipment M ethod 1 2 Incorre ct Item Shippe d 0 0 Appendix B – La te PO Da ta A follow-up study on Inc orre ct Data Entry w as conducte d to gain further insights. Incorrect Data En try Month 1 Month 2 Receipt Inc orre ct 1 1 Receipt not Entere d on Time 4 6 Incorre ct or Missing Promise Date 6 5 Unkno wn 1 1 [Return to Case T ext] [Return to Activity Step 3 ] 20 | APPENDICE S

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Appendix C – Pur chase Or der Accessib le purchase order [do wnlo ads a W ord document]. [Return to Case T ext] [Return to Activity Step 3] Appendix D – K ey Supplier P erformanc e Report (Jan. 1 – Dec. 31, 2022) APPENDICE S | 21

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Supp lier Location Part/M aterial # of Pur chase Orders (PO ) Purchase Order Value % PO Deliv ered on Time Average Order Lead Time % of PO with Confirmation Dates % of PO Deliv ered Comp lete * Orillia Componen ts LTD. Orillia, ON, Canada Power distribution cable harness [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] TSMC Hsinchu, Taiwan Programmab le contro ller [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] Precision Gear Corp Monterrey , Mexico Hydraulic gear subassemb ly [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] Adams Machine Co . Edmonton AB Canada Feeder tra y [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] Lakeshor e Robotics Belleville, ON, Canada Motor c ontro l drive system [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell] [empty c ell]

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• Notes: For the purposes of analysis y ou will ne ed create f ormulae and use logic al and summary spreadshe et functions to c alculate the measures f or the Key Supp lier P erformanc e Report. • # of Purchase Orders: The # of Purchase Orders p laced with each supp lier. • Purchase Order V alue: The total v alue of Purchase Orders f or each v endor • % of PO Deliv ered on Time: This c alculation re quires logic. If there is no promise/c onfirmation date then a on-time order is when the Date Deliv ered = Promise/Confirmation Date. When the confirmation date is missing then an on-time order is when the Date Deliv ered = Date Re quire d • Average Order Lead Time – Lead Time = da ys diff erenc e betw een Date Ordere d and Date Re quire d • % of PO with Confirmations – The % of purchase orders that had c onfirmation dates, summarize f or each supp lier • % of PO Deliv ered Comp lete – A c omp lete order is define d when the # of lines deliv ered = # of lines ordere d [Return to Case T ext] [Return to Activity Step 3] APPENDICE S | 23

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Appendix E – P acking Slip 24 | APPENDICE S

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APPENDICE S | 25

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Accessib le packing slip [do wnlo ads a W ord document]. [Return to Case T ext] [Return to Activity Step 3] Appendix F – I shik awa Diagr am Comp leted by the Proc ess Impro vement T eam [Image desc ription f or Ishika wa Diagram ] 26 | APPENDICE S

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Appendix F 1 – I shik awa Top 3 Anal ysis [Image desc ription f or Ishika wa Top Thre e Analysis ] [Return to Activity Step 3] Appendix G – The Fiv e Wh ys Templa te The Fiv e Wh ys T emp late This Fiv e Wh ys temp late is use d to s ystematic ally identify the root c auses of prob lems observ ed in the workp lace. It is in tab le form and allo ws users to document the observ ed eff ects of thre e diff erent prob lems and then f ocus on the root c ause b y documenting the Gemb a evidenc e found in answ er to the question “Wh y?”. APPENDICE S | 27

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[Image desc ription f or Fiv e Wh y analysis temp late. ] Accessib le Fiv e Wh ys analysis temp late [do wnlo ads a W ord document]. [Return to Activity Step 3 Continue d] 28 | APPENDICE S

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ALTERNA TIVE TEXT F OR C OMPLEX IMA GES AND FIGURES 5-Step Practical Pr oblem-Sol ving Pr ocess The Practic al Prob lem-So lving Cy cle in volves fiv e steps: 1. Start with a team-b ased appro ach. This should be c ross-functional with a proc ess o wner. 2. Identify the prob lem. Prob lem identific ation re quires a go al (target), an actual b aseline (the current state), a gap (the diff erenc e betw een the actual and target), and a trend (results o ver time). 3. Investigate the root c ause. Use data, the P areto princip le, Gemb a, and the Fiv e Wh ys methods to generate multip le potential root c auses and likely root c auses. 4. Imp lement short-term c ountermeasures and long-term c orre ctive actions. Short-term c ountermeasures are quick “Band-Aids to stop the b leeding” and are b ased on h ypotheses. Long-term c orre ctive actions are prioritize d by their likely imp act on the prob lem’s reso lution. 5. Verify the imp act of c ountermeasures and c orre ctive actions and then start the c ycle again. [Back to image ] Appendix A – O rganiza tion Chart This organizational chart depicts the reporting structure of Cra wford Automation. There are thre e lev els from top to bottom. 1. Hugh Robertson, general manager. 2. Dire ct reports to Hugh Robertson: Frank Jamieson (M arketing and Sales M anager), Harv ey M orrison (Plant M anager), Priy anka Kaur (Supp ly Chain M anager), and T anya Smith (Human Resourc es Manager). 3. Dire ct reports to se cond-lev el managers. Jack T ennyson (Ontario Sales), Gilles Langlois (E astern Canada Sales), and Kyle Adams (W estern Canada Sales), report to Frank Jamieson (M arketing and Sales Manager). Michael Bro wn (Production Supervisor), Arthur

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Jamieson (M arketing and Sales Manager). Michael Bro wn (Production Supervisor), Arthur Shep herd (M aterial Coordinator), Neil Sinclair (M aintenanc e Supervisor), and P aul Robertson (Shipping and Re ceiving Supervisor) report to Harv ey M orrison (Plant M anager). Kevin M acDonald (Purchasing Supervisor), Brian Stew art ALTERNA TIVE TEXT F OR C OMPLEX IMA GES AND FIGURE S | 29

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(Logistics Supervisor), and Linda Jamieson (In ventory Supervisor) report to Priy anka Kaur (Supp ly Chain M anager). Rosemary Clark (Human Resourc es Supervisor), Jim Baker (Human Resourc es Clerk), and M aria Lopez (Benefits Administrator) report to T anya Smith (Human Resourc es M anager). End of the organizational chart. [Back to figure ] Appendix F – I shika wa Diagram This Ishika wa diagram sho ws six bro ad areas of c onsideration and the potential root c auses within each area. The team c ast v otes to determine the most likely root c auses, which are highlighte d in b lue, together with the number of v otes each potential root c ause re ceived. The six bro ad areas and associate d possib le root c auses identifie d in the diagram are: 1. Mother Nature (En vironment) – c omprising possib le root c auses: W inter w eather, Customs dela ys, Cargo bumping, and Supp lier e xecution (highlighte d blue with 10 v otes re ceived) 2. People (Resourc e) – c omprising possib le root c auses: Data management – c onfirmation not entere d (highlighte d in b lue with 7 v otes re ceived), Data entry error b y Re ceiver, Data entry error b y Buy er, Proc ess adherenc e, and Re ceived out of se quenc e by Re ceiver (highlighte d in b lue with 1 v ote) 3. Method (Proc ess) – c omprising possib le root c auses: Supp lier sele ction, Supp lier relationship management (highlighte d in b lue with 9 v otes re ceived), and Purchase order re-appro val / dela yed receipt 4. Material – c omprising possib le root c auses: Inc orre ct freight terms on a Purchase order, Address boo k set-up , and Commodity perf ormanc e (highlighte d in b lue with 1 v ote re ceived)

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e (highlighte d in b lue with 1 v ote re ceived) 5. Machine – c omprising possib le root c auses: Purchase order issue due to SAP disc repancy, and purchase order re ceipt out of date 6. Measurement – c omprising possib le root c auses: Ho w w e calculate O TD – i. e. transit (highlighte d in blue with 1 v ote re ceived), Supp lier clarific ation of deliv ery date shippe d versus date re ceived, M ovement and disposition time– Q A inspe ction in building 2, No c onfirmation date re ceived (highlighte d in b lue with 1 v ote re ceived), and By-p ass re ceiving [Back to figure ] 30 | ALTERNA TIVE TEXT F OR C OMPLEX IMA GES AND FIGURE S

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Appendix F 1 – Ishika wa Top Thr ee This figure depicts the top thre e most likely root c ause areas identifie d through the c omp letion of the Ishika wa diagram in Appendix F. 1. Supp lier e xecution. This re ceived 10 v otes. Supp lier e xecution includes delta betw een re quest and promise, top c ontributing supp liers to on-time deliv ery, transit offset v alidation, delta betw een promise and actual, line v olumes v ersus on-time deliv ery perf ormanc e, perc entage of order c omp letion, ABC comp lexity v ersus on-time deliv ery, manuf acturing v ersus purchase on-time deliv ery, and ge ograp hical versus on-time deliv ery. 2. Supp lier relationship management. This re ceived 9 v otes. Supp lier relationship management includes the number of supp lier c orre ctive action reports issue d versus on-time deliv ery, score c ards issues v ersus on-time deliv ery, supp lier longevity v ersus on-time deliv ery, and in voice issues b y the supp lier. 3. Data management. This re ceived 7 v otes and includes in voice issues b y the buy er. [Back to image ] Appendix G – The Fiv e Wh ys Templa te The temp late is a tab le with thre e doub le-column se ctions, one f or each c ause. E ach c ause is divide d into tw o columns, one with the heading Wh y? and one with the heading E videnc e. The tab le has fiv e rows with empty cells to fill in the Wh ys and E videnc e for each c ause. There are f our main steps to using the Fiv e Wh ys temp late: 1. The observ ed prob lem is documente d to initiate the proc ess. 2. Use the temp late to document the answ ers to the f ollowing questions. 1. Why (#1) is the observ ed prob lem happening? 2. What Gemb a evidenc e supports

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is the observ ed prob lem happening? 2. What Gemb a evidenc e supports the answ ers generate d? 3. Continue the proc ess f or Wh y (#2) through to Wh y (#5) as re quire d. 1. Why (#2) are the answ ers/findings in the previous step happening? 2. What Gemb a evidenc e supports the answ ers generate d? 4. Repeat the proc ess b y asking up to 5 Wh y questions until the root c ause(s) are identifie d. [Back to temp late] ALTERNA TIVE TEXT F OR C OMPLEX IMA GES AND FIGURE S | 31

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