Main Purpose Of Formulating And Implementing Lean Principles schoolwork
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Main Purpose Of Formulating And Implementing Lean Principles schoolwork
Running head: LEAN METRICS 1
LEAN METRICS 3
The main purpose of formulating and implementing lean principles is to enhance efficiency in service delivery within an organization. The Illinois State Families and Children
department has been considered to be less effective in-service delivery. This is despite the implementation of various lean principles in the department. To significantly
improve the impact of implemented lean principles, there is a need to draft a workflow chart to guide the process, (Luyster & Tapping, 2017). Normally, wastes are witnessed
within an organization that undertakes multiple processes in its day to day production. The seven production wastes that are common among organizations include;
inventory waste, transportation waste, waiting’ waste, overproduction waste, over-processing waste, motion, and defects waste. Efficiency in service delivery can only be
improved when the production wastes are managed. In this case, the organization is actively involved in child protective services in society.
The first activity in the organization normally is an incident reported by a member of the public concerning a child is in a dire situation. Normally, the report is received as a
request for assistance. In this stage, waste emerges as the organization attempts to gain more details from the persons reporting the incident, (Souza & Alves, 2018). The
department can hardly understand the specific need of the incident reporter. The responders have to take action without concrete details of the actual situation they are
meant to respond to. The dispatch team will communicate the exact details of as received from the incident reporter. Resources are put to use in responding to the incident
without a clear understanding of what is needed or not needed. The organization gets involved before the scope of the problem has been determined. This results in a waste
of resources and can be associated with the inventory waste in the production wastes.
The dispatched team gives feedback from the incident.
Communicate and dispatch a team
Analysis of the incident.
Incident is reported to the department.
3 minutes 2 minutes 5 mins
Rescue the victimized child and offer relevant care.
Initiate procedures to rescue the victim in the reported incident. Document all the paper work.
Assure the incident reporter.
4 hours 3 hours
The chart above illustrates each of the steps undertaken by the organization in the process of service delivery to society. The main goal of the organization is to receive
reports of child abuse incidents and resolve the problems within the shortest time possible. It is desired that swift action is taken to rescue any child that may be victimized in
violence or uncouth parenting. However, as noted from the chart, above, the entire process takes too much time before it is concluded. This minimizes the effectiveness of
services delivered by the Illinois State Family and Children department to the society it serves.
Average Arrival Rate (ARR) and Average Departure Rate (ADR)
On average, the number of incidents reported to the department per day ranges from 10 to 15. The incident reporting and documentation should capture the source of the
information, an understanding of the nature of the incident and its impact, an analysis by the first responders, resolution made, and feedback to the source. The specific
number of daily processes must be identified to calculate the ARR and ADR.
For each incident reported, the average arrival rate of events is 6. However, the value is dependent on the number of dispatch coordinators involved in each incident. It is also
noted that the average departure rate per incident reported is 4 events. However, the value may vary depending on the complexity of the incident reported and the resources
required to resolve the issue. This indicates that the ARR = 0.6 while the ADR 0.4 in the Illinois State Family and Children department. The ARR is greater compared to the
ADR. This indicates that for any incident reported, the responding teams will remain involved throughout the entire cycle of managing the incidents. It means that more work
is in progress at any given time in the department, (Oleghe & Salonitis, 2015). To optimize WIP within the department, it is necessary to balance the ARR and ADR by
maintaining an optimal breakeven point. This can only be done by increasing the number of incident coordinators in the department. By so doing, the time spent on each
incident would significantly reduce and ultimately enhance the effectiveness of service delivery.
Cycle Time & Lead Time
Cycle time refers to the specific rate at which one unit is produced through company operations. It simply indicates the frequency at which delivery of service or final product
occurs. On the other hand, lead time refers to the estimation of the extent to which a product or service progresses to the next phase of production or service delivery,
(Gangala, et.al., 2017). In this case, 1 day is equivalent to 11 hours, for the processes undertaken. The lead time would be given as (4hrs. + 3hrs. + 3mins +2mins + 5mins) =
7.167hrs. Therefore, the Cycle time, given as VAT + LT would be 17.67hrs. The major problem noted is the increased lead time which could easily be addressed by delegating
other tasks to the responding teams rather than the incident coordinators.
Gangala, C., Modi, M., Manupati, V. K., Varela, M. L., Machado, J., & Trojanowska, J. (2017, April). Cycle time reduction in deck roller assembly production unit with value
stream mapping analysis. In World Conference on Information Systems and Technologies (pp. 509-518). Springer, Cham.
Luyster, T., & Tapping, D. (2017). Creating Your Lean Future State: how to move from seeing to doing. Productivity Press.
Oleghe, O., & Salonitis, K. (2015). Improving the efficacy of the lean index through the quantification of qualitative lean metrics. Procedia CIRP, 37, 42-47.
Souza, J. P. E., & Alves, J. M. (2018). Lean-integrated management system: A model for sustainability improvement. Journal of cleaner production, 172, 2667-2682.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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