Attachment 1a
`
`
`
`CHAPTER 10
`
`CONTROL
`
`
`
`
`This chapter finally arrives at this all important issue: How does one ensure planning works
`from a management and supervisory standpoint? Surprisingly. it is not on the basrs of indi—
`cators. although two of the 12 planning and scheduling principles describe indicators. It is
`on the basis of the selection and training of planners.
`
`ORGANIZATION THEORY 101: THE RESTA URANT
`Lflf
`
`Dr. Stephen Paulson (1988) tells the story of John Smith who retired from the NEW; 10h“
`was at loose ends for a while and began meeting daily for lunch with several ofhls friends.
`John naturally enjoyed cooking and the lunch group usually met at John’s house where he
`made the sandwiches. Everyone would always chip in to pay forthe lunch. The company
`and the sandwiches were good and soon more friends were comlng around at noon omit:i
`Someone eventually suggested that John should lease a small shop where they cou,
`spread out and be more comfortable. There seemed to be enough income from everyone 5
`contributions so John found a small place in Jacksonville Beach where the group could
`meet. Thus, John's Sandwich Shop was born.
`.
`ld -
`-
`-
`At first. everything continued as before. John made the sandwichessand wou
`Joni {In
`the company and discussions around several tables. The “organization of the establis -
`ment, so to speak. was simply John Smith. John took care of everything from opening me
`door in the morning, making the meals, and collecting the money ‘0 bussrng the tables.
`sweeping the floor, and closing the door in the late aftempon.
`.
`.
`_
`As word got around. some of John‘s friends started bringing their other friends making
`the place busier than ever. Soon, John had less time to visit and was spending more time
`making sandwiches. That was okay with John since he enjoyed cooking. However, he
`really needed help and so his wife. Mary, began coming in every day to_help. The organiza—
`tion of the sandwich empire consisted of two persons on equal footing domg whatever
`needed doing. John did most of the cooking, but still helped Mary buss tables and collect
`money. They even bought a cash register to help make change. Communication was no
`PTOblem. Whenever John needed something, he called over to Mary. Whenever Mary
`needed something. she called over to John.
`_
`'
`The happy atmosphere of John’s Sandwich Shop dehghted friends and other cus-
`tomers. Business thrived and soon John and Mary needed more help running things. They
`both decided to hire someone and they brought Joe on board for wages. J oe reported
`directly to John. who gave direct supervision to his activities. Normally, John had Joe
`bussing tables and washing dishes. Occasionally. John would direct Joe to perform other
`
`10.1
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`CiM EX. 1061 Page 1
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`CiM Ex. 1061 Page 1
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`Attachment 1a
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`10.2
`
`Cl-lAP’I‘ER 'I'EN
`
`specific tasks. These tasks included activities such as sweeping the floor or running an
`errand to buy certain supplies that were running low.
`With summer approaching and business booming. John and Mary decided to expand and
`take a lease on the vacant shop next door. Remodeling to remove part of the connecting wall
`almost tripled the sandwich shop‘s floor space. They also decided to hire three high school
`students out of school for the summer. These students had no restaurant shop experience so
`John organized them behind a counter. John planned for customers to enter the shop and then
`proceed to a counter to place their orders with his wife. Mary would handle the cash reg-
`ister and pour drinks. For the students. John wrote Specific instructions how to make three
`standard sandwiches customers could order. The first student would set out and slice the type
`of bread requested applying the required dressing. The second student would add the
`required meat and tomato or other required ingredients. The last student would place
`the sandwich in a basket with chips and a cookie and hand it to the customer. John planned
`to hang around and make any special orders himself. John also continued to direct Joe in his
`normal assigned duties. This arrangement worked very well and the business was very
`successful. John did not look forward to the end of the summer when the three students
`would leave to return to school.
`
`Near summer's end. John and Mary decided to hire three experienced sandwich makers
`who had mentioned they would not mind working at John’s Sandwich Shop. John had
`discussed their qualifications with them at some length. These persons had quite a bit of
`restaurant experience which would allow John and Mary to change the organization. The
`three professionals were able to handle operations behind the counter almost entirely with-
`out instructions. They also were able to expand the types of sandwiches being offered. Any
`of the three could make nearly any specialty sandwich imaginable. They could each handle
`multiple complicated orders at the same time. For instance. each person could handle mak-
`ing a meatball sandwich (light on the sauce), which required microwaving while simulta-
`neously shredding lettuce to place on a cold ham sandwich. The resulting success behind
`the counter allowed John to increase the amount of time he could visit with his friends
`at the tables.
`As the years went by, John and Mary openEd another, identical shop in neighboring St.
`Augustine. John and Mary later both stepped back from day-to-day operations, allowing
`their son to run the original store and their daughter to run the new store. Both stores
`remained very prosperous. John and Mary still maintained a corporate ownership of the
`business, but their management style was to have a family business meeting once each year
`after a special dinner gathering. At this meeting, John Would look at his children carefully
`and ask two questions very seriously. The first question Would always be: “What is the net
`profit after taxes for each store?” The second question Would always be: “Does a meatball
`sandwich in the Jacksonville Beach shop taste exactly the same as a meatball sandwich in
`the St. Augustine shop?" With these two questions, John and Mary managed the multiple
`divisions of John’s Sandwich Shop.
`The restaurant story pointedly illustrates the different basic organization structures that
`exist, each doing best with a particular type of primary coordination method. An organi-
`zation is a group of persons with a common objective, such as the maintenance of an
`industrial plant. Where different persons work together, they must coordinate their work.
`Coordination methods and practices help direct
`the efforts of the different persons.
`Planning itself is a coordination means. Planning coordinates many of the specialized
`areas of maintenance. Most organizations typically utilize many different coordination
`methods at the same time, but they usually emphasize a single primary or dominant
`coordination method. Emphasizing the right primary coordination method with the right
`type of organization makes an organization stable and effective. Using the wrong kind of
`primary coordination method with a particular organization structure will cause unnecessary
`problems and inefficiency.
`
`'_
`
`.
`d!
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`CiM EX. 1061 Page 2
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`CiM Ex. 1061 Page 2
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`Attachment 1a
`
`CONTROL
`
`10.3
`
`Dr. Paulson's story pictures the basic organization forms with their preferred coordination
`methods described by Mintzberg (1983). The account first shows John Smith as an indi-
`vidual doing everything by himself. In the second situation. John and Mary organize and
`function as an “adhocracy.” The adimcrac‘y structure of organization consists of different
`persons brought informally together. The adhocracy coordinates its activities through fre—
`quent meetings and exchanges of information much as do Mary and John with their cen-
`versations as they go about doing theirjobs. The next organization where John superviSes
`Joe represents a simple structure. John provides the coordination needed with his direct
`supervision of Joe. Next, the organization of the summer students represents a machine
`bureaucracy. A machine bureaucracy achieves efficiency by coordinating with explicit
`rules and procedures. John wrote rules for the students to follow in their assignments. An
`assembly line typifies this organizational structure. Of course. ifthe business environment
`becomes more complex and varied or undergoes rapid change, rules themselves might
`become too complicated or subject to constant change. making this type of organization
`unsuitable. As Mary and John transform the store to allow significant independentjudgment
`on the part of the sandwich makers. coordination by a set of rules becomes impractical. The
`concentration on obtaining skilled employees becomes their preferred coordination
`method. This organizational structure is known as a professional bureaucracy. This structure
`must be coordinated with attention to staffing. that is. hiring and training. When one thinks
`of a medical physician. one realizes that there could not be a sufficient set of rules to handle
`the doctor's behavior throughout each day. The doctor constantly sees different Situations
`calling for independent judgment and skilled action. The expertise of the doctor is much
`more important than the standard handbook of medical procedures the doctor sometimes con—
`suits. Does the doctor have the skill not only to select. but to execute the correct procedure? A
`Professional bureaucracy coordinates itself through the procurement of skills. Finally.
`Mary and John oversee the company as a divisionalizedfomi of organizational structure. Mary
`and John see two divisions as entities to coordinate although there may be a different form
`or forms of organizational structure within each shop. From their level, Mary and John best
`coordinate the effort of either shop with indicators. The use of indicators comprises the
`Preferred method of coordinating this type of structure. Obviousbfl Mary and John CQUId
`not manage each shop with direct supervision or constant meetings and communication.
`Other methods of coordinating are also not appropriate for their level of management In
`the organization. Variants exist, but these same basic organizational. structures are found
`in organizations throughout the world. The restaurant story shows whtch particular melhOd
`of coordination is most appropriate for each of the different basrc structures.
`
`SELECTION AND TRAINING OF PLANNERS
`
`With regard to maintenance planning. how do these lessons apply? The identification-of pre-
`ferred coordination methods has direct application to the planning department organtzanon.
`To begin with, maintenance work orders come in all sizes and shapesa from straightforward
`to incredibly complex and from ordinary to unusual. Because of the extreme diversity ofjobs.
`planners cannot be given simple instructions for how toplan them. For example, there is not
`a one-size-fits-ait approach to scoping jobs or determrntnglwhat J01) details are critical for a
`job plan. Planners may be directed to scope a job, yet the identification of the correct work
`scepe is entirely a creation of the planner’s skill. A planner may be directed to research a
`minifile. but the planner must recognize what made the difference in the last two filed jobs.
`Similarly. only the qualified planner can adequately anticipate likely job problems or spare
`part requirements on equipment that has not yet been dissembled. The planners must function
`as a professional bureaucracy. being allowed to exercise discretion and personal judgment in
`
`.1
`;
`,
`
`
`
`CiM Ex. 1061 Page 3
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`Attachment 1a
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`104
`
`CHAPTER TEN
`
`the effective planning organization. Thus, the primary coordination method to manage the
`planning group must be an emphasis on staffing. The purpose of Planning Principle 4 (skill
`of the planners) becomes tnore clear as one realizes that having qualified planners controls
`the successful planning organization.
`Does not every job require having a qualified person? Perhaps, but this concept is not
`the sense of the professional bureaucracy. A person to operate under direct supervision
`must be willing to submit to direct supervision. A person willing to work on an assembly
`line must be willing and able to follow specific instructions. However, the skills required
`within the professional bureaucracy implies neither of these qualifications.
`Without the obtaining of skilled planners as the primary coordination method. none of
`the other coordination methods matter. First. planners do not need to share information con-
`tinuously with each other to planjobs. Neither is there time for each planner to communicate
`constantly with other experienced personnel regarding job requirements. Second. no plan-
`ning supervisor could adequately directly supervise the activities of planners planning hun-
`dreds of diverse work orders each week. Third. as previously discussed, no set of rules or
`guidelines could possibly take the place of the skilled planner on the majority of mainte-
`nance plans. This explains one of the cautions with the template approach tojob planning.
`When all is said and done, the planner’s skills must come into play to use the templates and
`to provide enough job specific expertise. Finally, indicators may show whether the planning
`group is making a difference in the work force's productivity, but indicators cannot
`coordinate the activity of the planners. Indicators only show whether the planners chosen
`have the skills necessary to make the difference.
`After the selection of pianners, the emphasis of supervision should be on training and other
`support. A school system provides an excellent model. The principal does not directly super-
`vise any of the classrooms. The principal is not even present in the classrooms at all times.
`Instead. the principal performs a primary duty by procuring qualified teachers. Then the prin-
`cipal sustains or enhances those qualifications by making training opportunities available to
`teachers. For example, these might include seminars about new techniques or concepts of
`learning. Next. the principal supports the teachers by supplying everyday needs to allow
`the teachers to execute their teaching skills rather than spend time gathering supplies. For
`instance. teachers should not have to worry about obtaining copy supplies, having adequate
`student desks. or providing proper air conditioning of the classrooms. The principal organizes
`the front office to support the teachers. Rather than have the principal direct the teachers, the
`teacher should almost direct the principal and the front office group in their support needs. In
`this type of role. the principal coordinates and controls the smooth functioning of the school
`organization. a professional bureaucracy. If there are only a few planners, they may adequately
`report to the maintenance manager or superintendent who is also over the crew supervisors.
`The manager or superintendent would ensure their proper selection and provide ongoing sup-
`port. If there are more planners, a planning supervisor or lead planner may be desired. In either
`case. the ongoing objective would be to provide training and support to the planners. Training
`should consist of establishing the vision, principles. and techniques of planning and scheduling.
`Training might also include instruction in the use of computers and a CMMS computer sys-
`tem. Support might include copy machines, paper supplies, computer resources as needed,
`filing supplies, or other physical necessities that would allow the planners to focus on planning
`jobs. The supervision over the planners would ensure adequate office support exists. Finally,
`consider that the objective of support is to keep qualified planners in place adequately per-
`forming their planning duties. Planners’ wages should be competitive to ensure that qualified
`persons have the desire to accept and stay in the planner positions.
`One sees that Planning Principle 5 (skill of the crafts) indicates that crew technicians
`also function within a professional bureaucracy. in addition, Scheduling Principle 5 (crew
`leader handles current day‘s work) lends this same structure to crew supervisors. This is
`because of the diversity of work orders and the increasing technological sophistication
`needed to maintain modem machinery. This is why one commonly hears admonitions to
`
`;
`I 1,"
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`CiM Ex. 1061 Page 4
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`Attachment 1a
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`CiM Ex. 1061 Page 4
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`

`Attachment 1a
`
`CONTROL
`
`105
`
`train and upgrade one’s work force. However, do not job plans provide work rules, which
`is the preferred coordination method of the unchanging assembly line? Not at all. The
`work plans provide support both to the crew supervisors and to the craft technicians.
`The job plans provide information on job scope. crafts. and hours to allow the supervisor
`to assign and schedule the correct skills. The job plans provide filing support to avoid pre—
`vious delays and a head start on otherjob information for the technicians. A heart problem
`would be assigned to a cardiologist and a foot problem to a podiatrist in a hospital. The
`office staff and nurses would provide previous medical histories to help each doctor treat
`each patient. Similarly, planners primarily perform triage and file services for crews. They do
`not normally dictate mandatory procedures. Theirjob plans provide support.
`There is simply not enough repetition of identical jobs to establish the planners or the
`technicians into assembly lines coordinated with work rules. There is enough repetition of
`jobs to allow a planning function to support technicians in learning from past jobs.
`_
`Within such a framework. the question of “How do I control planning?" implies a
`fundamental misunderstanding of the situation. Once the planners have been hired, the
`majority of the control action has been completed.
`
`INDICATORS
`
`A wider perspective makes indicators or metrics also important. The restaurant story
`SUSQCSIS the plant manager might oversee the general operation of the maintenance and
`0Pcrations departments as a “divisionalized form" of organization structure. Without
`complete attendance to the inner workings of each department, the plant manager might
`place heavy emphasis on indicators to control these departments. The managers of these
`departments should be responsible for indicating their efforts through indicators. Even
`Within each group. opportunities exist for indicators to help coordinate efforts, though
`perhaps not as a primary means of coordination.
`_
`f _
`l
`11
`Persons can relate to overall plant availability or overall plant capaCity air y we .
`Figure 10.1 shows a sample Overall availability metric. However. these indicators may be
`so global that they do not provide much assistance in determining whatto do to'improve
`their score. What factors have specifically contributed to maintaining a high availability or
`capacity? What factors have specifically reduced the overall availability or capacity‘of the
`Plant? Other indicators should support these global indicators. Subindicators to availability
`01' capacity might provide better information for coordinating or managing resources. The
`fOllOWing sections present common indicators of maintenance performance.
`
`
`
`Planned Coverage
`
`Figure 10.2 illustrates planned coverage, a standard measure for a planning and scheduling
`system. Management desires that
`technicians spend more hours on planned JDbS than
`unplanned jobs. This indicator is based on the actual hours technictans spend on Jobs. The mea-
`sure represents the percentage of these hours that are on planned work orders. The actual hours
`are measured regardless of the originally estimated hours of the planners. The metric utilizes
`actual labor hours as the unit of measure rather than quantity 0f work orders because the size
`of work orders can vary considerably. For instance, typical project work might normally be
`larger work orders than breakdown work orders. In addition, PM work orders might normally
`be smaller than breakdown work orders. Management desires for maintenance forces to spend
`adequate time on the appropriate type of work. Therefore, the metric should utilize a time—
`based unit. On the other hand, management should cautiously use work order quantities if
`actual time values are not initially available.
`
`CiM Ex. 1061 Page 5
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`Attachment 1a
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`CiM Ex. 1061 Page 5
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`

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`Attachment 1a
`
`10.5
`
`9%
`
`100
`
`80
`
`60
`
`40
`
`CHAPTER TEN
`
`Station Availability
`
`
`
`1994
`
`1995
`
`1996
`
`1997
`
`1998
`
`1999
`
`FIGURE 10.1 The simplest measure of overall maintenance effectiveness.
`
`Planned Coverage
`
`5‘ I.
`
`‘%
`
`100
`
`so
`
`60
`
`4o
`
`20
`
`0
`
`C)
`
`N
`
`D
`
`J
`
`F
`
`NI
`
`A.
`
`NI
`
`J
`
`J
`
`A
`
`S
`
`FIGURE 10.2 Management wants more labor hours spent on planned jobs.
`
`Reactive versus Proactive
`
`This metric measures the reactive nature of the plant maintenance work. Management
`desires reactive work to lessen in proportion to proactive work (Fig. 10.3). This indicator
`is based on the actual hours technicians spend on jobs. The actual hours are measured
`regardless of the originally estimated hours of the planners.
`
`CiM Ex. 1061 Page 6
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`CiM Ex. 1061 Page 6
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`Attachment 1a
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`CONTROL
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`103
`
`Reactive Work Hours
`
`Figure 10.4 shows the absolute amount of reactive maintenance work. Management desires
`not only to perform more proactive than reactive work. it desires for the absolute amount
`of reactive work to decrease. The score of this indicator may be very erratic on a monthly
`basis and might be better measured on a yearly basis. The amount of reactive work may also
`initially increase as crews increase their productivity and perform more work of all types.
`This indicator is based on the actual hours technicians spend onjobs. The actual hours are
`measured regardless of the originally estimated hours of the planners.
`
`Proactive vs Reactive
`
`96
`
`100
`
`80
`
`60
`
`40
`
`20
`
`A
`J
`.J
`I“
`A
`NI
`F
`J
`D
`N
`C)
`FIGURE 10.3 Management wants to spend more hours on proactive work than reactive work.
`
`S
`
`Hours Reactive Work Hours
`
`10300
`
`8000
`
`6000
`
`4000
`
`2000
`
`0
`
`C)
`
`N
`
`D
`
`J
`
`F
`
`NI
`
`A
`
`I“
`
`J
`
`J
`
`A
`
`S
`
`FIGURE 10.4 Management wanls the overall amount of reactive work to decrease.
`
`CiM Ex. 1061 Page 7
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`CiM Ex. 1061 Page 7
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`Attachment 1a
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`10.8
`
`%
`
`CHAPTER TEN
`
`Work Type
`
`20
`
`0
`
`0NDJFMAMJJAS
`
`FIGURE 10.5 Another indicator of the proportions of reactive versus proactive work.
`
`Work Type
`
`Management needs information regarding the different types of maintenance work per—
`formed. Specific areas of interest are proportions of preventive maintenance, predictive
`maintenance, project work. and corrective maintenance versus actual failure and break-
`down maintenance. This indicator is based on the actual hours technicians spend on jobs.
`The actual hours are measured regardless of the originally estimated hours of the planners.
`(See Fig. 10.5.)
`
`Schedule Forecast
`
`Figure 10.6 shOWS an example of an indicator tracking forecaster] hours. Note how the chart
`indicates carryover hours. A large proportion of these hours could indicate a scheduling
`problem. This indicator uses hours taken directly off the form for Crew Work Hours
`Availability Forecast. The sample hours shown are for B Crew’s forecast developed in
`Chap. 6.
`
`Schedule Compliance
`
`As discussed in Chap. 3, weekly schedule compliance provides the ultimate measure of
`proactivity. Some plants prefer the term schedule success to clarify the objective to
`measure control over the equipment rather than over the supervisors. Figure 10.7' shows
`a sample chart with data illustrating B Crew’s performance. This company measures
`PM compliance as well. Figure 10.8 illustrates a helpful worksheet to calculate the
`schedule compliance score. Figure 10.9 illustrates the use ofthe form with B Crew num-
`bers. The scoring of compliance gives the crew credit for all jobs that will start during
`the week regardless of whether they will finish. Chapter 6 explains that this gives the
`crew every possible benefit of any deubt of compliance.
`
`CiM Ex. 1061 Page 8
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`Attachment 1a
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`CiM Ex. 1061 Page 8
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`Attachment 1a
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`CONTROL
`
`1 09
`
`Weekly Schedule Forecast
`
`“3333 Mechanical Maintenance Crew B
`600
`Paid
`Hours
`
`Hours
`
`Available
`Hours
`
`Carryover
`
`500
`
`400
`
`300
`
`200
`
`100
`
`0
`
`12345678910
`
`Week
`
`FIGURE 10.6 Maintenance might {rack forecast hours to help coordinate the scheduling process.
`
`Weekly Schedule Success
`%
`Mechanical Maintenance Crew B
`100
`PM Schedule
`Met
`
`80
`
`60
`
`40
`
`Schedule
`
`Met
`
`20
`
`12345678910
`
`Week
`
`FIGURE 10.7
`
`Schedule compliance to measure schedule success.
`
`CiM Ex. 1061 Page 9
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`Attachment 1a
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`CiM Ex. 1061 Page 9
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`Attachment 1a
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`10.10
`
`CHAPTER TEN
`
`ADVANCE SCHEDULE WORKSHEET #2
`
`For week of: __ —
`
`For crew:— :_ Date:
`
`TOTAL SCHEDULE
`
`A. Total Hours Scheduled
`
`B. Any Available Hrs Left Unscheduled (
`
`)
`
`Why? (No backlog, etc.)
`
`%
`
`C. Total Hours Returned
`
`Any Hours That Were Unclearable (
`D. Sched Hours Worked (D = A - C)
`E. % Schedule Met (E = DIA x 100)
`
`J.
`
`...--iv'
`
`PREVENTIVE MAINTENANCE
`
`F. PM Hours Scheduled
`
`G. PM Hours Returned
`
`PM Hours That Were Unclearable
`H. PM Sched Hours Worked (H = F - G)
`I. % PM Schedule Met
`(I = HIF x 100)
`
`(
`
`)
`
`%
`
`l
`
`FIGURE 10.8 Sample of a helpful form to calculate schedule compliance.
`
`Wrench Time
`
`Figure 10.10 shows a sample wrench time men-ic. This indicator utilized within mainte—
`nance measures the percentage of time technicians actually spend on the job. This would
`be time where otherwise available technicians are not involved in delays such as procuring
`parts. tools, or instructions. Industry commonly refers to this time as wrench time. In-house
`analysts or consultants properly measure wrench time with a work sampling methodology.
`What is more significant than the time on the job is the analysis of the time and circum—
`
`CiM Ex. 1061 Page 10
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`CiM Ex. 1061 Page 10
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`Attachment 1a
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`CONTROL
`
`10.11
`
`stances that delay technicians from being on the job. Appendices G and H provide sample
`work sampling studies.
`One limitation of wrench time analysis is that it makes no presumption of how produc-
`tive a technician is while on thejob. On the other hand. one would presume that the OIIjOb
`productivity should stay the same so increasing the amount of time on the job should
`increase the overall amount of work produced. Planning Principle 6 in Chap. 2 explains that
`increasing the amount of time technicians are on the job is the purpose of planning. The
`
`ADVANCE SCHEDULE WORKSHEET #2
`
`Forweek of: 5/11/99 to 5/14/99
`For crew: B Crew
`By:C. Rodgers Date: 5/ 14/ 99
`
`TOTAL SCHEDULE
`
`(l = H/F x 100) M
`
`A. Total Hours Scheduled
`B. Any Available Hrs Left Unscheduled (
`Why? (No backlog, etc.) Backlog
`ran out
`
`__§_5_10
`5)
`
`34
`C. Total Hours Returned
`Any Hours That Were Unclearable (_’0_)
`D. Sched Hours Worked (D = A - C)
`3260
`E. % Schedule Met (E = 01A x 100)
`__78A:
`
`PREVENTIVE MAINTENANCE
`A.
`F. PM Hours Scheduled
`_.__0
`G. PM Hours Returned
`)
`(
`PM Hours That Were Unclearable
`H. PM Sched Hours Worked (H = F - G) __54_
`I. % PM Schedule Met
`
`FIGURE 10.9
`
`Sample of schedule compliance calculations.
`
`CiM Ex. 1061 Page 11
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`Attachment 1a
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`CiM Ex. 1061 Page 11
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`Attachment 1a
`
`10.12
`
`CHAPTER TEN
`
`Wrench Time
`
`70
`
`60
`
`50
`
`40
`30
`
`20
`
`10
`
`Ill-lllIlIl-I.
`
`f GOOD
`
`YrO Yr1 Yr3
`
`37.5
`
`37.7
`
`35.1
`
`FIGURE 10.10 Sample indicator illustrating wrench time performance.
`
`Total Minifiles
`
`2500
`
`2000
`
`1500
`
`1000
`
`500
`
`/
`
`0/
`0NDJFMAMJJAS
`
`FIGURE 10.11 Ensuring planners understand the importance of the minifilcs when starting a planning
`group.
`
`CiM Ex. 1061 Page 12
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`Attachment 1a
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`CiM Ex. 1061 Page 12
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`Attachment 1a
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`CONTROL
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`10.13
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`measure of wrench time indicates the effectiveness of the planning and scheduling process
`rather than the efforts of the technicians themselves.
`
`Minifiles Made
`
`The creation of the minif'iles described by Planning Principle 3 is of great importance. A
`planning supervisor may want to count the number of minifiles each month in the early
`months of a new planning organization. See Fig. [0.11.
`
`Backlog Work Orders
`
`Backlog of work orders is a very ominous indicator. Experience shows that many manage-
`ment efforts to reduce the size of a backlog result in a reduced amount of new work orders
`written rather than an increased number of work orders completed. The backlog is thus
`reduced by no longer identifying the work to which the plant should attend. The generation
`of new proactive work orders especially suffers. Other games played include writing larger
`work orders. Instead of writing a separate work order to take care of each fuel oil pump. tech-
`nicians might write a single work order to take care of all three pumps. The backlog is thus
`further reduced by hindering the opportunity to keep good equipment records for each pump.
`If management intends to reduce equipment problems, it should track backlog by specific
`work type. The plant desires to reduce its reactive backlog. but increase its proactive back—
`log. The plant might definc reactive work orders as failure or breakdown work orders plus
`other work orders as an urgent priority. The plant might define proactive work orders as
`project work, PM. PdM. or corrective maintenance except for ones that have become urgent.
`Through increasing the detection of proactive opportunities the plant can reduce its failures
`and reactive situations that hurt reliability. Management should vocalize this vision with
`caution. The simple command to reduce the backlog, but only the reactive backlog. can
`become confusing and counterproductive.
`
`Work Orders Completed
`
`Simply looking at backlogged work orders can be misleading. On the other hand, measur-
`ing the number of work orders completed each month provides an excellent check and bal-
`ance when used with the backlog number. Management is interested in the maintenance
`group completing more work orders each month as one indication of productivity improve-
`ment. This indicator by itself might encourage the work force to write smaller work orders.
`For instance, instead of writing one work order to repair a pump. the indicator would tempt
`personnel to write three separate work orders for disassemble, repair, and reassemble.
`Because management pressure to reduce work order backlog tempts personnel to write
`fewer work orders. these two indicators help balance each other when used together.
`
`Backlog Work Hours
`
`Plants making sudden improvement gains in productivity often quickly run out of back-
`logged work. Plants in highly reactive work environments should then take advantage of
`the opportunity to create proactive work orders or generate reactive work orders that would
`have been ignored in the past. The plant's objective with a stable work force should be to
`maintain at least 2 weeks of craft backlog. Such identification of work promotes the smooth
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`CiM Ex. 1061 Page 13
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`Attachment 1a
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`CiM Ex. 1061 Page 13
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`Attachment 1a
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`10.14
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`CHAPTER TEN
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`operation of a productive maintenance department with planning and scheduling.
`Unfortunately, simple quantities of work orders do not indicate labor requirements. Prompt
`planning should establish a backlog in terms of hours. Dividing the normal paid hours of
`each craft into the backlog hours produces a number of backlog weeks. Because the paid
`hours are normally higher than the available hours for each craft. a goal of at least 2 Weeks
`provides ample work. Management may desire to be aware of how many weeks of backlog
`are available for each craft. Further analysis by crew or specific skill level is unnecessary.
`
`SUMMARY
`
`The management of the planners themselves is best conducted as a professional bureau-
`cracy. That
`is, management emphasizes
`selecting personnel
`and training them.
`Management does not emphasize direct supervision, procedures, indicators, or frequent
`meetings for coordination. A great deal of importance rests on the qualifications of each
`individual planner. Organizations should select planners with an aptitude for planning.
`Organizations should train them in the principles and techniques of planning. The organi-
`zation may obtain qualified planners either through hiring or develoPing persons with the
`necessary potential for success. Appendix M. Setting up a Planning Group, discusses how
`to accomplish the selection and training of maintenance planners.
`While selection of planners handles the majority of planning control. management of
`overall maintenance does make use of several common indicators. The chief of these is over-
`all availability. Other indicators include ones for measuring the proportion of work hours
`that are planned and the proportions of different types of proactive work versus reactive
`work. Management should use simple indicators of backlog with caution because the plant
`must generate a backlog to take care of maintenance. Schedule compliance