READY TO WORK PROGRAM INSTRUCTOR GUIDE PART I

READY TO WORK PROGRAM INSTRUCTOR GUIDE PART I LESSON TITLE: Problem Solving Tools Method: Informal Lecture, Guided Discussion EDUCATIONAL OBJECTIVE: Comprehend the many different uses of quality/problem solving tools to monitor and improve processes. SPECIFIC LEARNING OUTCOMES: a. Interpret different quality/problem solving tools used in manufacturing. b. Develop basic charts used in manufacturing. c. Describe basic terms used in developing and interpreting charts used in manufacturing. d. Determine the most appropriate quality/problem solving tool to use based on information in given scenarios. PURPOSE: This lesson is to provide students with information on basic quality/problem solving tools and their relationship to continuous improvement. The last two hours will be used for an activity to reinforce the relationship between basic quality/problem solving tools and continuous improvement. This lesson is a prerequisite for the following lessons entitled Problem Solving, SPC, and Lean Manufacturing/JIT lessons. INSTRUCTIONAL AIDS: Computer Slides Disk 1 HANDOUTS: METHOD OF EVALUATION: INSTRUCTIONAL REFERENCES: The Memory Jogger, GOAL QPC; The Team Handbook, Scholtes, Peter R., 1988., pp. 2-18 through 2-46 Problem Solving, AIDT Basic Manual. STRATEGY: The first hour of the lesson uses the lecture method to focus on the five major areas including idea generating techniques, flow/process diagrams, cause and effect diagrams, data collection methods/techniques, and graphical displays. After the Ready To Work Page 1 3/5/13

lecture, each main point is discussed in detail allowing the students to use the tools by working through learning activities. Each comprehension level main point describes the use(s) of different methods and techniques and explains, where appropriate, their construction. In this lesson there are lead off questions (LOQ) and follow-up questions (FUQ). This lesson is a guided discussion. If the students cannot answer the questions, turn the answers into questions. A class activity reinforces the relationship between basic quality/problem solving tools and continuous improvement. The lesson should be timed to complete main points A through E of the lecture during the first hour in the class. The remaining hours should be used to wrap up the lesson and, in main point F, using the class activity to reinforce the basic tools. SAFETY: None Ready To Work Page 2 3/5/13

PART IIA LESSON PLAN (Lecture) INTRODUCTION INSTRUCTOR NOTE: A COMMON MISCONCEPTION IS THAT ALL TOOLS MUST BE USED IN EVERY SITUATION WHEN IN TRUTH, WE SHOULD SELECT ONLY TOOLS THAT IMPROVE OUR PROCESSES, PRODUCTS, AND/OR SERVICES. YOU MAY ADDRESS THESE TOOLS IN ANY ORDER YOU FEEL IS APPROPRIATE. THIS PORTION OF THE LESSON IS INTENDED TO BE A LECTURE. FEEL FREE TO ADD YOUR OWN EXAMPLES. (COMPUTER SLIDE 3-1, Module Title) (COMPUTER SLIDE 3-2, Lesson Title) ATTENTION: The use of tools is not new. Mankind has been using tools since the beginning of history and we will continue to develop and use new tools in the future. MOTIVATION: The tools we use directly influence all aspects of our lives, from the houses we live in, the cars we drive and the organizations we work in. In almost all companies, we have some tools we can use to make our company and our work performance better! These tools have stood the test of time. (COMPUTER SLIDE 3-3, Overview) OVERVIEW: We will use basic quality/problem solving tools during this lesson. We will examine some idea generating techniques, how flow diagrams can help us, and how to use cause and effect diagrams to our advantage. We will also look at some of the different data collection methods/techniques and graphic displays that can help us evaluate and improve the company or business for which we work. TRANSITION: A quality-oriented company fosters teamwork. Teams work together to achieve common objectives. A strong team produces better results than individuals do. As companies continue to grow in today s work environment, they constantly look for ways to become more efficient. To do this, the companies quickly discover the benefits of teamwork. How can a team measure its success? We have several tools available to do just that - measure. We will with deciding what to measure by using a idea generating technique. (COMPUTER SLIDE 3-4, Ideas) Ready To Work Page 3 3/5/13

MPa. (C) the use of idea generating techniques supports continuous improvement. INSTRUCTOR NOTE: CONSULT THE AIDT PROBLEM SOLVING MANUAL, MEMORY JOGGER, PROCESS IMPROVEMENT GUIDE, OR TEAM HANDBOOK FOR INFORMATION ON THE VARIOUS TOOLS AND IDEA GENERATING TECHNIQUES. STATE: Idea generating techniques help teams broaden their focus. Idea generating techniques identify problems or processes to improve, provide information needed to isolate causes, and generate possible solutions to problems. These techniques are designed to help teams generate ideas and collect information effectively and systematically. These idea-generating techniques increase team effectiveness because each member becomes more committed by being involved in the generation of ideas. Some types of idea generating techniques are: (COMPUTER SLIDE 3-5, Techniques) Brainstorming Nominal group technique Multivoting INSTRUCTOR NOTE: SEE THE AIDT PROBLEM SOLVING MANUAL, PAGES 14 THROUGH 16. 1. Brainstorming is an idea generating technique that uses group interaction to generate many ideas in a short period. A team will throw out their ideas as they think of them, so that each has an opportunity to build on the ideas of others. There are some rules to keep in mind while brainstorming: RULE #1 - No Evaluation - No one is allowed to criticize the ideas of others. RULE #2 - Encourage Freewheeling - The more ideas the better. RULE #3 - Hitchhike - Build on the ideas of others RULE #4 - Write all ideas down - Take time for discussion later. STATE: A group leader presents the problem or topic for which ideas are needed. The leader ensures that each member understands the problem, the objective of the brainstorming session, and the process to be followed. You can use different variations of brainstorming to fit your needs. a. Round Robin brainstorming allows the leader or recorder to ask each member, in turn, for an idea. The session continues until all members have passed during the round. This type gives some control or structure to the session and everyone is encouraged to contribute. Ready To Work Page 4 3/5/13

b. The Slip Method is a little more structured than other methods. The leader asks members to write down their ideas on a small slip of paper or index card. The ideas are collected, organized, and recorded. This type of brainstorming is advantageous for large groups because it speeds up the process. It also allows team members to remain anonymous. 2. Nominal Group Technique is a tool for generating a list of ideas and opportunities and then determining a priority using voting and ranking. It can be used to systematically narrow down ideas to a manageable number and prioritize them by weighted voting. Once members agree on the importance of the items with the highest score, the team can focus its efforts on investigating the two or three items that received high scores. a. 5-3-1 Ranking Method: Each item on the list is assigned a value of 5, 3, 1, or 0 by each team member. The value of five represents a high priority item, three a medium priority item, one a low priority item, and 0 no priority. The sum of the values assigned by the team members represents the team ranking of each item with the highest totals representing the highest priority. This is normally done by a voice vote, but can be done by paper ballots. b. 10-4 Ranking Method: This method is particularly helpful in eliminating items to reduce a long list to a manageable number. The reduced list is then prioritized using the 5-3-1 method if necessary. The procedure for the 10-4 method is as follows. Each team member is given10 points to distribute as he/she wishes, but can only assign a maximum of 4 points per item during each voting round. For example: Each item on the list is voted on individually. Each team member can assign as many as four of his points to any one item during this round. After each item is voted on once, a second voting round is conducted. During each round, a member can assign a maximum of four more points to an item previously voted on or to any item on the list. The voting rounds continue until each member has used his/her total allocation of 10 points. 3. Multivoting is another way to reduce a long list of items (30 to 50) to a workable number in four or five votes. The process is as follows: Have all the members write on a sheet of paper the numbers of several items they would like to discuss or address. Allow each member a number of choices equal to at least one-third of the total items on the list (48 items = 16 choices, 37 items = 13 choices). After all the members have silently completed their selection, tally the results. Members may vote by a show of hands as each item is called, or, if secrecy is required, the vote can be conducted by ballot. To reduce the list, eliminate those items with few votes. Group size affects the results. A rule of thumb is that in a small group with five or fewer Ready To Work Page 5 3/5/13

members, cross off items that receive one or two votes; in a medium-sized group (6-16 members), cross off items with three or fewer votes; or in a group with more than 15 members, eliminate items with four or fewer votes. Repeat steps 1 through 3 on the remaining list with choices reduced accordingly. Continue this until only a few items remain. If no clear favorite emerges by this point, have the group discuss which items should receive priority, or the group may take one last vote or use the 5-3-1 method to rank the remaining items. TRANSITION: These are just a couple of techniques that are used to generate ideas. The reason we covered idea-generating techniques first is that these techniques are used in conjunction with all other basic quality/problem solving tools. Let us look at flow diagrams. (COMPUTER SLIDE 3-6, Flow Chart) MPb. (C) that the use of flow/process charts supports continuous improvement. INSTRUCTOR NOTE: THE TERMS FLOW CHART AND FLOW DIAGRAM ARE SYNONYMOUS. SEE THE AIDT PROBLEM SOLVING MANUAL, PAGES 1, 2, and 6. STATE: A flow chart is used to identify the flow and order of operations (product or service) throughout a process. It helps us understand a system or process. This includes all the various steps, inputs, outputs, decisions, suppliers, and customers. The flow chart makes it easier to detect redundant or non-value added steps in the process. It can direct us toward improvement opportunities. The two most common methods of flow-charting are micro and macro. A micro flow chart would include all the intricate steps of a process. A macro flow chart would include only the major steps of a process. The team members must reach a consensus on the type of flow chart to use. TRANSITION: Once consensus is reached, a brief review of how flow charts are assembled may be required. Flow charts can be either vertical or horizontal. It does not matter which, as long as you are consistent. Look at some standard symbols used to construct flow charts. Ready To Work Page 6 3/5/13

(COMPUTER SLIDE 3-7, Start/Stop) START/STOP Used to start and stop the flow chart. You may write in Start/Stop. (COMPUTER SLIDE 3-8, Decision Point) Indicates a choice, option or turning point such as Yes/No or Go/No Go. DECISION (COMPUTER SLIDE 3-9, Activity) Identifies any function, activity or process. ACTIVITY (PROCESS) (COMPUTER SLIDE 3-10, Connector) 1 A-1 Used to show flow from one part of flowchart to another. On-page connector is a small circle with a number enclosed. An exit has an arrow flowing into the circle, and the return onpage connector has the arrow flowing away. Off-page is a larger circle. (COMPUTER SLIDE 3-11, Arrows) Indicate direction of flow from one symbol to another. Arrows should never cross; they show a direct path. Instead of long arrow, use on-page connectors. Ready To Work Page 7 3/5/13

(COMPUTER SLIDE 3-12, All Symbols) STATE: All the symbols, when put together, show the flow of a process. It is important that all people involved with making any types of decisions concerning a process understand the flow of the process. (COMPUTER SLIDE 3-13, Process Chart Symbols) TRANSITION: Another type of chart is a process chart. The process chart does many of the same things as the flow chart but it has a peculiar twist. INSTRUCTOR NOTE: SEE THE AIDT PROBLEM SOLVING MANUAL, PAGES 7 THROUGH 13. FOR PROCESS CHART SYMBOLS, SEE PAGE 8. STATE: A process chart is used for documenting a process in a detailed and compact form. This chart also uses symbols like a flow chart. The five common symbols are operation, transportation, inspection, delay, and storage. The symbols are shown on this chart as darkened or filled in. They are often shown in outline form too. When darkened in, the symbol is actually being used. When not filled in, the symbol indicates no action is being taken. (COMPUTER SLIDE 3-14, Process Chart) INSTRUCTOR NOTE: SEE AIDT PROBLEM SOLVING MANUAL, PAGE 12. STATE: The process chart indicates the flow of a complete process. It also indicates travel distance, time, and each step of the process. Looking at these charts helps to improve processes because it is easy to see bottlenecks in the process and time when a component is static. After completing a chart of the current process/method, the process can be improved. This is typically accomplished by developing a new process that eliminates bottlenecks. This new process is referred to as a proposed method because typically the team that develops the new process does not have implementation authority. Once implemented, the process becomes the present method. (COMPUTER SLIDE 3-15, Flow Chart Summary) INSTRUCTOR NOTE: SEE AIDT PROBLEM SOLVING MANUAL, PAGE 13. STATE: Along with process charts, a flow chart summary is developed to provide a snapshot of the present method, proposed method, and the differences between the two. The No. block refers to the quantity of symbols of a particular type. For instance, if there were five half moon symbols, this would indicate a process has five built in delays. If this can be reduced to three delays, the length of time it takes to complete the task may be reduced. If you can reduce the time it takes to accomplish a process (or Ready To Work Page 8 3/5/13

produce a product), you can increase the quantity of time the process can be accomplished per hour, shift, and day. More products could be produced. It is important to realize that this chart or a variation is very common in Lean Manufacturing/JIT. You will study this information again in a later lesson in the series. TRANSITION: Now that we have figured out how our processes flow, we must look deeper to improve these processes. One tool we might find useful is the cause and effect diagram developed by Kaoru Ishikawa, the father of Quality Circles. (COMPUTER SLIDE 3-16, Fishbone diagram) MPc. (C) that the use of the Ishikawa cause and effect diagram augments continuous improvement. STATE: Cause and effect analysis is a systematic way of looking at effects and the causes that create or contribute to those effects. The effects can either be problems (situations to correct) or they can be desired states (results wanted after solving problems). This is also known as a "fishbone" diagram because of its appearance. Let us discover how it works. 1. Start with the effect to be analyzed and write it on the right end (the fish's head) of a large piece of paper. 2. Draw a horizontal line from the head across the paper and add several "major bones" drawn on a slant. (COMPUTER SLIDE 3-17, Major Causes) 3. Write the main factors that contribute to the effect at the ends of the major bones. The main factors or major categories can be anything the group decides on, such as: a. MANPOWER, MACHINE, MATERIALS, METHODS, ENVIRONMENT b. PEOPLE, PROPERTY, PROCEDURES, POLICY 4. On each of the major bones, write the specific factors that are considered the causes or improvement opportunities. The group may use brainstorming or other idea generating techniques to identify these. 5. Identify the most significant factor or combination of factors, prioritize to determine which factors have the highest priority, and collect additional data to verify causal relationship to effect. (COMPUTER SLIDE 3-18, Sub Causes) Ready To Work Page 9 3/5/13

STATE: The cause and effect diagram gives teams a list of possible causes or improvement areas, and then through consensus the team narrows their selection and decides which items that require further analysis. Teams examine each cause by looking for changes and deviations from the norm or patterns. Remember; look to identify the cause and not the symptoms of the problem. Teams use this tool to identify why a process works well (Benchmarking). TRANSITION: Now that a methodology to identify the cause has been determined, it is time to define data and discuss methods used to collect data and facts pertinent to the problem. (COMPUTER SLIDE 3-19, Data) MPd. (C) that the use of data collection methods/techniques supports continuous improvement. STATE: Data are a collection of facts from which conclusions may be drawn. To improve processes we must rely on meaningful facts - not just opinions. It is easy to obtain useless data. To prevent this, collect and organize data into a meaningful form. Since data are collected to improve processes, products, and services, we must decide what we want to evaluate and how we will collect the data. TRANSITION: Two tools available to collect meaningful data are the survey and check sheet. What is a survey? (COMPUTER SLIDE 3-20, Survey) 1. Survey: Surveys are written questionnaires, face-to-face interviews, or a combination of these, all used to collect data. Data includes facts, opinions, and assumptions. Surveys have major advantages. They allow a great deal of information to be obtained from many people. Surveys can be very economical. The disadvantages of surveys are that people might interpret survey questions differently than intended, answers can be ambiguous, and there is no opportunity to determine that the person understands the questions. To make a survey an effective data-gathering tool, the developers must: a. Identify the needed information. b. Decide who has this information in its most reliable form. c. Plan how the information will be used. d. Develop a series of questions to enable respondents to provide information accurately and unambiguously. e. Keep surveys as short, simple, and clear as possible. f. Try out questions in a test situation to uncover any questions that needs to be revised. Ready To Work Page 10 3/5/13

TRANSITION: Once survey results are tallied, they can be visually displayed on a check sheet for easier interpretation. (COMPUTER SLIDE 3-21, Checksheet) 2. Checksheet: A check sheet is used to track how many times a particular event happens. Check sheets assist us to obtain data to evaluate a process and to indicate what the problem(s) might be. They can help us narrow the focus for gathering additional data. They help to determine the timeframe or event for which data should be collected. The data that can be tracked with check sheets includes. a. Number of occurrences. b. Length of time to get something done. c. Cost of a certain operation over a period of time. d. Frequency of occurrence. e. Impact of an action over a period of time. f. When something happens. TRANSITION: Once raw data is collected, it must be converted to a useful form. Let us look at how data can be displayed. (COMPUTER SLIDE 3-22, Displays) MPe. (C) that the use of graphical displays supports continuous improvement. STATE: Graphic displays are visual representations (displays) used to organize and summarize collected data. TRANSITION: The two types of graphical displays covered here are specialized bar charts: the Pareto chart and the histogram. (COMPUTER SLIDE 3-23, Pareto) 1. A Pareto Chart is a series of bars whose heights reflect the frequency or impact of problems. The bars are arranged in descending order of height from left to right. The tall bars on the left reflect the highest number of occurrences. Pareto charts draw the viewers attention to the important factors ("vital few") rather than the unimportant factors ("trivial many"). It shows how the occurrences are distributed and suggests which causes probably contribute most to a problem. TRANSITION: The second type of bar graph we should be familiar with is a Histogram. (COMPUTER SLIDE 3-24, Histogram) Ready To Work Page 11 3/5/13

2. A Histogram is a specialized bar chart showing frequency distribution (occurrences) of collected data. This is more effective in displaying data than a check sheet because the histogram has an immediate visual impact. We might use a histogram for the following: a. To display distribution of data. b. To display the amount of variation within a process. c. To show a snapshot of process performance for a specified period of time. d. To see if any action taken achieved the intended results. TRANSITION: Another means of graphically displaying data is a Scatter Diagram. (COMPUTER SLIDE 3-25, Scatter) 3. A Scatter Diagram is a graphic presentation of the relationship between two variables. This tool illustrates or verifies potential cause and effect relationships. It cannot prove that one variable causes the other, but it does make it clear whether a relationship exists and what is the strength of that relationship. Using a Scatter Diagram may be to our advantage when: a. We want to display data for evaluating a possible cause and effect relationship. b. We try to discover a relationship between two variables which may be the key to effective problem solving, and c. We want to support our finding for a solution. It is easier to see relationships on a diagram than on a data table. TRANSITION: Another way to display data graphically is the Run Chart. (COMPUTER SLIDE 3-26, Run Chart) 4. A Run Chart is used to monitor a process measurement over time. Information is charted over a period of time to identify trends. A run chart is also referred to as a trend chart or a time plot. We can use it to plot historical data to get a better understanding of what has happened in the past. It allows us to track and measure our processes. STATE: Some important points are that: a. Approximately the same time interval should occur between measurements for ease of interpretation. b. Not every variation in the data is significant. c. It is appropriate to start a run chart with a limited amount of data or a limited number of time periods. COMPUTER SLIDE, 3-27 (Control Chart) Ready To Work Page 12 3/5/13

STATE: The last graphic display is the Control chart. TRANSITION: Although a run chart can be a valuable tool for monitoring processes, there are ways to increase the run chart's usefulness. One way is by adding control limits -- lines that show the limits of expectations based on demonstrated capabilities. When these controls are added, the run chart becomes a Control Chart. 5. Control charts are similar to run charts, but control charts have statistically generated upper and lower control limits. Control charts show that a process is in statistical control by allowing you to monitor the variation in a process. Control charts let you know when you should adjust your processes and when you should leave your process alone. Some important points to remember: a. Control charts tell what the process is doing, not what you want it to do. b. Control limits on control charts are not standards or specifications. (The value of the control chart is to compare what your process is doing with what you want it to do, to see if your process is meeting standards and specifications). a. There are many types of control charts that are used for many different purposes. b. Control charts have their own mathematical formulas to derive the statistically generated control limits. TRANSITION: Next, we will do a seminar activity to tie all the things we have discussed together. MPf. (C) that the proper use of basic quality tools supports continuous improvement. INSTRUCTOR NOTE: SEE PART IIB FOR THE ACTIVITY THAT COMPLETES THIS LESSON. COMPUTER SLIDE, 3-28 (Summary) SUMMARY: Instructor Developed CONCLUSION: Instructor Developed Ready To Work Page 13 3/5/13

PART IIB LESSON PLAN (GROUP DISCUSSION AND ACTIVITY) INSTRUCTOR NOTE: THE LECTURE IS ONLY AN OVERVIEW AT THE KNOWLEDGE LEVEL. THE SECOND PORTION OF THE CLASS LESSON IS DESIGNED TO HELP THE STUDENTS REACH THE COMPREHENSION LEVEL THROUGH A GROUP DISCUSSION. DO NOT LOCK STEP THROUGH EACH TOOL IF THE CLASS UNDERSTANDS HOW TO USE THEM. THERE IS AN ACTIVITY AT THE END OF THIS LESSON THAT WILL HELP THE STUDENTS GAIN AN UNDERSTANDING OF THE TOOLS. THE SLIDES FOR THE LESSON ARE THE SAME AS THOSE FOR THE LECTURE. (COMPUTER SLIDE 3-1, Blank) (COMPUTER SLIDE 3-2, Lesson Title) ATTENTION: Quality improvement involves individuals and teams learning about their processes. It means agreeing to make decisions based on data - not hunches. We must look for root causes of problems rather than react to symptoms. We must seek permanent solutions rather than rely on quick fixes to make the lasting changes needed in business and industry today. MOTIVATION: The Basic Quality/Problem Solving tools will help us do these things. With dwindling resources, we can no longer use a "Band-Aid" approach to correct our inefficient processes. It is up to all team members to use these tools to make the right decisions the first time. (COMPUTER SLIDE 3-3, Overview) OVERVIEW: The lecture was only a brief preview of the quality tools. We will use the next hours to discuss your use of these tools and answer questions. After this discussion, we will spend the last two hours in activities designed to work with these tools. TRANSITION: Before we can begin process improvement or problem solving, we must generate ideas. Let us look at ways we can generate ideas. (COMPUTER SLIDE 3-4, Idea) MPa. (C) that the use of idea generating techniques supports continuous improvement. Ready To Work Page 14 3/5/13

INSTRUCTOR NOTE: CONSULT THE MEMORY JOGGER, PROCESS IMPROVEMENT GUIDE, TEAM HANDBOOK, OR AIDT QUALITY IMPROVEMENT TEAM TRAINING MANUAL FOR INFORMATION ON VARIOUS TOOLS AND IDEA GENERATING TECHNIQUES. ALSO SEE PAGES 45 AND 46 OF THE AIDT QUALITY IMPROVEMENT TEAM TRAINING MANUAL STATE: Idea generating techniques help you come up with a broad range of ideas. LOQ: What were the idea generating techniques discussed in the lecture? Brainstorming Nominal Group Technique Multivoting (COMPUTER SLIDE 3-5, Techniques) FUQ: What are some of the rules of brainstorming? FUQ: Why would you need to consider the "rules" for brainstorming? LOQ: What is another idea generating technique? FUQ: How does the use of nominal group technique affect organizational performance? Encourage everyone to answer freely. No discussion during the session. Let people hitchhike on the ideas of others. Write down all ideas. To allow us to withhold judgment. To all the session to freewheel. To allow us to write down every idea. To avoid negativism that may develop between members of the group. To keep the energy level of the session high. To allow everyone to participate in the session. To prevent someone from monopolizing the session. To keep the session from turning into a grip session. To avoid discussion of the ideas generated until the end of the session. The nominal group technique. It can be used to systematically narrow down ideas to a manageable number and prioritize them by weighted voting. FUQ: What is multivoting used for? To reduce a long list of items to 4 or 5. To reduce the list to a workable number of Ready To Work Page 15 3/5/13

items. INSTRUCTOR NOTE: CONDUCT THE FOLLOWING EXERCISE TO SHOW HOW BRAINSTORMING AND EITHER NOMINAL GROUP TECHNIQUE OR MULTIVOTING IS USED. STATE: We are going to have a picnic and invite the surrounding community. The big question is What kind of food should we have? INSTRUCTOR NOTE: BRAINSTORM A LIST OF MEATS AND OTHER FOOD ITEMS. AFTERWORDS, USE NOMINAL GROUP TECHNIQUE TO NARROW THE LIST OF MEATS DOWN TO FOUR AND USE MULTIVOTING TO NARROW THE REMAINING LIST DOWN TO TWO ITEMS. STATE: When teams use these idea-generating techniques the ideas reflect the thinking of all members. This collaboration helps the group to reach consensus. Consensus is finding a proposal acceptable enough that all members are willing to support it. (No member entirely opposes it.) TRANSITION: Once we have reached team consensus, we can progress to working with more technical tools like flow charts. (COMPUTER SLIDE 3-6, Flow Chart) MPb. (C) that the use of flow charts supports continuous improvement. LOQ: What is the general purpose of flow charts? FUQ: What should you do with a flow chart after removing any non-value added steps? FUQ: How can we use the flow chart to validate our processes? They allow us to understand a system or process. They can clarify or verify work processes. They can identify customer/supplier relationships. They can identify value added work. They can identify potential problems or opportunities for improvement. Refer to the original flow chart to see if there are any other opportunities for improvement. By comparing the actual process to the directive to ensure they are the same. TRANSITION: Let us briefly review the flow chart symbols. (COMPUTER SLIDE 3-7, Start/Stop) Ready To Work Page 16 3/5/13

Used to start and stop the flow chart. You may write in START/STOP. (COMPUTER SLIDE 3-8 (Decision point) Indicates a choice, option, or turning point such as Yes/No or Go/No Go. (COMPUTER SLIDE 3-9, Activity/Process) Identifies any function, activity, or process. (COMPUTER SLIDE 3-10, Page Connectors) Used to show flow from one part of flowchart to another. On page connector is a small circle with a number enclosed. Off page connector is a larger circle or five-sided shape that signifies the flow chart continues on another page. (COMPUTER SLIDE 3-11, Direction Arrows) Direction arrows indicate direction of flow from one symbol to another. Arrows should never cross. They show a direct path. Instead of long arrows, use on page connectors. Connectors can be either vertical or horizontal. Be consistent. (COMPUTER SLIDE 3-12, All Symbols) INSTRUCTOR NOTE: HAVE THE STUDENTS, AS A GROUP, FLOW CHART THEIR WAY TO A LOCATION THAT HAS TWO ROUTES. FEEL FREE TO DRAW EACH OF THE COMPLETE PROCESSES ON THE BOARD. IDEAS FOR THIS MAY BE GOING TO THE RESTROOM, GOING TO A FAST FOOD RESTAURANT, ETC. MAKE SURE YOU EXPLAIN EACH OF THE SYMBOLS OR ASK THE STUDENTS WHICH SYMBOL SHOULD BE USED. TRY TO USE ALL THE SYMBOLS. (COMPUTER SLIDE 3-13, Process Chart Symbols) INSTRUCTOR NOTE: SEE THE AIDT QUALITY IMPROVEMENT TEAM MANUAL, PAGES 38 THROUGH 44. FOR PROCESS CHART SYMBOLS SEE PAGE 39. Discuss the five basic symbols. 1. Operation indicates action is taking place i.e. papers are typed; bolt is screwed in to part, etc. 2. Transportation object moved from one place to another. (Does not indicate the operator lifting the bolt out of a bin to screw into the part.) 3. Inspection object is checked to ensure quality standards are met. Ready To Work Page 17 3/5/13

4. Delay item or object is held because conditions do not permit it to move further. (If the assembly line conveyor breaks, all parts could be in delay.) 5. Storage occurs when an item is kept under control. (This would occur if an item is built then is stored awaiting shipment to the customer.) (COMPUTER SLIDE 3-14, Process Chart) INSTRUCTOR NOTE: SEE THE AIDT QUALITY IMPROVEMENT TEAM MANUAL, PAGES 38 THROUGH 44. DISCUSS THE PROCESS CHART ON PAGE 43. STATE: Notice the Present Method block is marked on the form on page 43. This indicates the current process is being reviewed, not any type of proposals. By identifying the present method, it is easier to find improvements. Remember that continuous improvement is an important part of quality. Notice that the Subject Charted, Chart By, Chart No., Department, and Sheet No. blocks are completed. INSTRUCTOR NOTE: GO OVER EACH STEP OF THE PROCESS USING THE EXAMPLE ON PAGE 43. RELATE EACH STEP TO THE CHART SYMBOL. ALSO, DISCUSS THE TOTALS ON THE BOTTOM OF THE CHART. STATE: Turn to page 44. Notice the Proposed Method block is marked. This indicates the new process that is being recommended. If implemented, it becomes the Present Method. The Subject Charted, Chart By, Chart No., Department, and Sheet No. blocks are completed. INSTRUCTOR NOTE: GO OVER EACH STEP OF THE PROCESS USING THE EXAMPLE ON PAGE 44. RELATE EACH STEP TO THE CHART SYMBOL. ALSO, DISCUSS THE TOTALS ON THE BOTTOM OF THE CHART. (COMPUTER SLIDE 3-15, Flow Chart Summary) INSTRUCTOR NOTE: SEE THE AIDT QUALITY IMPROVEMENT TEAM MANUAL, PAGES 38 THROUGH 44. DISCUSS THE FLOW CHART SUMMARY ON PAGE 44. THIS SUMMARY IS BASED ON THE PROCESS CHARTS ON PAGES 43 AND 44. THE IMPORTANT THING TO REMEMBER IS THE DIFFERENCE COLUMN. IT IS CLEAR, THE PROPOSED METHOD SAVES STEPS, CAUSES LESS TRANSPORTATION, AND LESS DISTANCE FOR TRAVEL. THUS, THE PROPOSED METHOD MAY BE MORE EFFICIENT. INSTRUCTOR NOTE: STUDENTS SHOULD BUILD A PROCESS CHART USING THE FLOW FROM THE FLOW CHART THE CLASS DEVELOPED EARLIER. FEEL FREE TO ADD DISTANCES AND TIMES TO THE PROCESS CHART. LOOK AT A Ready To Work Page 18 3/5/13

NEW PROCESS SUCH AS WHAT HAPPENS WHEN YOU GO INTO A FASTFOOD RESTAURANT TO ORDER BREAKFAST. TRANSITION: Flow charts can identify bottlenecks or duplications in a process. They can identify possible problem areas. Process charts can do the same; however, they also indicate when something is delayed, the travel distance, and many other indicators. It is important to realize that both charts are useful depending on the process you are using. Before a proposed method is developed, first identify the cause of a problem or process delay. To investigate the causes of problems we can use the Ishikawa cause and effect diagram. (COMPUTER SLIDE 3-16, Fishbone diagram) MPc. (C) that the use of the Ishikawa cause and effect diagram supports continuous improvement. LOQ: What is a Cause and Effect A systematic illustration of the relationship Diagram? between a given effect/outcome and all the factors that may have caused this effect/outcome FUQ: When would you use this tool? For problem identification. To discriminate between causes and symptoms As a data collection device to define possible causes. To organize and focus a team's knowledge. To determine the factors that cause a positive or negative outcome or effect. (COMPUTER SLIDE 3-17, Major categories) STATE: The categories you use to build the diagram are entirely up to you. Some suggestions are: Manpower, Material Methods, or Machinery OR Policy, People, Equipment, Environment (COMPUTER SLIDE 3-18, Sub Causes) STATE: After you brainstorm all the possible causes that may produce the effect, break down the list of causes into sub causes. The cause and effect diagram will provide us with a list of possible causes. The most likely causes receive further analysis. When examining each cause look for things that have changed, deviations from the norm, or Ready To Work Page 19 3/5/13

patterns. Identify the cause and not the symptoms of the problem. We can also utilize cause and effect diagrams to identify why a process works well (Benchmarking). INSTRUCTOR NOTE: THIS WOULD BE A GOOD PLACE TO HAVE THE STUDENTS, AS A GROUP, CONSTRUCT A CAUSE AND EFFECT DIAGRAM. HAVE THEM SELECT A PROBLEM (EFFECT) THEN LOOK AT THE CAUSES AS THEY RELATE TO THE DIFFERENT CATEGORIES. THE STUDENTS CAN BRAINSTORM THIS. AN IDEA MAY BE TO LOOK AT THE LACK OF JOBS IN A CERTAIN COMMUNITY, AN EDUCATION SYSTEM THAT DOES NOT PROVIDE AN EDUCATION TO MEET THE NEEDS OF BUSINESS AND INDUSTRY, OR LOOK AT A BOTTLENECK AT A FASTFOOD RESTAURANT. BE CREATIVE! TRANSITION: Now that we have looked at a method to identify the cause, we must determine what data are available. We must also determine the methodology for collecting data in order to have the facts pertinent to the problem. (COMPUTER SLIDE 3-19, Data) MPd. (C) that the use of data collection methods/techniques supports continuous improvement. STATE: Data are a collection of facts from which conclusions may be drawn. The overall reason to collect data is to improve processes, products, and services. TRANSITION: Two tools that are commonly used to collect meaningful data are the survey and the check sheet. We will begin by discussing the two types of surveys - questionnaires and interviews. (COMPUTER SLIDE 3-20, Survey) LOQ: Why should surveys be used by employers? FUQ: What types of surveys are you familiar with? To gather data/input from customers. To gather data/input from employees. Expect various examples especially if they participated in any phone surveys. What types of food do you like? What types of vehicle to you prefer? TRANSITION: Once we have our survey results, we may want to display them on a check sheet for easier interpretation. (COMPUTER SLIDE 3-21, Check Sheet) LOQ: How can check sheets help us on They can help us check the results of Ready To Work Page 20 3/5/13

our jobs? improvement efforts. They allow us to convert raw data into other useful forms, such as the Pareto chart or histogram. INSTRUCTOR NOTE: THIS WOULD BE A GOOD POINT FOR A GROUP EXERCISE. HAVE THE STUDENTS CONDUCT A SURVEY AND TALLY THE INFORMATION ONTO A CHECK SHEET. YOU COULD EASILY SURVEY THE STUDENTS FOR THEIR FAVORITE TELEVISION STATION, SPORT, ETC. EXPLAIN TO THE STUDENTS THAT SURVEYS HELP DETERMINE THE DIRECTIONS SOME COMPANIES TAKE. FOR INSTANCE, IF TELEVISION VIEWERS LIKE BASEBALL OVER BASKETBALL OR HOCKEY, THERE IS A GOOD CHANCE THE TELEVISION STATION WILL SHOW BASEBALL. TRANSITION: Once we have collected the raw data, we must convert it into a useful form. Let us look at some ways to display data graphically. (COMPUTER SLIDE 3-22, Displays) MPe. (C) that the use of graphical displays supports continuous improvement. STATE: Graphic displays are visual representations (displays) used to organize and summarize data that has been collected. The first graphic display that we will talk about is the Pareto chart. (COMPUTER SLIDE 3-23, Pareto Chart) LOQ: How can a Pareto chart help us? A Pareto chart can separate the "vital few" from the "trivial many." It arranges data according to number of occurrences. It helps us determine which problems are most important. INSTRUCTOR NOTE: THIS MAY BE A GOOD TIME TO TAKE DATA FROM PREVIOUS EXERCISES AND PUT IT INTO A PARETO CHART. MAKE SURE YOU EXPLAIN EXACTLY WHAT THE PARETO CHART SHOWS IN RELATION TO CUSTOMER WANTS. TRANSITION: Another graphical display is a Histogram. STATE: A Histogram is a specialized bar graph that shows the central tendency and variability of a data set. Occasionally histograms are called frequency distributions. (COMPUTER SLIDE 3-24, Histogram) Ready To Work Page 21 3/5/13

LOQ: When would we want to use a Histogram? FUQ: What does a Histogram reveal to us? To display data collected so we can analyze a problem. To display data collected to evaluate the effectiveness of a process. The amount of variation that a process may have. The stability of a process. A snapshot of the distribution of a measured characteristic. TRANSITION: The third type of graphic display for data is a Scatter Diagram. (COMPUTER SLIDE 3-25, Scatter Diagram) STATE: A Scatter Diagram is a graphic presentation of the possible relationship between two variables. It cannot prove that one important variable might be related to another. Further analysis can quantify how strong a relationship is between two variables. LOQ: Why would we want to use a Scatter Diagram? To discover a possible relationship between two variables (which may be the key to effective problem solving). To show that cause and effect relationships might exist. STATE: If the points in the diagram go from the lower left to the upper right (as one variable increases, so does another), this is a positive relationship. If the points in the diagram go from the upper left to the lower right (as one variable increases, the other decreases), this is a negative correlation. If the points are scattered, there is no relation. Often there are variations that display something in between a positive and negative relationship. INSTRUCTOR NOTE: THIS IS A GOOD TIME TO BUILD A SCATTER DIAGRAM. ASK THE QUESTION CAN TALL PEOPLE STRETCH FURTHER THAN SHORT PEOPLE? NO MATTER WHAT THE ANSWER, HAVE EACH STUDENT GIVE YOU THEIR HEIGHT. NEXT, HAVE EACH STUDENT SIT ON THE FLOOR, ONE AT A TIME, AND HAVE THEM TOUCH THEIR TOES. MEASURE THE DISTANCE FROM UNDER THE KNEES TO THEIR FINGER TIPS. CHART THIS ONTO A SCATTER DIAGRAM. EXPLAIN THE RELATIONSHIPS (POSITIVE, NEGATIVE, OR NO RELATIONSHIP). TRANSITION: The fourth way to display data in graphic form is the Run Chart. A run chart shows the changes in a process measurement over time. Data are charted over a period of time to identify trends. A run chart is also referred to as a trend chart. Ready To Work Page 22 3/5/13

(COMPUTER SLIDE 3-26, Run Chart) LOQ: What purposes can a Run Chart serve? To illustrate the basic performance of a process, including variation over time. To document a mean/average while a process is ongoing. To plot historical data to better understanding what has happened in the past. To track and measure our processes. (COMPUTER SLIDE 3-27, Control Chart) TRANSITION: A simple run chart can be a valuable tool for monitoring work processes, but there are ways to increase the run chart's usefulness. One way is to turn the Run chart into a Control chart. STATE: A Run chart is made into a Control chart by adding statistically generated control limits. LOQ: When would you want to use a Control chart? To check the variation/ variability of a process. To check process capabilities. To see what your process is doing. (compare against standards and specifications to see if the process is doing what you want it to do) INSTRUCTOR NOTE: THERE ARE MANY TYPES OF CONTROL CHARTS. THEY ARE USED FOR DIFFERENT PURPOSES AND EACH TYPE HAS ITS OWN MATHEMATICAL FORMULA. STUDENTS DO NOT NEED TO WORK FORMULAS BUT THEY SHOULD KNOW THAT CONTROL LIMITS ARE STATISTICALLY GENERATED. CONTROL LIMITS ARE NOT STANDARDS OR SPECIFICATIONS. (THERE ARE SOME TYPES OF CHARTS THAT COMPARE WHAT THE PROCESS IS DOING AGAINST WHAT YOU WANT IT TO DO (STANDARDS AND SPECIFICATIONS). THESE CHARTS PROVIDE INFORMATION NECESSARY TO MAKE ADJUSTMENTS TO YOUR PROCESS, IF NEEDED. THIS WILL BE COVERED LATER IN THE STATISTICAL PROCESS CONTROL LESSON. (COMPUTER SLIDE 3-28, Interim Summary) INSTRUCTOR NOTE: THE FOLLOWING SCENARIO WAS DEVELOPED FOR THIS LESSON TO ALLOW YOU TO REVIEW THE VARIOUS PROBLEM SOLVING TOOLS. THE SCENARIO IS USEFUL IF YOU HAVE A CLASS THAT NEEDS THE ADDITIONAL INFORMATION AND HANDS ON EXPERIENCE. IT GIVES THE Ready To Work Page 23 3/5/13

CLASS THE OPPORTUNITY TO SEE HOW THE TOOLS CAN BE USED TO IMPROVE A PROCESS AND ALLOWS THEM TO INTERPRET THE VARIOUS TOOLS. FEEL FREE TO GIVE THE STUDENTS A COPY OF THE HANDOUTS. THE EXPLANATION FOR THE HANDOUTS FOLLOWS. Ready To Work Page 24 3/5/13

(COMPUTER SLIDE HO-1, BAR) SCENARIO: A supervisor has nine employees working for him/her. The employees are all performing the same tasks and are making the same types of minor mistakes. Customers are complaining because of these mistakes. (An improvement opportunity has been identified to you) STEPS TO FOLLOW: Show Slide HO-1: BAR CHART Shows how many mistakes each of the nine employees is making. MISTAKES Ready To Work Page 25 3/5/13

(COMPUTER SLIDE HO-2, PARETO) Show Slide HO-2: PARETO CHART Shows employee #6 is making largest number of mistakes MISTAKES Ready To Work Page 26 3/5/13

(COMPUTER SLIDE HO-3, HISTOGRAM) Show Slide HO-3: HISTOGRAM Show variation of the mistakes. For example, four employees are making between 8-11 mistakes; two employees are making between 12-15 mistakes Ready To Work Page 27 3/5/13

(COMPUTER SLIDE HO-4, CONTROL) Show Slide HO-4: CONTROL CHART Shows average number of mistakes per subordinate is 12.56 and shows the upper and lower control limits (these limits were calculated by using a SPC computer program) This chart shows that the process has a lot of variation; however, all subordinates are working within the process. Reduce mistakes by analyzing the process, taking action on the possible causes, and checking results by collecting more data. M I S T A K E S (REMEMBER: CONTROL LIMITS ARE NOT SPECIFICATIONS OR STANDARDS. THIS CHART DOES NOT HAVE TIME INCREMENTS ON THE X AXIS, BECAUSE THIS IS JUST A CHECK ON THE STABILITY OF THE OVERALL PROCESS. IN ADDITION, THERE ARE ATTRIBUTE (COUNTABLE DATA) CONTROL CHARTS AND VARIABLE CONTROL CHARTS (MEASURABLE DATA). THIS IS AN ATTRIBUTE CONTROL CHART. THIS CHART IS CORRECT BUT CAN BE CONFUSING FOR THOSE STUDENTS WHO ARE TOO STRICTLY INTERPRETING THIS DEFINITION - A CONTROL CHART IS A RUN CHART WITH CONTROL LIMITS. THE FOLLOWING CHART WILL SHOW A CONTROL OVER TIME. Ready To Work Page 28 3/5/13

(COMPUTER SLIDE HO-5, CONTROL) Show Slide #5: CONTROL CHART Shows when employee #6 is making mistakes throughout the 8-hour day. Ready To Work Page 29 3/5/13

(COMPUTER SLIDE HO-6, RUN) Show Slide HO-6: RUN CHART Shows average number of mistakes for all 8 hours of the day and plots average number of mistakes each hour for all employees. HO-6 Ready To Work Page 30 3/5/13

(COMPUTER SLIDE HO-7, SCATTER) Show Slide HO-6: SCATTER DIAGRAM Shows average number of mistakes for all 8 hours of the day and plots average number of mistakes each hour for all employees. Indicates there is a correlation between number of mistakes and years of experience. 23 SCATTER DIAGRAM # 0F MISTAKES 4 2 YEARS OF EXPERIENCE 15 HO7 Ready To Work Page 31 3/5/13

TRANSITION: Now that we have briefly covered the basic quality tools we will put them to use. (COMPUTER SLIDE 3-30, Exercise - For display while students work the exercise) MPf. (C) the many different uses of quality tools to monitor and improve processes. INSTRUCTOR NOTE: THE FOLLOWING EXERCISES ARE PROVIDED SO STUDENTS WILL GAIN EXPERIENCE WITH THE PROCESS OF USING BASIC QUALITY/PROBLEM SOLVING TOOLS. USE EITHER OF THESE EXERCISES OR DEVELOP ONE OF YOUR OWN. DO NOT FEEL LIKE YOU HAVE TO USE EVERY TOOL. THE IMPORTANT THING TO REMEMBER IS THAT THE USES OF THE TOOLS ARE IMPORTANT FOR MONITORING AND IMPROVING PROCESSES. STRESS THIS THROUGHOUT THIS MAIN POINT. Ready To Work Page 32 3/5/13

EXERCISE #1 (Part A) STATE: The process you will be looking at is the process of GETTING TO WORK IN THE MORNING. Start by brainstorming the steps involved in the process and then flow chart the steps. INSTRUCTOR NOTE: YOU SHOULD BREAK THE CLASS UP INTO GROUPS FOR THIS EXERCISE. BE PREPARED TO TALK ABOUT THE DIFFERENCES OF OPINION THAT WILL BE ENCOUNTERED BASED ON THE MIX OF THE GROUP. GIVE THE STUDENTS APPROXIMATELY 50 MINUTES TO CONSTRUCT THEIR FLOW CHART. AFTER THAT TIME, SHOW THE FLOW CHART PROVIDED AND DISCUSS ANY DIFFERENCES THAT MAY BE ENCOUNTERED BETWEEN THE ONE YOU DISPLAY AND THE STUDENT DEVELOPED FLOW CHARTS. INSTRUCTOR NOTE: APROBLEM SOLVING TOOLS DO NOT HAVE TO BE USED IN THE SEQUENCE TAUGHT. HAVE STUDENTS USE THE TOOLS THAT WORK FOR THEIR SITUATION. Ready To Work Page 33 3/5/13

GETTING TO WORK IN THE MORNING ALARM SOUNDS RESET (10 MORE MINUTES) TURN OFF ALARM MARRIED >5 YRS? NO YES REPEAT 5 TIMES GROAN KISS SPOUSE SHAKE SPOUSE CRAWL OUT MARRIED >1 YR? NO YES TURN ON LIGHT YES DARK? KISS SPOUSE NO BACK TO BED YES BELOW 60? NO YES BELOW 70? NO RESOLVE TO SET ALARM EARLIER TURN ON HEAT BATH CHORES WALK TO CAR BREAKFAST GRUMBLE YES SPOUSE NEED MONEY? NO DRIVE TO WORK GIVE $10 Exercise #1 Sample Flowchart LPM3, Basic Quality Tools Ready To Work Page 34 3/5/13

EXERCISE #1 (Part B) STATE: Based on the flow chart GETTING TO WORK IN THE MORNING, make a Cause and Effect Diagram. The problem/process we are working on is to determine the root cause(s) for being Late for Work. Use whatever tools that work for the situation. INSTRUCTOR NOTE: HAVE STUDENTS USE QUALITY TOOLS TO ARRIVE AT THE POSSIBLE ROOT CAUSE(S). STUDENTS MIGHT USE BRAINSTORMING, NOMINAL GROUP TECHNIQUE, PARETO CHARTS, ETC. THIS ALSO MAY BE A GREAT OPPORTUNITY TO DEVELOP AN ACTION PLAN. EXERCISE #2 STATE: We will make a cause and effect diagram. We will brainstorm all the factors that lead to a successful class. Our effect will be "A SUCCESSFUL TEAM". We will first decide what categories to use. Again, these categories may be anything that relate to the causes that lead to the desired effect/outcome. INSTRUCTOR NOTE: IF YOUR GROUPS ARE HAVING DIFFICULTY DEVELOPING CATEGORIES, THESE CATEGORIES MAY HELP YOU GET STARTED: PERSONNEL, ENVIRONMENT, EQUIPMENT, STUDY GROUPS, TEAMWORK, OR LEADERSHIP. THESE ARE JUST SUGGESTED CATEGORIES AND DO NOTHAVE TO BE USED. FEEL FREE TO USE THE CATEGORIES YOUR GROUP DEVELOPS. INSTRUCTOR NOTE: YOU MAY WANT TO BREAK THE CLASS INTO SMALL GROUPS FOR THIS EXERCISE. BE PREPARED TO TALK ABOUT THE DIFFERENCES OF OPINION THAT WILL BE ENCOUNTERED BASED ON THE MIX OF THE GROUP. GIVE THE STUDENTS APPROXIMATELY 30 MINUTES TO BRAINSTORM THEIR CAUSE AND EFFECT DIAGRAM. STATE: Now that we have brainstormed several causes for a successful team, let us look at which ones we would consider the most important. To accomplish this we should use the quality tool known as Nominal Group Technique or Multi-voting. INSTRUCTOR NOTE: HAVE STUDENTS USE THE NOMINAL GROUP TECHNIQUE TO SELECT THOSE FACTORS THEY BELIEVE GIVE THEM THE HIGHEST RETURN ON THEIR INVESTMENT. RECOMMEND A MAXIMUM OF 25 MINUTES FOR THIS ACTIVITY. STATE: Now that we have determined the factors that will give us the greatest return for our time/effort, display this information in graphic form using a Pareto Chart. INSTRUCTOR NOTE: HAVE THE STUDENTS USE THE THREE TO FIVE HIGHEST RATED FACTORS AND DISPLAY THESE ON A PARETO CHART. RECOMMEND A MAXIMUM OF 25 MINUTES FOR THIS ACTIVITY. Ready To Work Page 35 3/5/13