Objective Practice creating and using operational definitions.

Gain better understanding of the difference that the operational definition can have in data collection. Materials List A box of Barnum & Bailey animal crackers for each group of between about 4 to 8 participants. Two pieces of paper and a pen or pencils for each group. Blank flipchart sheet or a blank overhead projector film. Preparation For each group of between, say, 4 to 8 participants, the instructor must make up a packet of supplies containing a box of Barnum & Bailey animal crackers, two pieces of paper and a pen or pencil. (Tip: The exercise starts up more smoothly if the instructor prepares two sheets of paper for each group. On one of the two sheets of paper write Our group # is: on the top, and Our operational definition is: just underneath Our group # is:. This will be used by the groups to review each others operational definitions. On the other sheet of paper write Our group # is:, and underneath in one column write Group # and in another column Number of defect-free crackers. This will encourage proper use of the paper for recording the number of defect-free crackers of each group. Procedure Explain to the participants that they will be grouped together in parties of about 4 to 8 participants. Each group will be given a box of animal crackers and two pieces of paper, and a pen or pencil if needed. Each group should open the box and empty its contents (on a table) for examination. Each group will decide on an operational definition of an animal cracker. Each group will write their group identification (e.g., Group1 or Team Red, etc.) and its operational definition on one of the sheets of paper. This sheet will remain at their respective locations. Each group will then use its operational definition to determine the number of defect-free crackers. On the other sheet of paper the group will write its group identification and, using their own operational definition of a defect-free cracker, will count and record the number of defect-free crackers from its own box.

Procedure (continued) Divide the participants into groups of between about 4 to 8 participants. Have the groups assemble at different locations (or tables in the session room). (Staying in the session room is preferable to allowing the groups to disperse to break-out rooms because it will facilitate the groups moving from one location (or table) to another.) Distribute a packet of supplies (that is, a box of animal crackers, two sheets of paper, and a pen or pencil if needed) to each group. Tell them to start by opening their box and emptying its contents on their table. Tell them to agree upon an operational definition of a defect-free cracker and writing down that operational definition on the appropriate sheet of paper. Also, have tell them to prepare the other sheet of paper as a data collection form. Then have them count and record the number of defect-free crackers using their operational definition. Once all groups have done this, have them rotate to another groups location leaving their operational definition at their location for the next group to use and taking their own data collection sheet to the next location. Using that groups operational definition, have them count that groups number of defect-free crackers and record it and the groups # on their own data collection sheet. Continue to rotate the groups until they have all visited each others box of crackers and operational definitions. At the conclusion of the exercise, each group will have visited every other groups operational definition and crackers; each group will have a sheet of paper listing their group and all the other groups with the respective number of defectfree crackers having used each groups operational definition. Have the groups turn in their operational definitions and data collection sheets. The instructor should write up a data collection sheet on a flipchart or overhead projector film similar to the one shown In figure 1 to facilitate the discussion about the exercise. The data collection sheet might look something like figure 2. Discuss the results, noting particularly the variation in the number of defect-free crackers using the same operational definition. (Tip: Read a few of the operational definition and ask the groups to comment on them.)

Figure 1. Number of Defect-free Crackers

This groups crackers This group counted

Figure 2. Number of Defect-free Crackers

This groups crackers This group counted

Group 1 2 3

Group 3

13

13

14

Group 1 2 3

1
12 4 16

2
14 13 11

Group 3
14 14 12

N
11 15 15

Objective Of Exercise-RTY Demonstrate the impact of process variation on: Rolled Throughput Yield Product Cost Cycle Time Yield Materials yield - shipment qty / total input into step 1 RTY - multiplication of yield (units in spec / total drops) for all three process steps Cost Materials cost - $5 per unit introduced into step 1 Process cost - $2 per drop Cycle time - total time / number of units shipped to customer

Goal Of Exercise Ship 20 good units to customer Maximize yield Minimize: Scrap and rework Total cost Total cycle time