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Five Missing Pieces in Your Standardized Work (Part 1 of 3)
Tweet This Shook, ohn !"#!4#$""% So, how is &our standardi'ed work (S() im)lementation *oin*+ Res)onses to that usuall& )aint an u*l& )icture, -ere.s what / fre0uentl& hear: “We just don’t have the discipline Toyota has to make SW work.” “We put it in place but the people don’t follow it.” “We have trouble transferring good SW from worksite to another.” “We are good at determining the ne !est Way" but people always insist on doing it their way.” “#eople just don’t want to follow it. They like to do their own thing.” “We put in an audit process" but the auditors don’t follow the audit process.” / like to sa& that the To&ota (a& is a socio1technical s&stem on steroids, 2 test for all our lean s&stems is the 0uestion of how well we inte*rate people with process (the social with the technical), 3owhere does that come to*ether more than in the form of standardi'ed work and kai'en, 4& that /.m sa&in* much more than 5ust )ointin* out that our cor)orate lean initiati6es should in6ol6e 7oth En*ineerin* and -uman Resources de)artments, each initiatin* )ro*rams to ele6ate the technical and the social dimensions of work, / am talkin* a7out the wa& work desi*n em7odies 7oth dimensions at the micro le6el at the same time, (hen a worker 7olts in the seat 7elt in the factor& or an office staffer )rocesses a re0uisition in the office, the work will 7e dri6en 7& 7oth the technical and social as)ects of the 5o7 desi*n, 8eaders, 7e warned: &ou cannot sim)l& dictate this from on hi*h, 9ou are in trou7le as soon as &ou find &ourself chasin* com)liance in )ursuit of standardi'ed work, 9ou are chasin* &our tail and &ou:ll ne6er catch it, Rather than controllin* the details of com)liance, e;amine why the worker is not or cannot follow the standardi'ed work, 2sk, <Why can:t &ou follow the standardi'ed work+< The answer to that 0uestion = asked not
Bther terminolo*& often used for <work standards< include 0ualit& standards.am)les include: 2ssem7l& 1 a))l& . kai'en (im)ro6ement) is also )ossi7le.. knowled*e workers. To&ota usuall& calls them out as CDualit& Standards. )ounds of tor0ue Processin* 1 heat treat at . 3e6er confuse work standards with standardi'ed work. Chan*es in the work standards re0uires re6iew of the en*ineerin* desi*n. Those are work standards. usuall& 0uite far from the em)lo&ee. ?on:t confuse standardi$ed work with work standards.. (ork standards are esta7lished durin* )roduct and )rocess de6elo)ment. hours -ealthcare 1 )ro6ide . so manufacturin* com)anies usuall& ha6e some kind of <En*ineerin* Chan*e Re0uest< )rocess in )lace (and. )ractice.. we:ll e. 7& the wa&. /:ll )ro6ide a kind of <outline< that mi*ht hel) as a *uide for &ou to think a7out esta7lishin* standardi'ed work in &our or*ani'ation. To&ota1st&le standardi'ed work for the front1line )roduction o)erator is a matter of three 7asic elements: (!) timin*. Then. thin*s like ser6ice industries. /:m *oin* to *o throu*h fi6e ne*lected or misunderstood or for*otten as)ects of standardi'ed work. ?on:t confuse standardi$ation with commoni$ation. Five Neglected Aspects of Standardized Work ?on:t confuse standardi$ed work with work standards. timin* 1 the timin* demanded 7& the customer and the timin* constraints of )rocessin* ca)a7ilit&
. unam7i*uous means of makin* im)ro6ements (kai'en). s)ecifications. A... and mana*ement. ?on:t tr& to im)ose standardi'ed work without also )ro6idin* a structured im)ro6ement )rocess.. C#T) 1 /n other words.. de*rees for . centered around these fi6e ne*lected as)ects of standardi'ed work: !..)ected )laces. creati6e work. dose Coffee 1 .accusin*l& 7ut in a s)irit of )ure in0uir& = will in6aria7l& lead &ou to une.)lore how to think a7out standardi'ed work for non1 standard work. a. Takt time and c&cle time (TT 6s. 4. or 0ualit& s)ecifications. 2s )art of standardi'ed work. The& com)rise the work that must 7e accom)lished for the )roduct to 7e )roduced in a wa& that successfull& achie6es the desi*n intent of the )roduct or ser6ice. Practice. $. medication at . seconds for an es)resso shot ournalism 1 a weekl& column of . &ou ha6e to first clarify your work standards. and (@) a standard amount of stuff that is in )rocess at an& *i6en time.E Some e. 7ut throu*h a different )rocess than the t&)icall& incremental im)ro6ements of standardi'ed work and a su**estion s&stem.. it:s also a )rocess that is often full of )ro7lems and waste and a *ood )rocess to choose for one of &our first efforts at 7usiness )rocess kai'en). words >or each of the a7o6e. a clearl& defined. en*ineerin* s)ecifications. >inall&. )ractice. 2s a )ractical matter of *ettin* started with standardi'ed work. @. ($) se0uence. ?on:t for*et the critical role of the leader#mana*er..
)arts. determinin* the o)timum se0uence of )roducin* the )roduct or ser6ice = first do 2 then 4 then C c. information.< Fr. and im)ro6ements readil& *enerated. esta7lishin* a 7aseline that can then 7e o7ser6ed for correctness. a routine that can 7e followed. if &ou can achie6e this in all &our o)erations. S1(/P 1 /n other words. esta7lishment of a 7aseline of o)eration from which im)ro6ement is )ossi7le. To&ota refers to it as yokoten. 2nd from there = with )ro)er trainin* and su))ort = she can sol6e )ro7lems and make im)ro6ements. no less.actl& the same in e6er& location 7& e6er& worker. this edict has fallen on deaf or not1read&1to1listen ears. (ith that 7aseline.) Bur aim with standardi'ed work is the former. the amount of in1)rocess <stuff< that is re0uired. /sao Gato.cuse to not turn their em)lo&ees loose with kai'en. Se0uence (includin* la&out and man1machine com7ination with )rocess ca)acit& sheets and S( com7ination ta7le) 1 /n other words. >rom there. he can easil& learn to identif& )ro7lems. so To&ota o)erations )eo)le hardl& e6en need to concern themsel6es with it. m& wa*er is that once &ou ha6e each worker en*a*ed in )ursuin* im)ro6ements in his or her own S(. &ou will )ro7a7l& need to do a lot of detailed work to make the distinctions clear and &ou ma& need to add <re0uired out)ut< to the list for a fourth 7asic element. Standardi'ed (ork. This distinction is full& institutionali'ed in To&ota )roduction o)erations. and su))ort) to com)lete his or her work successfull&. &ou must clarif& &our work standards. This is where concern with <7est )ractice< and seekin* <one 7est wa&< comes in. to not char*e them with makin* su**estions to im)ro6e their own work. &ommoni$ation. >or e. now the o)erator can do P?C2. a foundation for #%&' is esta7lished. Standardi$ation means a *i6en o)eration has esta7lished a standard )ractice. That stuff ma& 7e material. There are of course man& occasions when commoni'ation is also desira7le. Such mana*ers choose instead to worr& a7out kee)in* track of and communicatin*
. on the other hand. 2t &our com)an&. 4ut. means sim)l& that a *i6en o)eration is done the same wa& e6er&where. 4ut. &ou will find &our dissatisfaction that different workers ma& do similar 5o7s a little differentl& to 7e much less of a concern. an assem7l& 5o7 that entails 7oltin* in a seat 7elt or the )rocess for communicatin* a schedulin* chan*e in a dentist office = commoni'ation is doin* those 5o7s e. Then.7. 2s a leader. Fan& com)anies allow this concern to 7ecome an e. (ith the standardi'ed work in )lace. &ou should 7e 6er& ha))&. no more. the real )ri'e here is when we can *et each )erson to follow his or her own S( so that e6er& time the& do the 5o7 the& do it in the same wa&. (ith those standards esta7lished. a 7aseline of com)arison for the human doin* the work to use to discern normal from a7normal. )ractice. (See !eac"a#le Mo$ent colu$n.am)le. &ou ma& wish to also )ursue commoni'ation as needed. ?on:t confuse standardi$ation with commoni$ation. makin* im)ro6ement )ossi7le.< Too often. has hammered this )oint for man& &ears: <4efore &ou can 7e*in with standardi'ed work. the o)erator has the 7asic elements to make it )ossi7le (with trainin*. !. a7normalities easil& identified. To&ota:s <Fr.
the saw1tooth effect of )ro*ress and re*ress Pro7lems re)eat.)ression of the scientific method 1 re0uires a 7aseline of com)arison.)lain and e. unidentified. To e. ?on:t tr& to im)ose standardi'ed work without also )ro6idin* a structured im)ro6ement )rocess. 9ou will ha6e none or limited success with standardi'ed work unless &ou also institute some kind of su**estion s&stem. 4. 2nd &ou can. /m)ro6ement sto)s Gai'en = as an e. unam7i*uous means of makin* im)ro6ements (kai'en). &ou will encounter one of two t&)es of 6er& serious )ro7lems. or process (whether or not la7eled formall& as a Csu**estion s&stemE) that *i6es indi6iduals doin* the standardi'ed work a wa& to make su**estions in how to im)ro6e the work = 2G2 kai$en. like com)anies. im)ro6ement sto)s B)erations = like economies. &ou will 0uickl& sto) worr&in* a7out the fact that worker 2 in )lant 4 ma& )erform the o)eration a little less efficientl& than worker 4 in )lant 2. 9ou can:t do standardi'ed work without kai'en. (hich 7rin*s us 7ack a*ain to the thesis /:6e 7een hammerin* in this s)ace for months. P?C2 not followed. )ai$en without standardi$ed work Chaotic chan*e. like cultures. una7ated Em)lo&ees don.t take initiati6e. like s)ecies = either )ro*ress or decline. human creati6it& wasted Pro7lems re)eat. The essence of kai'en comes down to the )eo)le who do the work $aking suggestions in "o% to i$prove it& /n other words.t do kai'en without standardi'ed work.< F& 7et is that if &ou do unleash the creati6it& of &our )eo)le. What is standardi$ed work( What is kai$en( The& are two sides of the same coin 1 if &ou tr& to ha6e one without the other.)lore: !. that the technical#)rocess side and the socio#)eo)le sides of the e0uation are e*ually im)ortant. Error: Reference source not found
. a clearl& defined. Standardi$ed work without kai$en Em)lo&ee moti6ation is killed.)ect to find trou7le. no root cause anal&sis Pro*ress im)ossi7le to identif&. unsol6ed.<7est )ractice. Se)arate them and e.
/nc H Gnowled*e CenterH ohn Shook:s e8ettersH >i6e Fissin* Pieces in 9our Standardi'ed (ork (Part $ of @) Error: Reference source not found Erro r: Reference source not found Error : Reference source not found Permalink | View Comments (@) | Post a Comment | Error: Reference source not found
Five Missing Pieces in Your Standardized Work (Part ' of 3)
Tweet This Shook. with 3e*lected Piece 3um7er >our 11 practice. (& Practice. 8et:s )ick u) where we left off. )racticeI >or some reason. 5ohn ohn Shook.That:s the first column of three on >i6e Fissin* Pieces in 9our Standardi'ed (ork. )ractice. most of the time most of us come to see our da&1to1da& work as
. Sta& tuned. ohn !"#$"#$""% 8ast column we looked at the first three of m& >i6e Fissin* Pieces in 9our Standardi'ed (ork. Senior 2d6isor 8ean Enter)rise /nstitute.
o)hone )la&ers in the 5a'' world. / su**ested <Ithink of the 7est 7artender or waiter#waitress &ou:6e e6er seen. there was a sa&in* that one could understand the 7asic conce)ts of TPS in three hours. and 7e )roficient in <actuali'in* the conce)ts< of TPS in three &ears. learn to <e. then mo6e to the )recedin* and followin* 5o7s. 4ut. he 7lended his notes with the )assin* traffic so no one heard his new sound until he felt it was read&. <it takes !" &ears to make an en*ineer. -is son* and al7um <The 4rid*e< were instant classics. There is a sa&in* in a)anese. the )rocess of learnin* each of the fi6e or so 5o7s in a team took se6eral &ears. workin* with a coach to re17uild his swin* from the *round u) followin* his first Faster:s win. The focus that lean thinkin* )uts on frontline work chan*es our attitude toward work. 1 Sonn& Rollins. (hen / was there. the s)ecific num7ers that To&ota (or Falcolm Jladwell) )uts on these thin*s is interestin* 7ut not e. e6entuall& masterin* each 5o7 of the team. after (that would 7e 2>TER) achie6in* stardom as one of the 6er& to) sa. athletes. Remem7er mar6elin* at how he or she could handle orders comin* from all directions. Practicin* alone e6er& da& on the (illiams7ur* 4rid*e in 3ew 9ork Cit&. (hen / was at the Takaoka Plant. Jladwell:s !". with e6en its own se)arate -uman Resource ?e6elo)ment ?e)artmentL). 1 Fichael ordan ma& ha6e 7een a7out the most talented )la&er of all time.""" hours of )ractice. artists.mundane. Fusicians )la& e6er& da&. cate*or&. Fusicians. Bf course.)lains that there is *reat e6idence to su))ort the ar*ument that master& of an& skill re0uires a7out !". 2rtists )aint or scul)t e6er& da&.am)les that reminded me of some of m& own fa6orites: 1 Ti*er (oods.actl& the )oint. is
. 2thletes run or swim e6er& da&. )ossi7l& the *reatest 6ictor& e6er in *olf. 1 (hen / was at To&ota. <Three &ears on a rock. Jladwell )ro6ides se6eral e. 1 /n the en*ineerin* and RK? world of To&ota (0uite inde)endent from the rest of the com)an&.""" hours would ordinaril& translate into a7out four &ears of essentiall& full1time effort. took three &ears off to take his )la&in* to a new le6el.< meanin* that it takes a7out three &ears to deeply learn an& su75ect of su7stance. /n the 7ook utliers. lesser. To&ota t&)icall& followed a se0uence where7& workers would first master one 5o7. )rofessionals of an& disci)line can all 7e o7ser6ed as re0uirin* this !". 7ut e6er& o7ser6er and Fichael himself em)hasi'es that the real distin*uishin* factor was that he )racticed harder than an&one else and was the most )re)ared.< Faster& of an& skill re0uires dili*ent )ractice. is that necessar&+ Craftsmen do their work e6er& da&. to hi*her le6el of 6isi7ilit& and im)ortance. it was commonl& stated that. The )oint is I what do you think+ 1MWhat is the fundamental thinking regarding skill development that informs your organi$ation’s approach" system" and methods of developing your people(( (To&ota:s trainin*. or lon*er if )ursued at a more leisurel& )ace. author Falcolm Jladwell e.)lain< the 7asic conce)ts of TPS in three da&s. 4ut we choose to )ut our dail& in a different. /n m& recent column a7out Star#ucks. /t elevates it. without missin* a 7eat. craftsmen.< 1 >or 0uick reference.""" hours hurdle. es)eciall& for em)lo&ees who work on or around the front lines. / *uess it:s 7ecause we do it e6er& da&.
/ e. and was <easier< or )refera7le to me than doin* it the )rescri7ed wa&. -e watched for awhile. howe6er. and o7ser6ed me awhile lon*er. -e listened. their 0uestions and concerns alwa&s center around the worker. and learnin* other similar su))ort o)erations). -e asked me to tr& it the <ri*ht< wa& a*ain. / 0uickl& found m& workaround. learnin*1)acked weeks workin* )roduction 5o7s in the each of the ma5or auto )rocesses: stam)in* 1 7od& weldin* 1 )aint 1 final assem7l& (followed 7& time in the )roduction control office learnin* kan7an calculations.)lainin* that he was fearful that / would hurt m&self if / ke)t u) with m& im)ro6ised re)etiti6e motion o6er and o6er da& after da&. es)eciall& the immediate front1line su)er6isor. and 1 last 7ut not least 1 (@) time allocation is )ro6ided.)erience of si. in addition to sti)ulatin* the se0uence of work elements 1 as noted )re6iousl& under the three elements of S( 1 the indi6idual elements of work are tau*ht usin* the T(/ o7 /nstruction methodolo*& in which man& elements of the 5o7 re0uire a certain <knack< to accom)lish satisfactoril&.)ectations are made clear. learn itL) )& ?on:t for*et the critical role of the leader#mana*er (hen / encounter mana*ers stru**lin* with *ettin* standardi'ed work firml& esta7lished.2. / was too tall for the 5o7 / was assi*ned on To&ota:s Corolla assem7l& line. often 7e*innin* with the role of the leader. e. (This all falls under the headin* of <knack. of course. /n addition to 7ein* relati6el& tall. )atientl& (mostl& )atient) teachin* me each 5o7. /t seemed oka& to me. F& first encounter with S( was in anuar& !%O4 at To&ota:s Takaoka Plant. which was to enter ri*ht le* first. o7ser6in* trainin*. 7ut it meant that m& le*s would *et stuck in an awkward )osition. around how to *et the worker to follow the standardi'ed work. ($) the re0uisite trainin* is )ro6ided. not to 7e s)ecified.ce)tion was made in m& case since / was to )erform that )articular 5o7 for onl& one week and the 5o7 was one that was 7ein* readied for trainees from 3NFF/ who would 7e*in arri6in* a few months later. (hat that adds u) to. safe. 7i**er )ro7lems are alwa&s found well 7efore *ettin* to the worker. the T(/ and S( a))roach stresses that <knack< can and should 7e standardi'ed.t section. followin* the Second (orld (ar. and can therefore 7e im)ro6ed.< (hen To&ota teaches standardi'ed work. 2 little more on T(/ in the ne. and effecti6e manner 1 7utt first. 7ut if &ou don:t know a7out T(/. So.S. / was fortunate to 7e )ro6ided the e. The front1line su)er6isor won:t chan*e his or her 7eha6ior from compliance officer to support for success unless (!) the new e. 4ut.it the 6ehicle in the hi*hl& s)ecified )ro6en. his 7row steadil& furrowed. an e. Nsuall&.heavily informed 7& the Trainin* (ithin /ndustr& (T(/) )ro*ram the& learned from the N.)erience with standardi'ed work and the role of the team leader. / found it hard to do the 5o7 e. /t was in final assem7l& that / had m& most intense e. which was to enter and e. feet tall and To&ota:s *uidelines in a)an would ordinaril& ha6e )laced me in other 5o7s rather than *ettin* in and out of a Corolla A"" times a da&. and soon asked me wh& / couldn:t do it as / had 7een instructed. Perha)s F& (a& seemed easier to me at the time. 4ut. 7ut the )osition / was
. Enterin* ri*ht1le* first was no )ro7lem in and of itself.actl& as instructed. 2ll m& leader#mentors were outstandin*. So. is standardi'ed work for the su)er6isor. Peo)le *enerall& assume <knack< to 7e an indi6idual thin*. m& le*s are lon* for m& hei*ht. /.m si. uncon6inced.)lained that it was easier for me to do it m& wa&.) F& team leader o7ser6ed what / was doin*.
some less 1 the 6ehicles were arran*ed in a se0uence 1 a heijunka se0uence 1 that assured that two hi*h1content 6ehicles ne6er succeeded each other. im)ro6ements.
Error: Reference source not found Then / noticed that the *rou) of o7ser6ers huddled. En*ineerin* needs to desi*n work that is eas& to )erform in a standard wa&. Sim)l&. Fiddle mana*ement needs to su))ort the front1line su)er6isor so that he or she has the T/FE a6aila7le that is necessar& to
. F& team leader tried out the new )rocedure.. / disco6ered later.tra time to chat or di6ert m& attention as / did m& 5o7. / 7e*an to feel his o7ser6ation and m& awkward work slowl& attract a crowd. / e. as / did the 5o7 and he o7ser6ed. dee)l&. well. ensure it for safet& and effecti6eness. there would alwa&s 7e a lower content 6ehicle that re0uired less time in 7etween) and / usuall& had no e. we are *oin* to . oka& for now. 6er& . some ad5acent team leaders. (hen the 3ew Fethod seemed to work to his and the others: satisfaction (man& heads noddin* a))ro6al.maintainin* to do the work would surel& cause strain which would in5ure me o6er time. 7ut there is a role here for senior leadershi) as well. / *a6e his su**estion a tr&. 7ut still man& furrowed 7rows as well 1 this was im)ortant stuff). Then. m& team leader ta))ed me on the shoulder. and there are as)ects to the desi*n of successful work that don:t necessaril& a))ear on the 6arious standardi'ed work worksheets. en*a*ed in intense discussion. watchin* me work. the team leader (front line su)er6isor) must understand the work. and other )ro7lem sol6in*. closel&. everyone has a role to )la& here. instructed me to ste) aside. o7ser6e the work . and eas& to im)ro6e. 6ehicles would )ass throu*h that had different o)tion content. the new )rocedure worked for me. neither the ori*inal S( wa& nor m& im)ro6ised method. 4ut. we:ll work on efficiencies. -e and the others had come u) with a 3E( wa& to do the 5o7. with concern on his face. 2nd. and took o6er m& 5o7. )eo)le should 5ust do their 5o7s 7etter. Peo)le assume that S( is workin* and if it isn:t.. / didn:t ha6e time to worr& much a7out it. a safet& s)ecialist. sure enou*h found it 6er& hard to )erform the work that wa&. Fost im)ortantl&. -e said. and others / didn:t know where all standin* there. as the& 7roke their huddle.. first we are *oin* to o7ser6e the work closel&. Too often. So.. the *rou) leader (m& team leader:s 7oss). as / now 5oined all the others in o7ser6in*. 7ut. Then. The other o7ser6ers had included. Sure enou*h. safet& comes first.. he asked me what / thou*ht. akin to an 2merican foot7all huddle. and to the satisfaction of the im)rom)tu task force. Then.)lained that / would reall& ha6e to *o 7ack to doin* it F& (a&. / com)lied with his instructions and tried a*ain doin* the 5o7 the standard wa&. F& takt time and c&cle times were a7out AP seconds (on a6era*e. S( is 6iewed as one of those mundane thin*s that are taken for *ranted. More on leaders &&& /:6e 7een discussin* here the ke& role of the front1 line su)er6isor. 7e*innin* to end. so some would re0uire well o6er AP seconds. 4efore lon*. So.. a*ain clearl& uncon6inced. and a*ain stood there o7ser6in* me as / did the 5o7. which the& all a*reed was *oin* to in5ure me if / ke)t it u).
we are *oin* to take res)onsi7ilit& to ensure that the worker learns. is su))orted and *i6en e6er& o))ortunit& to succeed in com)letin* the standardi'ed work EVER9 time he or she )erforms the work. (hen / worked at the Corolla )lant in To&ota Cit&. 2t some )oint e6er& hi*h le6el o75ecti6e comes down to a matter of how someone on the front lines )erforms his or her work. ?o we think science isn. rou*hl& half of the team leader:s time was made a6aila7le to hel) his team mem7ers when the& *ot into trou7le. an& cor)orate o75ecti6e or initiati6e is 5ust talk or words on a )iece of )a)er.t.
. This is what we:6e 7een e. it is 6er& rare that / see this kind of commitment to su))ort the frontline su)er6isor in su))ortin* the worker. E6en for those kinds of work. >irst. <?o we make that kind of su))ort a6aila7le to our workers . the scientific method. the ru77er meets the road. here is where &ou should 7e askin* &ourself here. as the sa&in* *oes. To&ota1st&le. This is where. success is still a matter of 1 Timin* 1 Se0uence and content (includin* <knack<) 1 -ow much <stuff< we need to com)lete the work 1 But)ut * .tensi6el& a7out standardi'ed work. c& +evel 3 = knowled*e17ased or ser6ice or )ro5ect17ased work * . esta7lishin* conditions in which P?C2 is )ossi7le. remains woefull& misunderstood. 2nd he had onl& fi6e or so workers to su))ort. Nntil it:s reflected in someone:s standardi'ed work. Senior mana*ers need to take the time to understand what S( reall& is and how it is nothin* if not a mechanism to ena7le them to achie6e their cor)orate o75ecti6es. S(. standardi'ed work for )roduction workers. misa))lied and often disre*arded. and then carr&in* out structured learnin* and im)ro6ement c&cles. Pro6idin* that su))ort is the role of the leader: +uch less policing of compliance to enforce SW. what a7out standardi'ed work for non1standard work++ This to)ic is less a matter of a <here:s how To&ota does it< and more of a 0uestion to e.)lore to*ether.)lorin* in this column #& +evel ' = su))ortin* re)etiti6e work * .. 7ut it should 7eL So whatI (hat shall we make of this discussion of standardi'ed work+ Two moti6ations dro6e me to write a 7it e. much more support to enable success. So. That is called science. / discussed this 7riefl& in 3e*lected 2s)ect 3um7er >i6e = the role of the leader. / think of S( in three le6els (this is similar 7ut different to the To&ota 6iew): a& +evel 1 1 re)etiti6e )roduction1t&)e work * .. / think one reason for it 7ein* ne*lected relates to m& second moti6ation. So. +< 2s / 6isit com)anies. Standardizing non*standard %ork 3ow that we:6e esta7lished a 7aseline understandin* of 7asic. S(#kai'en 6ersus creati6e or knowled*e work Standardi'ed work is 288 a7out P?C2.t creati6e+ -ah = )erha)s it often isn. that most 7asic of 7uildin* 7locks for an& lean s&stem.su))ort the workers.
and People of Standardized Work /n the last two columns. 1 4aseline for im)ro6ement. /n other words. ii. remem7er what &ou want it for: !) Commitment not com)liance $) /m)ro6ement not stead& state
. Se6eral )eo)le 0uickl& re0uested a column on what. and People.t reall& se)arate them. / introduced fi6e ne*lected as)ects of standardi'ed work. iii. and e6en difficult to do it the wron* wa&. /ncor)orate these thin*s when settin* a7out to esta7lish standardi'ed work. Process. Purpose i. That comes first. 1 Feans of en*a*in* the )eo)le who do the work. &ou can. the s)ecifications. the work desi*n must also include the <human factors< considerations that make it )ossi7le to do the 5o7 the ri*ht wa&. 2t the end of the da&. e. as defined 7& the technical re0uirements. The work desi*n must )roduce the re0uired out)ut. 4ut. S( is. Poor desi*n of the work could easil& ha6e led to the mistake 7& the worker and the su7se0uent 0ualit& failure. -ook at your standardi$ed work and structured improvement process . ohn !"#$Q#$""% #art 2 A Si$ple -utline for t"e Purpose. -ere:s a 0uick introductory outline. /nc. followin* 8E/:s Three P framework of Purpose. Senior 2d6isor 8ean Enter)rise /nstitute.actl&. where the real work of the or*ani'ation takes )lace.kai$en/ 0 that is where you will find your culture1 5ohn ohn Shook./ want to em)hasi'e that well1desi*ned standardi'ed work will reco*ni'e all the social factors that *o into )roducin* *ood 0ualit& in a re)eata7le wa&. Error: Reference source not found Erro r: Reference source not found Error : Reference source not found Permalink | View Comments (!) | Post a Comment | Error: Reference source not found
Five Missing Pieces in Your Standardized Work (Part 3 of 3)
Tweet This Shook. (hich 7rin*s us 7ack to the thesis that the technical#)rocess side and the socio#)eo)le sides of the e0uation are e*ually im)ortant. and as s)ecified 7& the en*ineerin* desi*n of the )roduct. Process. 1 Feans of reali'in* attainment of or* *oals at the frontlines.
1 (ork standards ii. )arts. 8e6el $ 1 su))ortin* re)etiti6e work iii. timin* 1 the timin* demanded 7& the customer and the timin* constraints of )rocessin* ca)a7ilit& 7) Se0uence (includin* la&out and man1machine com7ination (with )rocess ca)acit& sheets and S( com7ination ta7le) 1 /n other words. information. )ractice 6. no more. S( kai'en 6ersus creati6e or knowled*e work i. 2ssi*n *reater and *reater res)onsi7ilit& 2nd remem7er: The technical#)rocess side and the socio#)eo)le sides of the standardi'ed work e0uation are e*ually im)ortant. standardi'ed work and kai'en trainin* has re)laced F.e. ownershi) ii. o7 Relations (/n To&ota:s case. )ractice. 1Standard )rocess for makin* chan*es (i. 7ut com)anies would 7e well1ad6ised to consider startin* with F. 1 o7 /nstruction. )erformance iii. 1 B7ser6ation and )rocess stud& i6. inno6ation. 1 Three 4asic Elements of S( a) Takt Time and c&cle time (TT 6s. o7 Fethods. Feans of en*a*ement. C#T) 1 /n other words. Su**estion S&stem) People i. P?C2 (Lean Product and Process Development 7& 2l (ard/ 6i. make )eo)le think and take res)onsi7ilit& 6ii. That stuff ma& 7e material. the amount of in1)rocess <stuff< that is re0uired. 8e6el ! 1 re)etiti6e )roduction1t&)e work ii. determinin* the o)timum se0uence of )roducin* the )roduct or ser6ice 1 first do 2 then 4 then C. 1 Safet&. then consider To&ota1st&le S( later) $) Skills Fatri. 0ualit&. im)ro6ement not followin* the rules 4) /nitiati6e not followin* orders Process i. 6. S( for non1standard work a. no less. Coachin*. (ell1desi*ned standardi'ed work re)resents the technical and human dimensions of work in e*ual measure. Each worker as entre)reneur iii. learn a7out it. 8e6el @ 1 knowled*e17ased or )ro5ect17ased work 7. in6ol6ement. Three le6els of S( i. Trained !) T(/ 1 Trainin* (ithin /ndustr& 1 /f &ou don:t know a7out this )ro*ram. 0uestionin* (ri*ht 0uestions). not tellin*. c) S1(/P 1 /n other words. 1 2 )lan for e6er& )ersonL @) Practice.am)le of assem7l&
. DC and SS i6. The e.11HThere is no stead& stateL @) Creati6it&. )ro7lem1sol6in*.
ed )osition. The first decision is whether to let the 6ehicle continue to its <fi. he or she notifies the su)er6isor 7& )ullin* the cord which illuminates a li*ht on the andon 7oard. That:s 7ecause if the line sto))ed immediatel&. the work of each worker on the line would ha6e 7een interru)ted.ed )osition< at which )oint the line will sto). Cha)ter >our: To&ota calls this the <>i.line standardi'ed work from Kaizen Express is a )erfect illustration: Error: Reference source not found
>rom )ai$en 34press. the work of e6er& worker alon* the assem7l& line is tied to*ether. The su)er6isor reacts 7& s)eedin* immediatel& (within the worker:s 5o7 c&cle) to the station that is e. rather it continues until it reaches a <fi. choreo*ra)hed to start and sto) at the same time.ed Position Sto) S&stem.)eriencin* the )ro7lem and makes a set of decisions. (hen the worker sees a )ro7lem. safet& or other )ro7lems. Error: Reference source not found
. causin* 0ualit&.< The line does not sto) immediatel& when the worker )ulls the cord.< where it will sto) unless the su)er6isor )ulls it a*ain to reset it. So. -ere:s how it works.
. Senior 2d6isor 8ean Enter)rise /nstitute.8ook at &our standardi'ed work and structured im)ro6ement )rocess (kai'en) 1 that is where &ou will find &our cultureL 5ohn ohn Shook. /nc.