N-LEAN-B100 Bronze Certification Workbook PDF

Feb 2013
Bronze Certification Workbook

N-B100 - Rev. 02-14-2013
Contents
1. Your Lean Six Sigma Journey and the Bronze Certification ........................................................................ 3
2. Learning Objectives and Material per Module .......................................................................................... 5
3. Lean Six Sigma Introduction ..................................................................................................................... 9
4. Problem Solving Overview ..................................................................................................................... 16
5. Eliminating Waste ................................................................................................................................. 30
6. People Skills for Leaders ........................................................................................................................ 36
7. PDCA – 8 Step Practical Problem Solving ................................................................................................ 43
8. DMAIC ................................................................................................................................................... 47
9. DMADV ................................................................................................................................................. 50
10. 8D ......................................................................................................................................................... 56
11. Flowcharts............................................................................................................................................. 60
12. Pareto Chart .......................................................................................................................................... 63
13. Fishbone Diagram .................................................................................................................................. 66
14. 5 Whys .................................................................................................................................................. 71
15. Control Charts ....................................................................................................................................... 75
16. Relationship Charts ............................................................................................................................... 79
17. Kaizen Event .......................................................................................................................................... 86
18. 5S .......................................................................................................................................................... 92
19. A3 Report .............................................................................................................................................. 97
20. Mistake Proofing ................................................................................................................................. 100
21. Visual Management ............................................................................................................................. 104
22. One Piece Flow .................................................................................................................................... 107
23. Standardization ................................................................................................................................... 112
24. Glossary of terms ................................................................................................................................ 115
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Your Lean Six Sigma Journey and the Bronze Certification
1. What is the Bronze Certification?

The Bronze certification is the first step on your
Jabil Lean Six Sigma journey. The Bronze
certification provides the basic awareness
about the Lean Six Sigma principles, systems
and tools focus on eliminating wasteful
activities within your workcell, area or
function.
2. What do I need to complete the Bronze Certification?

Bronze certification requires completing three steps:
Training consists of working with your Lean Six Sigma Manager to complete each of the
Bronze Certification Modules. We recommend taking notes during training and leveraging
your Bronze Certified colleagues for additional mentoring and coaching. The preferred
training method is instructor based; however, Bronze modules are also available online.
Application is critical to solidify your understanding of the Lean principles, systems and
tools. Your 5 projects should be completed while you learn the modules. Use the Quick
Reference Handbook, Single Point Lessons and this Bronze Workbook as reference while
working on your projects
The Bronze Certification Exam will test your understanding and comprehension of the
Lean principles, systems and tools. The Bronze Exam is open book open notes and limited to
60 minutes. You can test your readiness with some sample exam questions available in the
Lean portal.
Through your Lean Six Sigma journey, it is important that you have the needed support.
Mentor. Your Lean Six Sigma Manager is a subject matter expert in Lean Six Sigma. Leveraging your Lean
Six Sigma Manager knowledge and experience will ensure you are able to become a Bronze Certified.
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3. What would I learn through the Bronze Certification?

The Bronze certification is organized in 22 learning modules, each about 30 minutes duration, covering three topics:
Awareness: To have a common understanding of what Lean Six Sigma principles, systems and tools are and
why required in Jabil
Problem solving: Provide a systematic and data-driven approach to identify, analyze and resolve problems
based on the problem at hand.
Foundation Solutions: Provide the foundations solutions or countermeasure to eliminate waste, variation
and overburden
The learning content or Body of Knowledge for the Bronze Certification is based on the American Society for Quality (ASQ),
The Society of Manufacturing Engineers (SME), the Association for Manufacturing Excellence (AME) and the Shingo Prize
for Operational Excellence.
4. How is this workbook organized?

This workbook is designed for you to enhance your learning experience during classroom and on-line training or even when
working on your projects. The material is organized following the learning sequence: Awareness, Problem Solving and
Foundation solutions.
 The first section of this workbook provides you with a list of learning objectives for the 22 learning modules, a
comprehensive list of the available training material in the Lean Portal.
 The second section contains individual summaries for each learning module with key questions to reflect and space
to take your own notes or comments.
 In the final section of this workbook, there is a glossary of the most common Lean Six Sigma terms.
We hope this workbook helps you to enjoy your classroom or online training.
Sincerely,
Jaime Villafuerte
Director, Lean Six Sigma Education
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Learning Objectives and Material per Module
Learning Module Learning Objectives Training Material Available

I. Lean Six Sigma Awareness
1. Lean Six Sigma  Explain why Jabil is adopting LSS  Single Point Lesson (P-105)
Introduction  Define Waste  Summary
 Explain how LEAN and SIX SIGMA tools  Lean Guiding Principles (P-152)
complement each other
 Explain what the 4 P's mean
 Explain how LSS has evolved
 Explain how to achieve bronze certification at
Jabil
2. Problem Solving  Define the tool (what it is)  Single Point Lesson (P-110)
Overview  Explain the benefits/outcomes of using the tool  Summary
(why we use it)  Problem Solving Methodologies(P-
 Choose an application for the tool (how to use 125)
it)
3. Lean Six Sigma  Define the tool (what it is)  Single Point Lesson (P-123)
Tools Overview  Explain the benefits/outcomes of using the tool  Summary
(why we use it)
 Choose an application for the tool (how to use
it)
4. Eliminating Waste  Identify waste  Single Point Lesson (P-106)
 Distinguish between Value-added and Non-  Summary
value-added  8 Wastes Quick Reference (P-124)
 List the eight deadly wastes  8 Wastes Poster (P-134)
 Identify examples of the eight deadly wastes  Waster Observation form (F-109)
 Explain what the gemba walk is  8 Wastes at the office Game
 Coffee Kaizen Video
 Gemba walk with Imai Video
 Gemba walk (P-144)
5. People Skills for  List the two principles that Lean Six Sigma  Single Point Lesson (P-145)
Leaders focuses on to develop capable people  Summary
 Explain the difference between Soft and Hard  People skills self assessment
skills  Masaaki Imai on leadership
 List the key skills necessary to be a Lean Six
Sigma Leader
 Identify some success factors to be an effective
coach
 Identify some guidelines to be an effective
mentor
 Explain the difference between traditional
‘bossing’ and ‘coaching’
 List some things a manager can do to facilitate
successful change
 Identify the four main stages of change
 List the three main goals of project
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managements
II. Problem Solving
II. 1. Methodologies:
6. PDCA  Identify the four steps in PDCA  Single Point Lesson (P-127)
 Explain what happens at each of the four steps  Summary
 Identify a problem for which PDCA is the best
approach
 Identify the eight steps (Practical Problem
Solving) used in the PDCA approach
7. DMAIC  Define and describe the 5 phases of DMAIC  Single Point Lesson (P-101)
 Qualify if a problem is a candidate for DMAIC  Summary
 List at least 3 deliverables in each phase of  DMAIC Form (F-103)
DMAIC  Project Chapter Form (F-101)
 SIPOC form (F-102)
 Swim-Lane Flowchart Form (F-
105)
8. DMADV  Understand the core concepts of DMADV  Single Point Lesson (P-126)
 Describe the five phases of DMADV  Summary
 Know when to use DMADV  DMADV Form (P-104)
9. 8D  Identify the steps of the 8 Discipline  Single Point Lesson (P-163)

Methodology  Summary
 Explain the objective and deliverable of each
step
 Identify what tools to use through the 8
Discipline Methodology
 Understand the response time to complete
each step
Tools:
10. Flowcharts  Define Flowcharts
 State the benefits of using flowcharts  Single Point Lesson (P-130)
 Identify three commonly-used flowcharts in  Summary
Lean Six Sigma  Flowchart cheat sheet (P-131)
 Identify the common flowchart symbols
 Explain when in LSS projects flowcharts can be
used
 Distinguish common flowchart mistakes
11. Pareto  Define the Pareto Chart  Single Point Lesson (P-129)
 State the benefits of using the Pareto Chart  Summary
 Describe how to build a Pareto Chart
 Determine when to use the Pareto Chart
 Create a Pareto Chart
12. Fishbone Diagram  Explain what a Fishbone Diagram is  Single Point Lesson (P-132)
 Identify when using a Fishbone Diagram would  Summary
be helpful
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 Explain how to create a Fishbone Diagram

 Recognize the attributes of a Cause & Effect
Priority Matrix
13. 5 Whys  State the purpose of Root Cause Analysis  Single Point Lesson (P-136)
 Describe the 5 Whys  Summary
 Know when to use the 5 Whys
 Apply 5 Whys
 Utilize the 3 Way 5 Whys approach
14. Controls Charts  Understand what a control chart is  Single Point Lesson (P-156)
 Comprehend when to use control charts  Summary
 Read control charts  Control Charts Simulation
 Identify different variation patterns
15. Relationship Charts  Understand relationship charts and its types  Single Point Lesson (P-157)
 Comprehend usage of relationship charts in  Summary
PDCA, DAMAIC, 8D and DMADV
 Read relationship charts
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Foundation Solutions
16. Kaizen Event  Explain kaizen  Single Point Lesson (P-135)
 Describe kaizen event  Summary
 Identify the major roles and responsibilities in a  Kaizen Event Storyboard (P-149)
kaizen event
 State at least three behavioral, communication
and mindset expectations in a kaizen event
17. 5S  Define 5S  Single Point Lesson (P-138)
 State the benefits of using 5S  Summary
 List the five steps of 5S  5S numbers game
 Identify how to apply 5S in Lean Six Sigma
projects
18. A3 Report  State the purpose of the A3 Report  Single Point Lesson (P-139)
 Identify two critical elements of the A3 Report  Summary
 Explain how to create an A3 Report  A3 Report Form (F-108)
19. Mistake Proofing  Explain Mistake proofing  Single Point Lesson (P-162)
 Recognize types of errors  Summary
 Identify devices, types of prevention, and target
areas
20. Visual Management  Define Visual Management  Single Point Lesson (P-137)
 State the benefits of using Visual Management  Summary
 List the steps involved in implementing Visual  Blue Wall (P-147)
Management
 Define Visual Control
 List examples Visual Management features
21. One Piece Flow  Define One Piece Flow  Single Point Lesson (P-140)
 State the benefits of One Piece Flow  Summary
 List the steps in creating One Piece Flow  Continuous Flow and Pull
 List the types of flow System Simulation (P-111)
 List the types of layout design  One Piece Flow versus Batch
 List the requirements for One Piece Flow Simulation
 Define Line Balancing
22. Standardization  Define Standardization  Single Point Lesson (P-156)
 State the benefits of using Standardization  Summary
 List the stages in cycle of improvement
 Define what Standardization IS and IS NOT
 List the types of standards
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Lean Six Sigma Introduction Notes Section
I. Learning Objectives
 Explain why Jabil is adopting LSS
 Define Waste
 Explain how LEAN and SIX SIGMA tools complement
each other
 Explain what the 4 P's mean
 Explain how LSS has evolved
 Explain how to achieve bronze certification at Jabil
If someone asked you to explain “What is Lean Six Sigma really about?”, what would
you say? By the end of this learning module, you will be able to answer that question.
I. Why should we bother implementing Lean Six Sigma? Why should we bother
To answer this question, Dr. Deming, the famed implementing Lean Six Sigma?
quality guru, once stated, “It is not necessary to ____________________________
change. Survival is not mandatory.” In other words,
____________________________
to survive and thrive requires us to make a
conscious decision to accept the changes in our ____________________________
environment and take action to adapt to the new ____________________________
conditions before it is too late. ____________________________
The global economic crisis has shown that this is an ____________________________
imperative for all of us in order to prosper and even ____________________________
survive that we continuously change and improve at
____________________________
a personal level and as a company.
____________________________
For most of us, changing the way we think and
operate is not easy, plus, to a certain degree; we all ____________________________
have a fear of the unknown. As Deming noted: “each of us is called to make a
conscious decision to change and adapt for the sake our own survival”. What are three powerful trends
Three powerful transformation trends that have transformed the way
To understand a bit more about the need for change and adaptation, let’s review three we do business?
powerful trends that have deeply transformed the way we do business. ____________________________
a. Global competition: Competition has been expanded to become global. It doesn’t ____________________________
matter where you live or work, without a doubt, at this very moment; someone is ____________________________
trying to do what you do for less, with better quality and faster.
____________________________
b. Elevated customer expectations: Because of the global competition and the tough
economic situation at-hand, our customers are becoming more demanding in their ____________________________
expectations. They’re demanding better quality, faster delivery and lower cost like ____________________________
never before.
c. Higher complexity and variation of products that we manufacture: Products and How does complexity affect our
services have become more sophisticated and thus more complex to manufacture capabilities?
and provide. Just by looking at the products Jabil manufactures, it’s not difficult to
____________________________
notice the trend of the dramatic increase in number of components and parts. To
respond to this product and service sophistication, our processes are required to ____________________________
become exceptionally capable in order to enable us to put more components ____________________________
within a smaller footprint, at a faster pace, while maintaining or even increasing ____________________________
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quality and always reducing costs. ____________________________

To illustrate how current levels of complexity affect the need for more capable ____________________________
processes, we’ll use a “flow” system composed of values. Each valve represents a ____________________________
component or part we need to put together to complete at overall system or
____________________________
product.
____________________________
We’ll start with 1 component or valve that is functional 95% of the time. If we add
another valve in series; both operating 95% of the time, our overall system ____________________________
performance is 90%. Now we’ll add a few more for a total of 5. With each valve or ____________________________
component operating 95% of the time, we can calculate the overall yield by ____________________________
multiplying the individual performance of each component as shown. So with 5 ____________________________
valves, our overall efficiency now drops to 77%.
____________________________
If we continue increasing the complexity of our system to hundreds or even
____________________________
thousands of components, as we often-times do nowadays with most of the
products and systems around Jabil, a 95% ____________________________
# of Parts Performance
success rate of each component is not enough.
1 95.0%
The challenge is that in the past, what was an What is the challenge that we
2 90.3%
acceptable performance of 95% for each step face nowadays?
5 77.4% or component is no longer acceptable due to
100 0.6% ____________________________
the higher complexity of our products. As you
1,000 ? ____________________________
might anticipate, this trend of higher
Higher complexity effect complexity is not going to slow down any time ____________________________
soon which now challenges us to dramatically ____________________________
improve our capabilities. For instance, to have an overall success rate of 95% with ____________________________
100 components we need for each step to be at least 99.95% capable. ____________________________
In conclusion, these three trends have made the traditional methods for managing ____________________________
resources and processes ineffective in this new and challenging environment.
II. What is Lean Six Sigma? What is Lean Six Sigma?
Now that we understand the need for change, we’ll explain what Lean Six Sigma is, and ____________________________
how it can help us. ____________________________
Lean Six Sigma is a business excellence strategy that enables us to quickly respond to ____________________________
the customers’ needs by developing capable people who create lean processes using
____________________________
the scientific problem solving.
____________________________
Our customers are the purpose of Jabil’s existence and this philosophy is at the core of
Lean Six Sigma. The business excellence ____________________________
strategy helps us to succeed and rapidly ____________________________
respond to customers by developing ____________________________
capable people, implementing lean ____________________________
processes and by using a scientific problem
solving approach.
What are the 4 P’s and how they
IV. Lean Six Sigma 4 P’s Model
related to Lean Six Sigma?
This is what we call the 4 P’s; “purpose”;
____________________________
“capable people”; “lean processes” and
“scientific problem solving”. ____________________________
Lean Six Sigma is not about tools, or new ____________________________
technology, or equipment or working harder; Lean Six Sigma is all about working ____________________________
smarter – not harder. And working smarter in Lean Six Sigma means embracing and ____________________________
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living by the 4 P’. We’ll provide a bit more detail for the 4-P’s here. ____________________________
 The first “P” is about “Purpose” or providing the value sought by our customers. ____________________________
Jabil only exists if we are actually able to resolve our customer’s problems. ____________________________
 The second “P” is about “People”. Developing lean processes is done by people ____________________________
who are grown internally and understand our Jabil values and principles. They
____________________________
respect and challenge team members to grow together with people involvement.
 The third “P” is about developing lean processes. In a “lean (perfect) processes” ____________________________
each step meets 5 attributes as it was described by Dr. Womack who coined the ____________________________
term “lean”: The first is that we desire every process step to be “valuable”, with ____________________________
no waste as judged by the customer; it’s a relentless pursuit of waste elimination.
____________________________
Second is “capable” where we consistently strive for zero defects. Third; the
process must always “available” ready whenever is needed. Forth, it must be ____________________________
“adequate” with just enough capacity, and finally, Flexible, to quickly adapt to ____________________________
changes in customer demand. ____________________________
 The forth and last “P” relates to “problem solving.” Problem solving dictates a ____________________________
rigorous, systematic and data-driven methodology to identify, analyze and resolve
____________________________
problems based on 4 principles: (1) continuous, organizational learning, (2) go and
see for yourself to thoroughly understand the situation, and (3) making decisions ____________________________
slowly, by consensus; thoroughly considering all options and implementing the ____________________________
decisions quickly. (4) Finally, decisions are made based on data, not opinions. ____________________________
While each of these 4 elements -Purpose, People, Processes and Problem Solving- ____________________________
individually are common, the most important is having all the elements together as a ____________________________
system that must be practiced every day in a very consistent manner – not in spurts –
in a concrete way on the shop floor and in the office.
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III. Eliminating Waste What is the main objective of

In this way, we persistently target and remove waste or non-value-added from our Lean Six Sigma? And how do we
daily jobs, any activity or process until it becomes a daily practice. pursue it?
a. Defining Value from the customer’s perspective ____________________________
To do that we start examining our processes from the customers’ perspective. The first ____________________________
question is always: “what does the customer want for this process?” so we define ____________________________
“value” from the customer’s perspective. ____________________________
b. Observing the Entire Value Stream ____________________________
The next step is to observe the ____________________________
entire value stream and separate
____________________________
the value-added steps from the
non-value-added steps to target ____________________________
and remove non-value-added ____________________________
activities. ____________________________
While all non-value-added ____________________________
activities should be immediately ____________________________
eliminated, in some cases we may
____________________________
not be able to do so in the current
conditions due to regulation, ____________________________
contractual or large working capital requirements. However, we have many other ____________________________
opportunities to eliminate waste as it has been said that non-value-added activities ____________________________
account as much as 95% of any typical process.
____________________________
c. Respecting people
____________________________
As we pursue the waste elimination aspect of Lean Six Sigma, we should never forget
____________________________
its most important aspect: Respect for people. The core of Lean Six Sigma requires the
utmost respect for Jabil associates because lasting elimination of waste is done ____________________________
through the minds and hearts of people.
IV. Lean versus Six Sigma? How do Lean and Six Sigma work
Many people get confused about the terms “lean” and “six sigma” and often times together?
view them as opposite approaches, while in reality, both lean and six sigma are ____________________________
complementary. When lean and six sigma are combined the resulting benefits are ____________________________
much greater than when they are used individually.
____________________________
Depending on the problem at hand, some tools are more effective than others. As
____________________________
with most organizations, including Jabil, there is virtually an endless supply of
problems, and consequently many opportunities for improvement: large, medium, and ____________________________
small. ____________________________
As we learn Lean Six Sigma, we will learn more about tools that will help us understand ____________________________
and decompose the problems we encounter at work. Some of these practical tools ____________________________
include: 5Whys, Value Stream Mapping and Fishbone diagrams. In other cases we will ____________________________
need more statistically-oriented, six sigma tools such as “Analysis of Variance” or
____________________________
“hypothesis testing”. These tools we just mentioned and others will be discussed in
future modules. For now, it’s important that you recognize that “the specific problem ____________________________
we’re trying to solve will dictate which tools we’ll use”. ____________________________
VII. The right tool for the specific problem How do we decide to use Lean or
As a rule of thumb, either Lean or Six Sigma tools are selected depending upon the Six Sigma?
level of complexity in each situation. Typically, most of our problems, maybe as much
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as 80% to 90%, can be resolved using quick cycles of improvement known as plan-do- ____________________________
check-act or PDCA. ____________________________
In each PDCA cycle, countermeasures or solutions are implemented to deal with a ____________________________
problem. Successful countermeasures are standardized; otherwise, a new PDCA cycle
____________________________
starts. This quick turn-over of cycles of improvement in massive numbers is a
characteristic of a Lean approach. ____________________________
However, as the complexity of the issues increase we’ll definitely need a more in- ____________________________
depth level of documentation and analysis to understand the problem called DMAIC or ____________________________
Define-Measure-Analyze-Improve-Control which is used in Six Sigma projects. ____________________________
As you can see the using lean and Six Sigma are complementary when they are used ____________________________
according to the problem at hand. ____________________________
V. History of Lean Six Sigma What can we learn from the Lean
In order to truly understand what Lean Six Sigma is, it’s important we understand Six Sigma’s evolution?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
some of its history. Many people assume that lean thinking started in Japan by the ____________________________
founders of Toyota which is not true.
____________________________
 In fact in 1574, King Henry III watched the Venice arsenal produce finished galley ____________________________
ships every hour using continuous flow processes.
 When we fast forwarded to 1799, we discover Eli Whitney perfecting the concept ____________________________
of interchangeable parts. ____________________________
 Japan in 1902; Sakichi Toyoda revolutionized the manufacturing world with the ____________________________
invention of the concept “Jidoka”. Simply put, Mr. Toyoda discovered a way to ____________________________
make his mother’s automatic looming machine stop running when a piece of
____________________________
thread broke instead of continuing to run and creating additional amounts of
wasted product. This would become a pillar of the Toyota Production System. ____________________________
 In 1910, Henry Ford put into practice continuous flow and the automobile modern ____________________________
assembly line was born. In 1911, Sakichi Toyoda traveled to the U.S. to study ____________________________
Ford’s revolutionary way to product the Model T. ____________________________
 It is in 1950 that an American statistician named Edwards Deming trained
____________________________
hundreds of Japanese engineers, managers, and scholars in the concepts of quality
and ”Statistical Process Control” also known as SPC. Deming’s message was a very ____________________________
simple one: “improving quality will reduce expenses while increasing productivity ____________________________
and market share”. A number of Japanese manufacturers applied his techniques ____________________________
and experienced unheard-of levels of quality and productivity. The quality ____________________________
improvements, combined with the lower costs, created new international demand
____________________________
for Japanese products.
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 It is in 1950 that Taiichi Ohno, while working as Plant Manager at Toyota, started ____________________________
experimenting with something called “Kanban” used to control work-in-process ____________________________
between operations. While Ohno is credited as one of the first to use many of the ____________________________
lean tools, he lived by the scientific problem solving approach, taught by Deming,
known as Plan-Do-Check-Act cycle and made it the core of the Toyota Production ____________________________
System. ____________________________
 Later, in 1962, Shigeo Shingo, a Japanese Industrial Engineer working for Toyota, ____________________________
participated in creating solutions to drive continuous flow such as “Quick ____________________________
Changeover” or “Single Minute Exchange of Die”; sometimes called “SMED”.
____________________________
 It was in late 1970’s that Mikel Harry, an engineer working for Motorola, began
experimenting with problem solving through statistical analysis which became the ____________________________
standard approach throughout Motorola. Later, he successfully engaged other ____________________________
companies such GE and Allied Signal to use this approach. ____________________________
 It is in 1990, that a research team led by Professor James Womack from MIT first ____________________________
coined the term “Lean”. Womack concluded that Toyota was by far the most
____________________________
efficient automobile company in the world and the term “lean” was used to
describe the Toyota Production System. ____________________________
While Lean and Six Sigma have evolved from different companies, the two main ____________________________
principles that tie them together are the pursuit of value creation from the customer’s ____________________________
perspective and the application of the scientific problem solving approach. You will ____________________________
find that Lean Six Sigma is used in the office place, in the military, in healthcare and ____________________________
many other environments.
VI. Why is Lean Six Sigma important to you and to Jabil? Why is Lean Six Sigma important
By 1921, Henry Ford’s company manufactured 56% of all the cars produced in the to you and to Jabil?
world while General Motors share was only 13%. Ford’s standardized mass production ____________________________
system and continuous production flow made his company the most successful car ____________________________
manufacturer for many years.
____________________________
Despite his triumphs and brilliance, Henry Ford failed to adapt to a new age of
____________________________
consumers, those looking more than just price. His famous quote that “customer can
get any car and color that they want as long as it is a black Model T” is the epitome of ____________________________
his rejection of the customer. ____________________________
In 1925, Ford market shared dropped to 40% while GM raised to 20%. By the end of ____________________________
1929, General Motors surpassed Ford as the largest manufacturer of the world. ____________________________
Ford disregarded basic consumer desires such as color, and style and new ____________________________
developments such as the closed-car model. On the other hand, General Motors at ____________________________
that time chose a different path by defining value from the eyes of the customer and
____________________________
giving choice of color, size, and style. Beyond freedom of choice, Sloan also gave
consumers “freedom of purchase” by offering cars on installment payment plans. ____________________________
Something that Henry Ford didn’t do for another 30 years. ____________________________
No company or person is unfaultable, we have to always “adapt to our customer’s ____________________________
needs.” As Deming noted: “each of us is called to make a conscious decision to change ____________________________
and adapt for the sake our own survival”.
____________________________
To conclude our history, on June 8, 2009, GM filed for bankruptcy protection and
____________________________
reorganization in the United States.
____________________________
In conclusion The key of Lean Six Sigma is continuous improvement done by
everyone at Jabil to meet and exceed customer’s needs and expectations.
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VII. Next steps in your Lean Six Sigma journey How can you learn more about
Now that we’ve almost completed this module, here are some recommended next Lean Six Sigma in Jabil?
steps you might consider to learn ____________________________
more about Lean Six Sigma at Jabil ____________________________
and our Lean Six Sigma certification
____________________________
program.
____________________________
Make yourself more knowledgeable
and available for growth within Jabil ____________________________
by pursuing Jabil’s Lean Certification ____________________________
road path which is available to all ____________________________
Jabil employees. Then, seek out your ____________________________
local Lean Six Sigma Manager. This is
____________________________
a person that has been designated as
a Lean Six Sigma expert in your ____________________________
region. ____________________________
Finally, start your Lean Six Sigma journey by participating in local Kaizen events or ____________________________
projects. Perhaps brainstorm potential improvement ideas with your co-workers; ____________________________
things that will help to streamline your work environment.
____________________________
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Problem Solving Overview Notes Section
 Identify three reasons problem solving is an essential
skill at Jabil
 List the three kinds of problems
 Identify the three main problem-solving approaches
in Lean Six Sigma
 Choose the right methodology for different problems
I. Why we need to learn problem solving Why do we need to learn problem
solving?
Our survival and success as a company and even as individuals are based on our ability
to solve the daily problems, small or big, that appear and prevent us from reaching ____________________________
what we pursue. Having an efficient and effective problem solving approach provides ____________________________
us with fundamental advantages over others to achieve our personal and professional ____________________________
goals. ____________________________
Problem solving is the core of Lean thinking and the Toyota Production System from ____________________________
which Lean was originally developed. Problem solving is also the core of the Six Sigma
____________________________
methodology. For both Lean and Six Sigma, we are required to use structured problem
solving approaches depending on what problem we are dealing with. ____________________________
____________________________
Finally, problem solving makes us focus on solving problems instead of copying
counter-measures or solutions that may or not resolve a problem that we are ____________________________
currently having or should be trying to solve.
II. What is a problem? How do we define a “problem” in
Lean Six sigma?
In Lean Six Sigma, we define a problem as any deviation from the standard or as a gap
between the actual and the target condition. It can also be defined as an unfulfilled ____________________________
customer need. ____________________________
In most cases, based on the previous definition of a problem, we can classify problems ____________________________
into one of three categories. ____________________________
Problem Category I: a standard is not Problems are classified in the three
achieved categories:
For instance, when our target is 100% ____________________________
on time delivery and we experience ____________________________
82% on time delivery, our actual ____________________________
performance doesn’t meet the
____________________________
standard.
____________________________
____________________________
Problem Category II: a standard is achieved but a higher standard is now required ____________________________
The second problem category occurs when the standard is achieved but a higher ____________________________
standard is now required. Following the previous example for on time delivery, let’s
____________________________
say we were currently performing at 100% on time delivery with a 2-week lead
time. Now, our customers may ask us to reduce our lead time to 1 week while still ____________________________
maintaining 100% on time delivery. ____________________________
____________________________
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Problem Category III: performance to the standard varies (not consistently achieved) ____________________________
The third category of problems occur when our performance to the standard varies, ____________________________
in other words the standard is not consistently achieved. This is a form of mura, or ____________________________
unevenness which is one of the 3 sources of waste and is presented in the learning ____________________________
module “Lean Six Sigma Awareness.”
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
III. Problem solving approaches How can we choose the problem

solving approach to use?
There are many different types of problem solving approaches to choose from.
____________________________
Depending on the problem at hand, we should choose the one which helps us get the
best results based on the resources and time available. ____________________________
Within all organizations, including Jabil, there is virtually an endless supply of ____________________________
problems, and consequently many opportunities for improvement. We may, in our ____________________________
day-to-day work, refer to these problems as “issues”. These issues or problems fall into ____________________________
three broad categories: Large, Medium, and ____________________________
Small.
When should we use Just do it and
Just do it and kaizen blitz’s kaizen blitz?
For small problems that may not require much ____________________________
time or resources it’s sometimes possible to ____________________________
quickly fix them and move on. These might be
____________________________
likened to so called “low hanging fruit”
initiatives. In this case, we can use one of the ____________________________
simplest problem solving methodologies ____________________________
available known as “just do it”! ____________________________
Another way to tackle small problems is by using “kaizen blitz’s” which are small ____________________________
improvements that a person or group of people can do very quickly to resolve and ____________________________
eliminate small problems. When should we use PDCA cycle or
Plan-Do-Check-Act Cycle (PDCA) and Practical Problem Solving the Practical Problem Solving?
Medium-sized problems require more time and resources to eliminate than small ____________________________
problems. Usually, medium problems require a multi-disciplinary team and affect ____________________________
one or more processes. In these cases, the problem solving approach that best fits is ____________________________
the Practical Problem Solving which is used by Toyota and is based on the PDCA or
____________________________
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Plan-Do-Check-Act cycle. PDCA is introduced in the “Lean Six Sigma Awareness” ____________________________
training module and is covered in more detail in the PDCA module and A3 Report ____________________________
module.
____________________________
The Practical Problem Solving approach is a simple and straightforward ____________________________
methodology making this approach ideal for
____________________________
most problems. For one thing, the issues
encountered by most associates on a daily ____________________________
basis require only basic analytical skills. In ____________________________
addition, the “Practical Problem Solving” can ____________________________
be applied rapidly while other methodologies
____________________________
tend to be lengthy and laborious. Most
importantly, because of that the Practical ____________________________
Problem Solving approach can be learned and ____________________________
used by all employees and provides a ____________________________
tremendous leverage from the combined When should we use DMAIC or
efforts of many problems solvers each making frequent, small, continuous DMADV?
improvements.
____________________________
Define, Measure, Analyze, Improve and Control (DMAIC) and Define, Measure, ____________________________
Analyze, Design and Verify (DMADV)
____________________________
Another extremely powerful problem
____________________________
solving approach finds its roots in the Six
Sigma methodology. Six Sigma practitioners ____________________________
have used the DMAIC, or Define, Measure, ____________________________
Analyze, Improve, and Control process to ____________________________
attack problems associated with variation ____________________________
and defects, especially when advanced
statistical analysis is required. ____________________________
____________________________
When a new design of processes or
product is required, the Six Sigma approach ____________________________
best suitable is DMADV or Define, Measure, ____________________________
Analyze, Design and Verify. We cover each ____________________________
of these methodologies in later training modules. ____________________________
Other methodologies ____________________________
There are other problem solving methodologies available. For instance, Ford Motor ____________________________
Company adopted a problem solving process known as “8 Disciplines” which is used
to deal with engineering problems.
IV. Practical Problem Solving What do the A3 report and
Practical Problem Solving have in
As we previously mentioned, Practical
common?
Problem Solving is based on the Plan-
Do-Check-Act or PDCA cycle which we ____________________________
will consistently reference, learn and ____________________________
use during our lean journey. ____________________________
In addition, Practical Problem Solving is ____________________________
a proven approach extensively used by ____________________________
Toyota and other lean companies. For
____________________________
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instance, Toyota uses a version of this approach known as “Toyota Business Practice” ____________________________
which is the cornerstone for its continuous improvement activities. ____________________________
Further, the A3 report which is the one-page form used to solve problems in many lean ____________________________
companies is built around the 8 steps of the Practical Problem Solving. ____________________________
Let's introduce the 8 Step Practical Problem Solving. Later we will cover each step in ____________________________
detail following a case study; but for now, let’s become familiar with these 8 steps ____________________________
which are a detailed explanation of how the PDCA cycle works.
____________________________
____________________________
____________________________
____________________________
What are the 8 steps of the
Practical Problem Solving?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Step 1- Clarify the problem ____________________________
____________________________
The first step in the process requires us to “clarify the problem” or in other terms,
we must clearly describe the current situation while going to see with our own eyes ____________________________
in order to get the facts. We also want to answer the question: “have we contained ____________________________
the problem to protect the customer” even if this means we implement a ____________________________
temporary solution.
In Step 1, why is important to “go
Step 2 – Breakdown the problem and see” with our own eye?
The second step in the process requires us to “break down the problem” into ____________________________
smaller, more specific problems. Again, we want to see the actual problem or ____________________________
situation with our own eyes. During this step, we will study the different inputs and ____________________________
outputs to scope and prioritize our efforts.
In Step 1, why is important to
Step 3 – Set a target contain the problem?
Next, once we have scoped the problem, it’s time to set a target that we will ____________________________
achieve. This is important because it forces us to make a commitment. The target ____________________________
should be a challenge but also it should help us limit the scope becoming a “must
____________________________
do” target. This target should take us one step closer to our ideal, in other words, it
doesn’t have to be a huge leap to perfection instead we’ll focus to take one solid In Step 2, why do we study the
step at the time. different inputs and outputs?
Step 4 – Analyze the root cause ____________________________
____________________________
The step four has us analyze the root cause. To do this, once again, we need to “go
to see” the problems for ourselves instead of relying what a report describes. ____________________________
During this step we will focus to identify “points of cause” which is the starting point In Step 3, why is important to set a
of root cause analysis. However, there might be multiple “points of cause” so we target?
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must drill down to identify the root cause using tools such as “5 Why” and Ishikawa ____________________________
diagram. We will review these tools in detail in later problem solving modules. ____________________________
Step 5 – Develop countermeasures ____________________________
A proper root cause analysis will point us to the action needed for the removal of In which step do we use “5 Why”
the root-cause. and “Ishikawa diagram”?
To do so, you and your team will need to make a plan to develop countermeasures ____________________________
and that is step 5. The plan must include “how, where, who and when” to pursue ____________________________
multiple countermeasures.
In conclusion, step 5 is to put in action your ideas based on the analysis and work of ____________________________
previous steps. In which step do we put in action
Step 6 – See countermeasures through your ideas?
Step 6 requires us to see the countermeasures through as we implement them ____________________________
quickly as a team. To accomplish this, it is important to seek the help and ideas of ____________________________
many people. You want also to communicate the status regularly while turning the
____________________________
PDCA cycle again and again.
Perhaps the best advice we can offer on this step is never give up. No doubt you will In which step do we see
encounter obstacles and challenges but your willingness to persevere and battle countermeasure through?
through these situations will make the difference between success and failure. ____________________________
Step 7 – Evaluate results and processes ____________________________
Step 7 is often called the “follow-up phase” as we evaluate both the results and the ____________________________
process. During this step, you might like to ask the question: “was this an effective
countermeasure or just luck?” ____________________________
Step 8 – Standardize success, learn from failures ____________________________
Finally, step 8 of Practical Problem Solving challenges us to standardize success ____________________________
using something the Japanese call “yokoten”, which loosely translated means “to In which step might you ask: “was
copy and expand good kaizen ideas to other areas while also identifying unresolved this an effective countermeasure or
issues.” just luck?”
In addition to standardizing successes, we must face and learn from unresolved
____________________________
issues. In fact, we should never shy away from these challenges as failure to address
them can lead to problems which will reappear in the future. ____________________________
Finally, at step 8 we must set the next targets for improvement since “No problem is ____________________________
a problem” is so very true. What do we mean with “No
problem is a problem”?
____________________________
____________________________
____________________________
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Lean Six Sigma Tools Overview Notes Section

 Define the tool (what it is)
 Explain the benefits/outcomes of using the tool (why
we use it)
 Choose an application for the tool (how to use it)
As a Bronze Level student, you aren’t expected to be an expert with the LSS tools. This How are the basic Lean Six Sigma
course will give you a very basic overview of some of the most commonly-used tools at tools grouped?
Jabil. ____________________________
As you begin applying what you’ve learned, it will likely be with the guidance of your ____________________________
site’s LSS coach, who will provide support and direction as you plan your project and ____________________________
determine which tools best meet your project’s needs. What are the 5 steps to eliminate
Each of the tools are grouped following the 5 steps to eliminate waste which starts waste?
with “defining value” through our customers’ eyes. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
How could you decide when to use
each LSS tool?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Keep in mind that each tool’s purpose is to help us progress through each of the 5
____________________________
steps based on the specific problem at hand. The 5 steps will guide you on deciding
when to use each tool. ____________________________
To know more about the 5 steps to eliminate waste review the Eliminating waste ____________________________
module. ____________________________
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II. Observe the entire value stream What is a Value Stream?

Following the 5 steps to eliminate waste, let’s now review Value Stream Mapping ____________________________
which is the main tool used in step 2 where we “Observe the entire value stream” ____________________________
What is a Value Stream? ____________________________
 A sequence of activities, both value added and non-value added, required to ____________________________
produce a product or service ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
What is a Value Stream Mapping?
____________________________
 A technique to analyze and design the material and information flows of an entire
What is a Value Stream Mapping?
value stream
____________________________
 A ‘big picture’ view of the value stream, current and future states, to make waste
visible and to identify steps to eliminate it ____________________________
____________________________
Mapping this Value Stream, allows us to identify pain points. These may be
inefficiencies, redundancies or simply missed opportunities for improvement. In other ____________________________
words, waste! ____________________________
By addressing the entire Value Stream we avoid isolated improvement efforts that ____________________________
could have a negative impact to the overall system. What does Value Stream mapping
What does it do? do?
____________________________
 Provides us with the shared future-state vision to be achieved by the team
____________________________
 Defines the actions and priorities to achieve the future-state vision
____________________________
 Exposes waste and identifies opportunities for improvement
____________________________
 Focuses on the entire Value Stream, avoiding isolated efforts ____________________________
When do you use it? ____________________________
 Create a common vision of the changes When do we use Value Stream
 Resolve conflict about resources and priorities among team members to Mapping?
implement improvements ____________________________
 Understanding of the whole value stream is missing ____________________________
____________________________
____________________________
III. Make value-added steps flow What is Visual Mgmt?

1. Visual Management ____________________________
____________________________
What is it?
____________________________
 Techniques to make waste and abnormal conditions visible
____________________________
What does it do?
22
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 Develops solutions to eliminate ____________________________

waste ____________________________
 Improves efficiency through ____________________________
effective communication ____________________________
When do you use it? ____________________________
 Improve First-Pass-Yield (FPY) ____________________________
 Lower total cost and improve ____________________________
communication ____________________________
 Improve workplace safety ____________________________
Visual Management is self-explaining, ____________________________
self-regulating and self-controlling ____________________________
Visual Management translates critical ____________________________
info into visual stimuli:
____________________________
 Used to clarify goals
 Enhances employee commitment to success ____________________________
Implementing Visual Management requires three steps: ____________________________
Step 1: Organize your workplace: 5S methodology ____________________________
Step 2: Make work standards visible in the workplace ____________________________
Step 3: Control all your workplace processes by exposing and stopping errors ____________________________
2. 5S What is 5S?
What is it? ____________________________
It is the methodology of 5 ____________________________
steps focuses on creating ____________________________
and maintaining an ____________________________
organized workplace to
____________________________
eliminate waste.
____________________________
Why use it?
Enables anyone to ____________________________
distinguish between ____________________________
normal and abnormal ____________________________
conditions at a glance, ____________________________
Sets the foundation for
____________________________
continuous improvement,
zero defects, cost ____________________________
reduction, and a safe work ____________________________
area, and ____________________________
Involves everyone in eliminating waste ____________________________
S1- Sort: Keep what is needed and remove everything else
S2-Set in Order (simplify): Arrange all necessary work items according to the workflow ____________________________
and make them easy to locate (label) and use ____________________________
S3-Shine: Remove all forms of contamination such as dirt, dust, fluids and other debris ____________________________
S4-Standardize: Develop systems and procedures to maintain and monitor the first 3 ____________________________
S’s by incorporating them into everyday work activities
____________________________
S5-Sustain: Develop discipline to continue the application, understanding and
improvement of the 5S systems and procedures ____________________________
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____________________________
Takt Time ____________________________
____________________________
What is it?
It is the time needed to produce one quality part to meet customer demand. It is ____________________________
calculated as: What is Takt Time?
____________________________
Takt Time = Effective Working Time per Shift ____________________________
Customer Requirement per Shift
____________________________
Why use it?
Aligns manufacturing rate to demand rate. ____________________________
Focuses on customers’ needs ____________________________
Prevents waste ____________________________
How to use it? (Manufacturing example)
____________________________
1. Calculate Effective working time per shift
Shift: 6 a.m. to 2:30 p.m. with 20-minute lunch and 10-minute break. 10 minutes ____________________________
daily staff meeting. 5 minutes 5S cleaning workstation. ____________________________
Total Time: 8.5 hrs = 510 min. ____________________________
minus lunch time & breaks : 510 – 20 – 10 = 480 min. ____________________________
minus set-up and maintenance : 480 – 10 – 5 = 465 min.
____________________________
Effective working time: 465 min. x 60 sec = 27,900 sec.
Do not subtract unscheduled down time ____________________________
2. Calculate Customer requirement for shift ____________________________
Demand: 1300 units per day. 1 shift per day. = 1,300 units ____________________________
3. Calculate Takt time
____________________________
Takt Time = 27,900 seconds = 21 sec./unit
1,300 units ____________________________
“Every 21 seconds we need to produce a unit to meet our customer demand” ____________________________
____________________________
3. Continuous flow ____________________________
What is it? ____________________________
It is the ideal state of efficient operations, where batch sizes are replaced by working ____________________________
on one unit at a time and passing each piece to the next process without delay and
____________________________
only when it is requested.
It is also commonly referred to as “one piece flow” or “make one, move one.” ____________________________
Creating continuous flow is a journey. Trying to implement one piece when our ____________________________
processes are not ready will make more harm than good. What is continuous flow?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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Batch & Push Processing ____________________________

____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Continuous Flow
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Why use it?
 Reduces Lead time. The average lead time, actual time required to produce a unit ____________________________
from start to end, decreases as units don’t need to queue and wait. ____________________________
 Makes the defects visible much sooner. Defects and variation within the process ____________________________
and production flow are more pronounced and visible in continuous flow. With ____________________________
batch flow, much of this waste can easily be hidden and is only discovered when all
____________________________
the units of the batch are at the last step and even when all units are incorrectly
completed. ____________________________
 Eliminates waste: Since we are producing only what is needed and when it’s ____________________________
needed, overproduction, unnecessary inventory, movement, transportation and ____________________________
other types of waste will decrease. ____________________________
4. Standard Work ____________________________
____________________________
What is it?
It is the description of the best practice performed by people and machines. It consists ____________________________
of three elements: ____________________________
1. Cycle Time – how long should it take ____________________________
2. Work Sequence – which order What is Standard Work?
3. Work-In-Process (WIP)
____________________________
Why use it?
Exposes problems (deviations from standard) ____________________________
Makes operation rules explicit ____________________________
Defines a baseline for future improvement ____________________________
____________________________
5. Cellular Layout
____________________________
What is it?
____________________________
It is the combination of equipment, material and people in close proximity to maximize
flexibility, create flow and minimize non-value-added. Frequently, they are in a “U” or ____________________________
“C” shape in order to allow cross-trained operators to move from one process to the ____________________________
other during the work cycle. ____________________________
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Batch & Push Layout What is Cellular Layout?

____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Cellular Layout
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Why use it?
____________________________
 Eliminates waste
 Creates capacity flexibility ____________________________
 Allows for production flow to be seen. Contrary to a batch layout, people ____________________________
supporting the line and building the product can see when a problem surfaces and ____________________________
can quickly act to maintain product flow to the customer.
____________________________
6. Mistake Proofing ____________________________
____________________________
What is it?
It is a structured approach to achieve mistake-free ____________________________
processes by preventing errors from occurring in ____________________________
the first place, or detecting errors in the process as ____________________________
early as possible.
____________________________
Why use it? ____________________________
Prevents defects from occurring What is Mistake Proofing (Poka-
Stops defects from passing into the next process Yoke)?
Liberates people from machines ____________________________
When do you use it? ____________________________
 Find errors occurring too frequently or in an attempt to prevent errors
____________________________
 When tolerance for errors is zero
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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7. Quick Changeover or SMED What is Quick Changeover?

What is it? ____________________________
Quick Changeover or Single Minute ____________________________
Exchange of Dies (SMED) is a series of ____________________________
methods that aims to reduce the time ____________________________
and effort for equipment changeover
(setup) to an absolute minimum ____________________________
without adversely affecting quality. ____________________________
Why use it? ____________________________
 Increases flexibility by enabling ____________________________
production of greater variety of
____________________________
parts in smaller batches
 Ensures that the value flows from ____________________________
start to finish ____________________________
 Reduces inventory by eliminating overproduction ____________________________
 Optimizes the use of resources by minimizing machine downtime ____________________________
What isTPM?
8. Total Productive Maintenance (TPM)
____________________________
What is it? ____________________________
It is a series of methods that ensures every piece of equipment in a production process
____________________________
is always able to perform its required tasks so that production is never interrupted. It is
a team-based and continuous activity that enhances normal equipment maintenance ____________________________
activities and involves every worker. ____________________________
Why use it? ____________________________
 Increases Overall Equipment Effectiveness (OEE): Availability, Performance and FPY
____________________________
(Quality level)
 Reduces emergency downtime and need for “firefighting” (work that must be done ____________________________
in response to an emergency) ____________________________
 Increases employees skill levels, knowledge and involvement ____________________________
 Promotes cooperation and respect between the maintenance and production ____________________________
teams
____________________________
When do you use it?
 Flow is frequently interrupted due to equipment problems ____________________________
 Overall Equipment Effectiveness is low ____________________________
____________________________
9. Layered Process Audit (LPA): ____________________________
What is it? What is LPA?
It is a set of audits focused on proactively identifying deviation from standards within ____________________________
critical processes as a way to prevent failures. The three elements of LPA are: ____________________________
1. A set of audits focused on critical processes
2. Layers of auditors from all areas of management ____________________________
3. A system of reporting and follow-up processes to ensure containment and drive ____________________________
improvement ____________________________
Why use it? ____________________________
 Changes our behavior from reacting to failures to preventing them
____________________________
 Ensures critical processes are properly ready to work
 Provides opportunities for management to “go and see” as the first step for ____________________________
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problem solving ____________________________

 Makes opportunities for improvement visible and drives corrective and preventive ____________________________
actions
____________________________
When do you use it?
 Avoid going back into old habits ____________________________
 Critical process are not followed ____________________________
____________________________
IV. Let Customers Pull ____________________________
10. Pull System (Kanban) ____________________________
What is it? ____________________________
It is a method of using visual ____________________________
signals (kanban) for triggering or ____________________________
controlling the flow of
materials between processes What is a Pull System (Kanban)?
____________________________
internally or with outside
suppliers. ____________________________
Why use it? ____________________________
 Prevents overproduction as demand varies ____________________________
 Provides specific production instructions of timing and quantity
____________________________
 Serves as a quick visual control tool for production (are we ahead or behind
schedule?) ____________________________
 Establishes a tool for continuous improvement (reduction of the number of
kanban)
V. Continuously repeat the previous steps
1. Better practices sharing (Yokoten) What is Yokoten or Better practices
sharing?
What is it? ____________________________
It is the process of horizontal
learning of practices from ____________________________
one area to other areas as ____________________________
the final step of kaizen. ____________________________
Contrary to top-down ____________________________
approach, Yokoten focuses
____________________________
in peer-to-peer sharing as
the final step of a kaizen ____________________________
project. ____________________________
Why use it? ____________________________
 Multiplies proliferation ____________________________
of kaizen ideas (short-
term results) ____________________________
 Speeds improvements by implementing better practices ____________________________
 Develops learning habits (long-term results) ____________________________
 Teaches not only better practices but also the reasoning behind them ____________________________
____________________________
2. Reflection (Hansei)
What is Hansei or Reflection?
What is it?
____________________________
It is the process of reflecting on ideas or experiences in order to learn from successes
or failures to improve oneself in the future. It is a key step in kaizen, both for personal ____________________________
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improvement and for process improvement in business. ____________________________

Taiichi Ohno liked to say "Check is hansei". The "check" step of PDCA (Plan, Do, Check, ____________________________
Act) is an opportunity to reflect and learn before the Act / Adjust step in the PDCA
____________________________
cycle.
Why use it? ____________________________
 Ensures we understand the causes of success or failure ____________________________
 Avoids repeating the same mistakes in the future ____________________________
 Reinforces our sense of humility as we can’t never stop learning and improving ____________________________
ourselves
____________________________
Hansei or reflection is about helping each other to improve (constructive criticism.) No ____________________________
matter how good a project was, there is always something that can be improved. ____________________________
Create the habit to have hansei meetings in critical points of a project to continuously ____________________________
improve and pursue perfection
____________________________
VI. Six Sigma What is Six Sigma?

What is Six Sigma? ____________________________
____________________________
Project-based approach focused on reducing variation through the systematic
application of the Define-Measure-Analyze-Improve-Control (DMAIC) problem solving ____________________________
approach and the use of statistical methods ____________________________
What is a Sigma Level? ____________________________
Sigma level measures variation. The higher the sigma level … ____________________________
 The smaller the variation ____________________________
____________________________
 The more capable the process
____________________________
 The smaller the probability of defects
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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Notes Section
Eliminating Waste
 Identify waste
 Distinguish between Values-added and Non-value-
added
 List the eight deadly wastes
 Identify examples of the eight deadly wastes
 Explain what the Gemba walk is
Eliminating waste is at the heart of Lean Six Sigma. However, before we start Why recognize waste is important
eliminating waste we need to learn how to recognize waste. As Shingo said “The most for eliminating waste?
dangerous kind of waste is the waste we do not recognize.” Waste that goes unnoticed ____________________________
can quickly multiply into bigger problems that manifest later when we will require more ____________________________
time, resources and energy to eliminate them.
____________________________
II. Value-Added and Non-Value-Added How do we recognize waste?
To recognize what waste is we start by examining any process from the customer’s ____________________________
perspective. The first question is always: “what does the customer want for this
____________________________
process?” Through the customer’s eyes, we can observe the entire value stream or a
specific process ____________________________
(manufacturing, ____________________________
information, or ____________________________
service) and ____________________________
separate the
value-added ____________________________
steps from the ____________________________
non-value- ____________________________
added steps. ____________________________
While we must focus on our external customers, we must never forget that we have Who are our internal customers?
internal customers at the very next step in the process to which we provide products, ____________________________
components or information before they get to the external customer.
____________________________
For any activity or process step to be considered value-added, the three following
What is a value-added activity or
conditions must be present:
process?
(1) The customer must be willing to pay for ____________________________
(2) Change in form, fit or function of the product or service, and ____________________________
(3) The change or transformation must be done right the first time ____________________________
If any of these conditions is missing the activity or process step is non-value-added. ____________________________
While all non-value-added activities are waste and should be immediately eliminated; What is a non-value-added activity
the fact is that we may not be able to do so in the current conditions due to regulation, or process?
contractual and process requirements. However, we have many other opportunities to ____________________________
eliminate waste. It is said that non-value-added activities account for as much as 95% of ____________________________
any typical process. Examples of value-added activities are:
____________________________
 Manufacturing: placing SMT components on a circuit board, box building ____________________________
components, integrating subassemblies
____________________________
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 Office: purchasing components, transfer funds to vendor, enter customer ____________________________

specifications ____________________________
Now we can observe the entire value stream or a process and separate the value-added ____________________________
steps from the non-value added steps. We can apply this to any process – ____________________________
manufacturing, information or service.
III. The 8 Deadly Wastes Which are the 8 deadly wastes?
A practical way to learn to recognize waste is by using the 7 deadly wastes originally ____________________________
identified by Taiichi Ohno which now are eight as one more form of waste was later ____________________________
added. To remember the 8 deadly wastes, we use the mnemonic “TIM WOODS”: ____________________________
____________________________
11. Transportation: The first waste is transportation or conveyance which is the What is the waste of
movement of materials that adds no value to the product or service using carts, transportation or conveyance?
trucks, forklifts or simply your ____________________________
arms and legs. While means of ____________________________
transportation such as conveyors
____________________________
are better than manually moving
products between disconnected ____________________________
processes they are still a type of ____________________________
transportation waste since they ____________________________
require space, energy and
____________________________
maintenance. Examples of
transportation waste are: ____________________________
 Manufacturing: moving parts ____________________________
or equipment in and out of ____________________________
storage, moving materials to ____________________________
quality assurance, moving
Can you give 2 examples?
parts between processes.
 Office: retrieving or storing files, carrying document to and from shared files, ____________________________
taking files to another person, getting signatures, unnecessary e-mails. ____________________________
12. Inventory: The second waste is inventory which is any material or work on What is the waste of inventory?
hand other than what’s needed right now to satisfy customer demand. Some ____________________________
examples of inventory waste are:
____________________________
 Manufacturing: excess raw materials, work in process, finished goods, supplies
and spare parts ____________________________
 Office: files waiting to be work on, open projects, office supplies, e-mails waiting ____________________________
to be read, unused reports ____________________________
13. Motion: Any extra movement by people that doesn’t add value is motion What is the waste of motion? How
waste. While transportation waste can be confused with motion waste, remember can you differentiate between
that motion is a people waste. The reality is that most motion is wasteful and can be motion waste and transportation
identified by breaking manual activities in smaller portions. In most cases as much as
waste?
50% or our motion is wasteful. Identifying motion waste is particular important in
order to reduce accidents, improve quality and productivity. Examples of motion ____________________________
waste are: ____________________________
 Manufacturing: searching for materials or parts, reaching for tools, lifting, ____________________________
arranging, and turning. ____________________________
 Office: searching for files, additional keystrokes, clearing away files from a desk,
____________________________
gathering information from multiple sources, searching through manual or files.
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The following is a check list for looking for motion waste you can use: ____________________________
Feet: Stopping, Empty walking, stepping backwards, taking a half ____________________________
step or hesitating ____________________________
Eyes: Searching for something, choosing, verifying, aiming for the ____________________________
right spot
____________________________
Hands or arms: Holding, repositioning item in hand, one hand idle, moving ____________________________
arms out of the strike zone
____________________________
Torso: Turning, bending down, stretching, putting tension, pulling ____________________________
or leaning back
What is the waste of waiting?
14. Waiting: Next is the waste of waiting which is any idle time when people, Why is waiting less visible?
materials, information or equipment is not available when required. This waste is ____________________________
usually less visible than the others because it’s often replaced by overproduction or ____________________________
busy work; therefore when waiting becomes visible, do not let people from work just
____________________________
to “keep busy” since busy work often does more harm than good. Examples are:
 Manufacturing: people waiting for parts, waiting for visual aids, machine repairs, ____________________________
changeover or people. ____________________________
 Office: controller waiting for info to close financial statements, waiting for a call ____________________________
or email, waiting for computers, queuing at photocopy machine, waiting for ____________________________
latecomers to meetings.
____________________________
15. Overproduction: The next waste is referred as the worst of the wastes –
overproduction – which occurs when we make more products or information than What is the waste of
the customer requires. The reason overproduction is the worst waste because it overproduction? Why is it referred
causes most of the other wastes. Producing more than the customer wants by any as the worst of the wastes?
operation in the process leads to a build-up of inventory somewhere downstream ____________________________
which will require more storage space which in time will require more transportation ____________________________
and motion to get the parts that we need, and will cover up problems such as waiting ____________________________
or variability in demand. Some examples of overproduction waste are: ____________________________
 Manufacturing: making extra parts to cover for scrap, forecast production,
____________________________
economic order quality lot sizes, piece rate production, producing large batches
to avoid setups. ____________________________
 Office: providing more information than the customer needs, more information ____________________________
than the next process needs, making extra copies, producing unneeded reports. ____________________________
16. Over processing: Next, we experience the waste of over processing when
What is the waste of over
operations or tasks create non added-value from the customers’ perspectives. Over
processing? Why is it the hardest
processing uses more resources, space or energy than was truly required. This form
to understand and learn?
of waste is definitely the hardest to understand and learn to see since the most
____________________________
common causes are a lack of understanding of customer needs
 Manufacturing: unnecessary operations, inspection, checking, overly tight ____________________________
specifications, bad design, multiple testing. ____________________________
 Office: unnecessary operations, inspecting or checking, repeated manual entry of ____________________________
data, creating reports ____________________________
17. Defects: Any product or service that does not meet customer’s specifications or
What is the waste of defects? Why
the subsequent correction steps become the next form of waste – defects. This
is it related to the hidden factory?
waste is related to the “hidden factory” concept which accounts for all the processes
____________________________
and resources that are allocated to correct products or services.
 Manufacturing: scrap, rework, repair, missing parts, yield loss at startup. ____________________________
 Office: missing information, editing, rework, data entry errors, loss records, ____________________________
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pricing error ____________________________

18. Skills unused: Finally, but more certainly not least, unused employee creativity What is the waste of unused
or underutilized people’s skills deals with the waste of human potential. People in people’s skills?
every organization have great ideas inside of them. Leaving those ideas untapped by ____________________________
not engaging or listening is certainly waste.
____________________________
____________________________
IV. The three Ms: non-value-added (Muda), overburden (Muri), unevenness (Mura) What are the three M’s?
____________________________
While eliminating non-value-added activities is critical, two other dimensions of waste
are just as important in Lean Six Sigma. In fact, focusing exclusively on only the eight ____________________________
wastes can actually hurt productivity of people and the processes. These two additional ____________________________
dimensions are overburdening people or equipment and unevenness or variation ____________________________
which are identified by Muri and Mura respectively from their Japanese translation. ____________________________
Muri and Mura along with Muda, which is non-valued-added or waste, are identified as
the three M’s. ____________________________
____________________________
 Muda or non-value-added is the best known and most commonly recognized type
of waste. It includes the eight wastes. Muda is any “wasteful” activity that we all do ____________________________
in our daily jobs, regardless of whether we work in an office or on the shop floor. ____________________________
 Muri or overburdening people or ____________________________
equipment can be considered the What is Muri or “overburdening
other extreme of Muda where a person people or equipment”?
or machine is pushed beyond natural
____________________________
limits. When Muri is ignored we create
safety and quality problems in people ____________________________
and breakdown and defects in ____________________________
equipment. Examples are: ____________________________
o Manufacturing: machine breakdown ____________________________
for lack of maintenance, accident
due to lack of training or fatigue. ____________________________
o Office: excessive work by Finance staff during the close at the end of a month or ____________________________
quarter, wrong reporting figures and delete files by mistake due to stress, ____________________________
missing deadlines due to overloaded resources. ____________________________
 Mura or unevenness or variation is irregular flow of work, material or information
____________________________
that creates conditions where people and machines are overburdened at times and
underutilized at other times. Mura can be seen as a source of Muri and Muda. In What is Mura or “Unevenness or
some cases, Mura will require having on hand resources and people for the highest variation”?
level of production –even if the average requirements are much lower. Eliminating ____________________________
Mura or creating stability is the most difficult part of Lean Six Sigma as it requires us ____________________________
to truly balance our flow of work. ____________________________
o Manufacturing: irregular production schedule, fluctuating production volumes
due to missing parts, work content varies greatly by product model in the ____________________________
production line ____________________________
o Office: irregular number of purchased orders at the end of the quarter, variation ____________________________
of technical skills among team members. ____________________________
____________________________
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V. Waste Elimination Effectiveness How can we measure our

effectiveness of eliminating
Eliminating waste is a two-step process: first identify and then eliminate. Therefore, the
waste?
effectiveness of waste elimination can be
calculated as the ability to accomplish each step ____________________________
as it is calculated in a Rolled Throughput Yield as ____________________________
one step affects the other: ____________________________
Waste Elimination Effectiveness = Identified ____________________________
waste x Eliminated waste ____________________________
For instance, if a team is highly effective ____________________________
identifying waste, let’s say 90%, but perform ____________________________
poorly eliminating it, about 50%, the overall
____________________________
effectiveness for waste elimination is calculated
by multiplying 90% by 50% = 45%. ____________________________
The point with Waste Elimination Effectiveness is to create awareness that we require ____________________________
both the ability to recognize and eliminate waste not the calculation per se. In ____________________________
conclusion, a poor performance in either identify or eliminate waste dramatically ____________________________
reduces our overall effectiveness. ____________________________
VI. Learning how to identify waste What are the steps of the
suggested method to identify
To learn how to identify waste we use a procedure based on the “stand of the circle”
waste?
method originally used by Taiichi Ohno to teach employees in Toyota. Ohno would draw
a circle on the floor and ask an employee to stand in for hours to observe and identify ____________________________
waste without comment or discussing with anyone. Later, Ohno would return and ask ____________________________
the employee to explain the identified waste before devising any action to eliminate it. ____________________________
Ohno’s main teaching was that we must directly observe by oneself to really ____________________________
understand the sources of waste and then to ensure effective actions to eliminate it.
Our method requires the following 7 steps: ____________________________
____________________________
1. Find a safe spot to stand.
2. Stand and observe the activity. Do not ask or engage on discussion ____________________________
3. Write down at least 30 small problems or types of waste that you observe. Use form ____________________________
F-109. Focus first in human waste and then in machine waste. Examples of waste ____________________________
can range from excessive walking to overextending motion of hands. ____________________________
4. Discuss with team members your findings and identify the type of waste for each of
the 30 findings ____________________________
5. Look for the root cause with your team members of the most critical findings by ____________________________
asking why several times. ____________________________
6. Resolve at least one finding and share by documenting before and after condition ____________________________
7. Share findings as future improvement opportunities
____________________________
For transactional environments (office), identifying waste can be done using the Four ____________________________
Fields Mapping Process.
____________________________
VII. Gemba walks and eliminating waste What are the steps of a gemba
walk or walk of value?
Gemba walks and kaizen events are perhaps the two most common mechanisms use at
the beginning of a Lean Six Sigma journey. A gemba walk or walk of value is an activity ____________________________
that takes management (leaders, managers and supervisors) to the gemba, ____________________________
manufacturing floor or the office, to look for waste or improvement opportunities. The ____________________________
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following are the steps of a gemba walk focused on eliminating waste: ____________________________
1. Select a specific theme (process, area or issue) for the walk. ____________________________
2. Invite the owner (supervisor) to observe with the team. Use form F-109 if required. ____________________________
3. Question the owner about observed findings. Be specific. Focus first on adherence
____________________________
to the standards: are the standards followed? If not, why? Then, focus on improving
the standards to eliminate waste. ____________________________
4. Listen. ____________________________
5. Share learning and findings with others. Set action items, responsible and deadlines ____________________________
if required ____________________________
6. Follow-up to see that progress is made.
____________________________
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Notes Section
People Skills for Leaders
 List the two principles that Lean Six Sigma focuses on
to develop capable people
 Explain the difference between Soft and Hard skills
 List the key skills necessary to be a Lean Six Sigma
Leader
 Identify some success factors to be an effective coach
 Identify some guidelines to be an effective mentor
 Explain the difference between traditional ‘bossing’ and ‘coaching’
 List some things a manager can do to facilitate successful change
 Identify the four main stages of change
 List the three main goals of project managements
II. Why people skills for Lean Six Sigma? Why people skills for Lean Six
One of the keys to becoming a lean organization is to be a learning organization. Sigma?
Towards that end, leaders have an essential role. They must support and facilitate ____________________________
their team’s growth and development, and they must also model a personal respect ____________________________
for continuous growth and development by taking action on their own professional
____________________________
development.
____________________________
This course will look at the ways that leaders can support their teams as they engage in
Lean Six Sigma and pursue professional development. ____________________________
III. Hard Skills versus Soft Skills What are soft skills? What are the
Lean Six Sigma is a new approach at Jabil, and change can be challenging. Successful differences between soft and Hard
change does not happen by accident. It requires a conscious strategy. skills?
Leaders can make a big difference in how change is perceived, and in whether the ____________________________
change is resisted or ____________________________
embraced. ____________________________
When we talk about ____________________________
leadership skills, they tend to
____________________________
fall into two categories: hard
and soft skills. ____________________________
• ‘Soft skills’ are the ____________________________
interpersonal skills that ____________________________
address culture, behavior, ____________________________
values and people. ____________________________
• ‘Hard skills’ refer to more
____________________________
technical skills, like
systems, processes and ____________________________
strategy. ____________________________
____________________________
As this graphic suggests, Soft and Hard skills are interdependent and work together. ____________________________
To assess your own skills, click on the Skills Assessment link below. ____________________________
Hard skills are specific abilities that can be defined and measured. Some examples of ____________________________
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hard skills are soldering, programming SMT equipment, performing or solving math ____________________________
problems, operating a piece of equipment or machinery or one’s ability to use a ____________________________
software program or application like MS Excel. To refine our example, we’ll choose
____________________________
soldering. People can be trained to solder components on a board. They either learn
how to do it, or they don’t. Their skill level might be quantified by their accuracy, ____________________________
speed, number of boards soldered per hour, and so on. ____________________________
On the other hand, soft skills are more subjective; not as easy to measure and ____________________________
sometimes more difficult to teach. There are no simple, standardized metrics or ____________________________
measurements we could assign, for instance, to a negotiator, since various people ____________________________
assessing those skills, might easily have differing opinions regarding the individual’s
____________________________
ability to negotiate.
____________________________
Successful Lean Six Sigma leaders should have strength in both hard and soft skills.
IV. Four Essential Skills of the Lean Six Sigma Leader What are the four key skills tp be a
There are Four skills Lean Six Sigma leader?
that are essential for ____________________________
the Lean Six Sigma ____________________________
leader:
____________________________
Leadership, Teamwork,
____________________________
Change Management
and Project ____________________________
Management. ____________________________
We’ll begin with ____________________________
Leadership. ____________________________
____________________________
____________________________
V. Coaching & Mentoring What are the 4 steps to become a

Team members and employees need coaching to help them work through challenges, effective coach?
produce results and advance their careers. ____________________________
These 4 coaching steps will help you be an effective coach. ____________________________
• First is preparation. Observing and understanding individual strengths and ____________________________
weaknesses is essential so this is where you’ll need to monitor your employees’ or ____________________________
team members’ work habits, output and interaction with other co-workers. The
____________________________
intent is not to spy on them or pester them. The purpose is only to determine
which people could benefit from coaching in particular areas. ____________________________
• Discussion is about expressing your concerns in a non-threatening, intelligent and ____________________________
informed manner to help you and those that you’re coaching to identify mutually ____________________________
agreeable coaching goals. ____________________________
• Active coaching is where you’ll have an opportunity to meet one-on-one and
____________________________
create a coaching plan for each person. Ensure you establish realistic goals that
are time bound and specific. Also try to focus on the person’s behavior; not their ____________________________
personality. It’s here that informal feedback is invaluable and offers you an ____________________________
opportunity to recognize the employee’s improvements too. ____________________________
• Last is follow-up. Frequently check in with the employees to see that they’re on-
____________________________
track with the plans previously established. Remember to ask how they’re
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progressing and if they need assistance. ____________________________

Mentoring offers a broader scope than coaching as coaching typically focuses on ____________________________
specific skills or behaviors. Mentors are advisors that offer career advice and often ____________________________
times share their life experiences. They also act as a trusted feedback mechanism and
____________________________
have a certain chemistry with their protégé that transcends that of a coach.
____________________________
A good mentor will try to follow these guidelines. Protégés tend to mimic their
mentor’s behavior, so setting a good example is fundamental. They offer practical ____________________________
advice and don’t try to fix problems for their protégés. Input and constructive ____________________________
feedback is to be expected; however an outcome should be to develop independent ____________________________
thinkers. Keep it professional and finally, know when it’s time to allow the protégé to ____________________________
move on.
____________________________
Motivation
____________________________
Motivation is a psychological feature that arouses individuals to action toward a
____________________________
desired goal, and along with communications, is one of the key ingredients for success
in any organization as well as one’s personal life. It comes in many forms and differs ____________________________
among individuals as well as teams. So, it’s important to understand how these ____________________________
motivational differences affect the overall drive of the team towards the goal. ____________________________
Motivational factors can differ between the team and individuals and are not always ____________________________
on the same level. Individuals tend to fight in an effort to fulfill their higher level needs
____________________________
and can often times conflict with the needs of the team. In order for the team to be
successful, the individual’s needs must be satiated. In a leadership role, you’ll need to ____________________________
be cognizant of these factors and be aware that the potential for conflict may arise, or ____________________________
conversely a strong synergy. ____________________________
We’ll briefly introduce a few of the ingredients that help to create “engaged” teams ___________________________
and individuals on the next slide.
VI. Teamwork What is teamwork?
The famous football coach Vince Lombardi once said: “wearing the same shirts, ____________________________
doesn’t make you a team”. So then what is a team? One definition is “a group of ____________________________
people assembled to focus their knowledge, experience and skills on a specific task.”
____________________________
Teamwork, whether on a dedicated project or in your day-to-day work, is a
____________________________
fundamental element of the Lean Six Sigma philosophy.
____________________________
When considering the make-up of the team, it’s important to understand that the
team might grow or shrink depending upon the phase of the project underway. Some ____________________________
skills will be more important, for example during piloting or testing, than perhaps early ____________________________
on in the life cycle of the project. Although both soft skills and hard skills are all ____________________________
important . . . don’t forget to ensure that the team members will be available and able ____________________________
to commit to the tasks, meetings, assignments and so on; especially if different time
____________________________
zones are involved.
____________________________
How do you create the team? What are the selection criteria? As previously stated,
SME’s or subject matter experts will be required that are knowledgeable regarding the ____________________________
processes, systems, products or services involved. Just as important are the character ____________________________
traits that promote successful teamwork. ____________________________
____________________________
____________________________
____________________________
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The following lists were ____________________________

derived from a study ____________________________
conducted by the Institute
____________________________
for Corporate
Competitiveness with 10 ____________________________
focus groups. In depth ____________________________
interviews indicated there ____________________________
was overwhelming correlation between the composite data of successful vs. non- ____________________________
successful groups as shown in the lists here.
____________________________
Teams are not bossed – they are coached
____________________________
Successful teams are coached; not bossed. Traditionally, bossing involves planning the
____________________________
team’s work; giving orders; and evaluating contributor performance. Bosses have the
mindset of “my way or the highway”. ____________________________
On the other hand, coaches are mentors and promote mutual respect between the ____________________________
team members and themselves. They promote human diversity and give the team a ____________________________
clearly defined charter.
VII. Change Management ____________________________
Change is inevitable within an organization and can’t be avoided. Here, we’ll provide ____________________________
an overview of the components of change, what makes for successful change, and ____________________________
some of the inhibitors to change:
____________________________
• Understand the components of change
____________________________
• Discover what makes successful change
____________________________
• What gets in the way?
____________________________
• Change leadership and you
____________________________
What does change mean?
____________________________
To the change agents or leaders one thing; to those impacted by the change. For
____________________________
change agents, it about achieving goals, improving the situation and sustaining the
improvements. As a change agent, you are driving results. For those that are impacted ____________________________
by change, it’s probably a new way of doing something, learning something new while ____________________________
still performing their current tasks. Perhaps their behaviors need to change or they ____________________________
have new expectations to live up to. ____________________________
The key takeaway here is that in a leadership role, it’s important to understand how ____________________________
changes impact others and to be sensitive to how those changes might impact
____________________________
employees or a team.
____________________________
Stages of change
____________________________
Here are 4 behaviors that occur when experiencing change.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
It is important to note that some may be perfectly satisfied with the state of affairs
____________________________
prior to the change.
____________________________
When a change comes along, then, their initial reaction may be rejection; the denial
stage. When a big change is announced, the first response is often numbness. The ____________________________
announcement doesn’t seem to sink in. Nothing happens. People continue to work as ____________________________
usual. ____________________________
Next, the resistance stage. “I can see how others might be able to use it”. Resistance ____________________________
occurs when people have moved through the numbness of denial and being to
____________________________
experience self-doubt, anger, depression, anxiety, frustration, fear or uncertainty
because of the change. It’s okay for someone else but not for me. Number three; ____________________________
“Maybe I’ll try it on a limited basis”; this is the exploration stage. During this phase, ____________________________
energy is released as people focus their attention on the future and toward the ____________________________
external environment once again. People are beginning to discover the WIIFM (What’s ____________________________
In It For Me) of the change. And finally stage four, the “How did I ever get along
without it” or commitment state. This is the phase when employees are ready to ____________________________
focus on a plan. They begin looking for the next challenge. ____________________________
____________________________
Why is change resisted? 4 common responses follow. ____________________________
• One. I’m OK the way I am. Remember: Coasting requires going downhill!! Make ____________________________
change an asset. Choose to take responsibility for continually updating your skills, ____________________________
education and goals and those of your team. ____________________________
• Two. I fear the unknown. Change in the current marketplace is continuous and
____________________________
accelerating. With you or without you, the job will change.
• Three. I don’t know how to change. In an increasingly technological environment, ____________________________
employers and employees can expect routine work to be taken over by ____________________________
automation. Employees are frequently called upon to handle “exceptions” to the ____________________________
rule. High-level communication and technical skills, as well as the ability to adapt ____________________________
swiftly to change, are required for more and more employees.
• Four. The environment won’t support the change. Change won’t last. It will go ____________________________
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away. Well . . . perceptive organizations are discovering that the key to maximizing ____________________________
job productivity lies in finding ways to help employees become better people. You ____________________________
are a part of creating an environment what will support the changes to become a
____________________________
premier company.
____________________________
Helping Stakeholders Go through a Transformation ____________________________
Dr. Stephen Covey, author of the book “The 7 habits of highly successfully people” ____________________________
made popular the phrase “begin with the end in mind”. All organizations go through ____________________________
change and transformation; ____________________________
from their current situation ____________________________
to some future situation. A
____________________________
natural product of this
change process is resistance. ____________________________
The typical cycle of a change ____________________________
process includes shock, ____________________________
denial, reaction, realism and
____________________________
finally acceptance and is
essentially the same as we ____________________________
saw on the previous slide. ____________________________
Transformation usually ____________________________
means you start doing some new activities and stop doing some old activities and ____________________________
requires that the stakeholders understand their new roles & responsibilities & new ____________________________
targets. Without this information, it only brings added workload, stress and waste.
____________________________
With individuals, the resistance to change is often brought about by changing
____________________________
something that is already familiar and feels safe; ’saying goodbye’ to old habits and the
insecurity about what the future will bring. ____________________________
For the organization, influencers might be their historical heritage, tradition and ____________________________
culture. It might also be attributed to selective perception, simply following old ____________________________
patterns and the desire to return to the way it was before. ____________________________
Communicating a clear vision of the future state will help you as a leader to mitigate ____________________________
some of the resistance, provide for a smoother transition and influcene the change.
____________________________
Without a clear vision of the end state, you are inviting chaos and are empowering
other people and circumstances to shape the transformation. Recognize that different ____________________________
people are influenced by different things and that people don’t resist their own ideas.
VIII. Project Management ____________________________
We’ll conclude this module with an overview of project management and its linkages ____________________________
to Lean. ____________________________
Project management has linkages within the lean paradigm via the A3 Report, a tool ____________________________
which is used to identify root cause and gain consensus and typically resides within the
____________________________
top, or problem solving segment of the 4P pyramid as shown at the beginning of this
module. Additional information regarding the A3 Report can be found in module ____________________________
LSB304, A3 Report. Multiple project management methodologies exist, however ____________________________
details on this subject are well beyond the scope of this particular module. For now, ____________________________
we’ll just provide a high level description of project management characteristics and ____________________________
generic parameters related to the subject of project management.
____________________________
Three generic characteristics of project management can be defined as scope,
____________________________
schedule and budget. Regardless of the project management model used, all projects
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have a life cycle. The 4 commonly accepted phases for the project life cycle are ____________________________
initiation, planning, execution and closeout. Note that these are tightly coupled to the ____________________________
PDCA, DMAIC and DMADV phases as discussed in LSB201, LSB202 and LSB203,
____________________________
respectively.
____________________________
We’ll use this table to
provide an overview, ____________________________
moving from left to ____________________________
right, beginning with ____________________________
Plan, then Progress ____________________________
and Projection.
____________________________
As a planning action,
____________________________
we’ll identify the
deliverables. ____________________________
Deliverables are ____________________________
outputs, or what the ____________________________
product will be as a
____________________________
result of this project.
We’ll identify when ____________________________
the deliverables are due under the schedule column and then estimate the cost under ____________________________
the budget column. ____________________________
Of course we’ll want to track the progress of our project and record what tasks have ____________________________
been completed, how long it took to complete each task, and the actual cost for each ____________________________
task.
____________________________
At the beginning we’ll need to create projections for the project and confirm, or ask
____________________________
the question “will all of the project specification be met?” We’ll want to include our
estimate of when the project will be completed, and finally our initial estimate of what ____________________________
it will cost to complete the project. ____________________________
Several tools and resources are available to assist with project management, including ____________________________
MS project. An excellent resource is also the Project Management Institute web site ____________________________
which can be found at www.pmi.org.
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PDCA – 8 Step Practical Problem Solving Notes Section

I. PDCA – Defined What importance does PDCA
being a cycle have on the
 A practical sequence of steps for solving problems continuous improvement process?
 Based on the Scientific Method ____________________________
 As a circle it has no end. Should be repeated again ____________________________
and again to drive continuous improvement
____________________________
 Also called plan-do-study-act (PDSA) cycle, Deming
cycle, or Shewhart cycle ____________________________
____________________________
Note: At least 50% of your effort should focused on understanding the situation ____________________________
(Plan)
II. What makes PDCA so powerful? Why would not taking enough
time to plan have a direct effect in
As the model below shows, failure to plan properly, as shown on the top side of the prolonging the Check and Act
diagram, leads to longer time to resolve a problem. In other words, if we rush thru the phases of a process?
PDCA cycle without the proper planning, most likely we will pay with much more time ____________________________
in the Check and Act steps. Therefore is better to do a slow and thorough planning to ____________________________
get through the rest of steps quickly.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
First of all, PDCA allows us to have a common understanding and definition of what
____________________________
the actual problem is. It is said that a problem well-defined is a problem half-solved.
This eliminates the time lost in useless debate and discussion and allows us to focus ____________________________
our time and effort on solving problems. ____________________________
Finally, thru root-cause analysis and implementation of mistake-proof ____________________________
countermeasures we can prevent that problems from reoccurring, and can focus on ____________________________
other problems.
III. When to use PDCA Where can you use PDCA? Make a
list of every process, project
 As a model for continuous improvement (kaizen) where you could use the PDCA
 When defining a repetitive work process method.
 When planning data collection and analysis to verify an prioritize problems or ____________________________
root causes ____________________________
 When implementing any change
____________________________
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IV. 8 Step practical problem solving process ____________________________

____________________________
The eight steps in Practical Problem Solving are aligned with the PDCA phases.
____________________________
The first five steps are aligned with the PLAN phase of PDCA. Step six is aligned with
the DO phase, Step seven with the CHECK phase, and Step eight with the ACT phase. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
V. Step 1. Clarify the problem Why is containing the problem the

very first thing you should do?
The first step in the process requires us to “clarify the problem” or in other terms, we ____________________________
must clearly describe the current situation while going to see with our own eyes in ____________________________
order to get the facts. We also want to answer the question: “have we contained the
____________________________
problem to protect the customer” even if this means we implement a temporary
solution. ____________________________
____________________________
____________________________
Clarify the problem - 5W2H How can the 5W2H approach help
us to clarify the problem?
The 5Ws and 2H approach stands for asking 5 questions all beginning with the the ____________________________
letter "W" and 2 questions beginning with the letter "H". We typically ask the ____________________________
following questions:
____________________________
What is the problem? ____________________________
Where is it happening? ____________________________
When did it happen? ____________________________
Who does it affect? ____________________________
Why is it a problem?
____________________________
How many or How much is it affecting? and
How often is it happening? ____________________________
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Asking these questions will allow us to quickly learn without bias the basic issues
describing the problem.
Clarify the problem – Problem statement Why is defining a good problem
statement crucial to problem
First a problem statement should focus on clearly identifying the gap between the solving?
current condition and the ideal condition. Also, the problem statement should be ____________________________
measurable and clear. In other words using words such “a lot” or “not enough” is not ____________________________
sufficient. We need to be clear and define exactly what the problem is. The problem
____________________________
statement should not contain a potential cause, for example stating that a problem
occurs “due to lack of training” is wrong. In the same way a problem statement does ____________________________
NOT include a solution. ____________________________
____________________________
In conclusion, a good problem statement is factual, within scope, short and to the ____________________________
point. Normally, a problem statement should be one sentence.
VI. Step 2. Breakdown the problem What tools can you use to break a
problem down?
The second step in the process requires us to “break down the problem” into smaller, ____________________________
more specific problems. Again, we want to see the actual problem or situation with ____________________________
our own eyes so we can study the different inputs and outputs to scope and prioritize
____________________________
our efforts.
VII. Step 3. Set a target Why only shoot for small
increments?
After we break the problem down, it’s time to set a target. This is important because it ____________________________
forces us to make a commitment. The target should be a challenge but also it should ____________________________
help us limit the scope…becoming a “must do” target.
____________________________
This target only has to take us one step closer to our ideal. In other words, it doesn’t
have to be a huge leap to perfection instead we’ll focus to take one solid step at the ____________________________
time. ____________________________
VIII. Step 4. Analyze the root cause(s) How do you know you have
arrived at the root cause of a
Next we analyze the root cause. To do this, once again, we need to “go to see” the problem?
problems for ourselves ____________________________
instead of relying on ____________________________
what a report describes.
____________________________
During this step we will
focus to identify “points ____________________________
of cause” which is the ____________________________
starting point of root ____________________________
cause analysis. ____________________________
However, there might
____________________________
be multiple “points of
cause” so we must drill ____________________________
down to identify the ____________________________
root cause using tools such as Fishbone diagram and “5 Whys”.
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IX. Step 5. Develop countermeasures How do you know your

countermeasure is a good one?
A proper root cause analysis will point us to the action needed for the removal of the ____________________________
root-cause. To do so, you and your team will need to make a plan to develop ____________________________
countermeasures and that is step 5. The plan must include “how, where, who and
____________________________
when” to pursue multiple countermeasures. In Step 5 we begin to put into action your
ideas based on the analysis and work of previous steps.
X. Step 6. See countermeasures through Can you name one reason for
abandoning a countermeasure
Step 6 requires us to see the countermeasures through as we implement them quickly before implementation?
as a team. To accomplish this, it is important to seek the help and ideas of many ____________________________
people. You want also to communicate the status regularly while turning the PDCA ____________________________
cycle again and again.
____________________________
The best advice we can offer on this step is never give up. No doubt you will encounter ____________________________
obstacles and challenges but your willingness to persevere and battle through these ____________________________
situations will make the difference between success and failure.
XI. Step 7. Evaluate results and processes How can we distinguish between
an effective process and blind
Step 7 is often called the “follow-up phase” as we evaluate both the results and the luck?
process. During this step, you might like to ask the question: “was this an effective
countermeasure or just luck?”
XII. Step 8. Standardize successes What practices have you seen

standardized throughout your
Finally, step 8 of Practical Problem Solving challenges us to standardize success using area? Throughout the
something the Japanese call “yokoten”, which loosely translated means “to copy and organization?
expand good kaizen ideas to other areas while also identifying unresolved issues.” ____________________________
In addition to standardizing successes, we must face and learn from unresolved issues. ____________________________
In fact, we should never shy away from these challenges as failure to address them can
____________________________
lead to problems which will reappear in the future.
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DMAIC Notes Section

I. DMAIC – Defined DMAIC shares many things with the
PDCA cycle, can you name some of
DMAIC or Define-Measure-Analyze-Improve- them?
Control is a problem solving process used to ____________________________
improve an existing business process. Both ____________________________
DMAIC and PDCA are both problem solving
____________________________
processes and are an integral part of the
company's Lean Six Sigma Initiative. As a ____________________________
methodology based on the scientific problem ____________________________
solving approach it is a team data-driven ____________________________
process. ____________________________
II. Define Phase Why is it so important to define the

problem in quantitative terms?
A Six Sigma project starts with a very specifically defined problem. For example, a ____________________________
business owner might say that accounts receivable is a concern. But such a definition ____________________________
won't work in Six Sigma. A better definition states the problem in quantitative terms.
____________________________
The business owner in the example above could revise his problem to get it to Six
Sigma standards if he said, "Thirty percent of unpaid invoices are more than 45 days ____________________________
past due." With his problem specifically stated, he can now make meaningful ____________________________
measurements. ____________________________
____________________________
 Some of the deliverables in this phase are a Completed project charter,
____________________________
 Documentation showing what customers are or will be affected by the
project and what their needs are. ____________________________
 High-level process map: like a SIPOC form or a Value Stream Map ____________________________
 Definition of the project metrics ____________________________
 Completed project plans: Gantt chart
III. Measure Phase Why is a value stream map useful

in the Measure phase of the
Defining the problem is just the beginning. Next comes the most time-consuming DMAIC?
part of the DMAIC methodology: determining the characteristics that influence the ____________________________
behavior of your process. This is accomplished by making measurements and ____________________________
collecting data. Some deliverables in this phase are:
____________________________
 Fully developed current-state value stream map ____________________________
 Data on critical inputs and critical outputs ____________________________
 Baseline measures of process capability, including Sigma Quality Level and ____________________________
lead time ____________________________
 Refined definitions of improvement goals
____________________________
 A capable measurement system
 Revised project charter (if necessary) ____________________________
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IV. Analyze Phase What advantages does analyzing

your process using powerful
It's not enough, however, simply to collect data. You must analyze the data using statistical tools give you?
powerful mathematics and statistical tools. When you employ those tools properly, ____________________________
you get a clear picture of the variation in your process -- and how to limit it. Analysis ____________________________
reveals whether or not a problem is real or just a random event.
____________________________
The deliverables to be aware of are:
____________________________
 Documentation of potential causes considered in your analysis ____________________________
 Data charts and other analyses that show the link between the targeted ____________________________
input and process (Xs) variables and critical output (Y) ____________________________
 Identification of value-add and non-value-add work
____________________________
 Calculation of process cycle efficiency
V. Improve Phase ____________________________

____________________________
Once it's been determined that the problem is real and not a random event, Six
____________________________
Sigma teams look to identify possible solutions. Solutions must be tested to see how
they interact with other input variables. Ultimately, the team chooses the best ____________________________
solutions for implementation. The key deliverables in this phase are: ____________________________
____________________________
 Tested, robust solutions shown to affect the proven causes (Xs) that affect ____________________________
the critical output
____________________________
 Documentation on results of the chosen lean best practices or solutions
applied such as 5S, SMED and others ____________________________
 An improved process that is stable, predictable and meets customer ____________________________
requirements. ____________________________
 Statistical improvement studies
VI. Control Phase What role does training have in

sustaining the gains?
It might seem that the application of a solution ends the Six Sigma process, but it ____________________________
doesn't. To make sure a solution can be sustained over the long term, control ____________________________
planning is required. Control planning involves collecting quality control data and
____________________________
verifying measurements according to a regular schedule. This ensures that processes
continue to run efficiently and deliver peak performance. Some of the key ____________________________
deliverables in this phase are: ____________________________
 Documented plan to transition improved process back to process owner, ____________________________
participants and sponsor ____________________________
 Before and after data on process metrics
____________________________
 Operational, training, feedback, and control documents (updated process
maps and instructions, control charts and plans, training documentation, ____________________________
visual process controls) ____________________________
 A system for monitoring the implemented solution (Process Control Plan), ____________________________
along with specific metrics to be used for regular process auditing
____________________________
 Completed project documentation, including lessons learned, and
recommendations for further actions or opportunities
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VII. Common tools used in Define & Measure Phase What tools can you use define a
problem down?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
VIII. Common tools used in Analyze & Improve Phase What tools can you use to get to
the root cause of a problem?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
IX. Common tools used in Control Phase What processes can be improved by
using tools found in the Control
Phase of DMAIC?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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DMADV Notes Section

 Understand the core concepts of DMADV
 Describe the five phases of DMADV
 Know when to use DMADV
II. What is DMADV? What is DMADV?

DMADV is a pragmatic LSS methodology used to create a new product or a new ____________________________
process design. The goals are for its designs to be predictable and defect free. The ____________________________
goals are for its designs to be predictable, and defect free.
____________________________
The five phases of DMADV are:
____________________________
Define, Measure, Analyze, Design
and Verify. We’ll go over these in ____________________________
greater detail later in this training ____________________________
session. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
III. Key Lean Six Sigma terms What is Voice of the Customer or
There are some terms we should review quickly, as they are important when utilizing VOC?
the DMADV approach. ____________________________
 The first is the Voice of the Customer, which is often referred to by its acronym, ____________________________
VOC. This is the identification and prioritization of true customer needs and ____________________________
requirements through the use of focus groups, interviews, surveys and other ____________________________
methods.
What is Critical to Quality or CTQs?
 They are used to create our next important term, Critical to Quality, or CTQs.
These are the translation of customer needs into quantified requirements for ____________________________
products or services, both for existing or new processes, systems or services. ____________________________
 Finally, there is QFD, or Quality Function Deployment. This is the tool that ____________________________
translates the VOC requirements into product, process, systems or services
What is QFD or Quality Function
specifications.
Deployment?
____________________________
____________________________
____________________________
IV. Two approaches to reaching the goal What is the difference between
As we learned in our previous training session, the DMAIC process is used when DMAIC and DMADV?
improving existing products, processes, systems or services. ____________________________
While DMADV should be used when you are developing new products, processes, ____________________________
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systems or services ____________________________

As a point of reference, you may hear of other methodologies used that are similar to ____________________________
DMADV and commonly used. They are Design for Six Sigma and Identify, Design, ____________________________
Optimize and Validate.
____________________________
What’s important is your awareness of these methodologies and that although there
____________________________
are some differences regarding approach, the end goal is the same.
____________________________
V. Why to use DMADV? Why to use DMADV?
When creating a new product, process, system or services, DMADV’s proven and ____________________________
proactive methodology can effect tremendous savings in both time and cost compared ____________________________
to other reactive approaches.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
For example, this graphic illustrates actual data from a Ford Motor Company study ____________________________
related to reactive vs. a proactive design methodology using DMADV. The graph
____________________________
initially shows the magnitude and duration of changes for a newly introduced project
without the DMADV methodology. Next we’ll overlay the dashed line that identifies ____________________________
the magnitude and duration using a proactive design methodology such as DMADV. ____________________________
As illustrated by the detailed overlay letter A, you can see the difference between the ____________________________
maximum number of design changes using a proactive design approach, i.e. DMADV, ____________________________
versus a reactive approach. ____________________________
Overlay B shows the difference between the number of design changes from the ____________________________
launch date onwards. As you can see, in the reactive design, the amount of changes is
____________________________
at the peak shortly after launch, then slowly decrease over time.
However, even though the DMADV methodology is more heavily front-loaded ____________________________
comparatively, the emphasis here is on developing products and services that “hit the ____________________________
mark” on implementation, where defects and design changes are minimal post-launch ____________________________
date. ____________________________
Another key take-away from this graphic is that overall savings on a project such as ____________________________
this can range from 30 to 70% over the lifetime of the DMADV project.
What are some of the benefits of
What are some of the benefits of using DMADV? using DMADV?
Studies show that typical failures in the market place for new products and services ____________________________
rolled out are between 40% and 80%. While there’s no guarantee that DMADV will ____________________________
always be 100% successful for each new product or service launch, this methodology is
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time tested and well proven to reduce failure probability with a resulting decrease in ____________________________
failure costs. ____________________________
By embracing DMADV, companies will typically decrease: ____________________________
• the probability that a low-value product will enter the pipe-line ____________________________
• lower the probability of developing a service, product or system that doesn’t ____________________________
meeting customers’ needs
____________________________
• decrease the likelihood that the product or service will have problems in
____________________________
production
____________________________
• decrease the probability of expensive warranty or recall costs
____________________________
• and, finally, decrease the quality loss and/or excess cost of production caused by
the variation seen by customers in products or services. ____________________________
VI. When to use DMADV When to use DMADV?

So, now that we understand a little about the DMADV approach and its benefits, the ____________________________
next thing to determine is when to use DMADV. ____________________________
As we mentioned in the previous training course, the DMAIC approach is used for
____________________________
updating existing processes, systems or services. However, DMADV is used for
implementing NEW processes, systems or services. ____________________________
You can therefore think of a DMAIC process as for use in improvement projects. ____________________________
• It focuses on improving the existing process or project ____________________________
• Focuses on only one of the requirement needs listed in the Critical to Quality, or ____________________________
CTQ.
____________________________
• And, therefore, is fixing the root cause of that CTQ.
DMADV would instead be used for development projects ____________________________
• Focus on designing new process, product or services ____________________________
• Focus on optimizing design across multiple CTQs and sub-processes ____________________________
• Build products and services that meet customer expectations at implementation
VII. DMADV 5 phases What are the 5 phases of DMADV?

Like the DMAIC methodology, there are also 5 discrete phases within DMADV. ____________________________
 The first phase is to Define, where we define and design goals that are consistent ____________________________
and aligned with the customer’s demands and the enterprise strategy. ____________________________
 The second phase, Measure, is where the team measures and identifies ____________________________
characteristics from the CTQs as well as product capabilities, production process
capabilities and project risks. ____________________________
 Phase three is Analyze, where High-level design concepts and alternatives are ____________________________
created and evaluated ____________________________
 Phase four is the Design phase, where these concepts and alternatives are ____________________________
optimized. ____________________________
 The fifth phase is to Verify the new process or service that is rolled out.
____________________________
Now, let’s go over each of these in a little more detail.
Define ____________________________
Now let’s go over each phase in a bit more detail. ____________________________
We start the project at the Define phase where we design goals consistent with the ____________________________
demands and strategy. ____________________________
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You’ll first want to develop a project charter to include the business case, scope, ____________________________
financial impact and project objective. ____________________________
The project objective is the cornerstone of the initiative and should describe the idea ____________________________
for the new product, service or process at a high level. Ensure that the objective
____________________________
includes indicators of success from an organization perspective; for example revenue,
high level performance, market share and so on. It’s really the quantitative goal for ____________________________
the project. ____________________________
Next you’ll need to define your project team. Development initiatives by nature tend ____________________________
to require more resources than improvement efforts, therefore, the core team should ____________________________
consist of designated experts with expertise required for the design effort at hand. ____________________________
A project stakeholder, by definition, is a person, group or organization with an interest ____________________________
in a project. The stakeholder analysis helps teams develop a detailed sense of who
____________________________
the key stakeholders are . . . How they currently feel about the change initiative . . .
And the level of support they need to exhibit for the change initiative to have a good ____________________________
chance for success. ____________________________
Finally, before moving on to the next phase, the team will need to make a high-level ____________________________
plan and perform a rudimentary risk assessment.
Measure ____________________________
The Measure phase is where we begin to identify the product or service functions ____________________________
using CTQ characteristics as a guide. ____________________________
It starts with a data collection plan and then move on by collecting the feedback from ____________________________
the voice of the customer.
____________________________
As mentioned before, the Critical to qualities come from the voice of the customer
____________________________
and will be created in addition to a high level process map or network diagram.
____________________________
It’s important that a concise and agreed upon taxonomy, or description of terms be
understood by all team members to prevent miscommunications, so, you’ll next want ____________________________
to work with the team to develop operational definitions. ____________________________
Then, the team will need to develop performance targets and metrics to assess ____________________________
performance. These are at the heart of a good, customer-focused process ____________________________
management system and any program directed at continuous improvement should ____________________________
include accurate metrics that assess your ability to meet your customers' needs and
____________________________
business objectives.
____________________________
Finally, you’ll need a high level project plan and risk assessment. In a future course,
we’ll go over a tool called FMEA, which might be used in this phase of DMADV.
Analyze ____________________________
In the analyze phase we focus heavily on process functions and concepts and ____________________________
alternatives to overcome the requirement challenges. ____________________________
Remember that the voice of the customer is effectively driving the core requirements ____________________________
for this initiative, so it’s important to make a connection between the customer’s
____________________________
requirements and functional requirements.
____________________________
Once the functional components are defined, the team will begin brainstorming to
develop concepts and design alternatives that will become the framework for the ____________________________
newly created process or service. ____________________________
A high level process map or diagram should be created and, as in the previous step, ____________________________
the project plan and the risk analysis should be updated. ____________________________
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Design ____________________________
The design phase takes on additional shape during where quality parameters are ____________________________
determined and high level models are developed. ____________________________
Quality parameters will help to define the boundaries for your models and prevent ____________________________
scope creep. After the models have been developed, the team will want to select,
____________________________
prototype and pilot the high level design chosen.
____________________________
If successful, it’s time to create the detailed design. Obviously, you’ll want to create a
prototype and pilot the new design. ____________________________
What if the high-level design wasn’t successful? Then your team will want to ____________________________
understand the reasons why and either fix the problems and re-test or consider ____________________________
another design model. ____________________________
Once the detailed design has been successfully tested, an evaluation should be ____________________________
performed and the risk assessment updated. ____________________________
Finally, we’ll begin preparing for implementation by gathering documentation and
considering whether the team might need to be expanded while deploying the new
design.
Verify ____________________________
The last phase is Verify where the new design is validated, fine-tuned and a pre- ____________________________
production risk assessment is completed. ____________________________
Process controls and metrics are required here so we’ll know how well the new design ____________________________
is performing going forward. The team must also provide evidence that the new design
____________________________
is in control and capable of meeting customer requirements.
____________________________
PRIOR to hand off, the team members will want to create a detailed communication
plan in addition to training and support documentation. An integration plan might be ____________________________
necessary as well, depending on the environment and adjacent systems that could ____________________________
potentially be affected with the introduction of a new design. ____________________________
Next, the design team must show that the goals of the project have been met and that ____________________________
objective business benefits have been achieved. ____________________________
Process documentation will need to be finalized and an on-going monitoring or ____________________________
control plan developed to be shared with the process owners.
____________________________
The new design will transition to the process owners. This typically includes approvals
____________________________
and sign-offs by the project champion, process owner and finance personnel.
____________________________
Once the new design is successfully deployed, the team and new owner should identify
what possible next steps might be considered to further enhance the design or how ____________________________
the organization can leverage the lessons learned and to enact new improvements ____________________________
across the enterprise. ____________________________
After the new design effort has been rolled out, in looking for continual ways to ____________________________
improve your DMADV project in the future, both DMAIC and PDCA should be
____________________________
considered as appropriate methodologies for incremental improvements going
forward.
VIII. Deliverables What are deliverables at each
As we conclude this module, here you can see the deliverables for a DMADV initiative. DMADV phase?
Additional, detailed information is provided in the DMADV tollgate template. ____________________________
Remember, with the Define phase, you’ll need the project charter, a stakeholder ____________________________
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analysis, high level project plan and initial risk analysis. ____________________________
The Measure phase requires a data collection plan, the VOC and CTQs, a high level ____________________________
process map or network diagram, a table of operational definitions, performance ____________________________
targets and metrics, plus an updated risk assessment and project plan.
____________________________
Moving on to Analyze, you’ll create the design concepts and design alternatives,
____________________________
including one or more QFDs, a refined high level process map or network diagram and
updated project plan, plus the revised risk assessment. ____________________________
The Design phase outputs primarily consist of both high level and low level designs. ____________________________
Robust prototype and test design plans and documentation are required here, plus ____________________________
another updated risk assessment. ____________________________
The final phase, which, of course, is to Verify, concludes with delivery of design ____________________________
validation documentation and a detailed roll-out and hand-off plan. Detailed ____________________________
communications planning documents are required in addition to a final risk
____________________________
assessment document and a control plan that supports monitoring of the new design
after deployment. ____________________________
The last deliverable in the verify phase is the tollgate form that requires sign-off by the ____________________________
project champion and/or sponsor. A link is provided to the form and can be accessed ____________________________
by clicking on the word “tollgate”. ____________________________
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8D Notes Section
 Identify the steps of the 8 Discipline Methodology
 Explain the objective and deliverable of each step
 Identify what tools to use through the 8 Discipline
Methodology
 Understand the response time to complete each step
II. What is the 8 Discipline methodology? What is the 8 Discipline
The 8 Disciplines is a method used to approach and to resolve problems, typically methodology?
employed by quality engineers or other professionals it is commonly managed via the ____________________________
CAPA system. Its purpose is to identify, correct and eliminate recurring problems, and ____________________________
it is useful for product and process improvements.
____________________________
It establishes a permanent corrective action based on statistical analysis of the
____________________________
problem and focuses on the origin of the problem by determining its root causes.
____________________________
8 Disciplines methodology is used throughout Jabil:
____________________________
 to solve problems identified by customer complaints, vendor issue or
____________________________
 as a result of external or internal audits process such as customer audits, ISO
certifications, environmental and health and safety. ____________________________
III. Which problem solving methodology to use? When should we use the 8
To determine which methodology will work best, you must first look at your problem Disciplines methodology?
and ask these questions. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
IV. 8 Disciplines Methodology What are the 8 Disciplines?
The Corrective Action Process follows an eight step process, known as the 8 Discipline ____________________________
Methodology. ____________________________
Here are the steps to be taken when a problem or defect occurs. ____________________________
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____________________________
Discipline One is where the ____________________________
problem is defined clearly ____________________________
and simply. Without a
____________________________
problem statement, there is
no starting point to solve ____________________________
the problem. ____________________________
Discipline Two is ____________________________
establishing a team; since ____________________________
most problems will be ____________________________
solved by more than one
____________________________
person, deciding who will
help is crucial. ____________________________
In Discipline Three the ____________________________
team works to contain the ____________________________
problem; the faster, the better. ____________________________
In the next step, Discipline Four, the team investigates the problem and identifies the ____________________________
true root cause.
____________________________
Corrective actions are implemented in Discipline Five, followed by developing
____________________________
preventive actions in Discipline Six.
____________________________
The effectiveness of the decisions made along the way are implemented and verified
in Discipline Seven. ____________________________
The last step, Discipline Eight, takes place further down the road. Verification that the ____________________________
measures taken were sustainable in the long-term to prevented the problem from ____________________________
recurring. ____________________________
Discipline 1: Describe the problem ____________________________
After a problem or defect has been brought to our attention, we start to clearly define ____________________________
the problem statement. In order to do this, we should write the problem down. This ____________________________
ensures that we fully understand the issue at hand. It also serves as a check for future
____________________________
reference.
____________________________
While defining the problem statement, use a tool called 5W2H. 5W2H is a process that
looks into Who is associated with the problem, What happened, Where the problem ____________________________
occurred, When the problem occurred, Why the problem happened, How many items ____________________________
were affected, and How frequently the issue occurred. It is important to remember ____________________________
that we are not solving the problem at this point; we are simply stating what the
____________________________
problem is as definitively as possible. You can learn more about the 5W2H process in
more detail in the Problem Statements with 5W2H module. ____________________________
This is a critical stage in the problem-solving process. If we do not have a clear ____________________________
problem statement, we may not be solving the true problem and prevent recurrence. ____________________________
Discipline 2: Establish a team ____________________________
Establishing a team is a vital part of the problem-solving process. Teams are typically ____________________________
made up of 4 to 6 people, each with different job functions. A diverse team will allow ____________________________
you to analyze the problem from multiple perspectives; everyone’s knowledge and ____________________________
expertise will ensure you are focusing on the actual problem, and not a symptom of
the problem. ____________________________
After the team members have committed to helping, as the project owner you should ____________________________
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do 3 things: ____________________________
First, set clear goals and objectives for the team. Make sure that everyone agrees to ____________________________
these. ____________________________
Then, define the roles each individual will have and responsibilities. Allow team ____________________________
members to ask questions and confirm that they are willing and able to fulfill their
____________________________
role.
____________________________
Third, set clear ground rules. Determine how you will communicate, how often you will
communicate, when meetings will take place, deadlines, etc. ____________________________
Remember, while the project owner is leading the group, it is a team and all members ____________________________
should be included in the problem-solving process. ____________________________
Discipline 3: Containment Actions ____________________________
Immediately after the problem has been identified and a team has been created, we ____________________________
need to quickly work together to stop additional defects from getting to the customer. ____________________________
Stopping the problem at the source, as well as additional areas, such as packaging or ____________________________
transportation is essential!
____________________________
3 key steps to ensure that containment has been initiated successfully include:
____________________________
 Purging and sorting
____________________________
 Creating process alerts
 And Analyzing the inspection process for flaws ____________________________
Every situation will be different; make sure purging and sorting activities cover the ____________________________
process flow in its entirety. ____________________________
Identify and contain all potentially impacted processes, products or components to ____________________________
prevent distribution; again, we want to prevent all defects from reaching the ____________________________
customer, so be thorough. ____________________________
Finally, make sure you document all steps taken to contain the problem. ____________________________
It is imperative that this step be done within 24 hours from the corrective action ____________________________
report or upon receipt of a preventive action from another site or function.
____________________________
Discipline 4: Investigation and root cause identification
____________________________
The investigation should consider all possibilities and should not be limited to one
____________________________
potential cause. Multiple causes could exist and should be explored through the
investigation. The investigation should also consider the cause of the occurrence and ____________________________
the reason the issue was not initially detected. ____________________________
Utilize tools available to you and your team during this step; there are many at your ____________________________
disposal. Be consistent and thorough and make sure all members of your team are ____________________________
involved! Everyone’s varying perspective and knowledge can ensure a robust
____________________________
investigation is conducted!
____________________________
The investigation should focus on answering three questions:
____________________________
 Why did the problem occur?
____________________________
 Why was there an escape?
 What part of the system is broken? ____________________________
The investigation should be completed within 5 business days from the initial ____________________________
corrective action report. ____________________________
Discipline 5: Corrective Actions ____________________________
These are the actions, or in some instances just one action, that is taken to eliminate ____________________________
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the cause or causes of defects and to prevent recurrence. Remember that these ____________________________
actions MUST align with the identified root cause. ____________________________
As actions are put into place, an owner or owners need to be clearly stated, as well as ____________________________
completion dates.
____________________________
Note that if the root cause point to Manpower, training alone cannot be the only
____________________________
solution. It can be part of the corrective action, but more should be done to prevent
recurrence. In a moment you will be provided ideas on corrective actions to pair with ____________________________
training. ____________________________
As always, document evidence of this step. What actions will you be putting into ____________________________
place? When? Where? Who is the owner? Can the success be measured? How? ____________________________
Corrective actions should be in place within 10 business days from the initial report. ____________________________
Discipline 6: Preventive Actions ____________________________
Increased attention should be spent on assessing similar products or processes in ____________________________
order to eliminate potential causes from escalating. ____________________________
Owners and due dates must be clearly communicated to the team. ____________________________
Document what actions are taken and include with the master file. ____________________________
You have 15 business days from the initial report to implement these actions. ____________________________
Discipline 7: Implementation and Effectiveness Verification ____________________________
This step is intended to ensure that the defined corrective and preventive actions ____________________________
have been implemented and effectively resolve the problem by eliminating its cause or
____________________________
causes and preventing it from happening again.
____________________________
The actions put in place should have been measurable; collect data to prove their
effectiveness. If the results do not meet standards, analyze what worked and what did ____________________________
not. Go back to the drawing board and work with the team to determine how to ____________________________
effectively prevent the problem. ____________________________
The team member in charge of this discipline must be someone other than the project ____________________________
owner.
____________________________
Data should be collected for verification within 30 days of the initial report.
____________________________
Discipline 8: Sustainability Verification
____________________________
The last step is intended to ensure that the original problem does not recur over the
____________________________
long-term.
____________________________
Data should continue to be taken on a consistent basis. All evidence collected should
be included in the final report. ____________________________
The owner of discipline 8 should be the Quality Manager or designee for site level 8Ds, ____________________________
and Global Quality Representative for global 8Ds. After discipline 7 has been ____________________________
completed, the owner should spend 3 to 6 months collecting evidence to prove long- ____________________________
term effectiveness has been met and will continue. Closure of the corrective action
____________________________
process is dependent on this data. If the problem recurs during this time, discipline 4
must be reviewed in order to identify possible causes that may not have initially been ____________________________
identified, followed by D5, D6, D7 and D8. ____________________________
____________________________
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Flowcharts Notes Section

 Define Flowcharts
 State the benefits of using flowcharts
 Identify three commonly-used flowcharts in Lean Six
Sigma
 Identify the common flowchart symbols
 Explain when in LSS projects flowcharts can be used
 Distinguish common flowchart mistakes
II. What is a flowchart? What is flowchart?
A flow chart is a visual representation of the steps required to manufacture a product ____________________________
or to provide a service. Using special symbols, the team maps both the current and ____________________________
future state of the targeted process and creates a "big picture" view.
____________________________
Each step in the process is represented by different symbols’ shapes which show how
____________________________
the process works. For instance, a rectangle
represents a process step and contains a short ____________________________
description of the process step. The flow chart ____________________________
symbols are linked together with arrows ____________________________
showing the process flow direction. ____________________________
Common alternate names include: process flow ____________________________
chart, process map, process chart, business
____________________________
process model, process model, process flow
diagram, work flow diagram, business flow ____________________________
diagram, or just flow diagram ____________________________
____________________________
III. Why use flowchart What are the benefits of using

Flowchart is used to flowcharts?
1. Allow team to identify the actual flow or sequence of events in a process. ____________________________
2. It can also show problem areas, waste, redundancy, and where simplification may ____________________________
be possible for work flow management and continuous improvement of task ____________________________
related processes. ____________________________
3. Flowchart also identify locations where additional data can be collected and ____________________________
investigated
____________________________
4. It also shows connections with other related processes
____________________________
5. And finally, flowchart is very useful as a training aid which allow learner to
____________________________
understand the complete process to related systems or tasks.
____________________________
IV. What are common flowchart symbols? What symbols are used in a
These are the common process flowchart symbols. Each symbol represents each step flowchart? What do they mean?
in the process and contains a short description on the process step. ____________________________
1. A oval or rounded rectangle shape refers to: A start or ending point in process ____________________________
____________________________
____________________________
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2. A rectangle shape refers to: An ____________________________

operation or action step ____________________________
3. A diamond shape refers to : A
____________________________
decision point which could be a
question or branch in the process ____________________________
4. Finally, arrows are used to link the ____________________________
symbols together, showing the ____________________________
process flow direction
V. How to create a flowchart? What the steps to create a

Creating a process map chart is very simple and follows a logical process that requires flowchart?
4 steps: ____________________________
1. Start with determining the process boundaries in order to understand where the ____________________________
process flow starts and ends. ____________________________
2. Determine the level of details to include. Flow charts can be as simple or as ____________________________
detailed as you need to make them. Ask yourself “what is the minimum level the
____________________________
detailed needed?”
____________________________
3. Sequence and connect the steps. Use the common symbols review previously; and
____________________________
4. Test the flow chart for completeness. Go, see and follow the process flow to
validate the flow chart actually presents the current state. If the flow chart is ____________________________
designed to describe the future state, use simulations to validate your proposal. ____________________________
VI. The three most common types of flowchart What are the three most common
1. Spaghetti diagrams, they look like their name suggests. With spaghetti diagrams, types of flowchart?
you draw a continuous line from the start of the process through every step along ____________________________
the value stream to the end. In a non-lean environment, these diagrams often end ____________________________
up looking like a plate of spaghetti.
____________________________
2. Process maps, use symbols to represent steps and machines with arrows
indicating the flow of parts among them. Some process maps may include a few ____________________________
metrics and points of communication that occur within the process. These would ____________________________
be placed in a box in the corner of the chart, written on the arrows, or within the ____________________________
symbols themselves. ____________________________
3. Value stream maps, use a more complex system of symbols, text boxes, metrics,
____________________________
and arrows. A value stream map is a diagram of every step involved in the
material, process, and information flows needed to bring a product or service from ____________________________
order to delivery. ____________________________
Each type of flow chart may be used to create both current- and future-state diagrams ____________________________
of your manufacturing or transactional process. However, because of the varying ____________________________
amount of detail included for each, the resulting charts will be quite different.
VII. When to use flow charts? How can you learn more about
Flowcharts will be a helpful tool throughout your Lean Six Sigma projects. They’ll be Lean Six Sigma in Jabil?
created when you define the current state and when you develop your future state. ____________________________
For example, the flowchart is often used in the PLAN phase of the (PDCA) methodology ____________________________
as you clarify the problem in Step One, and also as you Develop countermeasures in ____________________________
Step Five.
____________________________
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In DMAIC methodology, the flowchart is used to show the AS-IS STATE of the current ____________________________
process flow within the DEFINE stage, and can be used again to communicate the TO- ____________________________
BE STATE of the enhanced process flow within the IMPROVE stage.
____________________________
This is also true for the DMADV methodology where flowcharts are usually used in the
____________________________
DEFINE and DESIGN stages.
VIII. Common Flowchart Mistakes? Can you identify the common

These are the few common types of flowchart mistakes that you may want to avoid. mistakes in a flowchart?
1. Uneven flowchart symbol sizes: When possible, make all your flowchart symbols ____________________________
the same height and width. If that's not feasible, then consider at least making the ____________________________
symbol widths the same and varying the heights. ____________________________
2. Uneven spacing between flowchart symbols: Try to maintain even spacing both
____________________________
horizontally and vertically between symbols. The one exception should be for
Decision symbols. You should add extra spacing around these to accommodate ____________________________
branch labels. ____________________________
3. Inconsistent flow direction: Overall a flowchart should have a consistent flow ____________________________
direction. It should be top-to-bottom or left-to-right or right-to-left. Try to avoid ____________________________
mixing top-to-bottom and left-to-right flows in the same flowchart. Multi-column
____________________________
and S-shaped flowcharts are fine too, as long as the flowchart is consistent.
4. Inconsistent branch direction: It's easier to follow the logic of a flowchart if the ____________________________
branching directions are consistent. For example, you could make the True ____________________________
conditions always flow out of the bottoms of Decision symbols and the False ____________________________
conditions flow out of the right sides of Decision symbols.
____________________________
5. Long flow lines: If your flow lines are running from one edge of the flowchart to
the other, it's better to use Connector nodes. Connector nodes are labeled circles ____________________________
that serve as jump points from one another. ____________________________
6. Too many colors: There's nothing wrong with a nice, stylistic flowchart, but don't ____________________________
overdo it. You don't want the flowchart's message to get lost in a sea of visual ____________________________
noise.
____________________________
7. Truncated descriptions: One of the biggest disadvantages of flowcharts is that
they require concise process step descriptions. However, not all operations can be ____________________________
described tersely. In these cases, you should use a Callout, a footnote, or a ____________________________
separate document to go into more detail.
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Pareto Chart Notes Section

 Define the Pareto Chart
 State the benefits of using the Pareto Chart
 Describe how to build a Pareto Chart
 Determine when to use the Pareto Chart
 Create a Pareto Chart
II. What is a Pareto Principle? What is a Pareto Principle?

Let’s first discuss the Pareto Principle, which states that approximate “80% of effects ____________________________
come from 20% of the causes.” The principle was developed by Italian economist ____________________________
Vilfredo Pareto in 1905 when he discovered that about 80% of the land in Italy as
____________________________
owned by 20% of the residents.
____________________________
The Pareto Principle doesn’t imply an exact number; just an approximation. So it
might not always be exactly 80-20. It could be 90-10, 70-30 or even 60-40. ____________________________
What’s important to remember is that most effects come from relatively few causes ____________________________
and that the relationship between input & output is rarely balanced. ____________________________
III. What is the Pareto chart? What is the Pareto chart?
The Pareto Chart is one of the simplest, yet most effective tools for helping us identify ____________________________
which areas of any process we want to focus on improving first. ____________________________
It is a series of bars whose heights reflect the relative frequency of problems. ____________________________
It displays summary data by problem category, and is an effective method to clearly ____________________________
categorize “top
____________________________
hitters”, and
prioritize the issues ____________________________
(such as defects) that ____________________________
needs to be ____________________________
addressed. ____________________________
The chart can be ____________________________
created by hand, in
____________________________
Excel or Minitab.
____________________________
It shows a count of
occurrences of ____________________________
something from ____________________________
biggest to smallest. ____________________________
In this example, it’s showing the number of defects by category. The Pareto Chart is ____________________________
always an ordered type of bar chart, in descending order from left to right.
____________________________
Let’s look at it in more detail.
IV. Understanding the Pareto Chart How can a Pareto char helps to
The Pareto charts helps you focus on the areas that have the largest positive impact to focus on the main problems? Can
the customer and the entire value stream. you identify the “80% issues cause
by the 20%”?
This is what makes the Pareto Chart an effective tool. It helps us focus our efforts on
areas that are a big contributor to the problem, and therefore have great potential ____________________________
because if we fix a big problem we reap big rewards. Pareto helps us focus on the ____________________________
main causes, and steers us away from spending our effort on fixing the trivial few ____________________________
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where the rewards are less significant. ____________________________

In this example, the ____________________________
first two categories, ____________________________
broken boards and
____________________________
solder Mask, represent
almost 80% of the ____________________________
total cost of rework. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
V. Parts of the Pareto chart Can you describe the key elements
Let’s take a closer look at the different elements of a Pareto Chart. of the Pareto chart?
 The height of each ____________________________
category bar ____________________________
reflects the count. ____________________________
 The Y axis on the ____________________________
left is for the count
____________________________
data.
The red line shows ____________________________
cumulative percent ____________________________
and increases up ____________________________
to 100% from left-
____________________________
to-right or in other
words, an additive ____________________________
count of all the ____________________________
defects. ____________________________
 The bottom section of the chart includes the category labels and their respective Where is always place “the others”
count data. Also included is the percent of individual contribution by category and category?
cumulative percent; increasing from left to right. ____________________________
 The bar label “Other” is a “catch-all” for miscellaneous categories with small
____________________________
values. Even if it had a count value slightly higher that the preceding category, it’s
always shown as the last bar.
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VI. 80%-20% Example What categories add up the 80%

There is nothing magic regarding the 80-20 proportion in the Pareto principle. Pareto principle?
In the example, Sara and the ____________________________
team have identified that ____________________________
about 56% of the defects are ____________________________
shown with the first bar
____________________________
which represents the
number of broken boards. ____________________________
Solder mask was the second ____________________________
largest defect, and accounts ____________________________
for approximately 20% of ____________________________
the total defects. That’s not ____________________________
quite 80% but close enough,
____________________________
with 76% of our defects in
the top 2 categories ____________________________
Another observation is that there is a large, distinguishable gap between the height of ____________________________
the first bar and the subsequent bars. This is a good indicator of where our largest
defect contribution is relative to the rest of the categories.
VII. When to use Pareto chart? When would you use a Pareto
As we just learned, Pareto is the right tool when we’re trying to track down the most chart?
significant contributors to a problem and when the problem can be dissected, or ____________________________
broken down into discrete categories. ____________________________
Also, Pareto helps us to focus our efforts and finally, because Pareto chart is visual and ____________________________
simple, it helps us to more effectively communicate our findings with others.
____________________________
The Pareto Chart is used in the Plan phase of PDCA when you Break Down the
____________________________
Problem. In DMAIC and DMADV you will use Pareto in the Define and Measure
phases. ____________________________
VIII. How to create a Pareto chart? ____________________________
There are two common methods to creating a Pareto Chart: using Excel and Minitab. ____________________________
See video available in the Bronze courseware.
IX. Pareto chart review ____________________________
• Pareto is a series of columns whose heights reflect the frequency of problems. It’s ____________________________
also known as the 80/20 rule. ____________________________
• It is a very effective tool for arranging data into categories, to focus attention on ____________________________
the top categories/hitters or issues.
____________________________
• Pareto Chart is used to Prioritize a problem or opportunity.
____________________________
• We will use a Pareto chart when we want to visually display attribute data, and
____________________________
target the most important issue(s).
____________________________
• Note of caution: The tallest bar on a Pareto chart may not necessarily be the
problem which needs to be addressed first, especially if cost or some other factor ____________________________
(i.e., safety or regulatory issues) is a consideration. ____________________________
• You may follow the provided 8 steps to construct a Pareto Chart. ____________________________
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Fishbone Diagram Notes Section

 Explain what a Fishbone Diagram is
 Identify when using a Fishbone Diagram would be
helpful
 Explain how to create a Fishbone Diagram
 Recognize the attributes of a Cause & Effect Priority
Matrix
II. What is a Fishbone Diagram? What is a Fishbone Diagram?
The fishbone diagram or Ishikawa diagram, also known as the cause and effect ____________________________
diagram, is used to identify the cause of a specific problem. ____________________________
This tool provides a simple structure to help your team identify all the potential root ____________________________
causes of a problem, which insures that the team does not overlook a possibly major
____________________________
cause in their analysis.
____________________________
It is an easy to learn tool that involves everyone in problem resolution.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Causes are usually grouped into major categories to identify these sources of variation. ____________________________
The categories typically include: ____________________________
____________________________
 Manpower: Anyone involved with the process ____________________________
 Methods: How the process is performed and the specific requirements for doing it, ____________________________
such as policies, procedures, rules, regulations and laws ____________________________
 Machines: Any equipment, computers, tools, etc. required to accomplish the job ____________________________
 Materials: Raw materials, parts, pens, paper, etc. used to produce the final ____________________________
product ____________________________
 Measurements: Data generated from the process that are used to evaluate its ____________________________
quality
 Environment: The conditions, such as location, time, temperature, and culture in
which the process operate
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III. When do we use a Fishbone Diagram? When do we use a Fishbone

• To determine potential root causes Diagram?
• To identify areas you want to collect data ____________________________
• To study all the possible reasons why a process is not performing properly or not ____________________________
producing the desired results ____________________________
• Use Fishbone to help with root causes analysis in the Analysis step of DMAIC ____________________________
• When using PDCA you will use this in the Planning phase ____________________________
• When using the A3 Report you will use this in the fourth step: Analyze the Root ____________________________
Cause ____________________________
• When using the 8 Disciplines, you will use this in D4, problem investigation and ____________________________
root cause identification
____________________________
IV. Fishbone Diagram example ____________________________
The Fishbone Diagram can be used to answer the following questions: ____________________________
 What are the potential root causes of a problem? ____________________________
 What category of process inputs represents the greatest source of variability? ____________________________
You are having problems arriving on time for work. You are not sure what all of the ____________________________
root causes of the problem might be, so you constructed a Fishbone diagram to ____________________________
organize your thoughts, as shown here.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
As a result of this cause and effect analysis, you identify potential root causes in ____________________________
several categories. Based on the data collected in the last 5 days you were late, you ____________________________
decide that “Stay awake too late" and “Alarm not set" were the most significant ____________________________
contributors to your late arrival at work.
The countermeasures you could decide to use are to set and honor a bed time and to
use a better alarm clock to error-proof the process.
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IV. Cause & Effect Priority Matrix What is the Cause & Effect Priority
Now let me introduce a simple, yet powerful, tool called the Cause & Effect Priority Matrix?
Matrix. This will help us evaluate and prioritize our efforts as we deal with the ____________________________
potential cause or causes from the fishbone diagram. ____________________________
For instance, in our first example “often ____________________________
late for work” we came up with 7 possible
____________________________
causes. However, we still need to make a
decision of which potential causes we ____________________________
should work first. Prioritizing which cause ____________________________
to focus our attention on first will save ____________________________
time and energy. ____________________________
We will learn how to effectively create a ____________________________
Cause & Effect Priority Matrix.
____________________________
After you have identified the issue or issues at hand and created a fishbone, the next
____________________________
step is to list the potential causes by using a defined scale, typically ranging from 0 to
10, where 10 is the most significant. ____________________________
Determining the value for each potential ____________________________
cause can be a little tricky. It is a good ____________________________
best practice to involve those close to or ____________________________
familiar with the problem and causes.
____________________________
In this example, we evaluate the potential
____________________________
causes as they relate to being late to work
and come up with the following numbers. ____________________________
The Cause & Effect Priority Matrix can be ____________________________
used when there are several effects from a ____________________________
group of causes derived from the voice of ____________________________
the customer about what is relevant to ____________________________
solve. We use the 0 to 10 rating scale to determine the level of importance an effect
____________________________
has on our customer.
____________________________
Here we add a second column to evaluate the high cost of transportation using the
same potential causes. ____________________________
As you can see, in the eyes of the customer, arriving late to work is a more important ____________________________
issue to resolve than the high cost of transportation. ____________________________
So, how do we ____________________________
determine which ____________________________
potential cause
____________________________
to focus on first?
Easy! We do a ____________________________
simple ____________________________
calculation by ____________________________
adding the ____________________________
product of each
weighted rate. ____________________________
The total column ____________________________
now provides a ____________________________
clear view of what causes we should address first. In this case, we will address the ____________________________
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issue of not setting an alarm, staying away too late, and self-discipline. ____________________________
Special Case ____________________________
In the event that there is only one ____________________________
output, the voice of the customer will ____________________________
be rated as ONE. This eliminates the
____________________________
need to do any calculation, as the rating
given for each input as it relates to the ____________________________
output IS the total. ____________________________
It’s obvious to see which inputs we will ____________________________
work on first; looking at the electrical ____________________________
connections and checking the light ____________________________
sensor on the camera.
____________________________
____________________________
____________________________
____________________________
VI. Fishbone Diagram & teams Should you work in a team when
The fishbone diagram is most effective when used in a team or group setting. Use a building a Fishbone Diagram?
white board, butcher-block paper, or a flip chart to get started. You may choose to use ____________________________
"Post-it" notes to move causes around as you decide on categories. ____________________________
You can build Fishbone diagrams with different software (Excel, Visio, Minitab) ____________________________
however, the power of fishbone is to keep it visible. Fishbone in a computer prevents
____________________________
additional input.
____________________________
VII. When to use Fishbone Diagram? When would you use a Fishbone
Fishbone diagrams are a great root cause analysis tool and can be used in various Diagram?
methodologies. They can be used in the PLAN phase of PDCA and the ANALYZE phase ____________________________
of DMAIC. ____________________________
For example, the flowchart is often used in the PLAN phase of the (PDCA) methodology ____________________________
as you clarify the problem in Step One, and also as you Develop countermeasures in
____________________________
Step Five.
____________________________
In DMAIC methodology, the flowchart is used to show the AS-IS STATE of the current
process flow within the DEFINE stage, and can be used again to communicate the TO- ____________________________
BE STATE of the enhanced process flow within the IMPROVE stage. ____________________________
This is also true for the DMADV methodology where flowcharts are usually used in the ____________________________
DEFINE and DESIGN stages. ____________________________
Fishbone Diagrams also fall under D4, problem investigation and root cause ____________________________
identification, of the 8Ds.
VIII. How to create a Fishbone Diagram? How do you create a Fishbone
1. Name the problem at the head of a fishbone skeleton. Write the problem to be Diagram?
solved (the EFFECT) as descriptively as possible at the head of the fishbone ____________________________
“skeleton”. The example we have chosen to illustrate is “Too often arriving late to ____________________________
work”.
____________________________
2. Draw the major categories for causes (6 M’s). On the left side then draw the
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"backbone of the fish", as shown here. There are two basic methods to categorize ____________________________
the causes: A) by function, or B) by process sequence. The most frequent approach ____________________________
is to categorize by function. In manufacturing settings the categories are often the
____________________________
6 Ms: Machine, Method, Materials, Measurement, Manpower (People), and
Mother Nature (Environment). In service settings, Machine and Method are often ____________________________
replaced by Policies (high level decision rules), and Procedures (specific tasks). Be ____________________________
flexible in the major “bones” that are used. There is no ideal set of categories or ____________________________
numbers. Make the category relevant to your problem. ____________________________
In this case, we will use the methods, machines (which includes alarm clock and
____________________________
car), manpower and environment.
3. Brainstorm for more detailed causes by asking ‘why’: You can see that this is not ____________________________
enough detail to identify specific root causes. There are usually many contributors ____________________________
to a problem, so an effective Fishbone Diagram will have many potential causes ____________________________
listed in categories and sub-categories. The detailed sub-categories can be
____________________________
generated from either or both of two sources:
 Brainstorming by group/team members based on prior experiences. ____________________________
 Data collected from check sheets or other sources. ____________________________
A closely related tool is the "5-Why" approach, which requires us to answering the ____________________________
question 'Why?' at least 5 times. ____________________________
Additional root causes are added to the fishbone diagram.
____________________________
4. Review the diagram; identify most critical causes for investigation. The
effectiveness of a Fishbone Diagram depends on the level of analysis..moving past ____________________________
symptoms to the true root cause and quantifying the relationship between the ____________________________
Primary Root Causes and the Effect. ____________________________
5. Confirm that potential causes are actual causes. Do not generate action plans ____________________________
until you’ve verified the cause.
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5 Whys Notes Section

 State the purpose of Root Cause Analysis
 Describe the 5 Whys
 Know when to use the 5 Whys
 Apply 5 Whys
 Utilize the 3 Way 5 Whys approach
II. Identifying the root causes What is the difference between

As we look for the root causes of the problem at hand, we need to be aware that root cause and symptom?
Aiming corrective measures at root causes is more effective than merely treating the ____________________________
symptoms of a problem. ____________________________
To be effective, root cause analysis must be performed systematically, and ____________________________
conclusions must be backed up by evidence. ____________________________
There is usually more than one root cause for any given problem. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
III. What is ‘5 Whys’? What is ‘5 Whys’?

‘5 Whys’ is the most simple and effective tool to identify the true cause of a problem. ____________________________
The purpose of the ‘5 Whys’ is to go beyond what appears to be obvious causes to ____________________________
search for the underlying reasons for a problem or root cause. Without identifying the
____________________________
root cause, efforts are often spent working on a solution that may or may not address
the true cause of the problem. ____________________________
IV. Do we always ask WHY five times? ____________________________

Even though the discipline is called 5 Whys, it is not always necessary to reach 5 ____________________________
questions before the root cause of a problem is fully explained; or it may take more ____________________________
than 5 Whys to get to the bottom of it. It will depend on the complexity of the process
____________________________
or the problem itself
V. How to use 5 Whys? What are the steps of 5 Whys?

1. First, select a cause (from a fishbone diagram or a Pareto chart) or define a ____________________________
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problem. A clear statement is needed for defining a problem. ____________________________

2. Next, ask “why does this outcome occur?” Be reminded, 1st Why must be short, ____________________________
concise sentence that plainly explain the problem.
____________________________
3. Then you select one of the reasons for Why 2 and ask “why does that occur?” –
4. And then you repeat … again, ask why. ____________________________
5. Continue until you feel you have reached a potential root cause ____________________________
6. Remember that your analysis is not done until you’ve validated that the measures ____________________________
you took were indeed the ‘root cause’ of the problem (as evidenced by the ____________________________
problem being fixed)
____________________________
Example:
____________________________
We are facing the problem of monument is disintegrating. To find the root cause, we
____________________________
may start to ask ‘why’.
____________________________
1. Why is it happened? Because the use of harsh chemical.
2. Why use the harsh chemical? To clean pigeon poop. ____________________________
3. Why so many pigeons? They ear spiders and there are a lot of spiders at the ____________________________
monument. ____________________________
4. Why so many spiders? They eat gnats, and there are lots of gnats at the
____________________________
monument.
5. Why so many gnats? They are attracted to the bright lights at dusk. ____________________________
The solution is, turn on the lights at the later time. ____________________________
Remember that it is essential that you validate your root cause analysis after you ____________________________
implement the solution. After turning the lights on later, is the monument ____________________________
disintegrating?
VI. 3 Way 5 Whys What is the 3 Way 5 Whys?
A variant of the traditional 5 Whys technique which is gaining ground is the 3 Way 5 ____________________________
Whys approach. This approach builds on the simplicity of the 5 Whys technique by ____________________________
looking at the issues from three distinct viewpoints:
____________________________
 Occurrence: Why was the defect made? ____________________________
 Detection: Why was the defect not detected? And
____________________________
 System: What breakdown or deficiency in the system lead to the defect.
____________________________
For each of these categories, a 5 Whys analysis is conducted to identify the true root
cause. This can be a powerful tool in helping to eliminate the actual cause of the ____________________________
problem, thus ensuring that it does not return. ____________________________
Example: ____________________________
A customer receives a defective unit with a battery charger failure. Upon return we ____________________________
first must find out why the battery charger failed in the first place. We do this by ____________________________
applying the 3 Way 5 Whys technique.
____________________________
1st Way: Occurrence
____________________________
1st: Why did the battery charger fail?
____________________________
- It had a defective flex cable.
____________________________
2nd: Why was the flex cable defective?
____________________________
- The traces at the edge of the overlay opening of the flex cable were
____________________________
cracked.
____________________________
3rd: Why were they cracked?
____________________________
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- Excessive force used while manually bending the flex cable during ____________________________
assembly. ____________________________
4th: Why was the flex cable bent excessively? ____________________________
- No jig to assist the manual operation of bending. ____________________________
Root cause in this instance? ____________________________
Not using a poka yoke jig to assist in this manual operation will leave it exposed to ____________________________
variation in the force applied to assemble the product.
nd
____________________________
2 Way: Detection
____________________________
Once we discover the root cause we can then proceed to take both containment
____________________________
actions and preventive actions to eliminate this root cause and prevent further
escapes to the field. We have thus solved the root cause of this issue; however we ____________________________
have not discovered how the defect escaped to the field in the first place. For that we ____________________________
must use the 2nd way of the 3 Way 5 Whys technique: Detection. ____________________________
1st: Why was the defective flex cable not detected? ____________________________
- Invisible trace open in flex cable was not detected electrically. ____________________________
2nd: Why was this not detected electrically? ____________________________
- FVT tester was not able to detect this failure. ____________________________
3rd: Why did the FVT tester fail to detect? ____________________________
- FVT tester did not have the program to check for this failure. ____________________________
4th: Why did the FVT tester not have this program? ____________________________
- The test program was consigned, and was not developed to check for this ____________________________
failure.
____________________________
Root cause in this instance?
____________________________
The test program buy-off procedure did not cover this item. This should be
____________________________
addressed.
rd ____________________________
3 Way: System
____________________________
As the last step of our investigation, we must focus our attention on the systems that
support our processes. Tracing back defects to the systems that may have contributed ____________________________
to the failure will help us improve systematically throughout the organization. This ____________________________
step is just as important as finding out why the product or service failed in the first ____________________________
place and may have more impact on the bottom line.
____________________________
1st: Why did our systems/processes produce a faulty product?
- The flex cable has assembly issues which made it vulnerable to cracking. ____________________________
2nd: Why were we not aware of this vulnerability? ____________________________
- The potential failure mode of cracked cables was not properly assessed. ____________________________
3rd: Why was this failure mode not assessed? ____________________________
- FMEA was performed, but did not consider this failure mode.
____________________________
4th: Why did we not consider this in FMEA?
- No training program in place to train QE and ME in correct FMEA ____________________________
completion. ____________________________
Root cause in this instance?
We need to make or FMEA system more robust with training and accountability.
VII. When to use Fishbone Diagram? ____________________________
The 5 Whys is used in the Plan phase of PDCA when you Analyze the root cause. In ____________________________
DMAIC and DMADV you will use 5 whys in the Analyze phases.
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____________________________
VII. 5 Whys Review ____________________________

Root cause analysis is a class of problem solving methods aimed at identifying the root ____________________________
causes of problems or event. To analyze a root cause, you have to define a problem, ____________________________
gather data or evidence. Identify the issue that contributed to the problem and find
____________________________
root cause using 5 Whys.
____________________________
Basically, 5 Whys, is a simple approach of asking “why” several times and then
continuing to ask why that happened until we reach the fundamental process element ____________________________
that failed. 5 Whys is applied to determine the root cause of a defect or problem and ____________________________
prevents from being satisfied with superficial solutions that will not fix the problem in ____________________________
the long run.
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Control Charts Notes Section

 Understand what a control chart is.
 Comprehend when to use control charts.
 Read control charts.
 Identify different variation patterns.
II. What is a Control Chart? What is a Control Chart?

A control chart is a graphical representation of data used to analyze variation in ____________________________
different processes. ____________________________
Control charts can be used ____________________________
to:
____________________________
• Measure current
____________________________
performance
____________________________
• Analyze causes of
variation ____________________________
• Identify opportunities ____________________________
to reduce variation ____________________________
• Control a stable ____________________________
process ____________________________
• And identify occasions when maintenance, tool changes, and adjustments are
required
III. What is variation? What is variation?
Variation is defined as change in the expected behavior, reliability, quality or quantity ____________________________
of a product, service or process. ____________________________
Variation is inherent in every process. Only when it exceeds the defined tolerances, we ____________________________
see its adverse affects on our process outputs. For instance an employee’s arrival time
____________________________
to work. His time of arrival varies from day to day but it causes a problem only if he is
late to work. ____________________________
Now you might be wondering why should I care about variation ____________________________
Well to put it simply, analyzing and controlling variation will; ____________________________
• Enable you to verify whether the process is in control or not. ____________________________
• Help you detect abnormalities in the process. ____________________________
• Assist you in investigating the causes of these abnormalities. ____________________________
IV. Types of variation Can you describe the types of
Before we move further into the discussion of control charts, it is imperative that we variation?
familiarize ourselves with two types of variation present in any process: Special Cause ____________________________
and Common Cause. ____________________________
 Special cause variation arises in a periodic fashion and is somewhat unpredictable. ____________________________
Examples of special causes are; operator errors, broken or worn out machines or ____________________________
major IT system breakdown.
____________________________
This type of variation is not critical and represents only a small fraction of the total
variation that we may find in a process and can be dealt with at the operator or ____________________________
machine level. ____________________________
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 Common cause variation is inherent in the system. They are always present and ____________________________
affect the output of the process. Examples of common causes of variation are poor ____________________________
training, inappropriate production methods, poor work station design etc. ____________________________
People erroneously assume that defects, mistakes or accidents are caused by ____________________________
special causes when in fact they are most likely caused by common causes which
lie in the system. ____________________________
V. Components of a Control Chart Can you describe a control chart?
Let us take a look at the three core components of a typical control chart: ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
 The central Line also called CL is the horizontal line that marks the historical mean ____________________________
of the process. ____________________________
 The upper control limit also known as UCL is the horizontal line above the center
____________________________
line, that marks the upper limit of where the process tends to operate when it is in
control ____________________________
 The lower control limit or LCL is the horizontal line below the center line, that ____________________________
marks the lower limit of where the process tends to operate when it is in control. ____________________________
 Data points are the recorded sample points from the process output, plotted on a ____________________________
control chart. They normally represent the sample mean values.
____________________________
Moving along, control chart is normally divided into 6 equal bands.
____________________________
• The outer bold lines indicate the upper and lower control limits and are the
____________________________
most critical places on the control chart.
____________________________
• The Orange bands next to red lines are somewhat less critical. Every now and
then a point or two are recorded in this region even in a controlled process. ____________________________
• The adjacent Yellow bands show even less critical zone. Some sample points ____________________________
may lie in this region in a controlled process. ____________________________
• And finally the Green bands, closest bands to the central line are the least ____________________________
critical regions. Typically in a statistically controlled process around 65% of the ____________________________
points lie in the green bands.
____________________________
VI. Reading a Control chart Can you read a control chart?

Now let us have a look at a manufacturing process example to further clarify the idea
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and usage of a control chart. Consider that an operator’s goal is to ensure that the ____________________________
oven temperature is maintained within the prescribed limits. The operator collects ____________________________
sample temperature readings over time and constructs a control chart.
____________________________
On the chart the central line shows the desired oven temperature. The upper and
lower control limits show the allowable tolerances for temperature variation. ____________________________
The operator observes that almost 65% of the plotted points lie within close proximity ____________________________
of the central line in the green bands. This is common for a statistically controlled ____________________________
process. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
The operator also notices some points in the yellow and a couple of points in the ____________________________
orange bands, even though yellow and orange bands are more critical. This tells you
____________________________
that variation is a part of every system and isn’t necessarily a bad thing. Its normal to
have a point or two in close proximity of the control limits every now and then. ____________________________
Finally, looking at the holistic view a process is said to be in statistical control if 99.73% ____________________________
of the plotted points lie within the prescribed tolerances, thus operator can be ____________________________
satisfied that his process is in control. ____________________________
Next let us have a look at the 8 tests we can use to check the same process if it is in
control or not. ____________________________
VII. 8 Tests to check if a process is in control or not How can you know if a process is in
If any of the following eight tests is verified then the process is marked out of control control or not?
and requires immediate action. ____________________________
 Test # 1 states that if 1 sample point lies outside the UCL or LCL, the process is not ____________________________
operating within the allowed limits. ____________________________
 Test # 2 states that If 9 consecutive points lie on the same side of the center line, ____________________________
the process is rendered out of control. Such kind of pattern is also referred to as a
SHIFT. ____________________________
 Test # 3 This kind of pattern is also called a trend and the test states that a process ____________________________
will be out of control if 6 points in a row all increasing or decreasing are spotted on ____________________________
the control chart. ____________________________
 Test # 4 states that a process will be out of control if 14 consecutive points ____________________________
alternating up and down appear on the chart. It is also an example of a CYCLE.
____________________________
 Test # 5 states that If 15 points in a row show up within the green bands on either
side of the CL, then the process is termed out of control. ____________________________
 Test # 6 tells us If 4 out of 5 consecutive points lie on one side of the CL in the ____________________________
green band or beyond green band, the process is out of control. ____________________________
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 Test # 7 says, If 2 out of 3 consecutive points lie on one side of the CL, beyond the ____________________________
yellow band then the process needs attention. This test is another variation of a ____________________________
CYCLIC process. ____________________________
 Test # 8 states that If 8 points in a row lie beyond green band on either side of the
____________________________
CL then the process is out of control.
When to use control charts When can use a control chart?
Control charts can play a pivotal role in problem solving methodologies. Now, let us ____________________________
identify the usage or control charts during the different steps of PDCA, DMAIC, 8D and ____________________________
DMADV.
____________________________
Starting with PDCA, control charts can be used to analyze the past data to devise a
____________________________
course of action in the plan phase.
____________________________
Also in check phase control charts can be used to analyze outputs and results thus help
us evaluate performance. ____________________________
Moving to DMAIC, control charts can be used to collect data in Measure phase. ____________________________
Process behavior charts can be used for the analysis of the implemented actions and ____________________________
finally in control phase control charts can be used for continuous process monitoring. ____________________________
Looking at 8Ds, control charts can be used in D4,D7 and D8 to investigate, implement ____________________________
and verify the process. ____________________________
Control charts can also be used in the verify stage of DMADV to evaluate the ____________________________
performance of a new design.
____________________________
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Relationship Charts Notes Section

 Understand relationship charts and its types.
 Comprehend usage of relationship charts in PDCA,
DAMAIC, 8D and DMADV
 Read relationship charts
II. What are the relationship charts? What are the relationship charts?
Relationship charts are used to make comparisons, show relationships or highlight ____________________________
trends between comparable parameters or processes. ____________________________
The two commonly used types of relationship charts are: ____________________________
• Box plots; which assist us in analyzing process variations and Which are the two commonly used
relationship charts?
____________________________
____________________________
____________________________
____________________________
• Main effect plots; which identify and compare the impact of variables on the ____________________________
process output. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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III. Box Plot Chart What is a Box Plot Chart?

Let us start with box plot first. ____________________________
A box plot is a graphical representation of distribution of a quantitative dataset. ____________________________
Now you might be wondering what use a box plot might serve? ____________________________
Well to put it simply, a box plot; ____________________________
• Show an instant picture of data distribution of a process using maximum value, ____________________________
minimum value, medians and quartiles. ____________________________
• Helps you devise search strategies to find cause of variations. ____________________________
• Compare outputs of multiple processes plotting the same characteristic. ____________________________
1. Median: What is Median?
Is described as the numerical value separating the higher half of a sample, population, ____________________________
or data distribution, from the lower half.
____________________________
• For an odd number of entries arranged in ascending order, the median is the
____________________________
center value that divides the data set into two equal parts. For example in the
series below 69 is the median as we have equal entries on either side. ____________________________
53,56,62,69,73,73,77 ____________________________
____________________________
• For even number of ____________________________
entries arranged in ____________________________
ascending order, the ____________________________
median lies between the ____________________________
middle two values. For
____________________________
example in the given data
set the median lies ____________________________
between 63 and 70 or is ____________________________
the average of both. So ____________________________
the median = (63+70)/2 =
____________________________
66.5
____________________________
49,51,55,63,70,81,99,100
____________________________
____________________________
2. Quartile:
What is a Quartile?
Quartiles of a set of values are the three points that divide the data set into four equal
groups, each representing a fourth of the population ____________________________
As you can see in the illustration; ____________________________
• 1st quartile(Q1) or Lower quartile splits lowest 25% of data from the rest of sample. ____________________________
• 2nd quartile(Q2) also called Median cuts data set in half. ____________________________
• 3rd quartile(Q3) also known as Upper quartile splits higher 25% of data from the ____________________________
rest of sample. ____________________________
Now that we are familiar with the terms related to box plots, we can start learning ____________________________
how to read a box plot. ____________________________
Let us take an example of an operator who is reviewing output of a manufacturing line ____________________________
to check defects/hr over a 12 hour shift. Can you interpret a Box plot chart?
____________________________
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____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
The allowable defect/hr was 3 and he wants to know how well his process was ____________________________
working. A box plot of these 12 observations is presented here. ____________________________
The median is indicated by the vertical line that runs down the center of the box. Here ____________________________
the observation with 4.5 defects/hr marks the median of our box plot and splits the ____________________________
data set in half. ____________________________
As you can see the left whisker shows the lowest recorded defects/hr, 1 in this case in ____________________________
our data set and the right whisker points to the highest recorded defects/hr, 10 here.
The minimum and maximum values mark the boundaries for our data distribution. ____________________________
Focusing on the box, you can see the middle half of the data set falls within the inter ____________________________
quartile range. The inter quartile range is represented by the width of the box (Q3 ____________________________
minus Q1). i.e; 8 – 2 = 6 ____________________________
Now if you are interested in the horizontal spread or the range of the whole data set, it ____________________________
is represented on the box plot by the horizontal distance between the smallest value ____________________________
and the largest value. i.e;
____________________________
in this case the range is 10(maximum value) – 0(minimum value) = 10
____________________________
Also a quarter of the recorded observations were smaller than 2 defects/hr and the
____________________________
other quarter was larger than 8 defects/hr.
____________________________
Now if the allowable number of defects recorded per hour were 3 then you can
visually see that the majority of defects/hr recorded so far are larger than the desired ____________________________
limit and lie on the right side of the mean. So the process needs to be analyzed. Can you analyze a box plot
comparison and draw conclusions
about it?
Comparing two box plot
____________________________
Now that we are able to read and extract meaningful information from bar plot, it’s
time to get to the core benefit of the box plot. I.e. comparing multiple box plots ____________________________
together to get the idea of changes and improvements. ____________________________
To illustrate this we will extend the previous example of defects/hr to two shifts ____________________________
instead of one. Based on the recorded defects/hr the operator draws box plots for the ____________________________
two shifts, compares them and draws following conclusions: ____________________________
____________________________
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____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
1. In shift-2 the spread of data was much less as compared to shift-1. This is verified ____________________________
by the fact that range on shift-2 box plot = 5-0= 5, whereas the range of box plot
____________________________
for shift-1 = 10-1 = 9.
____________________________
2. Also the inter quartile range on shift-2 box plot = 3.5-2.5= 1.0 as compared to
machine-1 where inter quartile range=3.4-2.6=0.8 ____________________________
3. Finally the median for shift-2 coincides with the desired value of three defects/hr ____________________________
and tells you that the production run in shift-2 is a lot more precise and efficient. ____________________________
This shows us that 50% of the recorded defects/hr lies in the close proximity of the ____________________________
desired number, whereas for shift-1 the spread of production was a lot more. ____________________________
Thus by comparing the two box plots the operator can decide that the production run ____________________________
in shift-1 has a lot more variation and defects/hr as compared to shift-2 and needs
____________________________
readjustment or repair.
____________________________
____________________________
Patters in data sets:
____________________________
Following are the three commonly observed patterns in the box plots:
____________________________
1. The distribution is said to be
skewed to the right if most of ____________________________
the observations lie on the ____________________________
lower end of the scale. This is ____________________________
visually evident as more than ____________________________
half the observation are on the
higher side of the median (Q2). ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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2. If the observations are evenly split around the median (Q2) then the distribution is ____________________________
termed as symmetric. Here the ____________________________
median occupies the middle
____________________________
position and has same number of
data points on either side. ____________________________
____________________________
____________________________
____________________________
____________________________
3. If most of the observations lie on the higher end of the scale, then the distribution ____________________________
is termed as skewed to the left. ____________________________
Again one can visually notice that ____________________________
more than half the data point lie
on the lower side of the median
(Q2).
As you can see the box plots make it

very easy to understand and extract
data from the data sets by giving a simple visual representation.
Now we will learn about another type of relationship chart called main effect chart.
IV. Main effect chart What is a main effect?
Before we define main effect plot we need to know what a main effect is ____________________________
It is the effect of one independent variable (input) on the dependent variable (output), ____________________________
ignoring effects of all other independent variable. ____________________________
So a Main effect chart shows the average outcome for each value of each variable, What is a main effect chart?
combining the effects of the other variables as if all variables were independent.
____________________________
It helps us in drawing a comparison between the processes and identifying areas of
____________________________
improvements.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
We will start with the common terminologies used in main effect plots; ____________________________
____________________________
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A. Shows the output variable being studied. ____________________________

B. The Factors whose effect on the output is being studied. ____________________________
C. The grand Mean of all the output values. ____________________________
D. The Mean of the Output variable at different levels (or values) of Factor 1 (more ____________________________
than one data point may have been collected for each level of the factor, so the ____________________________
Mean is used).
____________________________
E. The Mean of the Output variable at different levels (or values) of Factor 2.
____________________________
____________________________
Reading a main effect chart
____________________________
Let us take an example to illustrate use of main effect plot.
____________________________
For Example: We are assembling 3 different types of circuit boards over the course of 3
____________________________
shifts and want to see the impact of variety and shifts, the independent variables in
this case on the first pass yields. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
As illustrated in the main effect plot, the first yield pass for every type of circuit ____________________________
assembly and shift is plotted on the chart independent of each other. After taking into ____________________________
account the impact of both variables the grand mean was calculated and marked at ____________________________
237.
____________________________
A relatively flat plotted line indicates that as the factor changes value, it has little effect
____________________________
upon the output, while a line that has a lot of up and down movement indicates that
with the factor changes, it has a greater "main effect". Looking at the assembly plot 1st ____________________________
we can see that the first pass yield for the first two assemblies is pretty stable and ____________________________
rd
above the mean but drops below the mean for the 3 assembly type. This tells us that ____________________________
something is either wrong with assembling that circuit or its too complicated to ____________________________
assemble. Thus we should focus our attention on the 3rd type of circuit to improve the
____________________________
first pass yield.
____________________________
Now if you look at the shifts chart you can see that 1st shift is the least productive
while 2nd shift is most productive. Again by drawing a main effect plot we were able to ____________________________
identify which shift needs improvement. ____________________________
st
Finally by comparing the two charts together, we can see that since 1 shift has the ____________________________
lowest yield of all 6 variables, it needs to be addressed 1st and then we should move on ____________________________
to the 3rd type of assembly, and so on so forth.
____________________________
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Although main effect plot is a very simple tool, it’s important to mention here that it ____________________________
does not provide a great deal of information. Showing just the main effect of each ____________________________
factor level without accounting for the levels of other factors is simplistic but
____________________________
misleading. E.g. we can’t tell whether assembly # 1 was done in the 1st shift or 2nd shift.
V. When to use relationship charts? When would be beneficial to use

Now, let us identify the usage or relationship charts in different steps of PDCA, DMAIC, relationship charts?
8D and DMADV. ____________________________
Starting with PDCA, box plots and main effect plots can be used to analyze the past ____________________________
data to devise a course of action in the plan phase. ____________________________
Also in check phase these charts can be used to analyze outputs and results thus help ____________________________
us evaluate performance.
____________________________
Moving to DMAIC, relationship charts can be used to collect data in Measure phase.
____________________________
Process distributions box plots can be used for the analysis of the implemented actions
and finally in control phase box plots and main effect plots can be used for continuous ____________________________
process monitoring. ____________________________
Looking at 8Ds, box plots and main effect plots can be used in D4,D7 and D8 to ____________________________
investigate, implement and verify the process. ____________________________
Relationship charts can also be used in the verify stage of DMADV to evaluate the ____________________________
performance of a new design. ____________________________
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Kaizen Event Notes Section

 Explain kaizen
 Describe kaizen event
 Identify the major roles and responsibilities in a
kaizen event
 State at least three behavioral, communication and
mindset expectations in a kaizen event
II. What is kaizen and kaizen event? What is kaizen and Kaizen event?
Kaizen is the common sense, incremental changes to work processes that all ____________________________
employees are expected to make. In this sense it is a philosophy: the conscious, ____________________________
continual pursuit of improvement.
____________________________
A kaizen event brings together a small group of people to fix a problem very quickly.
____________________________
In this course you will learn more about kaizen and the role that kaizen Events play in
____________________________
it.
____________________________
These targeted changes for the better are essential components of the ongoing
success of Jabil. ____________________________
Primarily, kaizen focuses on small changes, but taken together, they can result in huge ____________________________
top and bottom line improvements for Jabil. ____________________________
Kaizen Origins ____________________________
The term kaizen derives from the Japanese word “kai” which means to “take apart” ____________________________
and “zen” which means to “make good” ____________________________
III. The kaizen principle What do we mean with “kaizen

principle”?
Kaizen is indeed a philosophy, and it is one of Lean Six Sigma’s primary principles:
continuous improvement. ____________________________
____________________________
____________________________
____________________________
____________________________
Kaizen means that we relentlessly eliminate waste. Kaizen uses scientific problem- ____________________________
solving methodology (which we refer to as PDCA). The ‘Go and See’ approach reminds
____________________________
us of the importance of observing problems ourselves.
____________________________
You will see these principles in action as we review kaizen and the kaizen event.
____________________________
IV. Kaizen: capable people solving problems What is important to develop

The heart of the kaizen (or continuous improvement) is to teach all employees to : people for kaizen?
 Identify waste ____________________________
 Practice problem-solving whenever waste is discovered. ____________________________
You are an essential part of kaizen because kaizen requires capable people to solve ____________________________
problems. ____________________________
It is a basic tenet of kaizen to teach all employees how to identify waste, and to ____________________________
practice problem –solving where waste is discovered. ____________________________
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As this graph shows us, when there is a gap between the current and target condition ____________________________
we have a problem. Kaizen is the continuous process of improvement that will close ____________________________
the gap so that the target condition is achieved. As depicted by the arrows, there may
____________________________
be several iterations of
incremental problem-solving ____________________________
to reach the target Does kaizen apply only to
condition. These iterations operations or manufacturing?
follow the PDCA approach. ____________________________
These changes for the better ____________________________
or kaizen are not limited to ____________________________
operations or
____________________________
manufacturing. Nor are
changes limited to obvious ____________________________
defects. Even a process that ____________________________
seems to be working well is ____________________________
considered to be a candidate for improvement.
____________________________
____________________________
Kaizen Summary
Can you answer the why, what,
who, when, where and how about
kaizen?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
V. What is a kaizen event? What is a kaizen event?
Now that we understand what kaizen is, let’s talk about the kaizen Event. ____________________________
A kaizen event brings together a small group of people to improve current processes ____________________________
and fix problems very quickly. ____________________________
A kaizen event is temporary, intensive, time compressed (2 to 7 days) and very ____________________________
disruptive effort as several or major changes are implemented at the same time
____________________________
Kaizen events should NOT replace the small, incremental continuous improvements or
____________________________
every day actions that all employees are expected to make. Kaizen events and daily
kaizen are complementary ____________________________
Kaizen event brings together a small group of people to improve current processes ____________________________
and fix problems very quickly. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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The Four Main Element of a Kaizen Event: ____________________________

____________________________
What are the four elements of a
Kaizen Event
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
VI. Types of kaizen events What are the types of kaizen event?
There are two main types of kaizen events. ____________________________
System or flow kaizen events are focused on providing a “vision” of the flow or ____________________________
strategic direction … what needs to happen … and involves leadership. They deal with ____________________________
material and information flow improvements.
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
On the other hand, process kaizen events are tactical, focusing on how to execute the ____________________________
strategy, utilizing the people closest to the work. ____________________________
This is the cultural shift that can be the most profound and most challenging to do. In ____________________________
the lean approach, leadership is responsible for creating strategy and the workforce is ____________________________
authorized to design and implement the tactical solutions required to execute
____________________________
leadership’s strategic vision.
VII. Kaizen event structure How does a kaizen event structure?
Kaizen events follow Practical Problem Solving. ____________________________
The eight steps provide a structured method to guide the problem-solving activities ____________________________
Kaizen events will vary in length, depending on the problem at hand, so they can be as ____________________________
little as a few days but most commonly are five days in duration. ____________________________
As we have stated, kaizen events follow the PDCA cycle. Let’s go through what ____________________________
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happens each day. ____________________________

____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
The first two days are “PLAN” days in the PDCA cycle.
____________________________
On the first day you will define your objectives, and agree on what the ideal state
looks like. ____________________________
You should walk through the physical location of the process you will be working on. ____________________________
You will capture the current process … using a process map, a spaghetti diagram, or a ____________________________
Value Stream Map. Use whichever tool makes sense for the problem. ____________________________
You will also review the data. ____________________________
Another key activity is to take pictures of the current ‘as is’ situation. ____________________________
The second day, still part of the PLAN phase of PDCA, is when you will “Go and See”. ____________________________
This means you will visit the work area and observe the current condition. The team ____________________________
will find an area where they can view and watch how work is done, and they will take ____________________________
detailed notes. They are looking for opportunities to improve the process and ____________________________
eliminate waste.
____________________________
It is highly recommended that you videotape the current condition. It is not
____________________________
uncommon to hear ‘I can’t believe we did it that way!’ later in the process, and
videotapes help to clarify exactly what is happening. ____________________________
On the third day you will move in to the ‘DO’ phase! ____________________________
Now that you have thoroughly reviewed the ‘data’, you can brainstorm the target ____________________________
condition. This is different than the ‘ideal state’ that you defined on day one, because ____________________________
that ‘vision’ may require many changes. The target condition you are defining on the ____________________________
third day is the state that this kaizen event will realize.
____________________________
Once you have your target condition, you can define your improvement plan that will
____________________________
get you to that target condition. You will identify who will do what, and when.
____________________________
You can simulate some alternatives to test your ideas.
____________________________
On the fourth day we move into the “CHECK” phase where we Test and Refine the
countermeasures we chose on day three. ____________________________
You’ll collect data to see how the solution is working, and adjust and tweak as needed. ____________________________
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By the end of this day, you’ll have documented the new process so that it is ____________________________
standardized. ____________________________
The fifth day is the final phase of the PDCA cycle, ‘ACT’. ____________________________
On this day we Sustain and Celebrate! ____________________________
With the new process fully documented and standardized, the team will now ____________________________
document and measure the new condition.
____________________________
This is also when the team will identify the financial benefits of the kaizen event.
____________________________
They will establish a plan to sustain the new process.
____________________________
The last, but certainly not least, of the days’ activities is to Share and Celebrate!
____________________________
VIII. Kaizen Event Rules of Engagement What the rules people must be
Mindset followed during a kaizen event?
• Rank has no privilege. ____________________________
• Think "creativity before capital. “ ____________________________
• Ask "Why?" and "What if?" and ''How could we?” ____________________________
• Think "yes, if .. ." instead of "no, because ...” ____________________________
• Eliminate "can't" from your vocabulary. ____________________________
• Seek the wisdom of ten rather than the knowledge of one. ____________________________
• All ideas are worthy of consideration. ____________________________
• Keep an open mind. ____________________________
• Improvements implemented today are better than planning to implement in the ____________________________
future. ____________________________
• Abandon departmental/functional/siloed thinking. ____________________________
• Stay focused on customer-defined value ____________________________
• Focus on how the results are achieved, not just the results ____________________________
____________________________
Communication ____________________________
• Finger pointing has no place. Kaizen Central is a blame-free zone. ____________________________
• No veto power from outside the team. ____________________________
• No silent objectors. ____________________________
• One conversation at a time. ____________________________
• What was said in the room, stays in the room. ____________________________
• It’s okay (and encouraged)to disagree; its not okay to be disagreeable ____________________________
____________________________
Behavior ____________________________
• The team starts and ends the day together. ____________________________
• Being on time is critical. ____________________________
• Cell phones, must be turned off or placed on100% silent (no vibration) mode. ____________________________
• No interruptions. ____________________________
• Team stays in the room. ____________________________
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• Avoid scope creep; keep focused on event objectives and work within ____________________________
predetermined event boundaries. ____________________________
IX. Kaizen Even Roles & Responsibilities What are the roles and
Participant: Provide ideas and expertise. Solve problem and implement responsibilities in a kaizen event?
countermeasures. ____________________________
Facilitator: Lead the entire Kaizen Event process (planning, executing and follow-up ____________________________
phases). ____________________________
Team Lead: Assist facilitator during the event as needed. ____________________________
Coordinator: Planning and executing event logistics, including follow-up meetings and ____________________________
30-day audit.
____________________________
Value Stream Champion: Assist with event planning. Provide support throughout the
____________________________
process. Hold team accountable for results and follow-up activities
____________________________
Sponsor: Provide support throughout the process; assist the value stream champion
and facilitator in removing obstacles to the team‘s success.
X. Kaizen Event benefits What the kaizen event benefits?
Well-executed kaizen events will deliver results with speed and magnitude! ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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5S Notes Section
 Define 5S
 State the benefits of using 5S
 List the five steps of 5S
 Identify how to apply 5S in Lean Six Sigma projects
II. Introduction to 5S What is 5S?

What is 5S? ____________________________
It is the methodology of 5 steps ____________________________
focused on creating and ____________________________
maintaining an organized
____________________________
workplace to eliminate waste
____________________________
What are the 5 steps of 5S?
____________________________
The five steps are:
____________________________
1. Sort – Clear the way
2. Set in Order – Put ____________________________
things in order ____________________________
3. Shine – Clean it up ____________________________
4. Standardize – Establish ____________________________
standard
____________________________
5. Sustain – Use regular audits to stay disciplined
____________________________
What are the goals of 5S?
____________________________
1. Create an environment:
• Where people can easily detect abnormalities ____________________________
• Where people can locate things quickly ____________________________
• That is positive, pleasant and effective ____________________________
2. Increase productivity by better managing space
____________________________
3. Safety
4. Create a good first impression to new employees, visitors and customers ____________________________
5. Satisfy our customer with excellent quality, delivery and cost. ____________________________
III. 5S Steps Can you describe each of 5S steps
1. Sort and its benefits?
Definitions ____________________________
The first of 5S is SORT which means CLEAR THE WAY. The first step after training is to ____________________________
sort every area on the line and remove any items that are not critical to the operation. ____________________________
Soft fights the habit to keep things because they may be useful "someday". It helps to ____________________________
keep work area tidy, improves searching and fetching efficiency and clears most of the
____________________________
space consumed by unnecessary things.
____________________________
Benefits
____________________________
Prevents crowded factories and offices by removing everything that is irrelevant.
____________________________
Excess storage areas are no longer needed for broken or obsolete tools thus reducing
excess inventory. ____________________________
Obsolete machinery or equipment is removed and no longer needs to be maintained ____________________________
thus reducing maintenance cost and also eliminate searching. ____________________________
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____________________________
2. Set In Order ____________________________
Definition ____________________________
Set in order means to "Get Organized" This is the 2nd "S" which refers to proper or ____________________________
systematic arrangement for the efficient and effective retrieval. A good saying for this ____________________________
is "A place for everything and everything on its place“
____________________________
Benefits
____________________________
• Below are some of the benefits for setting things in order:
____________________________
• Essential items are readily available
____________________________
• Eliminates searching
____________________________
• Prevent injuries
____________________________
• Eliminate using the wrong tool
____________________________
• Prevents lost tools or equipments
____________________________
• Encourages proper maintenance
____________________________
• Greater visibility to anything abnormal just by looking
____________________________
Waste Avoidance Examples
____________________________
• Motion: The person sent to get a cart couldn't find it.
____________________________
• Searching: No one can find the key to the locked cabinet that contains the
____________________________
necessary tools
____________________________
• Human Energy & Time: A frustrated worker gives up on finding a necessary jig
after looking in vain for half an hour. ____________________________
• Excess Inventory: Desk drawers are crammed full of different types of tools, parts ____________________________
and other supplies ____________________________
• Defective Products: The storage location of two different parts are switched ____________________________
without telling the operator, so he picks up and uses the wrong parts without ____________________________
noticing. ____________________________
• Unsafe Conditions: Parts are left in aisles causing assembler to trip and get injured. ____________________________
Workplace Examples ____________________________
• Store all materials in proper designated areas ____________________________
• Position pallets "flat" instead of upright on their side ____________________________
• Use work areas to do work and not as material storage areas ____________________________
• Use work areas to do work and not as material storage areas ____________________________
• Clean material messes as they occur ____________________________
• Find a place for everything and keep it there ____________________________
• Keep all raw material sorted and stored in proper locations ____________________________
Material Examples ____________________________
• Place material only in marked containers ____________________________
• Identify all containers with printed labels ____________________________
• Put only unmixed components in a container ____________________________
Tools Examples ____________________________
• Label and tag tools ____________________________
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• Setup tool boards in point of use ____________________________

• Make equipment needs visible ____________________________
• Replace old or broken items ____________________________
3. Shine ____________________________
Definition ____________________________
The third (3rd) "S" is Shine which means Clean it up. After the first thorough cleaning ____________________________
when implementing 5S, daily follow up cleaning is necessary in order to sustain this ____________________________
improvement. Regular cleanliness is always helpful in identifying damages to
____________________________
equipments such as leakages. This in turn helps in protecting equipments failure and
loss of production. Shine is all about shining the workplace and viewing it through the ____________________________
eyes of a visitor ____________________________
Benefits ____________________________
Some of the benefits of Shine include: ____________________________
• Improve morale and positive attitude ____________________________
• Makes anything lower than the standard very visible ____________________________
• Encourages good housekeeping and helps facilitate maintenance ____________________________
• Reduce defect rates by finding problems earlier ____________________________
• Makes status of the process visible when behind or ahead ____________________________
• Enables cost reduction by taking care of tools and equipment ____________________________
4. Standardize ____________________________
Definition ____________________________
The 4th "S" is Standardize referring to "Establishing Standard". Once the first 3S have ____________________________
been in place, it should be set as a standard so to keep the best practices in place. ____________________________
Without it the situation will deteriorate gradually and will be back to its old condition ____________________________
in no time. The first 3S can often be executed by order. Seiketsu helps to turn it into
____________________________
natural, standard behavior and habit.
____________________________
Benefits
____________________________
The benefits include:
____________________________
• Expectation are clear to everyone
____________________________
• No ambiguity on who is responsible for what and how to do it
____________________________
• Everyone sees with the same eyes and has the same expectations
____________________________
• All events become formal and part of a "must do" routine
____________________________
• An uncluttered, organized and clean organization motivates employees and
customers. ____________________________
5.Sustain ____________________________
Definition ____________________________
The last "S", "Sustain", which is the toughest among all. It refers to sustaining the order ____________________________
of the area through continuous education and communication of the plant appearance ____________________________
practices. Sustain helps in ongoing improvement and be expanded beyond initial limits. ____________________________
The emphasis of "Sustain" is elimination of bad habits and constant practice of good
____________________________
ones. The effect of continuous improvement leads to lesser waste, better quality, high
morale, cleaner workplaces and faster lead times. ____________________________
Benefits ____________________________
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• Promotes good habits that everyone will remember ____________________________

• Generates positive attitude, pride and caring about the workplace ____________________________
• Customer trust in the reliability of its products ____________________________
• The key to a suggestion system where everyone participates
IV. How to apply 5S? ____________________________
Step 1: Sort ____________________________
"Keep what you need and get rid-off the rest" ____________________________
1. Sort and identify the items that you actually need and find appropriate ____________________________
locations for them based on frequency of use, dimension and weight. ____________________________
2. Attach a red tag on the potential items to be removed. Question the need for ____________________________
each item in that quantity in the workplace. When in doubt, tag it out.
____________________________
3. Move red tagged items to the red-tag area for one week for all to see. Use the
____________________________
Sort Criteria Guidelines (SPL-121) to evaluate for disposal.
____________________________
4. After two weeks, evaluate again any item that you haven’t needed from the
red-tag area for final disposal, transfer or re-allocation ____________________________
Key note: ____________________________
When starting 5S, Sort should be practiced daily before moving onto the other steps. ____________________________
During sustaining mode, Sort should become second nature and practiced daily to ____________________________
facilitate continuous improvement ____________________________
Step 2: Set In Order ____________________________
"Arrange necessary items according to the workflow and make them easy to locate ____________________________
(label) and use“ ____________________________
1. Draw a current-state map that shows where all the necessary equipment and ____________________________
tools are currently located. Use the map to identify wasted motion or
____________________________
congestion caused by excessive travel distances, unnecessary movement, and
improper placement of tools and materials. ____________________________
2. Draw a future-state map of a more efficient workplace. Use the principles of ____________________________
motion economy such as minimum body motion, within arm’s reach, stored in ____________________________
the sequence used. ____________________________
3. Visually organize the workplace by: ____________________________
• Drawing borders to differentiate work areas. ____________________________
• Highlighting traffic lanes, stationary items, paths covered by mobile ____________________________
items, walkways and surface items.
____________________________
• Providing a location indicator for each item and bordered area to show
____________________________
where and how much material should be kept in a specific place.
____________________________
Key note:
____________________________
Organizing stuff that is not needed is itself a waste.
____________________________
Step 3: Shine
____________________________
Remove all forms of contamination such as dirt, dust, fluids and other debris.
____________________________
1. Identify targets on safety (unsafe conditions such as spills on the floor,) waste
(wasteful conditions such as reaching for tools) and cleanliness. ____________________________
2. Clean to meet the above targets. While cleaning, inspect for abnormal wear or ____________________________
conditions that might lead to equipment failure. ____________________________
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3. After cleaning, define ways to eliminate sources of contamination and to keep ____________________________
your workplace clean at all times. Set cleaning responsibilities and frequency. ____________________________
Key note: ____________________________
Cleaning stuff that is not needed is also a waste. ____________________________
Step 4: Standardize ____________________________
Develop systems and procedures to maintain and monitor the first 3S's by ____________________________
incorporating them into everyday work activities.
____________________________
1. Review procedures conducted for the first 3S’s and make it visually obvious to
____________________________
all.
____________________________
2. Document all 5S systems and procedures (Guidelines on what visual controls
to use, floor taping standards, housekeeping standards, labeling standards, ____________________________
etc.) for training and process audit. ____________________________
Key note: ____________________________
If there is no formal system and conscious effort to maintain the system, 5S will be a ____________________________
temporary activity --- worse than not doing it. ____________________________
Step 5: Sustain ____________________________
Develop discipline to continue the application, understanding and improvement of ____________________________
the 5S systems and procedures. ____________________________
1. Establish a periodic schedule to evaluate (audit) your 5S system. Daily for ____________________________
associates, weekly for supervisors, and monthly for management.
____________________________
2. Celebrate accomplishments and continue improving.
____________________________
Key note:
____________________________
Ultimately the success of the 5S system will depend on how independent and
disciplined everyone becomes to applying it.
V. Who should do 5S? Should everyone involve in 5S?
Some people think that 5S should be the job of those who work as an operator and it ____________________________
only involves production floor. This is wrong! It is everyone's role, whether you work ____________________________
on the production floor or in the office area. The same rules apply and the same
____________________________
benefits can be gained. Everyone should maintain proper 5S at their own work area.
____________________________
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A3 Report Notes Section

 State the purpose of the A3 Report
 Identify two critical elements of the A3 Report
 Explain how to create an A3 Report
I. What is an A3 Report? What is an A3 Report?

It is a one-page document used to implement the Plan-Do-Check-Act Cycle when ____________________________
resolving a problem. “A3” refers to an international size of paper which is ____________________________
approximately 11-by-17 inches. ____________________________
II. What is the purpose of the A3 Report? What is the purpose of the A3
The A3 Reports transform vague and unproductive discussions into productive, Report?
efficient and focused dialogues. ____________________________
Discussions in non-lean organizations are plagued with unproductive ____________________________
conversations, lack of focus, irrelevant anecdotic data and lack of logical problem ____________________________
solving which personal clashes that make even more difficult to resolve the ____________________________
problem at hand. Many of us have been invited to sit through long meetings in
____________________________
which little or nothing has been accomplished and we wonder if there is a better
way to get things done. This is a typical symptom of non-lean organizations. How does the A3 Report transform
vague discussions into productive
III. How does the A3 Report transform vague discussions into productive dialogues? dialogues (two principles)?
The A3 Report is based on 2 fundamental ____________________________
elements: ____________________________
 First, the A3 Report embeds the Plan- ____________________________
Do-Check-Act or PDCA Cycle which is a
____________________________
logical thinking process that ensures we
are efficiently and effectively dealing ____________________________
with issues or problems. Talking about ____________________________
the A3 Report is basically talking about ____________________________
applying the PDCA Cycle or the 8 steps ____________________________
of Practical Problem Solving.
____________________________
 Second, The A3 Report is a visual and brief way of communication by design.
The A3 Report is one-page document. ____________________________
By using the PDCA Cycle, the A3 Report helps us : ____________________________
____________________________
 Remove subjectivity and emotion through the use of data and make it explicit
to all involved. What could we accomplish by using
 It also makes us focus on the results by making sure we follow the correct the PDCA Cycle in the A3 Report?
process. ____________________________
 Alignment is accomplished by involving all stakeholders and getting the key ____________________________
facts of the situation first. ____________________________
 Finally an A3 Report follows a logical and effective thinking approach by ____________________________
embedding the PDCA Cycle.
____________________________
____________________________
____________________________
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____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
How do we use the A3 report?
IV. How to use the A3 Report ____________________________
The A3 Report should be used throughout the steps of a project as you deal with a ____________________________
problem or issue. A typical error is to only use the A3 Report once the project is
____________________________
completed as a way of documenting or reporting the conclusion of a project. That
approach misses the purpose of the A3 Report as a tool supporting PDCA thinking ____________________________
throughout each step of the project. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
The A3 Report is a simple and flexible template to write down, develop and share
____________________________
your “thinking” as you work on a problem.
____________________________
First, use the A3 Report to gain consensus whether or not the problem should be
____________________________
addressed. Once the project has been accepted, use the A3 Report to gain approval
of proposed solutions after identifying the root causes. In this stage, the A3 Report ____________________________
is used as a project proposal in the Plan step of the PDCA cycle. ____________________________
Later during the Do, Check and Act steps of the PDCA cycle, the A3 Report is used to ____________________________
update others to verify progress on schedule and as an opportunity to question and ____________________________
explore the completeness of your thinking. ____________________________
Finally as part of the Act step, the A3 Report is used as the final report to ____________________________
acknowledge and share the success of the team, learn from failures and ask “what’s ____________________________
next.”
____________________________
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____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Start the A3 Report as soon as you begin “clarifying the problem” as it’s described
____________________________
in the first step of Practical Problem Solving. Practical Problem Solving is described
in the “PDCA” training module which is available in the Lean Portal. ____________________________
____________________________
The first quadrant of the A3 Report is used to describe the current condition and
set the target (steps 1 through 3 of Practical Problem Solving). ____________________________
The second quadrant focuses on analyzing the root cause in which tools like 5 ____________________________
Whys and fishbone diagram are used. These two quadrants complete the “Plan” ____________________________
step of the PDCA Cycle. As you can see at least 50% of the A3 Report is used to ____________________________
complete the “Plan” step. This distribution is not random as it is a reminder that ____________________________
we should spend at least 50% of our time understanding the problem and reaching
____________________________
for the root causes before any implementation
____________________________
The last two quadrants in the right side of the A3 Report are part of the steps “Do,”
“Check” and “Act.” As you can see each section in the A3 Report builds upon the ____________________________
previous section, using Practical problem solving. ____________________________
There is not one fixed, correct template for the A3 Report. In fact, the format of ____________________________
the report really does not matter, what matters is the underlying logical thinking as ____________________________
you follow the PDCA cycle. ____________________________
V. Summary ____________________________
As we conclude this first module about the A3 Report, let’s review the key points ____________________________
that we just learned: ____________________________
The A3 Report is one-page, usually 11×17 inches, which displays the thinking ____________________________
process of solving a problem using the PDCA Cycle. ____________________________
The left side of the A3 Report completes the “Plan” step while the right side ____________________________
focuses on the “Do,” “Check” and “Act” Steps. ____________________________
The 3 types of A3 Report are: ____________________________
1. Proposal A3 Report ____________________________
2. Status A3 Report ____________________________
3. Final A3 Report ____________________________
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Mistake Proofing Notes Section

 Explain Mistake proofing
 Recognize types of errors
 Identify devices, types of prevention, and target areas
II. What is Mistake proofing? What is Mistake proofing?

Mistake proofing is the development and implementation of simple devices that target ____________________________
and prevent defects from occurring. It is also commonly known as poka yoke. Poka, ____________________________
meaning inadvertent mistake, and Yoke, meaning prevent. It has also been known as
____________________________
fail-safing.
____________________________
Mistake proofing was originally developed by Shigeo
Shingo, an industrial engineer who worked for ____________________________
Toyota, which provides low-cost, effective defect ____________________________
prevention and operator feedback. Shingo argued that ____________________________
errors can be reduced or even eliminated in any ____________________________
process. If appropriate Mistake proofing is
____________________________
implemented, mistakes can be caught quickly and
prevented from resulting in defects. Costs are also ____________________________
reduced when we eliminate defects at the source, saving Jabil a significant amount of ____________________________
money ____________________________
III. Why do we need mistake proofing? Why do we need it?
Mistake proofing does two jobs at once; it ensures that proper conditions exist before ____________________________
executing operational process steps, and it performs detective functions, eliminating ____________________________
defects as early as possible.
____________________________
Mistake proofing is often thought of as an extension of the design or process of the
____________________________
failure mode and effects analysis.
____________________________
Mistakes happen for two reasons:
____________________________
• People; we forget and make errors
• Machines and Process; they fail and can be inaccurate ____________________________
Our job is to recognize where these can happen and find a way to prevent it or stop it ____________________________
from progressing. ____________________________
Let’s review for a minute; ____________________________
why are we using the ____________________________
Mistake proofing method? ____________________________
Aside from Mistake
____________________________
proofing being an effective
method proven time after ____________________________
time with various ____________________________
companies worldwide, the ____________________________
method takes into account
____________________________
that mistakes are
inevitable. People and ____________________________
machines are used in ____________________________
manufacturing processes, which as we know can cause setbacks. Think back to the lists ____________________________
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of types of errors and human errors. They’re going to happen. Our job is to make ____________________________
wrong actions more difficult; develop and establish solutions to eliminate mistakes ____________________________
from ever happening. Keep in mind that errors can be out of our control, so analyze
____________________________
possible “what-ifs” and set up processes to catch them in the earliest stage possible.
____________________________
Shingo has said that, “This mistake-proofing is the quickest road leading to attainment
of zero defects.” As a result of fewer mistakes, productivity is increased; there is less ____________________________
interruption and rework, scarp, repair and quality control to the flow of production. ____________________________
In a study done by a major U.S. company, we see that in general, U.S. companies have ____________________________
an average of one thousand defective parts per million. In comparison, Toyota, who ____________________________
has been implementing the Mistake proofing method for years, has an average of 50 ____________________________
defects parts per million. Think about the time, money and frustration that could be
____________________________
saved simply by having prevention methods in place!
IV. Types of Error What types of error exists?
There are four types of errors that can cause defects from occurring: ____________________________
1. The first is informational errors, where we are provided with content or data that ____________________________
is: ____________________________
• Ambiguous, or vague
____________________________
• Incorrect
• Inadequate, or insufficient ____________________________
• Or when it is misinterpreted ____________________________
2. The second type of error is omissions, where there are ____________________________
• Processing oversights ____________________________
• Missing parts
____________________________
• Counting errors
• Absent operations ____________________________
• And assembly errors ____________________________
3. Adjustment errors are the third type. Adjustment errors incorporate: ____________________________
• Misaligned parts
____________________________
• Inaccurate measurements or miscalculations
• And maladjustments ____________________________
4. The fourth type of errors is referred to as selection errors. This occurs when we ____________________________
have: ____________________________
• Wrong material ____________________________
• Or when we are provided with incorrect destination or location information
____________________________
• If we’ve conducted an incorrect operation
• Or if we used a wrong part
V. Human Mistakes Why people make mistakes?
Coinciding with those four errors, human errors are broken down into ten ____________________________
explanations: ____________________________
• Human are forgetful. ____________________________
• We misunderstand others, which can be the receiver’s perception, but can also be
____________________________
an effect of how information is delivered.
• Wrong identification ____________________________
• Lack of experience ____________________________
• Willful, or ignoring rules and procedures, intentionally or unintentionally ____________________________
• Being sloppy ____________________________
• Slow
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• There is a lack of standardization or consistency ____________________________

• If there is a surprise, such as an unexpected machine operation ____________________________
• Sabotage, intentionally creating an error
____________________________
Here is a table depicting the relationship of defects and human errors. The
____________________________
relationships are marked with two different symbols; a filled in circle showing a highly
correlated connection between cause and human error, and outlined circle which ____________________________
shows a moderate correlation between the cause and human error. ____________________________
Please take a few minutes to review the table. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
VI. Simple is essential Does Mistake proofing needs a

As in many lean solutions, simplicity is a "must". This complex solutions or large
is why we say "to be Lean is to be simple". Using the investments?
same rationale, mistake proofing mechanisms or ____________________________
devices should be simple, very simple. In fact, if a ____________________________
mistake proofing device is too complicated or too
____________________________
expensive we should insist on reviewing alternatives
and understand the source of the errors. ____________________________
Let's review the following example to illustrate the simplicity principle. In this ____________________________
operation, workers are required to take the orange ____________________________
piece and place through the shaft. However, this ____________________________
piece can be placed on the shaft two different ways ____________________________
but only the first way is as intended.
____________________________
What should we do to prevent this error?
____________________________
One solution is to use a simple device as shown. The
____________________________
device will allow assembly of the parts only as
intended, making it impossible to assemble the parts ____________________________
with the wrong orientation, thereby eliminating the ____________________________
source of error. The important thing to remember is ____________________________
that mistake proofing is about simplicity
____________________________
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VII. How to build a mistake proofing device? What are the steps to build a
Constructing a mistake proofing device is a straightforward process. mistake proofing solution?
Step 1 -First, design the product or process making it impossible for mistakes to be ____________________________
made. If they are unpreventable, make it easy to detect and correct. ____________________________
Step 2 - Second, analyze each activity in a process and identify possible errors. Use a ____________________________
tool like the Pareto Chart to identify the critical steps that are causing the majority of ____________________________
the problems, concentrating your resources on these steps will provide you with
____________________________
greater impact.
____________________________
Step 3 - Going along with step two, ask, “What possible human errors or equipment
malfunctions could take at this step?” This helps you look at the issue from different ____________________________
perspectives, carefully analyzing each step. ____________________________
Step 4- Analyze and identify the relationship between errors and defects. In other ____________________________
words, find the root-cause of the defects and the conditions that make them appear. ____________________________
Two tools are essential in this step: the fishbone or cause-effect diagram and.. the 5 ____________________________
Whys approach for root-cause analysis.
____________________________
The most important point to remember in this step....is go and see for yourself what
____________________________
really happens. The best ideas usually come from the experience and wisdom from
people closest to the problem. ____________________________
Step 5 - Next, determine a way to detect when an error has been made or is about to ____________________________
happen. ____________________________
Do not rely on people to catch their own mistakes! It may be overlooked or in some ____________________________
instances, unrecognizable. ____________________________
Step 6 - The last step is to identify and select the actions that should be taken when an ____________________________
error has been detected. Possible options include:
____________________________
• Self-correction
____________________________
• Stopping or shutting down the process
• Or having a warning or alert in place ____________________________
The possibilities are vast, and selecting the best option will depend on multiple things, ____________________________
such as the process activity, people involved, the product itself, and the environment. ____________________________
VIII. Summary ____________________________
In summary, Pokayoke, also known as mistake-proofing prevents or stops defects from ____________________________
happening. Mistakes can be caused by people, machines or processes for a magnitude ____________________________
of reasons.
____________________________
The errors can be broken down into four types; informational, omission, adjustments,
____________________________
and selections. We follow a six step process to construct Mistake proofing:
____________________________
1. Make mistakes impossible from happening or easy to detect and fix
____________________________
2. Identify possible errors
____________________________
3. Ask, “What errors or malfunctions could take place at this step?”
____________________________
4. Detect when an error has taken place or is about to
____________________________
5. Identify specific actions that are to be taken when an error does occur
____________________________
6. Consider the best possible device or devices to set in place – remember, no tool is
applicable everywhere ____________________________
Mistake proofing improves productivity and is the fastest way to zero defects! Make ____________________________
no mistake – errors can be controlled. ____________________________
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Visual Management Notes Section

 Define Visual Management
 State the benefits of using Visual Management
 List the steps involved in implementing Visual
Management
 Define Visual Control
 List examples Visual Management features
II. Introduction to Visual Management What is Visual Management?
What is Visual Management? ____________________________
It’s a set of techniques aimed to: ____________________________
• make waste visible so we can eliminate it and prevent it from recurring in the future ____________________________
• make normal and abnormal conditions visible so standards can easily be followed by ____________________________
all employees improve our efficiency by effectively communicating ____________________________
Why use Visual Management? Why is Visual Management
We use visual management to: important?
• Improve “first-pass-yield” (FPY) by making most errors and defects known by all ____________________________
• Improve workplace safety by removing hazards, improving communication and ____________________________
compliance to work standards ____________________________
• Improve the overall efficiency by better understanding and communicating ____________________________
expectations
____________________________
• Lower our total cost
____________________________
____________________________
III. How to implement Visual Management? Can you describe the 3 levels of
There are 3 distinct levels: Visual Management?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
• First is the "Visual Order" which is our baseline that has to do with implementing ____________________________
the 5S program. This is the FOUNDATION of a visual factory. ____________________________
• The next level is called the "Visual Display" level where we complement standards
with visual elements. For example: share information and/or results of control ____________________________
activities and share established standards, build standards into workplace, warn ____________________________
about abnormalities ____________________________
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• The final level which is broken up to few segments is called the "Visual Control". ____________________________
Here we are able to build the standards into the workplace which will help by ____________________________
warning us about abnormalities. It should also grow into detecting abnormalities
____________________________
and the ultimate price is to have a system where it can prevent abnormalities
which eventually will lead us to waste elimination. ____________________________
IV. What is Visual Control? What is Visual Control?
Introduction ____________________________
Visual Controls are methods for making information about processes and fundamental ____________________________
daily activities visually available in a coherent, timely and regular manner. ____________________________
All visual control elements must with these 3 basic characteristics: ____________________________
• Goal Oriented ____________________________
• Obvious ____________________________
• Self Directing ____________________________
Proceed to the next slide to find out more information on these features and also ____________________________
some of the given examples.
____________________________
1. Goal Oriented
____________________________
“Visual Management is Goal Oriented”
____________________________
Goal Oriented basically means that the expectation is well defined. Control can be
____________________________
seen on manufacturing floor for example the production targets, performance goals,
path to goals, etc. Goal ____________________________
oriented refers to having ____________________________
clear and appropriate ____________________________
goals that motivate ____________________________
people.
____________________________
Examples of Visual
____________________________
Control on Production
floor: ____________________________
• Production targets ____________________________
• Performance goals ____________________________
• Path to goals ____________________________
• Quality targets ____________________________
• 5S Standards ____________________________
• Kaizen events display ____________________________
• Value Stream management ____________________________
• Business goals ____________________________
2. Obvious ____________________________
“Visual Management Is Obvious" ____________________________
The next characteristic of visual ____________________________
control is that it should be obvious. ____________________________
In other words, it is defined, ____________________________
identified and clear and if we have to
____________________________
ask, we are not there yet.
____________________________
An example of this is to clearly identified the following:
____________________________
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• Work areas ____________________________

• Work flow path ____________________________
• All material status ____________________________
• Production ahead or behind ____________________________
• Achievement of Takt ____________________________
• Awareness of opportunities ____________________________
• Execution of opportunities ____________________________
• 5S Performance ____________________________
• Pitch scheduling ____________________________
• Clearly visible to all that need to see it ____________________________
3. Self Directing ____________________________
“Visual Control Is Self Directing”' ____________________________
The last characteristic of visual control is that it should be self directing. In another ____________________________
word, it should clarify what to do ____________________________
under certain circumstances.
____________________________
Empowerment is about taking action
when it matters. ____________________________
Example of this are: ____________________________
• Problem correction path, ____________________________
• Escalation Path ____________________________
• Actionable information ____________________________
• Easy to learn
• Easily show good or bad
• Designed for independent action
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One Piece Flow Notes Section

 Define One Piece Flow
 State the benefits of One Piece Flow
 List the steps in creating One Piece Flow
 List the types of flow
 List the types of layout design
 List the requirements for One Piece Flow
 Define Line Balancing
II. What is one piece flow? What is continuous flow?
In simple terms, one piece flow is producing one work piece at a time, passing each ____________________________
piece to the next process without delay. It is also commonly referred to as “continuous ____________________________
flow” or “make one, move one.” ____________________________
III. How to create one piece flow? What are the three steps to create
While this is not an easy task, the steps to creating flow are very straight forward: one piece flow?
____________________________
 Step 1 – Become the “thing”: In order to make value flow you need to become the
“thing” that flows. In other words, you need to see flow as if you were the assembly, ____________________________
product or service being made. It could be a circuit board, a back panel, a setup box ____________________________
or an invoice. Really it can be anything, but in order to make something flow ____________________________
throughout its value stream we must become it. ____________________________
 Step 2 – Make it flow: To make this “thing” flow, we need to find ways to break
____________________________
through functional boundaries. In most situations, we deal with several departments
or functional groups, all of them working to make the “thing”. For instance, the ____________________________
operational team needs to work with manufacturing engineering which must work ____________________________
with industrial engineering who must work with purchasing which needs to work ____________________________
with finance. Many times, each of these functional teams are arranged in “silos” that
____________________________
do not always look at things from a value flow perspective. When this happens,
“boundaries” to flow often appear. Therefore, we need to find ways through these ____________________________
value boundaries. One effective way to avoid these boundaries is to include ____________________________
representatives of the each functional team that has direct participation in the ____________________________
process or issue-to-address in a kaizen or value stream event or project. This way, ____________________________
when these boundaries do appear, each department has an “involved person” and is
____________________________
far most likely to find a solution.
 Step 3 – Keep the thing moving: Finally, once we “become the thing” and break ____________________________
through functional boundaries, the last step is just to “keep the thing moving”. Any ____________________________
time the “thing” stops or queues up, value is not flowing and this is one of the ____________________________
reasons having excess inventory is so deadly to flow. If we have too much inventory,
____________________________
it just sits there and there is not flow.
IV. Types of flow What are the types of flow?
The three types of flow that can be found in just about every organization around the ____________________________
world. ____________________________
 Batch flow: The most common type of flow is what’s called batch flow; also called What are the main characteristics
“batch and queue”. Batch flow implies that each process works independently from of batch flow?
one another and units are produced regardless of whether the next process is ____________________________
available or not to process more units. Inventory between processes in batch flow ____________________________
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can dramatically vary in size from a few pieces or units, to thousands as each process ____________________________
works as a silo and there is no signal that links the production of each process. ____________________________
In Batch flow, each workstation or operator PUSHES the entire quantity of product to ____________________________
the next workstation even if the receiving workstation doesn’t need additional work ____________________________
to perform. Furthermore, each workstation operates independent from the other
____________________________
and large quantities of inventory are moving about through the workstation channel.
____________________________
Pursuing the maximization of expensive equipment is typically used to justify this
batch flow, as large batch-oriented designed equipment, commonly known as ____________________________
“monuments”, is used to optimize individual processes or sections of the value ____________________________
stream regardless of the overall effect to the value stream as a whole. ____________________________
 Fake Flow: It is an attempt to create continuous, one-piece flow by physically co- What are the main characteristics
locating workstations within a cell or production line and can provide the of fake flow?
“appearance” of 1 piece flow; however it is not true one piece flow. The work in ____________________________
process still remains the same as with the batch model and workstations still push ____________________________
materials to the next station when completed with their batch quantity regardless of
____________________________
whether the next workstation is ready. The difference here is that the workstations
are simply closer together. As with the batch flow model, there is still no inter- ____________________________
dependency between workstations or processes. ____________________________
While there may be some benefits to the “Fake Flow” model, and perhaps even ____________________________
some improvements over the standard batch flow model by decreasing ____________________________
transportation or motion waste, this is still not one piece flow. “Fake Flow” is a step ____________________________
in the right direction, but it could mislead people about what one piece flow really is.
____________________________
 One piece or continuous flow: It might be described as an ideal state of efficient What are the main characteristics
operations where batch sizes are replaced by working on one unit at a time. of continuous flow?
The strict definition of one piece flow is that each station or process works on one ____________________________
piece at a time before it is pulled downstream to the next process.
____________________________
Contrary to popular belief, creating continuous flow is not the primary objective of ____________________________
creating a lean process. Creating continuous flow is designed to drive waste from
____________________________
the operation and is the primary objective.
____________________________
In one piece flow, units are not batched or sent downstream to the next process
unless the next workstation is ready, hence creating continual flow. Maintaining a When are units sent to the next
continuous flow between processes creates a dependency linkage between process in continuous flow?
processes. With no buffering, any condition that interrupts the flow becomes critical. ____________________________
However, it will also magnify waste within the system with the benefit of allowing ____________________________
the team to eliminate this waste. ____________________________
A well established lean operation with continuous, connected flow provides signals ____________________________
that provide a type of “early warning indicator” prior to system failure. The ability to ____________________________
identify problems before they occur allows for preemptive corrective action. One
piece flow is difficult to achieve, but is the end-state goal. ____________________________
V. Benefits of one piece flow What are the benefits of one piece
flow?
 Lead time reduction: As one piece flow is achieved, the average lead time (actual
time required to produce an unit from start to end) decreases as units don’t need to ____________________________
queue and wait. ____________________________
 Earlier defect detection: Another benefit of one piece flow is that it makes the ____________________________
defects visible much sooner. Recall that when the buffer, or safety margin, is very
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small, defects and variation within the process and production flow are more ____________________________
pronounced and visible. With batch flow, much of this waste can easily be hidden ____________________________
and is only discovered when all the units of the batch are at the last step and even
____________________________
when all units are incorrectly completed.
 Stops overproduction: Ultimately, overproduction, the worst type of waste, can be ____________________________
reduced by using one piece flow. Since we are producing only what is needed, when ____________________________
it’s needed, unnecessary inventory, movement, transportation and other types of ____________________________
waste will decrease once the “hidden factory” is exposed. ____________________________
VI. One piece flow layout design What is a cellular layout and what
does it make different from a batch
Once the decision to transition to one piece flow has been made, we need to look into
layout?
the different production line layout designs. In creating flow, the “cellular” layout
design is the most useful. ____________________________
____________________________
Before we begin learning more about what a cellular layout design is and its benefits,
let’s review a more common line layout design called “batch layout.” ____________________________
 Batch Layout Design: In the Batch Layout Design, the machines, people and material ____________________________
is organized in silos by functions or processes. In this way, each function or process is ____________________________
focused only on completing its individual process or job regardless of the needs of ____________________________
the value stream as a whole. ____________________________
Another characteristic of a batch layout design is that the material goes in different ____________________________
directions, left to right, up and down, right to left and crosses again from left to right, ____________________________
there is no flow so when a problem arises it is very difficult to see where the issue
really is. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
 Cellular design: In a cellular design, equipment, machines and workstations are ____________________________
arranged in close proximity to one another in the sequence of the processing steps ____________________________
following the flow of the product. Frequently, they are in a “U” or “C” shape as
____________________________
shown in this diagram in order to allow cross-trained operators to move from one
process to the other during the work cycle. What are the benefits of a cellular
design?
____________________________
____________________________
____________________________
____________________________
____________________________
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____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
In the example above, the operators walk through the “U cell” according to the ____________________________
process sequence and return to their starting point at the end of each product cycle. ____________________________
This particular cellular design is best suited for repetitive work of smaller and lighter ____________________________
components. In most cases, most or all of the manufacturing and assembly processes
____________________________
of a product can be completed in a cellular layout design.
____________________________
Another advantage of the cellular design is to be able to “see the flow” of product
that is being made. Contrary to a batch layout, people supporting the line and
building the product can “see” when a problem surfaces and can quickly “act” in
order to maintain product flowing to the customer.
More details on cellular design layout and the different types of cellular layouts
available are presented in a later training module. For now, let’s focus on learning a
little more about one piece flow
VII. Requirements for one piece flow What is it required to successfully
implement one piece flow?
To enjoy the superior benefits of one piece flow that we just learned, we are required
to do some work up front and, although the one piece flow concept is easy to ____________________________
understand, implementing it is challenging but not impossible as many successful lean ____________________________
companies have already done it. Four key requirements exist for one piece flow. ____________________________
 Address major quality issues: It’s important to solve basic quality problems; ____________________________
otherwise you will simply gain a higher yield of non-quality products. ____________________________
 Processes must be stable and in control. The processes need to be capable of ____________________________
consistently producing good product so the process times need to be repeatable
with a minimum of variation. ____________________________
 Machines and equipment will need to have high uptime. Initially, this will mostly ____________________________
apply to issues such as downtime and changeover time. ____________________________
 Have the courage to stop the line and fix the problem. Although this will likely be an ____________________________
uncomfortable feeling, it will allow you to quickly identify the weakness and
____________________________
strengthen it.
What are the pitfalls of
In many cases, after learning the benefits of implementing one piece flow, teams implementing one piece flow
immediately jump to create cellular layouts without first accomplishing the without first meeting its
requirements we just reviewed. They, then, discover the cell is shut down most of the requirements?
time, and conclude that one-piece flow does NOT work in the real world.
____________________________
What is actually happening can be explained using the “rolled throughput yield” ____________________________
calculation. Take the case of 4 processes linked together in a one piece flow and each
process has a 90% or 0.9 uptime, on other words, each process is down 10% of it is time ____________________________
due to machine breakdowns, lack of people and other problems. ____________________________
In this case the uptime of the cell will be 0.9 multiplied 4 times which is 0.65 or 65%. In ____________________________
other words, more than 1/3 of the time the cell will be down!! ____________________________
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So now the question is “how can we create flow in this case?” Creating one piece flow ____________________________
is a journey of several steps. For now, one good alternative in this case is to carefully ____________________________
select the operations in which you should add a few pieces of work-in-process or
____________________________
inventory to increase the rolled throughput yield to 90%.
____________________________
____________________________
VIII. Continuum of Flow What is the continuum of flow and
Flow can be thought of on a continuum. At the traditional batch and queue end of the what is the final ideal state?
spectrum exists Push and Scheduling, followed by the Supermarket Pull system using ____________________________
Kanban. The systems evolve along the continuum until we reach the ideal state of
____________________________
Continuous flow with processes physically linked and no inventory between the
processes. ____________________________
____________________________
The main lesson is to
don’t rush creating one ____________________________
piece flow it requires ____________________________
tenacity and patience. ____________________________
The various progressive
____________________________
levels of flow are
depicted in the chart ____________________________
above. ____________________________
____________________________
____________________________
IX. Line Balancing What is line balancing?
The last concept to review before completing this module on one piece flow is Line ____________________________
balancing. Although we’ll review Line balancing in more detail in later modules, let’s ____________________________
briefly introduce the concept and how it’s critical when creating one piece flow. ____________________________
Line balancing is the process of assigning tasks to workstations in such a way that the ____________________________
workstations have approximately equal time requirements when creating product. It ____________________________
means that every operator is doing the same amount of work in a “balanced” fashion
____________________________
to meet the customer’s requirement, thereby minimizing overburden. Balanced
processes ensure that that value flows from start to finish. What are the benefits of line
balancing?
Inventory is reduced because overproduction is eliminated, while resources are
____________________________
optimized and manufacturing lead time is reduced since everyone is providing the
same amount of work and no one is waiting. ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
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Standardization Notes Section

 Define Standardization
 State the benefits of using Standardization
 List the stages in cycle of improvement
 Define what Standardization IS and IS NOT
 List the types of standards
II. What problem are we trying to solve by using standardization? What problem are we trying to
solve by using standardization?
Before we formally define what standardization is and how to deploy it, let's first
understand what problem we try to deal with when we use standardization. ____________________________
____________________________
You probably have already heard "Variation is the enemy of Quality," quoted by W.
Edwards Deming. This is because to deal with variation, as in the road in the picture, ____________________________
we need to use up more resources (as we would need more gas, time, tires, etc) then Why Variation is the enemy of
we should use if the road was straight to get Quality?
to the same destination point. In other words, ____________________________
variation is a source of waste.
____________________________
The more variation the more we need ____________________________
resources to get or achieve the same results.
____________________________
Second, the very nature of variation makes
____________________________
very difficult and sometimes almost
impossible to improve. Continuous ____________________________
improvement or Kaizen cannot be done if our processes are shifting from here to ____________________________
there. In fact, if any improvement is done will be just be one more variation that is ____________________________
occasionally used and mostly ignored ____________________________
____________________________
Why variation make very difficult
and sometimes almost impossible
to improve?
____________________________
____________________________
____________________________
Therefore, to eliminate waste, our problem, we need to eliminate variation, to do ____________________________
so one strategy is to develop consistent process capability and the method or ____________________________
solution is by using standardization of work and procedures.
____________________________
III. Creating consistent performance ____________________________
Standardization is the greatest key to create consistent performance which is the start Can you give a example how
point for improving our processes. standardization help to determine
By using standardized work and procedures we are able to determine normal from normal from abnormal?
abnormal as we have a standard to compare to. ____________________________
For example, airlines use a mechanism that just does that for enforcing hand luggage ____________________________
size restrictions. By using it, everyone can check if one's hand luggage size doesn’t ____________________________
exceed the standard restricted size. In other words, we are able to determine normal ____________________________
from abnormal quickly and efficiently.
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But being able to see normal from abnormal does not ____________________________
eliminate the abnormal, we need to follow with a ____________________________
corrective action that return our process to the standard
____________________________
and prevent waste which was the problem we are dealing
with from the beginning ____________________________
____________________________
____________________________
____________________________
____________________________
IV. Cycle of Improvement What is the Cycle of Improvement?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
This is what is known in lean as the Cycle of Improvement:
What are the steps in the Cycle of
1. Standardize: It starts with studying the current operation and standardizing work Improvement?
procedures.
____________________________
2. Expose problems: Once standards are developed and operators are properly
____________________________
trained, the standard condition should be visually displayed so deviations from the
standard will be obvious exposing problems. In addition, regular audits are needed to ____________________________
check in whether the standards are being followed, and if not, why. ____________________________
3. Solve problems: Now that problems are exposed, we can focus on solving the ____________________________
problems and developing improved methods so we can implement them. ____________________________
4. Implement a new method: Finally, if the new methods are satisfactory, develop ____________________________
new standard work and continue the cycle again. ____________________________
Several training modules are provided to help you to learn how to implement the cycle ____________________________
of improvement. Review them to have a better understanding of the concepts and ____________________________
tools. ____________________________
IV. What standardization IS and IS NOT? What standardization is and is not?
Unfortunately, it is not uncommon to miss the purpose of standardization in creating a ____________________________
continuous improvement organization. ____________________________
Standardization IS NOT a set of documents that are prepared and carefully controlled ____________________________
or a stand-alone tool to be applied according to an implementation schedule. ____________________________
Unfortunately, it is not uncommon to be asked to "do standardized work" as it was ____________________________
one-time task.
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For instance, "we need to get standard work done by October" reveals that we have ____________________________
missed the point of standardization as part of the continuous cycle of improvement. ____________________________
Standardization IS the means of creating the most consistent performance possible ____________________________
on the basis for process stability. Without standardization improvement efforts to ____________________________
reduce variation are worthless.
____________________________
IV. Type of Standards What types of standards are there?

There are several types of standards: ____________________________
____________________________
Operator Instruction: Detailed work methods defined to develop operator knowledge and
skill ____________________________
____________________________
Standard Work: Work methods defined with ____________________________
an eye for waste
____________________________
Quality, Safety, Environmental Standards: ____________________________
Requirements defined outside the ____________________________
organization ____________________________
____________________________
Standard Specifications: Internally defined
operational methods ____________________________
____________________________
Standard Procedures: Internally defined ____________________________
methods to support lean process ____________________________
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Glossary of terms
Based on the ASQ glossary (http://asq.org/glossary/a.html)
American Society for Quality (ASQ): A professional, not-forprofit association that develops, promotes and applies quality related information and
technology for the private sector, government and academia. ASQ serves more than 108,000 individuals and 1,100 corporate members in the United
States and 108 other countries.
Andon board: A production area visual control device, such as a lighted overhead display. It communicates the status of the production system and
alerts team members to emerging problems (from andon, a Japanese word meaning “light”).
Attribute data: Go/no-go information. The control charts based on attribute data include percent chart, number of affected units chart, count chart,
count per unit chart, quality score chart and demerit chart.
Attributes, method of: Method of measuring quality that consists of noting the presence (or absence) of some characteristic (attribute) in each of the
units under consideration and counting how many units do (or do not) possess it. Example: go/no-go gauging of a dimension.
Audit: The on-site verification activity, such as inspection or examination, of a process or quality system, to ensure compliance to requirements. An
audit can apply to an entire organization or might be specific to a function, process or production step.
Autonomation: A form of automation in which machinery automatically inspects each item after producing it and ceases production and notifies
humans if a defect is detected. Toyota expanded the meaning of jidohka to include the responsibility of all workers to function similarly—to check
every item produced and, if a defect is detected, make no more until the cause of the defect has been identified and corrected. Also see “jidohka.”
Availability: The ability of a product to be in a state to perform its designated function under stated conditions at a given time.
Average chart: A control chart in which the subgroup average, X-bar, is used to evaluate the stability of the process level.
Baka-yoke: A Japanese term for a manufacturing technique for preventing mistakes by designing the manufacturing process, equipment and tools so
an operation literally cannot be performed incorrectly. In addition to preventing incorrect operation, the technique usually provides a warning signal of
some sort for incorrect performance. Also see “poka-yoke.”
Balancing the line: The process of evenly distributing both the quantity and variety of work across available work time, avoiding overburden and
underuse of resources. This eliminates bottlenecks and downtime, which translates into shorter flow time.
Batch and queue: Producing more than one piece and then moving the pieces to the next operation before they are needed.
Benchmarking: A technique in which a company measures its performance against that of best in class companies, determines how those companies
achieved their performance levels and uses the information to improve its own performance. Subjects that can be benchmarked include strategies,
operations and processes.
Benefit-cost analysis: An examination of the relationship between the monetary cost of implementing an improvement and the monetary value of the
benefits achieved by the improvement, both within the same time period.
Best practice: A superior method or innovative practice that contributes to the improved performance of an organization, usually recognized as best
by other peer organizations.
Black Belt (BB): Full-time team leader responsible for implementing process improvement projects—define, measure, analyze, improve and control
(DMAIC) or define, measure, analyze, design and verify (DMADV)—within a business to drive up customer satisfaction and productivity levels.
Bottleneck: Any resource whose capacity is equal to or less than the demand placed on it.
Bottom line: The essential or salient point; the primary or most important consideration. Also, the line at the bottom of a financial report that shows
the net profit or loss.
Brainstorming: A technique teams use to generate ideas on a particular subject. Each person on the team is asked to think creatively and write down
as many ideas as possible. The ideas are not discussed or reviewed until after the brainstorming session.
Breakthrough improvement: A dynamic, decisive movement to a new, higher level of performance.
Business process reengineering (BPR): The concentration on improving business processes to deliver outputs that will achieve results meeting the
firm’s objectives, priorities and mission.
Cause: An identified reason for the presence of a defect or problem.
Cause and effect diagram: A tool for analyzing process dispersion. It is also referred to as the “Ishikawa diagram,” because Kaoru Ishikawa developed
it, and the “fishbone diagram,” because the complete diagram resembles a fish skeleton. The diagram illustrates the main causes and subcauses
leading to an effect (symptom). The cause and effect diagram is one of the “seven tools of quality” (see listing).
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Cell: An arrangement of people, machines, materials and equipment in which the processing steps are placed next to each other in sequential order
and through which parts are processed in a continuous flow. The most common cell layout is a U shape.
Cellular manufacturing: Arranging machines in the correct process sequence, with operators remaining within the cell and materials presented to
them from outside.
Champion: A business leader or senior manager who ensures resources are available for training and projects, and who is involved in periodic project
reviews; also an executive who supports and addresses Six Sigma organizational issues.
Change agent: An individual from within or outside an organization who facilitates change in the organization; might be the initiator of the change
effort, but not necessarily.
Changeover: A process in which a production device is assigned to perform a different operation or a machine is set up to make a different part—for
example, a new plastic resin and new mold in an injection molding machine.
Changeover time: The time required to modify a system or workstation, usually including both teardown time for the existing condition and setup time
for the new condition.
Common causes: Causes of variation that are inherent in a process over time. They affect every outcome of the process and everyone working in the
process. Also see “special causes.”
Continuous flow production: A method in which items are produced and moved from one processing step to the next, one piece at a time. Each
process makes only the one piece that the next process needs, and the transfer batch size is one. Also referred to as one-piece flow and single-piece
flow.
Continuous improvement (CI): Sometimes called continual improvement. The ongoing improvement of products, services or processes through
incremental and breakthrough improvements.
Control chart: A chart with upper and lower control limits on which values of some statistical measure for a series of samples or subgroups are plotted.
The chart frequently shows a central line to help detect a trend of plotted values toward either control limit.
Control limits: The natural boundaries of a process within specified confidence levels, expressed as the upper control limit (UCL) and the lower control
limit (LCL).
Control plan (CP): Written descriptions of the systems for controlling part and process quality by addressing the key characteristics and engineering
requirements.
Culture change: A major shift in the attitudes, norms, sentiments, beliefs, values, operating principles and behavior of an organization.
Culture, organizational: A common set of values, beliefs, attitudes, perceptions and accepted behaviors shared by individuals within an organization.
Cycle: A sequence of operations repeated regularly.
Cycle time: The time required to complete one cycle of an operation. If cycle time for every operation in a complete process can be reduced to equal
takt time, products can be made in single-piece flow. Also see “takt time.”
Data: A set of collected facts. There are two basic kinds of numerical data: measured or variable data, such as “16 ounces,” “4 miles” and “0.75
inches;” and counted or attribute data, such as “162 defects.”
D chart: See “demerit chart.”
Decision matrix: A matrix teams use to evaluate problems or possible solutions. For example, a team might draw a matrix to
Deming cycle: Another term for the plan-do-study-act cycle. Walter Shewhart created it (calling it the plan-do-check-act cycle), but W. Edwards
Deming popularized it, calling it plan-do-studyact. Also see “plan-do-check-act cycle.
Deployment: Dispersion, dissemination, broadcasting or spreading communication throughout an organization, downward and laterally. Also see
“cascading.”
DMADV: A data driven quality strategy for designing products and processes, it is an integral part of a Six Sigma quality initiative. It consists of five
interconnected phases: define, measure, analyze, design and verify.
DMAIC: A data driven quality strategy for improving processes and an integral part of a Six Sigma quality initiative. DMAIC is an acronym for define,
measure, analyze, improve and control.
Effect: The result of an action being taken; the expected or predicted impact when an action is to be taken or is proposed.
Effectiveness: The state of having produced a decided on or desired effect.
Efficiency: The ratio of the output to the total input in a process.
Efficient: A term describing a process that operates effectively while consuming minimal resources (such as labor and time).
Eight wastes: Taiichi Ohno originally enumerated seven wastes (muda) and later added underutilized people as the eighth waste commonly found in
physical production. The eight are: 1. overproduction ahead of demand; 2. waiting for the next process, worker, material or equipment; 3. unnecessary
transport of materials (for example, between functional areas of facilities, or to or from a stockroom or warehouse); 4. over-processing of parts due to
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poor tool and product design; 5. inventories more than the absolute minimum; 6. unnecessary movement by employees during the course of their
work (such as to look for parts, tools, prints or help); 7. production of defective parts; 8. under-utilization of employees’ brainpower, skills, experience
and talents.
Eighty-twenty (80-20): A term referring to the Pareto principle, which was first defined by J. M. Juran in 1950. The principle suggests most effects
come from relatively few causes; that is, 80% of the effects come from 20% of the possible causes. Also see “Pareto chart.”
Error proofing: Use of process or design features to prevent the acceptance or further processing of nonconforming products. Also known as “mistake
proofing.”
External setup: Die setup procedures that can be performed safely while the machine is in motion. Also known as outer exchange of die. Also see
“internal setup.”
Facilitator: A specifically trained person who functions as a teacher, coach and moderator for a group, team or organization.
Failure mode effects analysis (FMEA): A systematized group of activities to recognize and evaluate the potential failure of a product or process and its
effects, identify actions that could eliminate or reduce the occurrence of the potential failure and document the process.
Failure mode effects and criticality analysis (FMECA): A procedure performed after a failure mode effects analysis to classify each potential failure
effect according to its severity and probability of occurrence.
Feedback: Communication from customers about how delivered products or services compare with customer expectations.
First pass yield (FPY): Also referred to as the quality rate, the percentage of units that completes a process and meets quality guidelines without being
scrapped, rerun, retested, returned or diverted into an offline repair area. FPY is calculated by dividing the units entering the process minus the
defective units by the total number of units entering the process.
Five-phase lean approach: A systematic method for implementing lean manufacturing that helps improve the production process and sustains gains
made in the production cycle in an area or plant. The five phases are: 1. stability (provides an environment with controlled process variables,
decreased waste and increased business impact); 2. continuous flow (characterized by reduced work in process inventory, time loss and defects, and
increased process flexibility and repeatable processes between workstations); 3. synchronous production (characterized by disciplined process
repeatability and synchronization between operations and customer requirements); 4. pull system (creates an environment in which material
replenishment links operations with customer demand); 5. level production (reduces response time or changes in demand and upstream schedule
variability).
Fishbone diagram: See “cause and effect diagram.”
Five S’s (5S): Five Japanese terms beginning with “s” used to create a workplace suited for visual control and lean production. Seiri means to separate
needed tools, parts and instructions from unneeded materials and to remove the unneeded ones. Seiton means to neatly arrange and identify parts
and tools for ease of use. Seiso means to conduct a cleanup campaign. Seiketsu means to conduct seiri, seiton and seiso daily to maintain a workplace
in perfect condition. Shitsuke means to form the habit of always following the first four S’s.
Five whys: A technique for discovering the root causes of a problem and showing the relationship of causes by repeatedly asking the question, “Why?”
Flow: The progressive achievement of tasks along the value stream so a product proceeds from design to launch, order to delivery and raw to finished
materials in the hands of the customer with no stoppages, scrap or backflows.
Flowchart: A graphical representation of the steps in a process. Flowcharts are drawn to better understand processes. Flow kaizen: Radical
improvement, usually applied only once within a value stream.
Heijunka: A method of leveling production, usually at the final assembly line, that makes just-in-time production possible. It involves averaging both
the volume and sequence of different model types on a mixed model production line. Using this method avoids excessive batching of different types of
product and volume fluctuations in the same product. Also see “production smoothing.”
Hoshin kanri: The selection of goals, projects to achieve the goals, designation of people and resources for project completion and establishment of
project metrics. Also see “policy deployment.”
Hoshin planning: Breakthrough planning. A Japanese strategic planning process in which a company develops up to four vision statements that
indicate where the company should be in the next five years. Company goals and work plans are developed based on the vision statements. Periodic
submitted audits are then conducted to monitor progress. Also see “value stream.”
Incremental improvement: Improvement implemented on a continual basis.
Indicators: Established measures to determine how well an organization is meeting its customers’ needs and other operational and financial
performance expectations.
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Information flow: The dissemination of information for taking a specific product from order entry through detailed scheduling to delivery. Also see
“value stream.”
Ishikawa diagram: See “cause and effect diagram.”
Jidohka: Stopping a line automatically when a defective part is detected. Any necessary improvements can then be made by directing attention to the
stopped equipment and the worker who stopped the operation. The jidohka system puts faith in the worker as a thinker and allows all workers the
right to stop the line on which they are working. Also see “autonomation.”
Just-in-time (JIT) manufacturing: An optimal material requirement planning system for a manufacturing process in which there is little or no
manufacturing material inventory on hand at the manufacturing site and little or no incoming inspection.
Kaizen: A Japanese term that means gradual unending improvement by doing little things better and setting and achieving increasingly higher
standards. Masaaki Imai made the term famous in his book, Kaizen: The Key to Japan’s Competitive Success.
Kanban: A Japanese term for one of the primary tools of a justin- time system. It maintains an orderly and efficient flow of materials throughout the
entire manufacturing process. It is usually a printed card that contains specific information such as part name, description and quantity.
Key performance indicator (KPI): A statistical measure of how well an organization is doing in a particular area. A KPI could measure a company’s
financial performance or how it is holding up against customer requirements.
Lead time: The total time a customer must wait to receive a product after placing an order.
Leadership: An essential part of a quality improvement effort. Organization leaders must establish a vision, communicate that vision to those in the
organization and provide the tools and knowledge necessary to accomplish the vision.
Lean: Producing the maximum sellable products or services at the lowest operational cost while optimizing inventory levels.
Lean enterprise: A manufacturing company organized to eliminate all unproductive effort and unnecessary investment, both on the shop floor and in
office functions.
Lean manufacturing/production: An initiative focused on eliminating all waste in manufacturing processes. Principles of lean manufacturing include
zero waiting time, zero inventory, scheduling (internal customer pull instead of push system), batch to flow (cut batch sizes), line balancing and cutting
actual process times. The production systems are characterized by optimum automation, just-in-time supplier delivery disciplines, quick changeover
times, high levels of quality and continuous improvement.
Level loading: A technique for balancing production throughput over time. Life cycle stages: Design, manufacturing, assembly, installation, operation
and shutdown periods of product development
Line balancing: A process in which work elements are evenly distributed and staffing is balanced to meet takt time (see listing).
Lot, batch: A definite quantity of some product manufactured under conditions of production that are considered uniform.
Mapping symbols or icons: An easy, effective way to communicate the flow of materials and information through a plant. The symbol type doesn’t
matter, as long as the use is consistent from map to map. Mapping the flow helps identify constraints and potential improvement opportunities.
Master Black Belt (MBB): Six Sigma or quality expert responsible for strategic implementations in an organization. An MBB is qualified to teach other
Six Sigma facilitators the methods, tools and applications in all functions and levels of the company and is a resource for using statistical process
control in processes.
Mean: A measure of central tendency; the arithmetic average of all measurements in a data set.
Median: The middle number or center value of a set of data in which all the data are arranged in sequence.
Mistake proofing: Use of production or design features to prevent the manufacture or passing downstream a nonconforming product; also known as
“error proofing.”
Mode: The value occurring most frequently in a data set.
Monument: Any design, scheduling or production technology with scale requirements that call for designs, orders and products to be brought to the
machine to wait in line for processing. The opposite of a right sized (see listing) machine.
Muda: Japanese for waste; any activity that consumes resources but creates no value for the customer.
Natural team: A team of individuals drawn from a single work group; similar to a process improvement team except that it is not cross functional in
composition and it is usually permanent.
Next operation as customer: The concept of internal customers in which every operation is both a receiver and a provider.
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Nonvalue added: A term that describes a process step or function that is not required for the direct achievement of process output. This step or
function is identified and examined for potential elimination. Also see “value added.”
One-piece flow: The opposite of batch and queue; instead of building many products and then holding them in line for the next step in the process,
products go through each step in the process one at a time, without interruption. Meant to improve quality and lower costs.
Overall equipment effectiveness (OEE): The product of a machine’s operational availability, performance efficiency and first-pass yield.
Out-of-control process: A process in which the statistical measure being evaluated is not in a state of statistical control. In other words, the variations
among the observed sampling results cannot be attributed to a constant system of chance causes. Also see “in-control process.”
Pareto chart: A graphical tool for ranking causes from most significant to least significant. It is based on the Pareto principle, which was first defined by
Joseph M. Juran in 1950. The principle, named after 19th century economist Vilfredo Pareto, suggests most effects come from relatively few causes;
that is, 80% of the effects come from 20% of the possible causes. One of the “seven tools of quality” (see listing).
PDCA cycle: See “plan-do-check-act cycle.”
Pitch: The pace and flow of a product.
Plan-do-check-act (PDCA) cycle: A four-step process for quality improvement. In the first step (plan), a way to effect improvement is developed. In the
second step (do), the plan is carried out, preferably on a small scale. In the third step (check), a study takes place between what was predicted and
what was observed in the previous step. In the last step (act), action is taken on the causal system to effect the desired change. The plan-do-check-act
cycle is sometimes referred to as the Shewhart cycle, because Walter A. Shewhart discussed the concept in his book Statistical Method From the
Viewpoint of Quality Control, and as the Deming cycle, because W. Edwards Deming introduced the concept in Japan. The Japanese subsequently
called it the Deming cycle. Also called the plan-do-study-act (PDSA) cycle.
Point kaizen: See “process kaizen.”
Point of use: A technique that ensures people have exactly what they need to do their jobs—work instructions, parts, tools and equipment—where
and when they need them.
Poka-yoke: Japanese term that means mistake proofing. A pokayoke device is one that prevents incorrect parts from being made or assembled or
easily identifies a flaw or error.
Policy deployment: The selection of goals and projects to achieve the goals, designation of people and resources for project completion and
establishment of project metrics. Also see “hoshin kanri.”
Prevention versus detection: A term used to contrast two types of quality activities. Prevention refers to activities for preventing nonconformances in
products and services. Detection refers to activities for detecting nonconformances already in products and services. Another phrase to describe this
distinction is “designing in quality versus inspecting in quality.”
Problem solving: The act of defining a problem; determining the cause of the problem; identifying, prioritizing and selecting alternatives for a solution;
and implementing a solution.
Process flow diagram: A depiction of the flow of materials through a process, including any rework or repair operations; also called a process flow
chart.
Process improvement: The application of the plan-do-check-act cycle (see listing) to processes to produce positive improvement and better meet the
needs and expectations of customers.
Process kaizen: Improvements made at an individual process or in a specific area. Sometimes called “point kaizen.”
Process map: A type of flowchart depicting the steps in a process and identifying responsibility for each step and key measures.
Production (analysis) board: A job site board on which hourly production targets are recorded, along with the actual production achieved. Details
concerning problems and abnormal conditions are also recorded. Management checks the board hourly, takes steps to prevent recurrence of
abnormalities and confirms the positive effects of the job site improvements that have been made. An example of visual management.
Production smoothing: Keeping total manufacturing volume as constant as possible. Also see “heijunka.”
Project management: The application of knowledge, skills, tools and techniques to a broad range of activities to meet the requirements of a particular
project.
Pull system: An alternative to scheduling individual processes, in which the customer process withdraws the items it needs from a supermarket (see
listing) and the supplying process produces to replenish what was withdrawn; used to avoid push. Also see “kanban.”
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Quality score chart: A control chart for evaluating the stability of a process. The quality score is the weighted sum of the count of events of various
classifications in which each classification is assigned a weight.
Quality tool: An instrument or technique to support and improve the activities of process quality management and improvement.
Quick changeover: The ability to change tooling and fixtures rapidly (usually within minutes) so multiple products can be run on the same machine.
Red bead experiment: An experiment developed by W. Edwards Deming to illustrate it is impossible to put employees in rank order of performance
for the coming year based on their performance during the past year because performance differences must be attributed to the system, not to
employees. Six people, 800 red beads and 3,200 white beads are needed for the experiment. The participants’ goal is to produce white beads, because
the customer will not accept red beads. One person begins by stirring the beads in a jar and then, blindfolded, selecting a sample of 50 beads. That
person hands the jar to the next person, who repeats the process, and so on. When everyone has his or her sample, the number of red beads for each
is counted. The limits of variation between employees that can be attributed to the system are calculated. Everyone will fall within the calculated limits
of variation that could arise from the system. The calculations will show there is no evidence one person will be a better performer than another in the
future. The experiment shows that it would be a waste of management’s time to try to find out why, say, John produced four red beads and Jane
produced 15; instead, management should improve the system, making it possible for everyone to produce more white beads.
Root cause: A factor that caused a nonconformance and should be permanently eliminated through process improvement.
Run chart: A chart showing a line connecting numerous data points collected from a process running over time.
Seven wastes: See “eight wastes.”
Shadow board: A visual management tool painted to indicate where tools belong and which tools are missing.
Shewhart cycle: See “plan-do-check-act cycle.”
Single-minute exchange of dies: A series of techniques pioneered by Shigeo Shingo for changeovers of production machinery in less than 10 minutes.
The long-term objective is always zero setup, in which changeovers are instantaneous and do not interfere in any way with continuous flow. Setup in a
single minute is not required, but used as a reference (see “one-touch exchange of dies,” “internal setup” and “external setup”).
Single-piece flow: A process in which products proceed, one complete product at a time, through various operations in design, order taking and
production without interruptions, backflows or scrap.
SIPOC diagram: A tool used by Six Sigma process improvement teams to identify all relevant elements (suppliers, inputs, process, outputs, customers)
of a process improvement project before work begins.
Six Sigma: A method that provides organizations tools to improve the capability of their business processes. This increase in performance and
decrease in process variation lead to defect reduction and improvement in profits, employee morale and quality of products or services. Six Sigma
quality is a term generally used to indicate a process is well controlled (±6 s from the centerline in a control chart).
Sort: English translation of the Japanese word seiri, one of the 5S’s used for workplace organization. Sorting (also referred to as structuring or sifting)
involves organizing essential materials. It helps the operator to find materials when needed.
Special causes: Causes of variation that arise because of special circumstances. They are not an inherent part of a process. Special causes are also
referred to as assignable causes. Also see “common causes.”
Standard work: A precise description of each work activity, specifying cycle time, takt time, the work sequence of specific tasks and the minimum
inventory of parts on hand needed to conduct the activity. All jobs are organized around human motion to create an efficient sequence without waste.
Work organized in such a way is called standard(ized) work. The three elements that make up standard work are takt time, working sequence and
standard in-process stock (see individual listings).
Standard work instructions: A lean manufacturing tool that enables operators to observe a production process with an understanding of how
assembly tasks are to be performed. It ensures the quality level is understood and serves as an excellent training aid, enabling replacement or
temporary individuals to easily adapt and perform the assembly operation.
Standardization: When policies and common procedures are used to manage processes throughout the system. Also, English translation of the
Japanese word seiketsu, one of the Japanese 5S’s (see listing) used for workplace organization.
Supermarket: The storage locations of parts before they go on to the next operation. Supermarkets are managed by predetermined maximum and
minimum inventory levels. Each item in the plant is at a designated location.
Symptom: An observable phenomenon arising from and accompanying a defect.
System: A group of interdependent processes and people that together perform a common mission.
System kaizen: Improvement aimed at an entire value stream.
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Takt time: The rate of customer demand, takt time is calculated by dividing production time by the quantity of product the customer requires in that
time. Takt is the heartbeat of a lean manufacturing system. Also see “cycle time.”
Throughput: The rate the system generates money through sales, or the conversion rate of inventory into shipped product.
Unit: An object for which a measurement or observation can be made; commonly used in the sense of a “unit of product,” the entity of product
inspected to determine whether it is defective or nondefective.
Value added: A term used to describe activities that transform input into a customer (internal or external) usable output.
Value stream: All activities, both value added and nonvalue added, required to bring a product from raw material state into the hands of the
customer, bring a customer requirement from order to delivery and bring a design from concept to launch. Also see “information flow” and “hoshin
planning.”
Value stream loops: Segments of a value stream with boundaries broken into loops to divide future state implementation into manageable pieces.
Value stream manager: Person responsible for creating a future state map and leading door-to-door implementation of the future state for a
particular product family. Makes change happen across departmental and functional boundaries.
Value stream mapping: A pencil and paper tool used in two stages. First, follow a product’s production path from beginning to end and draw a visual
representation of every process in the material and information flows. Second, draw a future state map of how value should flow. The most important
map is the future state map.
Variable data: Measurement information. Control charts based on variable data include average (X-bar) chart, range (R) chart, and sample standard
deviation (s) chart (see individual listings).
Variation: A change in data, characteristic or function caused by one of four factors: special causes, common causes, tampering or structural variation
(see individual entries).
Visual controls: Any devices that help operators quickly and accurately gauge production status at a glance. Progress indicators and problem
indicators help assemblers see when production is ahead, behind or on schedule. They allow everyone to instantly see the group’s performance and
increase the sense of ownership in the area. Also see “andon board,” “kanban,” “production board,” “painted floor” and “shadow board.”
Vital few, useful many: A term Joseph M. Juran used to describe the Pareto principle, which he first defined in 1950. (The principle was used much
earlier in economics and inventory control methods.) The principle suggests most effects come from relatively few causes; that is, 80% of the effects
come from 20% of the possible causes. The 20% of the possible causes are referred to as the “vital few;” the remaining causes are referred to as the
“useful many.” When Juran first defined this principle, he referred to the remaining causes as the “trivial many,” but realizing that no problems are
trivial in quality assurance, he changed it to “useful many.” Also see “eighty-twenty (80-20).”
Voice of the customer: The expressed requirements and expectations of customers relative to products or services, as documented and disseminated
to the providing organization’s members.
Waste: Any activity that consumes resources and produces no added value to the product or service a customer receives. Also known as muda.
Work in process: Items between machines or equipment waiting to be processed.
Working sequence: One of three elements of standard work; refers to the sequence of operations in a single process that leads a floor worker to most
efficiently produce quality goods.
Zero defects: A performance standard and method Philip B. Crosby developed; states that if people commit themselves to watching details and
avoiding errors, they can move closer to the goal of zero defects.
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Feb 2013

Bronze Certification Workbook

Your Lean Six Sigma Journey and the Bronze Certification

1. What is the Bronze Certification?

2. What do I need to complete the Bronze Certification?

3. What would I learn through the Bronze Certification?

4. How is this workbook organized?

Director, Lean Six Sigma Education

Learning Objectives and Material per Module

Learning Module Learning Objectives Training Material Available

9. 8D  Identify the steps of the 8 Discipline  Single Point Lesson (P-163)

 Explain how to create a Fishbone Diagram

Learning Module Learning Objectives Training Material Available

Lean Six Sigma Introduction Notes Section

quality and always reducing costs. ____________________________

III. Eliminating Waste What is the main objective of

Problem Solving Overview Notes Section

III. Problem solving approaches How can we choose the problem

Lean Six Sigma Tools Overview Notes Section

II. Observe the entire value stream What is a Value Stream?

III. Make value-added steps flow What is Visual Mgmt?

 Develops solutions to eliminate ____________________________

Batch & Push Processing ____________________________

Batch & Push Layout What is Cellular Layout?

7. Quick Changeover or SMED What is Quick Changeover?

problem solving ____________________________

improvement and for process improvement in business. ____________________________

VI. Six Sigma What is Six Sigma?

 Office: purchasing components, transfer funds to vendor, enter customer ____________________________

pricing error ____________________________

V. Waste Elimination Effectiveness How can we measure our

V. Coaching & Mentoring What are the 4 steps to become a

progressing and if they need assistance. ____________________________

The following lists were ____________________________

PDCA – 8 Step Practical Problem Solving Notes Section

IV. 8 Step practical problem solving process ____________________________

V. Step 1. Clarify the problem Why is containing the problem the

IX. Step 5. Develop countermeasures How do you know your

XII. Step 8. Standardize successes What practices have you seen

DMAIC Notes Section

II. Define Phase Why is it so important to define the

III. Measure Phase Why is a value stream map useful

IV. Analyze Phase What advantages does analyzing

V. Improve Phase ____________________________

VI. Control Phase What role does training have in

DMADV Notes Section

II. What is DMADV? What is DMADV?

systems or services ____________________________

VI. When to use DMADV When to use DMADV?

VII. DMADV 5 phases What are the 5 phases of DMADV?

Flowcharts Notes Section

III. Why use flowchart What are the benefits of using

2. A rectangle shape refers to: An ____________________________

V. How to create a flowchart? What the steps to create a

VIII. Common Flowchart Mistakes? Can you identify the common

Pareto Chart Notes Section

II. What is a Pareto Principle? What is a Pareto Principle?

where the rewards are less significant. ____________________________

VI. 80%-20% Example What categories add up the 80%

Fishbone Diagram Notes Section

III. When do we use a Fishbone Diagram? When do we use a Fishbone

5 Whys Notes Section

II. Identifying the root causes What is the difference between