W2-8 Identify Potential Xs - Final Candidate

Identify Potential Xs
Continuous Improvement
Instructor File
Week Two – Module Eight
Superior Essex, Feb 2014 1 W2-8 Identify Potential Xs_Inst.ppt

Black Belt/ Green Belt Training atEssex
Week One Week Two
5 Self-taught Modules Measure Phase
 1. Six Sigma Overview  Introduction
 2. Recognizing Improvement Opportunities  Clarify the Process/Product & Customer CTs
 3. Defining Opportunities in Sigma TRAC  Characterize the Defect
 4. Meet Minitab®  Determine Measure of Intended Function
 5. Data Collection and Analysis  Validate the Measurement System
 Evaluate Process Behavior
 Evaluate Process Capability
PROJECT
8. Identify Potential Xs MANAGEMENT
Week Three Week Four

Analyze Phase Improve and Control Phases
1. Introduction 1. Introduction
2. Estimation & CI 2. Determine Counteractions
3. Hypothesis Testing 3. Polynomial and Multiple Regression
4. Correlation and SLR 4. Fractional Factorial Designs
5. ANOVA 5. Robust Design (Static)
6. Basic DOE 6. Control Phase
LEADERSHIP VSM
7. Full Factorial Designs 7. Error-proofing
8. Verifying Xs Project Presentations 8. Summary Project Presentations
Week Five: Review Projects through Improve Phase

Black Belt/ Green Belt Training atEssex
Week One Week Two
5 Self-taught Modules Measure Phase
 1. Six Sigma Overview  Introduction
 2. Recognizing Improvement Opportunities  Clarify the Process/Product & Customer CTs
 3. Defining Opportunities in Sigma TRAC  Characterize the Defect
 4. Meet Minitab®  Determine Measure of Intended Function
 5. Data Collection and Analysis  Validate the Measurement System
 Evaluate Process Behavior
 Evaluate Process Capability
PROJECT
8. Identify Potential Xs MANAGEMENT
Week Three Week Four

Analyze Phase Note: This is the Improve and Control Phases
1. Introduction start of 1. Introduction
2. Estimation & CI Analyze Phase 2. Determine Counteractions
3. Hypothesis Testing 3. Polynomial and Multiple Regression
4. Correlation and SLR 4. Fractional Factorial Designs
5. ANOVA 5. Robust Design (Static)
6. Basic DOE 6. Control Phase
LEADERSHIP VSM
7. Full Factorial Designs 7. Error-proofing
8. Verifying Xs Project Presentations 8. Summary Project Presentations
Week Five: Review Projects through Improve Phase

Tools for Identifying Potential Xs
Y:
CONTROL FACTORS NOISE FACTORS
BRAINSTORM WHE Measure of
1 FACTORS N Intended
Function
CAUSE &
2 EFFECT
DIAGRAM Y:
WHE Measure of
N Negative Effect
PROCESS STEPS/ FAILURE EFFECTS OF
CAUSES
REQUIREMENTS MODES FAILURE
3 FMEA*
CAUSE & OUTPUTS

Ys:
WHE
4 EFFECT MATRIX* INPUTS
N Multiple
*“FMEA” and “C&E Matrix” training modules

are available on the Six Sigma web-site.
Define
Define
1 Identify what’s important to the customer. Define project scope.
Measure
Measure
2 Determine what to measure (Y) and validate the measurement system.
3 Quantify current performance and estimate improvement target.
Analyze
Analyze
4 Identify causes (Xs) of variation and defects.
5 Provide statistical evidence that causes are real.
Improve
Improve
6 Determine solutions (ways to counteract causes) including operating
levels and tolerances.
7 Install solutions and provide statistical evidence that the solutions work.
Control
Control
8 Put controls in place to maintain improvement over time.
9 Provide statistical evidence that the improvement is sustained.

About This Module
Analyze
Analyze
4 Identify causes (Xs) of variation and defects.
5 Provide statistical evidence that causes are real.
TEAMS SEEK TO DISCOVER:
What are the

potentially
Critical Xs INPUT PROCESS OUTPUT
(causes, factors)
that drive process X’s Y
performance?
 This module addresses the approaches and techniques that enable

the discovery of causes and factors (Xs) that drive process
performance.
 It also includes an introduction to improvement strategies, explained
in detail during Weeks 3 and 4 training.
Measure vs. Analyze Phase
During Measure During Analyze phase,

phase, we quantify we continue to analyze
baseline performance Y and also identify and
in terms of the output: analyze the X’s that
Y. drive the Y.
Y = f (x)
OUTPUT: INPUTS:
 Factors
 Effect
 Causes
Measure & Analyze Phases both involve

characterizing the existing process.

Identify Potential Xs – Learning Objectives
After completing this module, you will be able to…

1. Make the distinction between Ys and Xs.
2. Understand different improvement approaches for use in
your project.
3. Identify potential Xs that contribute to the process’ intended
function.
4. Identify potential causes (Xs) of an undesirable effect.

Identify Potential Xs: Contents
Part One: Ys and Xs

 Clarifying: What’s a Y? What’s an X?
 Improvement Approaches
Part Two: How to Identify Potential Xs:

 Brainstorm Factors
 Cause and Effect Diagram
Part Three: Looking from Both Perspectives

 Process Y and Undesirable Effect

Part One
Ys and Xs

Distinguishing Y’s from Xs - Example
A team is working to improve training effectiveness.
 They brainstormed the (Y) measure for a Six Sigma project.
 What is a measure of Black Belt / Green Belt training effectiveness?
PROCESS: PROVIDE TRAINING

Y or X?
Time to certification
Number closed projects
Student to Teacher ratio
Instructor’s knowledge level
Computer working and available
Training exam (pre and post) results
Project rating - quality score
Which of these are measures (Y) and which are Xs?

Workbook: Exercise 8.1
Ys and Xs

Exercise 8.1: Ys and Xs
Allotted Time:
15 MINUTES
ASSIGNMENT:
ASSIGNMENT:
For
For the
the Six
Six Sigma
Sigma project
project objective:
objective:
Improve
Improve Meeting
Meeting Effectiveness
Effectiveness
Determine
Determine measures
measures of of meeting
meeting effectiveness
effectiveness (Ys):
(Ys):
1.
1. Brainstorm
Brainstorm aa list
list of
of possible
possible measures.
measures.
2.
2. Identify
Identify each
each item
item on
on the
the list
list as
as an
an XX or
or Y.
Y.
3.
3. Select
Select the
the best
best measure
measure Y.Y.
4.
4. Identify
Identify some
some XsXs that
that might
might drive
drive the
the chosen
chosen Y.Y.

Searching for Xs
 Recall: In Measure phase, we characterized:
Process Y Business Y
THE PROCESSES’ Customer Y
INTENDED FUNCTION THE DEFECT
(positive outcome) (negative outcome)
 The most effective way to search for Xs depends upon:

– The type of Y.
 Many projects seek to discover both:
– Factors that affect the Process Y, and
– Causes of an undesirable effect.
Thinking from both mindsets increases our

chances of identifying all possible Xs.
Two Improvement Approaches
IMPROVEMENT APPROACH EXAMPLE: MOLDING PROCESS

FACTORS
1. Conduct Optimization DOE: YP = Part Dimension (mm)
measuring the Process Y Factors:
– Find nominal values for X1 – Barrel temperature
Control Factors that will
X2 – Packing pressure
reduce variation in the
Process Y, to minimize X3 – Flow rate
chances for defects to occur. X4 – Screw speed
CAUSES
2. Identify and counteract Yc = Amount of Warp (mm)
causes of an Undesirable
Potential Cause:
Effect
Rapid cooling causes warping
Note: A Designed Experiment (DOE) is a systematic way to

simultaneously evaluate the effects of multiple Xs on an output, Y.
Part Two (A)
How to Identify Potential Xs:

Brainstorm Factors

Improvement Approach #1:
Conduct Optimization DOE
 Find nominal values for Control Factors that reduce variation in
the Process Y, in order to minimize chances for defects to
occur.
– Identify Xs that drive the Process Y.
– Distinguish between Control Factors and Noise Factors.
– Present improvement strategies with regard to the Process Y.
What FACTORS are

critical to providing
the process’ intended
Process Y function?
THE PROCESS’
INTENDED FUNCTION
(positive outcome)

Control Factors vs. Noise Factors
Example: Molding Process: YP = Part Dimension (mm)

FACTOR DESCRIPTION EXAMPLES
CONTROL  Factors that are inherent to a product  Barrel

or process design. temperature
 These factors affect HOW the  Back pressure
intended function is achieved!  Screw speed
 Factors that we set and maintain at
certain levels (values).
NOISE  Factors that are not controllable, or  Raw material

are too expensive to control. variation
 These factors degrade the process  Ambient
output. temperature
What is the goal relative to Control Factors?

What is the goal relative to Noise Factors?
Control Factors vs. Noise Factors: Goals
Find best
Nominal settings.
Example: Should
Barrel Temp be
set at 380, 450 or
500 deg?
May need to reduce

these variations, or
reduce their effect.

Brainstorm Factors Guidelines
 Generate a comprehensive list of possible Control Factors and

Noise Factors that could affect the Process Y.
 Brainstorm all factors first, then categorize the as Control or
Noise.
 Follow the Process Map when brainstorming, to assure that
factors from every stage of the process have been considered,
as well as inputs to the process.
 The Function (How-How) Diagram is another source of
potential factors.
 Include subject matter experts in brainstorming sessions.

Brainstorm Example: Using the Process Map
Block-foaming Process: YP = Height of foam block Following the
Goal: uniform height within and between blocks. process map, the
team brainstormed
 Storage temperature of chemicals factors that could
 Proportion of isocyanate affect the Process Y.
Mix Chemicals
 Proportion of resin
Isocanate/Resins)
 Time for mixing chemicals
 Curing time of mixture
Prepare Box
 Pump pressure
 Rotation speed of mixer in pouring head
 Position of pouring head (height)
Pour Chemicals  Position of pouring head (x, y)
 Temperature of chemicals when poured
 Temperature of compressed air (pouring head)
 Air pressure in pouring head
 Weight of lid
Foaming  Period until lid is applied
 With/without lid
 Temperature of box
Dismantle Box &
Retrieve Foam Block

Brainstorm Example: Control or Noise?
Block-foaming Process: YP = Height of foam block The team then
classified each
Goal = uniform height within and between blocks.
factor as Control
(C) or Noise (N).
 Storage temperature of chemicals N
 Proportion of isocyanate C
Mix Chemicals
 Proportion of resin C
Isocanate/Resins)
 Time for mixing chemicals C
 Curing time of mixture C
Prepare Box
 Pump pressure C
 Rotation speed of mixer in pouring head C
 Position of pouring head (height) C
Pour Chemicals  Position of pouring head (x, y) C
 Temperature of chemicals when poured N
 Temperature of compressed air (pouring head) C or N?
 Air pressure in pouring head C
 Weight of lid C Notice that the team
Foaming  Period until lid is applied C was unsure if one
 With/without lid C factor was Control or
 Temperature of box N Noise. Why do you
Dismantle Box &
Retrieve Foam Block think they struggled?
Brainstorm Example: Suspected Critical Factors
Block-foaming Process: YP = Height of foam block
Goal = uniform height within and between blocks.
After thorough
 Storage temperature of chemicals N discussion with
 Proportion of isocyanate C subject matter
Mix Chemicals
 Proportion of resin C experts, the
Isocanate/Resins)
 Time for mixing chemicals C factors to be
 Curing time of mixture C investigated
were identified.
Prepare Box
 Pump pressure C
 Rotation speed of mixer in pouring head C
 Position of pouring head (height) C
Pour Chemicals  Position of pouring head (x, y) C
 Temperature of chemicals when poured N
 Temperature of compressed air (pouring head) C or N
 Air pressure in pouring head C
 Weight of lid C Note: We are not trying to
Foaming  Period until lid is applied C reduce this list to a small
 With/without lid C number of factors.
 Temperature of box N Instead, we only eliminate
Dismantle Box & those thought to have a
Retrieve Foam Block negligible effect.
Here is an example using Foaming Panels…

Foaming Panels – Process Y
Inputs Process Outputs
Project Name: Foaming Panels –
Eliminate Excess • Sheet metal Foam Panels • Panels filled
Foam • Foam with foam
chemicals (solid)
Y % of foam that is (liquid)
wasted • Hardware The
The panels
panels are
are
Problem 14% of foam is wasted closed
closed on all four
on all four
Statement: sides,
sides, but
but are
are
Project Eliminate excess shown
shown opened
opened
Objective (wasted) foam, while here to illustrate
here to illustrate
assuring panels fill how
how foam
foam grows.
grows.
completely
How Foam Grows
 Yp = Distance from back of panel to end of foam (measured

at three locations within each panel: a, b and c).
 Optimization strategy: to reduce variation in this “distance”,
within Panel, and Panel to Panel.
Foaming Panels –
Factors that affect the Process Y
Yp = Distance from back of panel to end of foam (measured
at three locations within each panel: a, b and c)
CONTROL FACTORS: NOISE FACTORS:

A. Amount of Nitrogen  Panel Size
B. Ratio of Resin to Polymer  Panel Shape
C. Gun Fanning  Ambient Plant Temp.
D. Gun Insertion Distance  Temp of Resin & Polymer
E. Nozzle Pressure for Resin  Location inside panel
F. Nozzle Pressure for Polymer (Measure at Locations a, b
G. Machine Speed and c)
H. Weep Holes (y/n) Factors that provide  Variation in Cure Time (Built
I. Platen Temp. intended function. in by sequence within nest)
J. Cure Time These factors can be
K. Type of Resin set at specific levels. Factors that degrade function.
L. Type of Polymer These are variations that the
process must endure.

Another example using Form Bolsters…

“Form Bolster” Process: Process Y
INPUT PROCESS OUTPUT

 Vinyl
 Foam FORM
Bolster
 Eco-cor mat BOLSTER PROJECT OBJECTIVE:
 Heat
ELIMINATE BUMPS
PROCESS FLOW: “Bump” defect on the Bolster
Load Mat and initiate
production
Heat Mat and Vinyl
Compress Vinyl and Mat
Press opens and tool

ejectors eject four parts
Die Cut Operation
Inspect and Rack
What do you think the team measured as their Process Y?

Objective for Process Y “Wall Thickness “
Strategy for
Eliminating Bumps:
Process Y:
Maximize the
“wall thickness” at all
locations on the part.
Vinyl
Eco-cor
mat
Wall Thickness
To maximize wall thickness is to maximize foam

thickness, which then counteracts the “core chunks”.
Control or Noise?

Exercise 8.2: Control or Noise?
INPUT PROCESS OUTPUT

Allotted Time:  Vinyl
4 MINUTES  Foam FORM
Bolster
 Eco-cor mat BOLSTER
 Heat
ASSIGNMENT:
ASSIGNMENT: Factors:
1.
1. Review
Review thethe brainstormed
brainstormed  Air pressure on clamp frame
list
list of
of factors
factors for
for the
the  Close speed
Process
Process Y: Y: Wall
Wall Thickness.
Thickness.  Part geometry (the design of
2.
2. Categorize
Categorize each
each factor
factor as
as the bolster)
“Control”
“Control” oror “Noise”.
“Noise”.  Tool temperature
 Bolt Height
 Ambient temperature
 Variation in vinyl thickness
(from supplier)
 Tool dwell time

Brainstorm Factors – Your Project

Exercise 8.3: Brainstorm Factors –
Your Project
Allotted Time:
20 MINUTES
ASSIGNMENT:
ASSIGNMENT:
Select
Select one
one of
of your
your team
team member’s
member’s projects,
projects, then:
then:
1.
1. Determine
Determine aa Process
Process YY (variable
(variable measure
measure ofof
intended
intended function).
function).
2.
2. Brainstorm
Brainstorm factors
factors (Xs)
(Xs) that
that could
could affect
affect the
the
Process
Process Y.Y.
3.
3. Categorize
Categorize the
the factors
factors as
as Control
Control or
or Noise.
Noise.

Part Two (B)
How to Identify Potential Xs:

Cause and Effect Diagram

Improvement Approach #2:
Identify and Counteract Causes of an Undesirable Effect
 When strong Control Factors exist, defects can sometimes be

eliminated by setting the Control Factors at their best nominal
values.
In other cases that is not enough. In fact, optimizing control
factors may not be an appropriate approach.
 An alternate approach is to conduct a thorough C&E analysis
on the undesirable effects (defects), then counteract strong
causes.
In Cause and Effect analysis, the team continually

asks and answers WHY?, digging deeper and
deeper, uncovering difficult-to-see potential causes.
Remember, in many projects we use both improvement

approaches (Optimization DOE and C&E).
What are Causes?
 Causes are reasons why effects occur.

 Potential causes are reasons why an effect may occur.
 When determining causes, the team thoroughly identifies
potential causes related to all categories:
– People
– Materials An Undesirable
– Effect
Methods
(defect)
– Machines
CAUSES
– Others?
 First, state an effect in negative terms, and then search for
causes of that undesirable effect.
Important: generate a comprehensive list of all possible causes,

rather than taking action on the first idea that comes to mind!
Example of a Potential Cause
 “Rapid cooling” is only one potential cause of warping.

 The team conducts a comprehensive C&E analysis to identify
all possible causes.
Example from Molding Process:

Yc = Amount of Warp (mm)
Rapid cooling causes warping
POTENTIAL
DEFECT
CAUSE

The Cause and Effect (C & E) Diagram
A Cause and Effect Diagram is:

 A tool to help teams identify potential causes contributing
to an effect
 Sometimes referred to as a “Fishbone Diagram” because
of the diagram’s similarity to the bones of a fish.
The EFFECT:
What we’re trying
People Machines to improve.
Potential CAUSES EFFECT

CAUSES are
listed on the
branches.
Methods Materials

Steps for Cause and Effect Analysis
1
2 State the
Add the
main Effect.
branches.
3 Ask:
Why? Why? Why?
4 Vote down the list to identify the likely, big contributors.
5 Collect data to demonstrate that the suspected

strong causes are real.

Practical Application of C & E Diagram:
Management Process Example
Background:
 A Six Sigma Team is working to improve the implementation of
Six Sigma throughout their company.
 Since Six Sigma is new to the company, they evaluated their
“current performance” in implementing improvement programs
by looking at their last three major improvement initiatives:
– Total Quality Management (TQM).
– Five S’s.
– Statistical Process Control (SPC).
 For each initiative, they collected data (looking back 5 years) on
the number of:
– People participating in improvement projects.
– Case studies (projects).

Management Process Baseline Data: Number of People
NUMBER OF PEOPLE PARTICIPATING IN IMPROVEMENT PROJECTS

Management Process Baseline Data: Case Studies
NUMBER OF CASE STUDIES

Step 11 : State the Effect
 Both baseline measures (number of people and number of case

studies) show loss of momentum over time.
 The team writes the effect as a negative statement describing the
current undesirable condition:
EFFECT:
Declining
participation in
improvement
programs
 Avoid using complex statements that contain more than one idea.
 Example: “Poor and declining participation in improvement programs”
contains two ideas and could cause confusion.
– Are they trying to identify why few people are participating?
– Or, why those who are participating are not doing so
wholeheartedly?
Step 12 : Add the Main Branches
People Machines
Declining
participation in
improvement
programs
Methods Materials
 These are the most common categories for identifying causes.

 A branch for “Environment” is sometimes added.

Step 13 : Ask WHY WHY WHY
 Cause and Effect Diagramming is not

brainstorming!
 It is very important to ask "WHY?" over
and over again. Good Cause & Effect
diagramming is question and answer.
 Teams create Cause & Effect diagrams
to get at the difficult to discover causes.
 If the C&E diagram states the obvious,
the team should try it again.
Ask questions to find answers.

Step 13 : Ask WHY WHY WHY: People Category
 The question is “Why is there declining

participation in improvement programs”. People
Declining
 Answer the question in reference to the participation in
chosen category. improvement
programs
 The answers “drill down” until exhausted.
QUESTION ANSWER
WHY do we have declining participation in 1. Because people resist change
improvement programs?
Why do people resist change? 1.1 Because they fear making mistakes.
Why do people fear making mistakes? 1.1.1 Because they are criticized for mistakes.
1.1.2 Because they are penalized for their
mistakes.
Why are people penalized for making No ideas - Re-start questioning.
mistakes?
Why else do people fear making 1.1.3 Because “to err is human, to forgive is not
mistakes? company policy.”
Why is that company policy? Lets move on…
Why else do people resist change? 1.2 Because they fear job loss.

Step 13 : Ask WHY: Diagramming People Category
People
1. People resist change
1.1 They fear making mistakes
1.1.1 They are criticized for mistakes
1.1.2 They are penalized for mistakes
1.1.3 To err is human, to forgive is not company policy
1.2 They fear job loss
1.2.1 Layoffs have occurred
1.2.2 Unsuccessful people are demoted
1.2.3 Unsuccessful people are fired
1.3 If things go wrong, someone is blamed
1.3.1 Failure is not seen as learning
1.3.2 People are expected to do new things perfectly
1.3.3 Don’t get caught near the scene of an accident
2. People don’t think management is serious
2.1 “New” programs have been short-lived in the past
2.2 Management doesn’t seem committed
2.2.1 They focus on business as usual
2.2.2 They bad-mouth new programs
2.2.3 They discourage employees from participating
2.2.4 They over-emphasize failures
2.3 People know problems are management’s biggest priority
2.3.1 Problems take priority over programs
2.4 No recognition for success of new programs.
Step 13 : Ask WHY: Diagramming Methods Category
Methods
1. Didn’t plan out the program
1.1 We want fast action - no time to plan
1.1.1 If nothing happens quickly, a program is killed.
1.1.2 Management asks for quick results
1.2 We don’t like to plan
1.2.1 Don’t trust plans
1.2.2 Planning seems like a waste of time
1.2.3 Why plan when program will be history in 6 months?
1.3 Divisional management did not ask for a plan
1.3.1 They though we should know what to do
1.4 We don't worry about how something is to be done
1.4.1 Once we assign responsibility, we’re done
1.4.2 The who is more important than the how
2. We didn’t check on the program often
2.1 No measurable objectives were developed
2.2.1 Focused on the program rather than result
2.2.2 Didn’t plan (see above)
2.2.3 Implemented only because we were told to do it
2.3 Our priorities changed
Note: the deeper the
2.3.1 Big customer crisis branches, the better
2.3.2 Crisis’ take all our time the analysis.
2.3.3 Divisional management focused on other things
2.3.3.1 Cost reduction more of a priority
Causes Should Reflect Current Process Behavior
 Potential causes should allow us to visualize the process as it

works today.
EXAMPLE:
For possible Causes of Damaged Seats during packaging:
One team member stated:
“We don’t bolt down the seat”.
Is this a potential cause?

Does the statement “We don’t bolt down the seat”
enable us to visualize how the process works today?
Causes Should Reflect Current Process Behavior
 No!
 “We don’t bolt down the seat” tells us what is not being done in
the process today, rather than what is being done.
 When asked “If you don’t bolt the seat down, then what do you
do with the seat?”, the team member responded: “We just throw
it in the container.
“We don’t bolt

Does NOT
allow for
down the seat”. Aha! This is
process something we can
visualization. “We just throw it visualize in the
into the container”. process.
This is a potential
cause!

8 Minutes
Stating Ideas as Causes
 The following ideas are currently stated as the absence of a

solution:
ABSENCE OF
EFFECT
SOLUTION
CAUSE
Low employee Management
morale does not share ?
information
Lack of safety
procedures ?
No private
office ?
How could these ideas

be re-stated as a cause?

DEBRIEF
Stating Ideas as Causes
 The following ideas are currently stated as the absence of a

solution:
ABSENCE OF
EFFECT
SOLUTION
CAUSE
Low employee Management People feel left out. They
morale does not share do not know management
information objectives.
Lack of safety
procedures People are being hurt.
Employees don’t feel safe.
No private Private conversations are
office overheard. Work environment
is not appropriate.

Step 44 : Vote to identify the most likely,
big contributors.
 The team reviews the diagram and votes to agree upon the
most likely, largest contributors to the cause.
 The team discusses the list of high priority causes and decides
on the most important (5 to 7).
 The team then considers:
– Is it a cause (not a solution?)
– Are we pretty sure that it will change the effect?
– Do we agree?

Examples of Suspected Strong Causes
MANAGEMENT TEAM INJECTION MOLDING TEAM

Declining Participation in Variation in Locator Boss
EFFECT
Improvement Projects Dimension
POTENTIAL 1. The who is more important
1. Flash
CAUSES than the how
2. We solve the same problems
2. Varying injection pressure
over and over again
3. Our plants have a lot of
3. Missing locator bosses
machinery breakdowns
4. If things go wrong, somebody 4. Mold coolant flow rate set
gets blamed at varying levels
5. Management always focuses 5. Difficult to measure at set-
on business as usual up
6. Problems always take priority 6. Parts drop into hard
over improvement projects container

Part Three
Looking From Both Perspectives

Looking From Both Perspectives: Molding Process
IMPROVEMENT APPROACH EXAMPLE: MOLDING PROCESS
Control Factors: Noise Factors:

1. Identify Control Factors and
Noise factors that affect • Barrel temperature • Variation in
intended function. • Barrel pressure material viscosity
• Temperature • Ambient
Process Y = Part Dimension
(mm) Profile temperature
• Screw speed • Ambient humidity
2. Identify and counteract

causes of an Undesirable • Rapid cooling causes
Effect warping
Yc = Amount of Warp (mm)
This team identified both…

 Factors that could affect the intended
function, the Process Y.
 Potential causes of an undesirable effect.
Benefits of Both Perspectives: Molding Process
The team added

a Control Factor:
Cooling Profile
The C&E on Warping surfaced the

importance of cooling
 The C&E on Warping led this team to consider a portion

of the physics they initially ignored.
 Including “cooling profile” in their optimization experiment
will better enable them to improve the process.
Looking From Both Perspectives: Foaming Panels
Factors that Affect Intended Function

Yp = Distance from back of panel to end of foam

A. Amount of Nitrogen G. Machine Speed  Panel Size
B. Ratio of Resin to Polymer H. Vent. Holes (y/n)  Panel Shape
C. Gun Fanning I. Platen Temp.  Ambient Plant Temp.
D. Gun Insertion Distance J. Cure Time  Temp of Resin & Polymer
E. Nozzle Pressure for Resin K. Type of Resin  Location inside panel
F. Nozzle Pressure for Polymer L. Type of Polymer  Variation in Cure Time
Causes of an Undesirable Effect POTENTIAL CAUSES:

• Friction on panel sides
Effect: Foam shooting out the • Venting holes in wrong location
ventilation holes, into plant.
How might “looking from both perspectives”

benefit this team?



“Looking from both perspectives” may

lead the team to consider the Placement of
Ventilation Holes as a Control Factor in an
optimization experiment.



Caution: If this cause (friction) is real, the team may be led to consider
counteractions like teflon on sides of panel, which would be high cost.
The team would first find optimal settings for Control Factors, and
consider other alternatives, in an attempt to avoid high cost solutions!
Identify Potential X’s: Summary
 The team identifies all possible Xs that could affect the process output.
 To be thorough, the team thinks from both perspectives:
– What possible factors could affect the Process Y (measure of the
process’ intended function)?
• These factors are later classified as Control or Noise.
– What could cause a specific, undesirable effect?
 Control Factors are “HOW” the process accomplishes its intended
function. It is critical to assure these factors are set at their optimal
levels.
 Noise Factors are factors that vary, and are not controllable (or are too
expensive to control), but they also affect the process function. In fact,
they degrade function.
 Process Improvement is obtained by …
– Setting Control factors at their best nominals
– Counteracting causes of undesirable effects (includes
counteracting Noise Factors)

Your Task
Next time, you will present on your project:
 Completed Measure Phase

 Analyze Phase: Identify Potential Xs
– List of Control Factors and Noise Factors that affect the
Process Y.
– Complete C&E on an Undesirable Effect, and list of
suspected strong causes.
Use Michelle’s Steakhouse template.

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Identify Potential Xs

Superior Essex, Feb 2014 1 W2-8 Identify Potential Xs_Inst.ppt

Week Three Week Four

Week Five: Review Projects through Improve Phase

Week Three Week Four

Week Five: Review Projects through Improve Phase

CAUSE & OUTPUTS

*“FMEA” and “C&E Matrix” training modules

3 Quantify current performance and estimate improvement target.

5 Provide statistical evidence that causes are real.

9 Provide statistical evidence that the improvement is sustained.

TEAMS SEEK TO DISCOVER:

What are the

 This module addresses the approaches and techniques that enable

During Measure During Analyze phase,

Measure & Analyze Phases both involve

Superior Essex, Feb 2014 7 W2-8 Identify Potential Xs_Inst.ppt

After completing this module, you will be able to…

Superior Essex, Feb 2014 8 W2-8 Identify Potential Xs_Inst.ppt

Part One: Ys and Xs

Part Two: How to Identify Potential Xs:

Part Three: Looking from Both Perspectives

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Superior Essex, Feb 2014 10 W2-8 Identify Potential Xs_Inst.ppt

PROCESS: PROVIDE TRAINING

Which of these are measures (Y) and which are Xs?

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Superior Essex, Feb 2014 13 W2-8 Identify Potential Xs_Inst.ppt

 Recall: In Measure phase, we characterized:

 The most effective way to search for Xs depends upon:

Thinking from both mindsets increases our

IMPROVEMENT APPROACH EXAMPLE: MOLDING PROCESS

Note: A Designed Experiment (DOE) is a systematic way to

How to Identify Potential Xs:

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What FACTORS are

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Example: Molding Process: YP = Part Dimension (mm)

CONTROL  Factors that are inherent to a product  Barrel

NOISE  Factors that are not controllable, or  Raw material

What is the goal relative to Control Factors?

May need to reduce

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 Generate a comprehensive list of possible Control Factors and

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How Foam Grows

 Yp = Distance from back of panel to end of foam (measured

CONTROL FACTORS: NOISE FACTORS:

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INPUT PROCESS OUTPUT

Heat Mat and Vinyl

Compress Vinyl and Mat

Press opens and tool

Die Cut Operation

Inspect and Rack

What do you think the team measured as their Process Y?

To maximize wall thickness is to maximize foam

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INPUT PROCESS OUTPUT

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