409 summer_2011 syllabus

8/6/2019 409 Summer_2011 Syllabus

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Engr. 409 / Summer 2011

Wesley E. Donahue - 2011 1

ENGR409

LEADERSHIP IN ORGANIZATIONS

3CREDITS

Class Information

Section: 901Times: Tuesdays and Thursdays 6:00 9:15 p.m.

Classroom 203 Sackett

Instructor Information Name: Dr. Wesley E. Donahue

Email: [email protected]: 865-7074

Office: 240C Outreach Building, Innovation ParkOffice Hours: By Appointment

Teaching Assistant Information Name: Nai-FenSuEmail: [email protected]

Phone:Office Hours: by Appointment

Class Overview

This course is a core requirement of the Engineering Leadership Development minor offered by theCollege of Engineering. The course builds upon the introduction provided by ENGR 408Principles of

Leadership (personal leadership). This course,Leadership In Organizations, is intended to develop adeeper global understanding of, as well as skills and ethical behavior associated with, the important

dimensions of leadership in organizations.

Course ObjectivesUpon completion of this course, the student should be able to:

1. Recognize commonalities of leaders in organizations and implications for success in todaysglobal business environment.

2. Demonstrate fundamental knowledge in the following areas that are recognized as Criteria forPerformance Excellence (Adapted from Baldrige National Quality Program Criteria):

A. LeadershipB. Strategic PlanningC. Customer FocusD. Measurement, Analysis, and Knowledge ManagementE. Workforce FocusF. Process ManagementG. Results

3. Demonstrate proficiency in continuous improvement methodologies including problemidentification and application of gap analysis/ closure principles (Lean-Sigma Project).

4. Demonstrate effective oral and written presentation skills.


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MATERIALS

Specific course materials and readings are assigned in accordance with the course schedule. By designthis course offers a blended/ hybrid teaching delivery approach drawing from web-based Microlessons

and other relevant resources as well as face-to-face and online class sessions. There will be a splitbetween face-to-face class time and time spent using online and other educational resources. The split

of time from the students perspective is outlined in the course schedule. For ease of tracking andaccuracy, all quizzes and most assignments will be submitted via Angel, the Universitys course

management system (https://cms.psu.edu).

In addition to the materials supplied, all students are expected to read the business news section ofvarious newspapers such as the Wall Street JournalorUSA Today and come prepared to each class to

discuss current business news and happenings as they relate to the content covered in this course.Supplementary course materials and reading assignments will be provided to the student when

applicable. The educational benefit of this course is to be gained through attendance, active

participation, group interaction and formal presentations with attendance mandatory.

Students are expected to actively participate in all class activities.Note:Extra Credit may be earned bystudents who identify additional online materials, deemed relevant to this course by the class!

COURSE HOMEPAGE ANDMAJORLINKS

Penn State Angel site https://cms.psu.edu

Baldrige National Quality Program- Criteria for Performance Excellence http://www.quality.nist.gov

SCORE - Free business analysis templates http://www.score.org/template_gallery.html

Financial Spreadsheets; Six Sigma; and- Project Management tools - Free http://www.exinfm.com/free_spreadsheets.html

Break-Even Analysis Simulation - Free http://www.bored.com/lemonadegame/

Stock Market Survivor Free option www.WallStreetSurvivor.com

Lean Toolkit Free tools http://www.leankaizen.co.uk

Penn State Personal Web space http://www.personal.psu.edu/

ePortfolios at Penn State http://portfolio.psu.edu

Digital Commons at Penn State- Help with media http://mediacommons.psu.edu

College of Engineering Ethics Website http://www.engr.psu.edu/ethics/

Assertion- based PowerPoint slides http://www.engr.psu.edu/speaking/


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SCHEDULE

Session # / Date Topic Assignments Due

1 5/17/2011 Introduction (Yes Class) All: Review Criteria for PerformanceExcellence and form Learning Activity

TeamsAll: Become familiar with Baldrige

Criteria and website:http://www.quality.nist.gov

All: Review Module 1 PPs (Angel)All: Become familiar with Assertion

Based presentations (Current Events):http://www.engr.psu.edu/speaking/

2 5/19/2011 Leadership(Yes Class) All: Review Course MaterialsAll: Leadership Abstract DueAll: Complete On-Line Microlesson

#1: Moving Into SupervisionAll:Submit Current Event PP #1

3 5/24/2011 Leadership (No Class) All: Leadership - Ethical Challenges Due

http://www.engr.psu.edu/ethics/All: Complete On-LineMicrolesson

#2: Managing Change

4 5/26/2011 Leadership(Yes Class) All: Answers to Case #GE (p. 1-19)Lean-Sigma #A Overview and GE Assessment (Baldrige Criteria)

All: Interview of a Leader Due

All: Ethical Challenges DebateAll: Complete On-Line Microlesson

#3: Customer ServiceAll: Complete On-Line Quiz #1

All: Form Lean-Sigma (L-S) TeamsAll:Submit Current Event PP #2


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5 5/31/2011 Strategic Planning (No Class) All: Complete On-Line Microlesson#4: How to Read an Annual Report

All: Complete On-Line Quiz #2All: Review Module 2 PPs (Angel)

All: Reviewfree Planning, Finance, SixSigma, Lean, and Project Management

Templates at --http//www.score.org/template_gallery.htmlhttp://www.exinfm.com/free_spreadsheets.htmlhttp://www.leankaizen.co.uk/lean.html

6 6/2/2011 Customer Focus (Yes Class) All: L-S Observation / Data Report-OutLean-Sigma #B VSM& C SIPOC submission ofInitial Project Approval

SP Team:Submit Report & ConductStrategic Planning Learning Activity

CF Team: Submit Report & ConductCustomer Focus Activity


All:Submit Current Event PP #3

7 6/7/2011 Measurement /Analysis (No Class) All: Complete On-Line Microlesson#5: Developing Employees

All: http://www.bored.com/lemonadegame/

Spend 15 min. practicing break-even /profit forecasting and be prepared toreport your scores

All:www.WallStreetSurvivor.comEnter your stock selections and track for

3 weeks; be prepared to report results.All: Complete On-Line Quiz #4

All: Review Module 4 PPs (Angel)


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8 6/9/2011 Workforce Focus Yes Class) All: L-S VSM and SIPOC Report-OutLean-Sigma #D & E A3s MA Team: Submit Report & Conduct

Measurement and Analysis Activity

WF Team:Submit Report & ConductWorkforce Focus Activity



9 6/14/2011 ProcessManagement (No Class) All: Complete On-Line Microlesson#6: Continuous Process Improvement

All: Complete On-Line Quiz #6


10 6/16/2011 Business Results (Yes Class) All: L-S A3 Report-OutLean-Sigma #F Perfecting/ ROI PM Team: Submit Report & Conduct

Process Management ActivityBR Team: Submit Report & Conduct

Business Results Activity


All: Discuss Resume and ePortfolioAll: Report StockSelection Results from

Wall Street SurvivorAll: Your Resume and ePortfolio


11 6/21/2011 Major Projects (No Class) All: L-S Informal Project MeetingsActivity Teams Prepare:

Images of Exemplary Leadership

12 6/23/2011 Major Projects (Yes Class) All: L-S PresentationsAll: Course Reflection, Evaluation

All: Personal Action Plan


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CLASS SESSIONS:

Most class sessions will be conducted like an interactive business meeting. The agenda will typically

follow the following format:

y Current Business News Related to Specific Course Session Topic

y Case Presentation and Discussion

y Topical Lesson Discussion / Mini-Meeting

y Learning Activity and Application

y Questions and Answers

ASSIGNM

ENTS: Points

Leadership Article Abstract (individual) 50

Leadership Ethical Challenges / Ethical Decisions (team debate) 100

Personal Interview of Leader (individual) 50

GE Case Questions / Baldrige Assessment Submission 50

Team Learning Activity and Research Report (1) 100

Course Material Review / ePortfolio (1 submission per student) 100

Course Material On-Line Quizzes 6 (individual) 100

Microlesson On-line Quizzes 6 (individual) 100

Major Project: Lean-Sigma Continuous Process Improvement 200

Mini-Meetings: 5 Current New Events and Assertion-Based PP slides 50

Reflection Journal Personal Action Plan (individual) 100

Total 1000


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POLICIES

CLASS ATTENDANCE:

Class attendance is mandatory. Fifty (50) point penalties for each class missed without pre-approval or a doctors excuse. For an excused absence students need to submit a Make-up

Assignment. The assignment consists of selecting an organization you would like to learn moreabout, and presenting a brief PowerPoint or overhead presentation to the class that includes: details of

the organization; the reasons you selected the particular organization; and your conclusion whether ornot you might like to work for them or invest in them.

QUIZZES:

Pop quizzes may be given in class during the course of the semester in addition to those that will beadministered on-line. Pop quizzes missed without pre-approval or a doctors excuse will not be

permitted to be made-up.

Student Evaluations / Grading Policies:

Successful completion of this course with a minimum grade of "C" is required for students pursuingthe Engineering Leadership Development Minor. You will be evaluated on the quantity, quality and

timeliness of your efforts. Course grades will be assigned on the following basis:

Course points total 1000. Letter grades will be assigned on the following basis: Points

940 1000 A

900 - 939 A-

870 - 899 B+840 869 B

800 839 B-

770 799 C+

700 769 C

600 - 699 D599 or less F

Specific requirements and evaluation criteria for each of these assignments are provided. All

assignments must be submitted on time in order to receive a grade. Any assignment submittedlate without prior approval of the instructor or a doctors excuse will not be accepted.

Course and Instructor Evaluation:

At the end of the course the instructor will administer the standard University course evaluation. In aneffort to be responsive to the needs of the students, the instructor will periodically solicit written

feedback.


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ENGR 409: On-LineMicrolessons(100 points)

Required: complete the following six online Microlessons (in KELe) in accordance with the class

schedule. Take the online Microlesson quizzes (in Angel) and upload a consolidated Action Plan (1page max. per Microlesson) in the appropriate Angel Drop Box.

1. Moving into Supervision

2. Managing Change

3. CustomerService

4. Finance Fundamentals / How to Read an Annual Report

5. Developing Employees

6. Continuous Process Improvement

Reflection Journal / Personal Action Plan (100 points)

During the semester students should maintain a weekly journal containing their thoughts related tomaterial covered in the course and how they might apply what theyve learned. The journal may take

any form that the student desires and include material covered in the class discussions, notebookmaterials, Microlessons, etc. Near the end of the course, students are to review their journal data and

reflect on their personal aspirations; then prepare a one page Personal Career Action Plan for thenext 3 to 5 years based on everything covered throughout the course. The completed one page Action

Plan should be uploaded in the appropriate Angel Drop Box, and students should be prepared to sharethe highlights of their plans with the class.


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Leadership Article Abstract Publication Assignment (50 points)

One written publication abstract is to be submitted in accordance with the class schedule. The abstractshould be a maximum of 1 double-spaced typed page in length and include an attached copy of the

original article publication (if applicable). The publication should focus on the topic of Leadershipand be relevant ENGR 409 Leadership in Organizations. The abstract assignment is worth 50 points.

In addition to submitting the written abstract, you are expected to orally present and summarize thepublication to the class (2 minutes max) in accordance with a schedule.

Learning Objectives:

y Demonstrate ability to search and review current literature

y Stimulate thinking related to leadership in organizations

y Demonstrate ability to summarize information in a concise manner

y Practice writing skills

y

Practice presentation skills

General Directions:Locate recent articles or pertinent publications to the course from reputable literary sources. Select one

and prepare an abstract beginning with a complete bibliographical citation (author, year of publication,title, journal or publication, volume, issue, and page numbers) like this:

Donahue, W. (1996). A Descriptive Analysis of the Perceived Importance of Leadership

Competencies to Practicing Electrical Engineers in Central Pennsylvania. DoctoralDissertation, Penn State University.

Donahue, W. and Park, J. (2004). The 5-S Consulting Approach to Sales.?

Book ChapterA

.Linking Training to Performance. Community College Press.

Rothwell, W., Donahue, W., Park, J. (2002). Creating In-House Sales Training and

Development Programs. Greenwood Publishers.

Briefly summarize why the article or pertinent publication is important for students in ENGR 409.(How does it relate to leadership in organizations? Why is the publication important for leaders in

organizations?) Summarize the content of the publication in a clear and concise manner. Be sure tocapture the essential points. Finally, discuss the practical applications (if any) of the publication for

leaders in organizations. What should they be able to do after reading the publication? Be sure toanalyze the publication, pointing out any weaknesses in it or any occasions when you think the

authors ideas will not work.


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Instructors Grading Checksheet for: Leadership Article Abstract

Students Name: ____________________________ Date Submitted: _________

Did the Student: Points Comments

1. Begin the abstract with a complete bibliographic 1 2 3 4 5citation?

2. Explain why the publication is important for students 1 2 3 4 5in ENGR 409?

3. Summarize the content of the publication? 1 2 3 4 5

4. Reflect on the publications content and discuss 1 2 3 4 5Practical applications, if any, of the publication for leaders

in organizations?

5. Explain what leaders in organizations should be able 1 2 3 4 5to do, if anything, after reading the publication?

6. Critique the publication, pointing out any weaknesses 1 2 3 4 5in it or any occasions when the writer thinks the authorsideas wont work?

7. Stay within the 1 page maximum limit? 1 2 3 4 5

8. Attach a copy of the article (if applicable)? 1 2 3 4 5

9. Type and present abstract in professional manner? 1 2 3 4 5

10. Submit abstract on time? 1 2 3 4 5

Other Comments?

Total Points (50 max.) ________________


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Leadership - Ethical Challenges / Ethical Decisions Debate (50 points)ENGR 409 Leadership in Organizations

Individual Learning Activity - - Directions and Deliverables:Please review each of the six ethical challenges below. Then choose one to research and provide an example of an ethicalchallenge that either you have experienced, observed, or anticipate possibly encountering related to leadership roles in

organizations. You may draw upon your own experiences or the experiences of others in order to prepare a one page (max.)

summary submission. The submission should start with a description of the challenge in your own words followed by an

analysis based on research (by you) of Ethical Decision Making to either support or debate actions taken. The researchshould include: appropriate use of literature on ethical decision making (properly cited); a discussion of legal versus ethical

behaviors; possible consequences of actions taken to stakeholders; support or debate of actions taken; and, your thoughts,

recommendations or conclusions for leaders in organizations who might experience similar challenges. As a starting point,

please review the College of Engineerings website on ethics at: http://www.engr.psu.edu/ethics/ The one page summary

is to be submitted in the appropriate Angel Drop-Box. The scoring criteria are indicated below.

Ethical Challenges:

#1 - - Balancing organizational and individual interests

#2 - - Maintaining appropriate confidentiality

#3 - - Showing respect for patents, copyrights, and intellectual property

#4 - - Ensuring truth in technical claims, data, and recommendations

#5 - - Pricing and/or costing products or services fairly

#6 - - Using power and authority appropriately

Scoring Criteria Points

1. Relevance of the example to ethical decision making 5 4 3 2 1 0

2. Relevance to leadership roles in organizations 5 4 3 2 1 0

3. Use of appropriate ethical decision making literature 5 4 3 2 1 0

4. Demonstrate knowledge & importance of shared values 5 4 3 2 1 0

5. Use of Ethical Decision Making framework(s) 5 4 3 2 1 0

6. Ability to Ethics Spot 5 4 3 2 1 0

7. Ability to differentiate Legal vs. Ethical behaviors 5 4 3 2 1 0

8. Identified stakeholders or parties affected 5 4 3 2 1 0

9. Appropriate support or debate of actions taken 5 4 3 2 1 0

10. One page maximum 5 4 3 2 1 0

Total Points: _________


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PERSONAL INTERVIEW OF LEADER / Typical Practices Summary (50 points)

Students are to individually research and select an organization that they are familiar with and conduct

a structured interview with one of its senior leaders. Students may select any organization other thanthe Baldrige Case Situation organizations and Major Project organizations. If practical and

appropriate, the seven Criteria for Performance Excellence areas may be used as a basis for theinterview with the overarching purpose being to identify typical business practices within their

organization or specific work unit.

A written summary report is to be prepared including: why the organization was selected; adescription of the typical practices for each of the criteria; a discussion of gaps(if any) between

the typical practices reported and various best practices such as those identified with organizationswinning the Baldrige; and, a summary paragraph indicating the overall lesson(s) for students of

Engineering 409. The summary report should be a maximum of two (2) double spaced typed pages in

length. Before writing the summary report each student is be expected to apply what they havelearnedby completing the assessment tool: Criteria for Performance Excellence: Self-Assessment contained in Module 7 of the course materials for the selected organization and attach

the assessment to the summary report. Additionally, each student should be prepared to present theirselection to the class during a 2 minute maximum presentation.

The summary report, completed assessment, and oral presentation assignment combined are worth 50

points. A copy of the summary report and completed assessment is to be submitted to the instructor inaccordance with the class schedule.


y Demonstrate ability to research and analyze gaps in organizational practicesy Stimulate thinking related to leadership in organizations

y Demonstrate ability to apply course concepts using to a real organization

y Practice summarizing and reporting information in a concise manner

y Practice presentation skills


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Learning Activity and Research Report: Criteria for Performance Excellence (100 points)

Early in the semester according to the class schedule, students will form teams with 3-5 members.

Each team will be assigned one of the following Criteria for Performance Excellence to researcheither relevant literature or conduct their own field research (personal interviews). A 1-page synthesis

report, of the Specific Findings is to be presented as part of a hands-on learning activity developedby your team in accordance with the class schedule.

Strategic Planning Customer and Market Focus

Measurement and Analysis Human Resource ManagementProcess Management Business Results

Each Learning Activity and Research Report should focus on the Typical Challengesfaced by

actual leaders in organizations related to the specifically assigned Criteria for Performance

Excellence and include how the challenges are actually handled or addressed by the leaders. The Research Report Submission should contain information from at least 3 sources. Articles fromreputable literary sources or from personal interviews may be used. The presentation should take the

form of a hands-on learning activity involving the entire class. The activity should be designed tostimulate active discussion and be 20 minutes in length. The activity should also be designed to

supplement other class discussions on the particular topic.

In addition, to The Learning Activity and written Research Report Submission, later in the semestereach Activity Team is to present and submit six Imagesof Exemplary Leadership,an assignment

where-by your team is to take pictures and/or secure images of items around Penn state that symbolizeexemplary leadership as determined by your team and present them to the class with your rationale for

selection. The Activity Team projectsare worth a combined total of 100 points. All members of theteam will receive the same grade for the assignment. The written 1 page synthesis report is to be

accompanied by copies of the articles or sources cited. You are also expected to present your findingsand conclusions to the class and distribute to each class member a copy of the 1 page synthesis

report (3 hole punched). Each team member will receive the same point total.


y Demonstrate ability to conduct research relevant to leaders in organizations

y Stimulate thinking related to specific topical areas and aspects of leadership in organizations

y Demonstrate ability to synthesize information and communicate relevance in a concise manner

y Practice team skills and presentation skills

y Apply what you have learned


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CourseMaterials Review / ePortfolio (100 points)

Scenarios:# 1 -You are being interviewed for a leadership position at a major organization

# 2 -You are one member of a team interviewing a candidate for a leadership position at your organization**Each person will be placed into both scenarios and thus must prepare accordingly.

Potential Topics:Leadership Workforce Focus

Strategic Planning Process Management

Customer Focus Business ResultsMeasurement and Analysis Other: ________

Procedure:

You will be put into groups at the beginning of the class period. To start, one person will be chosen to be interviewed and

the other people will be the interviewers. One of the topics will be picked at random. The group will then have 10 minutes

to conduct the interview and then 5 minutes to evaluate and provide feedback as to whether or not to hire the individual. At

the conclusion of the interview and feedback session, another person from the group will be chosen and another interview

session will be conducted with a different topic. No topic will be repeated.

As interviewee, each person should come to class prepared both to be interviewed and to interview another student on allof the previous topics. You may bring all notes and any other materials to class, however, it is suggested that you do not

rely heavily on them. This is an interview; therefore you should bring your leadership portfolio which includes your

resume, Compact Disk(CD) of your web-based ePortfolio(see below), and any other support materials.

As interviewer, each person should come to class with a list of potential questions for you to ask. These questions should

also be submitted in the appropriate Angel Drop-Box. The minimum is three questions per topic (21 questions total.) You

are encouraged to work with others in developing the questions, however, each person must hand in a question sheet and

no two questions sheet should be the same. The questions should be questions that you could imagine an employer asking

you at an actual interview, but should focus on the particular topics described above. It would be best to focus on general

concepts; some suggestions might be: the Interviewee's previous experiences, situational analysis of hypothetical situation,and questions concerning their resume. It is the interviewers' job to ensure that there are enough questions to fill the times

allotted for the interview.

In addition to the review questions and a hard copy of your resume, each student is expected to develop a personal web-

based ePortfolio. The personal ePortfolio should start with a Homepage that summarizes your career goals and interestsand includes navigation to at least three appropriately labeled section links that contain: (1) an updated, professional-

looking resume, (2) a one-minute (maximum) digital video clip presentation communicating why a workplace decision-

maker should consider you as a candidate for a leadership position, and (3) at lease three samples of your work. Samples of

work should include items that illustrate your professional skills and competence.

Assignment Deliverables and Grading (100 points):

y List of Review Questions (21) submitted in the appropriate Angel Drop-Box

(Also, bring the list to class with a hard copy of your resume)y A personal web-based Portfolio. The ePortfolioshould be posted to your personal PSU web space located at:

http://www.personal.psu.edu/

(see http://portfolio.psu.edu/./about/index.shtmlfor additional information)

y In addition to the web-based ePortfolio, students are to also submit the ePortfolio to the instructor on a CompactDisk(CD) appropriately labeled and suitable for submission to a potential employer.


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Major Project: Lean-Sigma Process Improvement Project (200 points)

Students of ENGR 409 may earn a Professional Lean-Sigma Process Improvement Yellow Belt Certificate bysuccessfully completing and presenting a hands-on application project. The overarching objectives of this Major Project

are to provide participants with a basic understanding of process improvement methodologies, problem-solving tools, and

to emphasize the critical role that leaders must play in order to achieve sustained organizational success in todays global

business environment. There are three primary dimensions to the application project: Lean (eliminating waste); Six Sigma

(using data-based improvement tools); and, Project Management (applying common PM tools.) The project resultsshould illustrate measurable cost reductions and/or increased efficiencies.

Professional Lean-Sigma utilizes concepts from the Toyota Production System to guide participants through the steps

of continuous process improvement, and where appropriate, utilize six sigma tools for data collection and analysis. Each

session focuses on improving the participants ability to work from a process perspective, to work with others in mapping

the process, to collect appropriate data, and to identify and eliminate unnecessary work and delays in the process and, in

doing so, improve the effectiveness, reliability, efficiency and profitability of the process.

During the course of the program, participants select a process they see as troublesome and work on it to create a new

process closer to the ideal they envision. The project becomes the focus of hands-on application exercises, ensuring

participants wont just learn about what they are taught; they learn how to apply concepts to their own situation.Participant processes are examined and evaluated for problems, delays, unnecessary efforts and costs. A Cost/Benefit

analysis is developed for each project to prove the value of the application of the tools in the program. This approachprovides participants with these immediate benefits:

builds competencies in documenting work and evaluating processes translates concepts to practical and useful learning and application elevates the impact of training by enhancing learner motivation to transfer learning to the job builds skills in problem identification, gap analysis, creativity, problem solving, cost analysis enhances ability to apply project management tools and to be a project team member or leader improves communication and coaching abilities between individuals and in teams develops relationships between individuals and other units that constitute the core of a learning community

The instructional process for this program include brief lectures, discussions, participant workbooks, job aids, A3 Tool

sheets, PowerPoint presentations, case studies, homework assignments involving actual work done by participants, and areporting of results in the last sessions. The outline for this program is shown in the graphic below.

Session A ProgramOverview

Overview

Continuous ProcessImprovement, SixSigma, Lean, and

Project Management

Case Study #1

Homework:Observe a

process.

Session B Value StreamMaps (VSM)

Report Out

Instruction inValue Stream

Mapping

Case Study #2

Homework:

Map a process.

Session C SIPOC / Data

Collection

Report Out

Instruction in thecollection ofprocess data

Case Study #3

Homework:Collect process

data.

Session D CompletingA3 Left Side

Report Out

Instruction forcompleting the A3

left side

Case Study #4

Homework:Start the left side

of the A3.

Session E Completing

A3 Right Side

Report Out

Instruction forcompleting the A3

right side

Case Study #5

Homework:Complete left side

and start rightside of the A3.

Session F Perfecting the

Process

Report Out

Using continuousimprovement for

process perfection

Case Study #6

Homework:Continue work on

implementingprocess

Professional Lean-Sigma Program

Report Outs

Program summaryand participant

reports on

projects


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Session A Program Overview

Program/ Project Overview including purpose, schedule, and participant expectations and requirements Overview of Continuous Process Improvement, Six Sigma tools, Lean, and Project Management

Toyota Production System (TPS) and its application to organizations in general The Concept ofIDEAL and its application to work done in any professional area including administration, service and product lines and

support activities The Concept of Gemba and the power of direct observation for analyzing processes, issues and problems. The 4 Rules in Use in the TPS The Seven Mudas or types of waste

Lean in Business Case Series 1 Homework Assignment:Select a process for observation to start process improvement.

Session B Value StreamMaps

Homework Review. Note: The Homework Review is the first part of this and each subsequent session and is designed to facilitate theparticipants application of the concepts learned in the program and ensure the participants complete their project in the scope of the

instruction.

Developing a Value Stream Mapping (VSM) from request through satisfaction identifying both the work that is done as well as the delays inthe process.

The Symbols for Value Stream Mapping

The Measures of Value Streams Maps

Specifying an Activity and what this means in the context of a process The Scientific Method of Problem Solving

Lean in Business Case Series 2 Homework Assignment: Observe a service or product process and develop a Value Stream Map that shows the flow only (no data).

Session C Suppliers, Inputs, Process, Outputs, Customers (S IPOC) / Data Collection

Homework Review. The Concepts of Suppliers, Inputs, Process, Outputs, and Customers in a Value Stream

The Data to Quantify a Value Stream The Selection or Development of a data collection tool The Saw Tooth Tool for Value Stream Maps

An Introduction to Future State Mapping for Value Stream Map problems Project Management Basics Your Role as Team Coach

Lean in Business Case Series 3 Homework Assignment: Create a data collection tool and collect data with the support of the people involved in the process to complete the

Value Stream Map.

Session D Completing the A3 Problem Solving - Left Side

Homework Review Examining and Interpreting Value Stream Data

The Average Value and Process Value Quotient An Overview of the A3 Improvement Tool The Left Side of the A3 Tool

The Cause and Effect Diagram The 5 Whys and Other Questioning Techniques Team Management Basics

Lean in Business Case Series 4 Homework Assignment: Identify a problem on which the participant can start to create an A3 and begin development of the left side of the A3

Tool including Target Process, Background Information, Current Condition and Problem Analysis.

Session E Completing the A3 Problem Solving - Right Side

Homework Review The Left Side of the A3 Tool

The Spaghetti Diagram The 5SSite Assessment Redesigning Work Activities by specifying the content, sequence, and timing of individual steps and desired outcomes

Brainstorming in a Lean Project Team The Right Side of the A3 Tool


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The Future State Map and a Future State Plan Lean in Business Case Series 5 Homework Assignment: Complete the left side of the A3 Tool and start on the right side of the A3 Tool including Future State,

Countermeasures, and Project Plan.

Session F Perfecting the Process

Homework Review The Right Side of the A3 Tool Part II Using six-sigma and other continuous improvement tools to enhance the process

Lean Project Follow-Up Lean Cost/Benefit Analysis for Implementation; ROI Lean in Business Case Series 6

Homework Assignment: Complete the right side of the A3 Tool including Cost/ Benefit Analysis, Test and Follow Up.

Implementation Review and Report Outs

Homework Review Review of Program Concepts/Open Question and AnswerSession Report out on projects (video-taped)

Action Planning Sheet for further implementation of program concepts Presentation of Program Certificates Program Evaluation.

Report Outs and Formal Presentation

This project has a unique feature that provides the opportunity to see an almost instant payback or Return on Investment(ROI). By design, the solutions the participants develop must cost less than the current process costs so management will

see either: an increase in productivity, a more reliable process, a more efficient process, or a reduction in efforts and costs.

Note: The magnitude of the improvement and therefore the Return on Investment can vary based on the current nature of

the process and the solution developed. But, in all cases, when a process is improved, it must meet at least one of the

conditions listed above. In addition, it should be noted that the Report Outs will be videotaped and may be used for

presentation purposes, for training or as reference points to follow up on the work started in class, and may be uploaded in

YouTube.

A checklist for completing and presenting Lean-Sigma projects follows. The tools utilized and report format may be

modified based on individual projects, however it is expected that each team member will participate equally in the

activities and presentation. The presentation should be designed to present the findings and recommendations to a

professional audience and contain at minimum a Value Stream Map, completed A3Problem Solving Form, andLessons

Learned. The presentation should take the form of a PowerPoint presentation and be suitable for video-taping and

uploading in YouTube. As a guideline, the formal presentation should last approximately 10 minutes with an additional 5

minutes reserve for questions. A formal bound report is to be to be given to the instructor that includes the required tool

submissions (see checklists that follow), a copy of any PowerPoint slides or other submissions, along with an appropriate

cover page and table of contents. The presentation should also be electronically uploaded in Angel in the Major Projectdrop box.


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Professional Lean-Sigma - Initial Project Approval Submission

Project Scope(Projects must be approved in advance by submitting the following information to the instructor.)

Lean-Sigma Project Title:

Project Participant(s):

Project Description / Purpose / Objectives:

Project Sponsor / Organization:

Lean Tools Checklist (please consider which tools may be appropriate for your project) Process Maps Observation Charts Spaghetti Charts Value Stream Map (Before/After) -Required

A3 -Required Workplace Organization / 5-S(Sort; Straighten; Scrub; Standardize; Sustain) Just In Time (JIT)

Quick Changeover / Set-Up Reduction Cellular Modular Flow: Pull / Kanban (Visible Record) Poka Yoke (Mistake Proofing) Visual Management Total Productive Maintenance (TPM) Other:

Six-Sigma Tools (DMAIC) Checklist (please consider which tools may be appropriate for your project)Define:

Flowchart Brainstorming Pareto Diagram and Analysis (Greatest Issues from Customers Perspective) Cause and Effect Diagram and/or Matrix-Required SIPOC Diagram (Suppliers; Inputs; Process; Outputs; Customers) -Required QFD Diagram (Quality; Function; Deployment) Project Charter

Measure: Data Collection Plan / Sampling Required(data reported in Value Stream Map) Measurement Techniques, and Integrity Description of Variables Run Charts and/or Control Charts Capabilities Studies

Analyze: Gap Analysis / Current State vs. Future State -Required (contained in A3) Hypothesis Testing / Confidence Intervals Analysis of Variance (ANOVA) / Parametric Tests Correlation and Regression Analysis Reliability Estimates and Tolerencing Techniques

Improve:

Implementation Plan - Required (contained in A3)

Design of Experiments (DOE) Pilot Testing

Failure Mode Effect Analysis (FMEA)Control:

Monitoring Plan / Follow-up Actions - Required (contained in A3) Statistical Process Control (SPC) Dashboard Metrics; Benefits / Costs Required (contained in A3) Lessons Learned -Required


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Note-Taker / Content CriticAfter the presenter is done, he/she is rated on the content they provided during the presentation

by the Note-Taker. The Note-Taker is responsible for capturing the important content pointsand providing both pros and cons of the content provided. More specifically, the Note-Taker

should inform the presenter what content was covered effectively and also what content wasmissed. The purpose of this is to also show that the Note-Taker has reviewed the material as

well. Once the Note-Taker is done critiquing the presenter, they are instructed to give thepresenter an overall numerical rating from 1-10.

Presentation Critic

After the Note Taker has finished, the PC will have the opportunity to critique the speaker onhis/her overall presentation skills. The PC should give both pros and cons of the presentation

skills demonstrated by the student. This will allow the presenter to improve his/her demeanorwhen presenting in front of an audience of his/her peers. Once the PC is finished with the

critique, they are instructed to give the presenter an overall numerical rating from 1-10.

Grading byMajority RuleAfter the presenter is rated by both the NT and the PC, the instructor will solicit classroom ratings,

again on a scale of 1-10. Once an area of rating is established, it is put to a classroom vote of what thescore should be. For example: By a show of hands (or other methods) how many think this student

deserves a 6? How many think they deserve a 6.5? How many think they deserve a 7? And so on.The majority rule becomes the grade.

How is the Grading Implemented?

At the end of the semester, each student that was a presenter for Mini-Meetings will have the averagegrade given by the class as the number of points for that part of the course. For example, say a student

presented once, that student received an 8/10. His/her grade at the end of the semester would then bean 80 for the 5% of the students grade based on Mini-Meetings. Another example, a student is called

three times over the semester to present. The grades he/she received are as 8/10, 7/10, and 8/10. Wethen take the average of the grades, which is a 7.7/10. His/her grade at the end of the semester would

then by a 77 for the 5% of the students grade based on Mini-Meetings.

If the student manages to never get in front of the class to present, they are awarded the full 5% (this isunfortunately due to the luck of the draw factor). The reason behind this is as follows: Even though

the student never actually got up and presented in front of the class, the chance that his/her name beingpulled from the hat is as equal as anyone else. The randomness will still force the student to stay up to

date with the work even in the event that they are never called to present.

Once the activity is over, all names are returned into the hat for the next class. Let it be known that it

is theoretically possible to end up being the presenter more than once, and in some cases, even multipleweeks in a row. This shows the importance of keeping up with the work each week.


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Faculty Biography

Wesley E. Donahue, B.S., M.B.A., Ph.D.Wesley E. Donahue is the Director

of Engineering, Technology andWorkforce Development Programsfor Penn State Academic Outreach /World Campus and AssociateProfessor of ManagementDevelopment.

Dr. Donahue earned a B.S. inEngineering from Penn State, anM.B.A. from Clarion University, anda Ph.D. in Workforce Educationfrom Penn State. He is a registeredProfessional Engineer (PE), Project Management Professional (PMP), and Six-Sigma Black Belt (Allied Signal).

As an administrator and faculty member, he holds affiliate academicappointments as associate professor of management development in theCollege of Engineering, and the Universitys College of Education and is also amember of the graduate faculty at the University Park Campus.

Dr. Donahue brings over 25 years of manufacturing, sales and organizationdevelopment experience to his position at Penn State. Formerly, he worked withFortune 500 company Brockway Inc., now Owens-Brockway, where he wasinternational manager of technology for the corporation. Subsequently, he co-founded and served as executive vice president of Leffler Systems of New

Jersey, a manufacturer of plastic containers and specialized machinery andsubsequently regional vice president of sales for Markay Plastics, Kansas City,MO. In addition, he served as a professional associate of MGA Inc, GloucesterMA, a worldwide provider of technical management professional services to thepackaging industry. He also owned a successful retail business for 10 years.

In these assignments, he was involved in all aspects of general managementincluding: operations, human resource planning, finance, engineering, sales,marketing, strategic planning, and international ventures. Additionally he hasworked as a management consultant for several major international packagingcompanies, and has traveled to 48 states and over two-dozen countries.

Dr. Donahue has been an active member of the American Society of Trainingand Development and the Global Associates Division of UCEA. He co-authoredthe book Creating In-house Sales Training and Development Programs, as wellas a host of other education and training materials. Dr. Donahue has served onthe board of directors of several corporations and is chair of the FergusonTownship Industrial and Commercial Development Authority.

Director,Engineering, Technology

and WorkforceDevelopment Programs for

Penn State AcademivOutreach / World Campusand Associate Professor of

Management Development.The Pennsylvania State

University


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Professional Lean-Sigma - Process Improvement Teams

Team A

Team B

Team C

Team D

Team E

Team F

Team G

Team H

Team I


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Learning Activity and Criteria Report Teams

Strategic Planning (SP) Team

Customer Focus (CM) Team

Measurement and Analysis (MA) Team

Workforce Focus (HR) Team

ProcessManagement (PM) Teams

Business Results (BR) Teams

Class List - Semester: Summer 2011

Section: Schedule Number:

409 summer_2011 syllabus

Documents