lean thinking workshop lean thinking workshop...lean thinking workshop 6 instructor – introduction...

Lean Thinking Workshop

Facilitator Guide

Lean Thinking

Workshop


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TABLE OF CONTENTS

FACILITATOR GUIDE ............................................................. 1

INSTRUCTOR OVERVIEW..................................................... 2

INTRODUCTION ...................................................................... 7

MODULE 1: DMAIC ................................................................. 9

MODULE 2: DMAIC GOALS & ACTIVITIES ..................... 10

MODULE 3: THE TEMPLATE ............................................. 22

TEMPLATE .............................................................................. 24

CONCLUSION .......................................................................... 30

ADDITIONAL RESOURCES ................................................. 32

WRAP UP QUIZ ...................................................................... 34


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Instructor Overview

Rationale & General Content

Many college students enter into organizations of all sizes and

experience wasteful processes and activities every day, such as

incongruent job duties, poor resource allocation, disorganization,

lack of procedures and inefficient training. Entry-level

employees are frequently immune to see the inefficiencies within

the organization or if they can see them, they rarely know how to

initiate a problem-solving process to make a difference. The

concept of lean is often attached to the manufacturing industry

because of its frequent connection to Six Sigma methodologies.

Many service organizations and business cultures simply do not

feel it is applicable to them. However, it has proven that lean can

also be implemented in service industries like local governments,

hospitals, and customer service call centers. In presenting this

one-hour workshop, we open the door for students to see the

non-value added activities and give them tools to make a

difference in the real world.

This in-person workshop covers lean thinking in conjunction

with Six Sigma methodologies, designed for college

undergraduates seeking innovation, technology or business

degrees. The workshop is included as an informative

introductory course in various special topic courses ongoing at

Arizona State University. The course would not be optional and

is given to students during courses that have a direct or indirect

connection to lean thinking.

This workshop will cover an intensive review of the problem-

solving methodology DMAIC (Define, Measure, Analyze,

Improve, Control), and Six Sigma statistical analysis tools. We

will cover frequently used “tools” to help solve problems and

uncover the different questions you can ask to solve problems.


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Sources will include:

George, M. L. (2003). Lean Six Sigma for Service. The McGraw

Hill Companies.

Polesky Ph.D., D. G. (2012). Lean Six Sigma Process

Improvement Certification. Phoenix, AZ.

Strickland, D. J. (n.d.). LGB Project Template. Phoenix, AZ.

Retrieved 2013

Intended Users

This workshop is for undergraduate college students in business,

innovation, and/or technology degree programs whose future

career paths would benefit from understanding lean concepts as

they prepare to enter the workforce. This course would be

included in several special topic (credit) courses at Arizona State

University. Learners may have some general or specific interest

in the material but will likely have little to no exposure in lean

thinking.

A secondary audience can be corporate employees of any job

classification with an interest in learning more about lean

thinking in all size of companies.

Initial tryout learners will be college students at the polytechnic

campus and/or corporate employees at Western Refining. The

tryout population will not have access to assist in the creation of

the course workshop; the tryout will be their first exposure to this

material.

Length

One hour, timing of this workshop is critical; timing is located

throughout the guide. Be sure to check your time where you see

the symbol.


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Instructional Objectives

Objective 1: Student will be able to identify each stage of the

lean problem-solving acronym: DMAIC.

Objective 2: Learners, given DMAIC stage names, will

demonstrate broader knowledge of the lean problem-solving

methodology by writing down goals and/or activities at each

stage.

Objective 3: Student will demonstrate comprehension of the

DMAIC methodology by creating a template. The template will

include a section for each stage of DMAIC along with at least

one tool and prompting question for each level.

Organization

There are three modules, one for each objective as above, along

with an introduction and conclusion.

Lesson Recommended Timing

Introduction 5 Minutes

Module 1 10 Minutes

Module 2 30 Minutes

Module 3 10 Minutes

Conclusion 2 Minutes

Wrap Up Quiz 3 Minutes

Pretest: Learners are expected to have little or no knowledge of

lean concepts. The goal of this workshop is to verify participants

can demonstrate lean thinking skills by knowing how to use the

right systemic thinking tools to work through issues. As such, a

pre-test would result in random guessing and would not work to

gauge the learning of the student. Verification of learned

information is a completed template at the end of the course and


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the ability to answer a satisfactory level of posttest questions at

the conclusion of the workshop.

Posttest: A posttest (wrap-up Quiz) is administered to verify that

the students can recall the DMAIC process, tools to use during

the process and a creation of a working template. The test will be

given to each student at the conclusion of the instruction. The

instructor will need to verify the student mastered the template

by visual review, but allow them to keep the template without

collecting. The other testing elements will be collected and

quickly graded and returned to the students before class is

dismissed.

Type of Assessment: The test is included at the end of the

workbook. A blank section to create a DMAIC template is

contained within the workbook. Learners will design their

template following the DMAIC process throughout the learning

or if they prefer at the end of the instruction. All other test

questions will be given as a separate assessment, which students

will complete by utilizing provided paper and pen.

Materials Student Guide

Facilitator Guide

Unit Planning

Beginning on page 6 your Lesson Sequence detail will be on

even pages and the student participant information will be on the

odd pages watermarked with Student Text. Directions for you to

give to the class are underlined and facilitations are italicized in

grey, other need to know information is in normal font on your

facilitation pages.


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Instructor – Introduction (5 Minutes)

Instructor welcomes everyone to the class and thanks them for

joining this special workshop on Lean Thinking.

Instructor should ensure participants have their guides. Instruct

them to open their guides to page 1.

Instructor read participant Introduction out loud (your page 7).

When completed, poll the class on who came to the class with an

idea of what lean thinking is? Reply:

“For anyone, or all, who may not have raised their hands, by

the end of this workshop, you will have a better understanding

of lean thinking given a specific methodology that is used to

assess and improve processes and procedures. For those that

had some idea, we hope to expand what you may have already

thought.

To be sure you understand the concepts we are going to quickly

move through, we will use a common business for our example

to work on through this course. McDonald’s is a large fast food

chain, is there anyone who has not worked or eaten at a

McDonald’s?

If by chance there is a no – fish for another example business to

use, fast food related *(with drive thru).

For our example, we are going to take-over our local

McDonald’s. There have been complaints from our customer’s

that the service is poor there and we have been hired to improve

operations.


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Introduction Waste occurs throughout our day-to-day lives. Where we work, where we live, where we run errands, it is inevitably occurring all around us. A key missing component is Lean Thinking. In this workshop, we are going to talk about fundamental lean thinking, problem-solving processes, and how it applies in your world today. When you are done, you will:

Be able to identify each stage of the lean problem-solving acronym: DMAIC

Demonstrate broad knowledge of the lean problem-solving methodology

Create a lean problem-solving template that you will take with you

Finally, there is a new way to think about things in business or even in your personal life, a more efficient and effective way.

Lean is simply creating an environment where you have the right amount of resources-where work is paced and content targeted according to customer

demand. More importantly, Lean is having the ability to rapidly respond to a signal from the customer through

a standardized process –which means it is predictable, controllable, and sustainable.”

-Jim Kaminiski, Ass’t VP, Bank One


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Instructor – Module 1 (10 Minutes)

Turn to page 2 of your guide. Let’s talk about DMAIC and how

it can help us work through our service level issues.

Instructor read Participant page Module 1: DMAIC (Your page

9), including the objective.

After reading - talk them through a group brainstorming session

as practice. Using the McDonald’s example, encourage them to

think of things they could do in each stage, activities that would

help in each area, or actions. Expected items are listed below; if

they don’t come up with something you can pull from the lists

below. NOTE: The bold-underlined items are in the practice

following Module 2, so if the students don’t mention, suggest.

Suggested verbiage: “Those are great for the (DEFINE) area,

how about control charts also?”

DEFINE MEASURE ANALYZE IMPROVE CONTROL

Brainstorming Data Sets Pareto Project Schedule Financial Benefit Analysis

Visioning Data Collection Cause/Effect Metrics Time Savings Analysis

Charts Charts 5-Why's KPI's Charts

Graphs Graphs Flow Charts Charts Graphs

COMMWIP Control Charts Value Stream Map Gantt Chart Policies

Control Charts Histograms Observation Log Value Flow Analysis Procedures

Complaints Baseline Measures Affinity Diagrams RASCI Chart

Surveys KPI's

Flow Charts Value Stream Map

Strategic Planning Observation Log

Value Stream Map


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MODULE 1: DMAIC OBJECTIVE 1: STUDENT WILL BE ABLE TO IDENTIFY EACH STAGE OF THE LEAN PROBLEM-SOLVING

ACRONYM: DMAIC.

What is DMAIC?

DMAIC is an acronym that stands for: Define Measure, Analyze, Improve, and Control. It’s a five stage process that when used properly, can help to solve problems effectively. This methodology is utilized in lean thinking as well as in Six Sigma. Each area has a specific purpose and usually some regularly used “tools” sometimes statistical in nature, other times just standard problem-solving methods.

When combined together in a systemic process like DMAIC, problems can be identified, measured, analyzed, and improved with control features in place to prevent a roll-back. When this occurs, companies of all types can see a true value added to the bottom line. There are many things you need to understand about Lean Thinking, but the most crucial piece to your success is understanding the process and

sticking with it.

BRAINSTORMING

Think about each area of DMAIC, list activities you think might help you “solve” in each stage:

Define______________________________________________

Measure____________________________________________

Analyze_____________________________________________

Improve_____________________________________________

Control______________________________________________


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Instructor – Module 2 (30 Minutes) (DEFINE-5 of 30 min)

Follow along with me on page 3 of your participant guide. If you have

questions along the way, please write them down, they will be reviewed

and get those answers to Professor Polesky due to time constraints of

this workshop.

Instructor read Module 2 objective and instruct the following:

DMAIC is a strict process. If you re-arrange the letters DIMAC for

instance, you will not see the improvements or sustained improvements

as when you follow the process in each order. We will now go through

your book and discuss the different stages and activities in each level.

The activities we discuss are just a handful of what you could do in each

area; therefore, resources are provided at the end of this workshop so

you can continue investing in improvement.

Define is the start of any project – steer clear of presenting a solution.

Even if your supervisor at McDonald’s tells you service is poor because

there is only one lane in the drive thru and tasks you with providing

justification through a lean project. Ultimately, the problem is still that

there is poor service and at this point, we have nothing else to tell us

what the real problem would be. Remember it’s a five stage process, not

two.

Instructor read from “Minimally, you should uncover:”

(your page11). When done instruct the following information:

Try starting with Brainstorming or a COMMWIP chart, which stands for:

(Correction, Overproduction, Motion, Material Movement, Waiting,

Inventory, Processing) chart. You could use a Value Stream Map during

this phase to outline where waste might be occurring.


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MODULE 2: DMAIC GOALS & ACTIVITIES

OBJECTIVE 2: LEARNERS, GIVEN DMAIC STAGE NAMES, WILL DEMONSTRATE BROADER KNOWLEDGE OF THE

LEAN PROBLEM-SOLVING METHODOLOGY BY IDENTIFYING A GOALS AND/OR ACTIVITIES AT EACH STAGE.

What is the DEFINE Phase?

The define phase is the first phase of DMAIC methodology. The

phase identifies the product and/or process to be improved and

ensures that resources are in place for the improvement project.

Essentially, it defines the problem or a potential opportunity for

continuous improvement, in a process or procedure that effects

customer requirements or specifications. Your customer can be

anyone that is explicitly affected, i.e. co-worker, senior

management, vendor, consumer, etc.

Minimally, you should uncover:

For whom are you doing this project?

Who or what functions will realize benefits?

What is the opportunity or need?

Does your company culture support an improvement?

Set expected benefits (dream big and best case scenario) and set an

improvement goal based on critical parameters.

Tools typically utilized to expose this phase:


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Instructor – Module 2 – Cont’d (30 Minutes) (MEASURE-5 of 30 min)

Instructor read MEASURE PHASE (Student page 4, your page 13) OR asks for a reading volunteer.

When done instruct the following information:

Many will try to glaze over the collection of data because they

believe the already know a solution. Or rather they may rely on

one data source to give them all the details they need. It’s

important to use the information from DEFINE to guide your

MEASURE efforts. Try to look at the problem from all angles and

avoid looking at a front face view.

If our service is poor there may be many reasons. A few charts or

graphs of our drive through service time, prep times, cook times,

and scheduling can make all the difference. Collect all the reports

that you can and get a decent sample size.

Control charts for instance allow us to set control limits above

and below the average. Furthermore, seeing the average of a

given data set can lead to a question as to whether that average is

indicative of the service level we’d like to provide. For our

McDonald’s an average prep/cook time is at 5 minutes, indicating

there is a problem with our cooking/prep time as our customer’s

don’t want to wait that long for their food. Value Stream Maps can

also be useful here as well.


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What is the MEASURE Phase?

The measure phase is the second phase of the DMAIC

methodology. This is the act of defining and identifying key

measurements and collecting data. This is also known in some

industries as Key Performance Indicators (KPI’s). KPI’s are

applied to measure the success of processes and that presents a

conclusion for a quantified evaluation of any given

characteristics and/or level of operation based on the observed

data collected.

During this measure phase you should determine a sampling plan

to meet goals and establish measurement methods and tools, one

of those could be using KPI’s.


Metrics, as-is today and expected.

Documentation of current state and future state, best used via

Value Stream Mapping.

Identify scope of the project, what’s in and what’s not in, who do

you need to help the process?

Present your business case using expected benefits and projected

cost for implementation.



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Instructor – Module 2 – Cont’d (30 Minutes) (ANALYZE-5 of 30 min)

By now you should have all of your data sources and sets ready

for analysis, so let’s read on your page 5 about analyzing.

Instructor read ANALYZE PHASE (Student Page 5, your page 15) OR ask for a reading volunteer, when done instruct the following information:

In our McDonald’s data, we are seeking to find the variations that

can be leading to our poor service. Using a Pareto chart or

analyzing our control charts we can easily identify the most

problematic areas. During your analysis you can model different

scenarios modifying that average number. You will likely need to

a process analysis to see where there is room to make up time to

bridge the gap of service. It could simply be that it’s a lack of

organization. Prepare financial benefits of re-organizing, or

changing cooking patterns.


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What is the ANALYZE Phase?

The analyze phase is the third phase of the DMAIC

methodology. Analyzing is the action where a process,

procedure, or service details are examined for improvement

opportunities. You do this by examining the data you collected

from the measure phase to confirm the source of delays, waste

and poor quality. From this, you can generate a prioritized list of

the variation sources. This phase focuses improvement efforts by

separating the potential few variables (those most likely

responsible for the variation) from the trivial many (those least

likely responsible for variation).


A prioritized list of potential sources of variations.

Root cause and/or Failure Mode and Effects Analysis (FMEA)

A refined estimate of the financial benefits that may be realized by

improving the process.

Improvement Plan


Note: most of these tools are cause and effect based.


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Instructor – Module 2 – Cont’d (30 Minutes) (IMPROVE-5 of 30 min)

Turn to page 6 of your guide. IMPROVE is the fourth stage in this

process. We are at a point that we begin implementing a plan to

improve our cooking/prep time. In this area you will actually test

out your improvement plan that provides the greatest potential

benefit either financially or from a time perspective. You end up

with a proposed solution and a piloted solution. You will measure

and analyze the changes connecting those to the original goals in

your DEFINE phase.

As you roll out the changes, a project schedule is helpful to keep

things on track while RASCI chart can help clarify the roles of

everyone involved. RASCI stands for:

Responsible: that is the person who is owner of the problem/project

(GM of the store as an example)

Accountable: that is the person to whom "R" is Accountable and is the

authority who approves to sign off on work before it is effective (GM)

Supportive: that is a person who provides resources or plays a

supporting role in implementation (Store Manager)

Consulted: that is a person who provides information and/or expertise

necessary to complete the project (Line Lead) Informed: that is a person who needs to be notified of results but need

not necessarily be consulted (Employees)

Instructor discuss the IMPROVE PHASE (Student Page 6, Your Page 17) – TOOLS AREA ONLY!


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What is the IMPROVE Phase?

The improve phase is the fourth phase of the DMAIC

methodology. The improve phase defines the solutions will meet

or exceed the quality improvement goals of the project. All

actions are taken to improve the processes as recommended from

your prior phases’ analysis.


Implementation of your improvement plan recommended in the

Analyze phase

Measure improvements

Develop conclusions, recommendations, and next steps



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Instructor – Module 2 – Cont’d (30 Minutes) (CONTROL-5 of 30 min)

The CONTROL is our final stage. It’s the most critical and often

overlooked. As the excitement of improvement prevails, control

measures that are overlooked will quickly diminsh that

excitement. The biggest output from the CONTROL phase is the

financial benefit analysis. This can be substituted for a time

savings analysis when applicable.

Instructor read CONTROL PHASE (student Page 7, your page 19) OR ask for a reading volunteer.

For our McDonald’s example, to improve, we implemented a new

workspace organization flow using (5S) and modified certain prep

procedures to decrease our cook/prep time. Our controls include:

revised documentation of prep station layout and new guidelines

for when cooking of a product should take place. We have KPI’s

instituted to monitor the cook/prep to customer time frames. In

making these improvements our cook/prep time has decreased

from 5 minutes to 2 minutes, resulting in faster service for our

customers.


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What is the CONTROL Phase?

The control phase is the fifth and final phase of the DMAIC

methodology. This phase monitors the implementation of the

plan or solution to ensure that the solution is sustained. This is a

critical component and should be given great consideration to

implement fail-safe methods to ensure that processes,

procedures, and services do not roll back to prior ways of doing

business. That is, until and unless new knowledge and data show

there is a better way to operate. Part of this is ensuring to pass off

all learning to the process owner, including went well and what

didn’t.


Making sure the new process is fully documented (and that

documentation is used)

The final financial benefit analysis; validated by the finance

department

Continued verification of gain progress long term

Establishing “out of control” performance indicators



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Participant Practice Time – Spaghetti Scramble – Thinking

Lean-(5 of 30 min)

Instruct the students it’s time to review. The Spaghetti Scramble

activity requires the students to recall terms that were covered in

previous modules. Once unscrambled they should match them to

the stage where they could be used, creating a spaghetti chart

effect. It’s possible the students will have several spaghetti

strands off each unscrambled activity. Sample Answer Key

Below. For those that do not get the multiple connections,

discuss the fact that many apply in different areas.


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DEFINE

MEASURE

ANALYZE

IMPROVE

CONTROL

SPAGHETTI SCRAMBLE - THINKING LEAN:

Unscramble and then link these tools to where you might find

them useful. Hint: you may find several “roads” to each stage.

ACCHLNOORRSTT C _ _ _ _ _ _ _ _ _ _ _ S

MSELRAAVUEAPTM _ _ _ U_ _T_ _ _ _ M_ _

ICWMPOM _ _ _ _ W _ _

GNIOMSITBRNAR _ _ _ _ _ S_ _R_ _ _ _

CIARS _ A _ _ _ _

NALNTEISCLFABFNYIAENASII

_ _ _ _ N _ _ _ _ B _ _ _ _ _ _ _N _ _ Y _ _ _


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Instructor – Module 3 (10 Minutes)

Instructor will now introduce the template creation. Read the

Objective and Template instructions (Student page 9, your page

23).

Have the student complete their templates.

Facilitator Notes:

The student text template pages that follow are the answer key

(RED TEXT) signifies appropriate responses, to verify they

properly completed the template. Expect variety in the responses;

you want to be sure that they were able to extract at minimum

ONE question/prompt AND ONE activity. They can be extracted

or assimilated from the student text.

Stage Name’s are not negotiable items, they must be in order

and exact.

Questions, prompts, and tools can vary and do not have a

specific order. Tools can be re-used across several different

stages as discussed during the lessons. The question/prompts

may be difficult for them to answer; you may guide or assist

along the way.

Time is a concern for this module, please be sure to give them a

time limit that does not exceed this time limit for this module,

unless you running early. Otherwise, they won’t have time for

the post-test that is in the Wrap-Up.


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MODULE 3: THE TEMPLATE

OBJECTIVE 3: STUDENT WILL DEMONSTRATE COMPREHENSION OF THE DMAIC METHODOLOGY BY CREATING A

TEMPLATE. THE TEMPLATE WILL INCLUDE A SECTION FOR EACH STAGE OF DMAIC ALONG WITH AT LEAST ONE

TOOL AND PROMPTING QUESTION FOR EACH LEVEL.

The DMAIC template is a staple component to allowing you to

follow the systemic process of DMAIC to solve a problem.

There is a reason it’s five steps and a reason it’s in the order it’s

in. Trying to work out of process DIMAC will never work.

Furthermore, short cutting stages from the process, as many tend

to do, will only cause continuous waste.

The template is designed to prompt you for things to “uncover”

and ways you can do that. As you complete the template, you can

share it with your company sponsor(s) that have interest in your

improvement process. It is designed for regular updates at each

stage. You will create a very rough outline of a template now

from what you’ve learned today. This template you will take

home with you so that you can use it. Online there are many

versions; you may wish to customize your very own. There is no

right or wrong way, just as long as you cover each step before

moving to the next step.


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Your Name:

Company Name:

Project Sponsor:

Project Start Date: Estimate Completion Date: Actual Completion Date:

TEMPLATE

STAGE NAME: DEFINE

Questions/Prompts: Each correct response = 1 pt.

1.Why are you doing this project?

2.What is the need of the company?

3. Who will benefit from this project?

4. What are the goals of this project, expected outcomes?

Tools: (any from the DEFINE Module) each correct response = 1 pt.

1.Brainstorming

2.Value Stream Map

3.Flow Charts

4.COMMWIP


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Stage Name: MEASURE


1. What are the current baseline measures, and what is the

desired to be metric?

2. How does process work today?

3. What Key Performance Indicator Data can be used to

measure this problem?

4. What is the scope of this project, what’s included and what

is not?

Tools: (any from the MEASURE Module) each correct response = 1 pt.

1. Value Stream Map

2. Control Charts

3. Bar Graphs

4. Baseline Measures


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Stage Name: ANALYZE


1. Identify the good attributes (likes) of the as-is process?

2. What are the root causes of the undesirable effects?

3. How does the process currently work?

4. Identify Lean opportunities for improvement.

Tools: (any from the ANALYZE Module) each correct response = 1 pt.

1. Value Stream Map

2. Pareto Analysis

3. 5-why’s

4. Cause and Effect diagrams


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Stage Name: IMPROVE


1. After analyzing alternatives, what is the chosen solution

(i.e., the to-be process)?

2. What deliverables will be developed?

3. Implement improvement plan

4. Measure improvements

Tools: (any from the IMPROVE Module) each correct response = 1 pt.

1. Project Schedule

2. RASCI chart

3. Value Stream Map

4. GANTT Chart


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Stage Name: CONTROL


1. Establish “out of control” performance indicators

2. Document new process or policies

3. Generate financial benefit summary (or time summary)

4. Set up long term verification of gain progress long term

Tools: (any from the CONTROL Module) each correct response = 1 pt.

1.Charts

2. Graphs

3.Policies & Procedures

4. Financial Benefit Analysis (Time-Savings Analysis)


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Instructor – Conclusion (2 Minutes)

Instructor will now close out the course by introducing the

template creation. Read the Conclusion (Student page 15, your

page 30). Refer them to additional resources. Recommend the

classes ASU offers on Lean for more exposure, both credit and

non-credit are offered at ASU.


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Conclusion What you’ve learned here today is a basic introduction to Lean

Thinking by way of DMAIC. If you want to learn more there

are reference texts at the end of this guide for you to read more

about Lean and how it can help your organization.

Be brave! Not all the roads have been paved smooth for you.

There is still much to be learned and you will undoubtedly add

to the existing wealth of knowledge with your own learning

and experimentation as you apply the foundational principles

of “lean thinking.”

Enterprises before you that have adopted lean principles and

practices are transforming themselves into efficient and

relentless developers and you can join them!


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Additional Resources George, M. L. (2003). Lean Six Sigma for

Service. The McGraw Hill Companies.

George, M. L. (2004). The Lean Six Sigma

Pocket Toolbook: A Quick Reference Guide to

100 Tools for Improving Quality and Speed (1

ed.). McGraw-Hill. doi:ISBN-13: 978-

0071441193

Womack, J. P. (2003). Lean Thinking: Banish

Waste and Create Wealth in Your Corporation,

Revised and Updated (2nd ed.). Productivity

Press. doi:ISBN-13: 978-0743249270


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Works Cited

George, M. L. (2003). Lean Six Sigma for Service. The

McGraw Hill Companies.

Polesky Ph.D., D. G. (2012). Lean Six Sigma Process

Improvement Certification. Phoenix, AZ.

Strickland, D. J. (n.d.). LGB Project Template. Phoenix, AZ.

Retrieved 2013


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Instructor – Wrap Up (3 Minutes)

Instructor direct students to complete the survey’s they were

given with their student packets. Collect the survey’s prior to

student’s leaving and forward them to designer.

Instruct the students to complete the wrap up quiz, have them

bring their booklet to you to check for completion of the

template and quiz. Answer key for the wrap up is in RED on

the student text page 34 of your guide.

To determine satisfactory template creation can be determined

by student listing at least ONE question and ONE tool listed in

each stage.

You have been provided a scoring sheet, please be sure to

verify and count each template response as shown. For the

template – you will just record points for the number of

responses for each area (Question/Prompts and Tools). 8 are

possible, 2 required (1 from each section). Basically every

correct response receives 1 point. The same instruction holds

true for the wrap up quiz.


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Wrap Up Quiz - Each correct response = 1 pt.

QUESTION 1: Complete the missing information to spell out

each stage of the lean problem-solving acronym, DMAIC:

DEFINE MEASURE ANALYZE IMPROVE CONTROL

QUESTION 2: Match the associated Define, Measure, Analyze, Improve, Control stage with the its related goals or activities. Write the letter (s) D, M, A, I, C in the preceding space to identify the stage(s) the item would be applicable.

Note: Some items may be applicable to multiple stages of the process.

D, M, A COMMWIP

A Root Cause

M Capture Metrics

D, M, A. I Value Stream Mapping

D Future vision

D, M, A, I, C Control Charts

D, M Current State

I Implementation Plan

C Financial Benefit Analysis

D Brainstorming

D, M, A Flow Charts

I Project Schedule

A, I Identify Solution

A 5 Why’s

A Priority Matrix

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