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6-May-23

Survey QuestionnaireLean Tools in AdET1 Development

Dear colleague,

Please find attached a survey questionnaire form, designed to gather information on how Lean tools may be used in the area of Adult Education and Training professionals’ development.

Before filling in the questionnaire, please read first some introduction information about the survey topics and myself. For any additional information do not hesitate to contact me at [email protected].

It will take approximately 30 minutes of your time to complete the questionnaire and I hope your answers will be ready by 7th of September, 2009.

The information provided by you in this questionnaire will be used only for research purposes.

It is not necessary for you to provide full contact details, unless you want to receive a copy of the final research report (to be available by the end of September 2009). All personal information will be kept confidential and will not be disclosed to anyone else or used in other purposes.

Thank you very much for agreeing to participate in this survey.

Yours sincerely,Cristina MusatPhileanCT Romania+40745252428http://www.philean.rohttp://philean.wordpress.comhttp://leanromania.wordpress.comhttp://www.linkedin.com/in/cristinamusat

1 AdET – Adult Educators and Trainers

© PhileanCT Thank you for your time and input to this survey. 1/17

http://www.linkedin.com/in/cristinamusat

http://leanromania.wordpress.com/

http://philean.wordpress.com/

http://www.philean.ro/

mailto:[email protected]

Table of contents:INTRODUCTION...................................................................................................................................................2

A GENERAL INFORMATION.......................................................................................................................6

A.1. PERSONAL AND PROFESSIONAL INFORMATION.............................................................................................6A.2. ORGANIZATION INFORMATION.....................................................................................................................6

B LEAN TOOLS IN ADET..............................................................................................................................7

C TRAINING NEEDS ASSESSMENT IN ADET.......................................................................................13

D Brief Lean Terms Glossary.........................................................................................................................14

INTRODUCTIONBackgroundMy name is Cristina Musat and I am the founder of PhileanCT, a small training and consulting company in Romania. I work as a trainer since 1995 and I am a fan of process continuous improvement techniques since 1996. Before becoming aware of Lean Manufacturing, I was involved in quality management, TQM and business excellence related services. So practically all my adult life consisted in mixing training skills with continuous improvement initiatives.

As member of ESREA (the European Society for Research on Adult Education), now I have the opportunity of presenting soon a paper at an international conference, addressing both topics enjoyable for me: Lean and Adult Training.

Therefore, the aim of this survey is to identify how Lean tools may be useful for the management of education and training activities or for people involved in training processes. Additionally, I would like to gain knowledge about any previous experiences in the area and to provide future drives for AdET development.

So this questionnaire focuses on issues that are currently faced by adult educators and trainers, covering most of the competence units described in the occupational standards. It has been designed to identify perceptions and ideas of both people using Lean tools and trainers not familiar with Lean concepts and tools.

Brief Lean IntroductionLean is often seen as a philosophy, or as a collection of empirical tools, or as a methodology for continuous reduction or elimination of waste, useful to achieve dramatic improvements in cost, quality, and time by focusing on process performance. Its history is long and rich in interpretations, but the term “Lean” became worldwide known after the issue of a book with a visionary title: “The Machine That Changed the World” 2. A brief general definition is: “Lean is a philosophy that shortens the time needed between the customer order and the delivery.” Nevertheless, Lean is based on a series of common tools used originally in production, some of them being developed since 1950s as part of what nowadays is known as TPS (Toyota Production System). But more important, it brings also a set of Lean principles and specific approaches to all kinds of activities, which enable the development of the so-called Lean behaviours and Lean leadership, supporting the operational tools used to generate improved process results.

The five Lean principles are:

1. Specify value from the standpoint of the end customer by product family.

2 Womack, James P.; Daniel T. Jones, and Daniel Roos (1990). The Machine That Changed the World.


2. Identify all the steps in the value stream for each product family, eliminating whenever possible those steps that do not create value.

3. Make the value-creating steps occur in tight sequence so the product will flow smoothly toward the customer.

4. As flow is introduced, let customers pull value from the next upstream activity. 5. As value is specified, value streams are identified, wasted steps are removed, and

flow and pull are introduced, begin the process again and continue it until a state of perfection is reached in which perfect value is created with no waste.

(Source: http://www.lean.org/whatslean/principles.cfm)

Obviously, there are some key words for understanding Lean principles.

1. Value2. Value Stream3. Process Flow4. Pull Flow5. Perfection.

In brief, value is what customers are likely to pay for. Let’s think of a trainer delivering a course. He/she needs some time for preparing before coming in front of the trainees. For example, how many clients do you know that would pay a 5 days-fee, for a course with a duration of 3 days? Obviously, no one is perfect; therefore usually it is impossible to do only what the client would pay. So Lean defines “WASTE” as any activity done that takes up time and uses resources, but does not add value when it transforms inputs into outputs that meet customers’ requirements. Waste is not about controlling financial loss (to be easily spotted in financial statements), but it means to identify and approach extra resources spent during current activities (caused by high variation due to process instability, by overburden processes and by unreasonableness operational decisions).

For that reason, Lean considers that any process is composed of value added and non-value added activities, even if the non-value added activities may be considered as necessary ones (hidden waste) or non-necessary ones (obvious waste).

The 7 waste categories defined by Lean are:

▫ Overproduction – doing more than required▫ Waiting, or queuing – inactivity due to lack of needed resources▫ Transport - unnecessary motion or movement of materials▫ Extra Processing – doing smth more than once or more complicated than

necessary, rework, reprocessing, handling or storage▫ Inventory – larger quantities of material than the needed ones for a smooth

activity▫ Motion – extra steps necessary to be done due to inefficient process layout,

defects, reprocessing, overproduction or excess inventory▫ Defects – non-conforming products or services, causing customer dissatisfaction

Attempting to make a comparison with training processes, one may find similar categories of waste, such as, for example:

Overproduction More input than needed to achieve learning objectivesWaiting Longer breaks then planned, postponement of training due

to trainer/trainees availabilityTransport Long distance to/from training roomExtra Processing RepetitionsInventory Larger groups than effective for training, more printed

training materials than the number or participantsMotion Poor content of written materials, difficult to find a topic Defects Misspelling, missing words


http://www.lean.org/whatslean/principles.cfm

Consequently, to be able to identify value, it is important to understand the processes used to provide products or services and to be able to focus on the value stream. Once the value stream is known, a flow as continuous as possible should be deployed for delivering the planned process results. Why a continuous flow? Because it means lack of waste, i.e. no wait time, no defects, no interpretational inventories, etc.

Another key word in Lean is “Pull”, usually used as an antonym for “Push” process flow. “Push” means to persuade the customers to buy the already existing products/services, available as inventory. Obviously, “Pull” means the opposite, namely being ready and capable to provide only what, how much, when and where is actually required by the customer. Process simplification comes from not doing things that are not yet needed, the main principle in Just-In-Time methodology also.

So, Lean operations, either in production or in service organisations, means low inventories, quality management through prevention of errors, small batch orders, just-in-time production, high commitment of human resource, team-based working, close relations with suppliers, and continuous improvement.

The last key word, but the essential one, is “Perfection”. It is not about the perfect product or service, but about pursuing the perfect processes through continuous improvement. So Lean encompasses the problem solving methodology and the traditional and modern quality improvement tools.

There are a variety of tools and techniques associated with Lean production, however the following are perhaps the most commonly used and easy to implement, in an office environment regardless the field of activity:

▫ Standardized Processes & Takt Time▫ Value Stream Mapping (VSM), to clarify actual process flows and “see” waste▫ Visual Workplace & Visual Management▫ 5S (Sort, Straighten, Shine, Standardize, Sustain & Safety)▫ Jidoka & Zero Quality Control▫ Poka Yoke (Mistake Proofing or Error Proofing)▫ Pull Systems and Kanban▫ Continuous process flow, Just In Time (JIT), Cellular Operation, Process

Smoothing & Load Leveling ▫ Setup reduction or Quick Changeover (SMED)▫ Total Productive Maintenance (TPM)▫ Kaizen (Continuous Improvement)▫ Hoshin (Policy Deployment)▫ Quality and Analysis Tools: Pareto Principle - few vital vs. many trivial issues;

process mapping; product family analysis, etc.

For better understanding of Lean terms used in this questionnaire, see the glossary (page 15) or check on http://www.lean.org or http://leanromania.wordpress.com – only for Romanian

speakers.

Questions and ContactThe questionnaire may be returned by email at [email protected]. For any questions, suggestions questions or further enquiries please contact me at the same e-mail address.

Acknowledgements and thanksYour feedback on this questionnaire will be of great value for me. I hope you will accept to spare a little of your valuable time to answer and comment the following questions and send your response directly to [email protected].

The outcome of this survey will be available at the end of September 2009.

Instructions




http://leanromania.wordpress.com/

http://www.lean.org/

http://www.leanadvisors.com/index.php/what/tools_full/hoshin/

http://www.leanadvisors.com/index.php/what/tools_full/visual_controls/

▫ Please tick the box next to the choice you pick or write down your answers or suggestions in the blank fields.

▫ There should be one or more possible answers to each question.

Thank you for your assistance!


A GENERAL INFORMATIONA.1. Personal and Professional InformationThis section consists of information regarding the person filling-in the questionnaire.

Optional:

Name e-mail Website / blog Brief description Relevant personal info

Mandatory:

Form of address Mr Ms.Age <25Country Initial Education Continuous Education Occupation

If you are a trainer or involved in providing education and training services:

Average age of trainees <14

What experience have you had with Lean so far?

I have heard of it, but nothing moreI have thought about using it, but nothing moreI am planning to try it out in a pilot areaI am planning to try it out on a large scaleI am using it in a pilot areaI am using it on a large scaleI was using it in another area of activity, but not nowOther (please specify)

A.2. Organization InformationThe following data refers to the organization to which the person filling-in the questionnaire belongs.

Mandatory:

Organisation Type Which of these best describes your organization?Initial teaching / training organization

Annual Gross Revenue(total of all sales and operating revenues in the last fiscal year)

Number of Employees <9In which area of activity is your organisation providing services?

Country


Geographic Area Department Job Title What experience has your organization had with Lean so far?

We have heard of it, but nothing moreWe have talked about using it, but nothing moreWe are planning to try it out in a pilot areaWe are planning to try it out on a large scaleWe are using it in a pilot areaWe are using it on a large scaleWe were using it before, but not nowOther (please specify)

B LEAN TOOLS IN ADETB.1. Look at the following table. Which of the mentioned activities best describes your work responsibilities? (Tick more than one choice if necessary, in the first column)

% Time VA – NVA activity

1. Planning for Adult Education and Training Activities1.1 Determine adult training requirements of

individuals % Value-added activity

1.2 Determine adult training requirements of a group % Value-added activity

1.3 Determine adult training requirements of an organization % Value-added

activity

1.4 Develop learning objectives and strategies % Value-added activity

1.5 Interpret and clarify regulatory policies and standard nmethodologies governing adult education and training programmes

% Value-added activity

1.6 Formulate teaching outline and select training procedures for individual training, group instruction, lectures, on-the-job training, demonstrations, conferences, meetings, and workshops.


1.7 Plan training programmes and delivery sessions that meet the needs of the learner/customer % Value-added

activity1.8 Prepare outline of instructional program and

training schedule and establishes course goals and learning objectives


1.9 Plan course content and method of instruction % Value-added activity

1.10 Plan and develop strategies and methods to evaluate learning progress % Value-added

activity1.11 Plan appropriate resources to promote and

facilitate learning % Value-added activity

1.12 Other (please specify)

% % %

Value-added activityValue-added activityValue-added activity

2. Training Marketing


2.1 Formulate a proposal for adult education and training % Value-added

activity2.2 Use appropriate resources to promote learning

and adult education and training services % Value-added activity


% % %


3. Training Materials Design3.1 Identify, select and/or develop appropriate

resources and training materials to enable effective learning processes for adults, such as: books, training manuals, handbooks, materials, supplies and equipment for training, courses or learning projects, lists of reference works, demonstration models, other teaching aids (instructional software, multimedia visual aids, computer tutorials, or study materials for instruction in vocational or occupational subjects)


3.2 Design courses for adult education and training % Value-added activity

3.3 Design learning sessions for adult education and training % Value-added

activity3.4 Design testing, evaluation or learning assessment

procedures % Value-added activity

3.5 Develop materials for open, flexible and networked learning % Value-added

activity3.6 Relate a distance education learning programme

to the curriculum % Value-added activity

3.7 Implement the curriculum in a specific learning environment as a practising teacher/trainer in adult education and training



% % %


4. Organising Training Programmes4.1 Review enrolment applications and correspond

with applicants % Value-added activity

4.2 Arrange for lectures by subject matter experts in designated fields % Value-added

activity4.3 Schedule events, programmes, activities, as well

as the work of others % Value-added activity


% % %



5. Training Delivery5.1 Deliver group training sessions to adults % Value-added

activity5.2 Deliver learning presentations to adults and

conduct discussions to increase trainees’ knowledge and competence, using visual aids, such as graphs, charts, videotapes, and slides


5.3 Deliver on-the-job training to adults % Value-added activity

5.4 Facilitate effective learning % Value-added activity

5.5 Facilitate adult learner’s individualized learning % Value-added activity

5.6 Facilitate group learning activities for adults % Value-added activity

5.7 Facilitate interactive learning sessions for adults % Value-added activity

5.8 Facilitate learning in an open, flexible and networked learning % Value-added

activity5.9 Facilitate people to transfer existing competence

into new context % Value-added activity

5.10 Create an inclusive learning environment % Value-added activity

5.11 Promote, support and implement learner involvement % Value-added

activity5.12 Observe and evaluate trainees’ work to determine

progress, provide feedback, and make suggestions for improvement during training delivery


5.13 Advise and support learner responsibility for learning and self-development % Value-added

activity5.14 Solve operational problems and provide technical

assistance with equipment and process techniques during training delivery


5.15 Use ICT for adult education and training purposes % Value-added activity


% % %


6. Trainees’ Assessment6.1 Use valid and reliable assessment that meet the

needs of the learner % Value-added activity

6.2 Test trainees using oral, written, or performance tests to measure progress and to evaluate effectiveness of training


6.3 Correct, grade, and comment on learning assignments % Value-added

activity

6.4 Use standards to assess candidate performance % Value-added activity

6.5 Prepare candidate(s) for assessment against standards % Value-added

activity

6.6 Verify evidence for assessment of candidates % Value-added activity



% % %


7. Training Evaluation and Improvement7.1 Evaluate effectiveness of adult training courses % Value-added

activity

7.2 Evaluate effectiveness of adult learning sessions % Value-added activity

7.3 Obtain and act on feedback from learners % Value-added activity

7.4 Reflect critically on adult education and training assessment % Value-added

activity

7.5 Improve quality of training processes % Value-added activity

7.6 Evaluate trainers’ performance % Value-added activity

7.7 Review and evaluate adult education and training programmes for compliance with reference standards



% % %


8. Other Training Management Activities8.1 Evaluate strategic aspects of adult education and

training % Value-added activity

8.2 Support and promote the adult training and development function within an organization % Value-added

activity

8.3 Formulate training policies and schedules % Value-added activity

8.4 Manage the training needs assessment process for an organization % Value-added

activity8.5 Manage learning events for adult education and

training % Value-added activity

8.6 Manage open, flexible, and networked learning % Value-added activity

8.7 Document or record Information in written form or by electronic/magnetic recording % Value-added

activity8.8 Get information needed/observe, receive, and

otherwise obtain information from all relevant sources


8.9 Prepare reports and maintain records, such as grades, attendance, training activities, production records, and supply or equipment inventories


8.10 Performing administrative activities (approvals, paperwork, day-to-day administrative tasks) % Value-added

activity8.11 Communicate with persons outside the

organisation, representing customers, the public, government, and other external sources



8.12 Make decisions and solve problems in adult education and training % Value-added

activity

8.13 Monitor and controlling resources % Value-added activity

8.14 Recruit, interview, select, hire, and promote trainers % Value-added

activity8.15 Prepare training budget for department or

organization % Value-added activity


% % %


9. AdET Development and Self-Development 9.1 Reflect critically on own teaching/training skills and

practices % Value-added activity

9.2 Integrate professional knowledge and relevant field information into planning for learning and teaching as a practising teacher/trainer in adult education and training


9.3 Develop own professional knowledge, skills and practice in adult education and training % Value-added

activity9.4 Develop productive relationships with those

involved in learners’ support % Value-added activity

9.5 Evaluate and support innovations in adult education and training % Value-added

activity9.6 Think creatively to develop new applications,

ideas, relationships, new training materials, systems, products, games, etc. to support learning processes


9.7 Encourage and build mutual trust, respect, and cooperation in adult education and training environment


9.8 Train trainers in effective techniques for training, such as: specific on-the-job training, apprenticeship programmes, adult training, retraining



% % %


B.2. For the activities above selected, please:▫ Estimate the proportion of time used* currently by you to perform them (for example, if the

time to plan, prepare, deliver and follow-up training is 100%, how much time do you use to do each necessary activity?), and

▫ Select the appropriate category for every activity (knowing that there are three possible categories – see page 3 )

B.3. Which problems have you had in adult education and training, as a teacher/trainer?DelaysBottleneck of resources

* Obs.: Take care not to have a total more than 100%!


Unsuitability between training materials and learners’ expectationsFear of changesUnderestimating the learners’ needsOther (please specify)

B.4. Which would be the reasons to engage in adult education and training processes improvement?

Cost pressureMandatory requirements of regulating authoritiesShorter Lead Time (time from customer’s order to delivery) and cycle timesImproved competitivenessCustomer satisfactionIncreased innovationStandardization of process flowsEvaluation of cost efficient activitiesOther (please specify)

B.5. Considering your experience, please give examples of waste in adult education and training activities: Name of waste Obs. (situation, characteristics, effects) Category of waste Overproduction Overproduction Overproduction Overproduction Overproduction Overproduction Overproduction Overproduction Overproduction Overproduction

Other remarks (please specify) B.6. Considering your experience, please appreciate the possibility to use the following improvement tools, including Lean tools, to eliminate waste in adult education and training processes (Tick more than one area if necessary):

Lean Tool

Process Area Appreciation

1. P

lann

ing

for A

dult

Educ

atio

n an

d Tr

aini

ng A

ctivi

ties

2. T

rain

ing

Mar

ketin

g

3. T

rain

ing

Mat

eria

ls De

sign

4. O

rgan

ising

Tra

inin

g Pr

ogra

mm

es

5. T

rain

ing

Deliv

ery

6. T

rain

ees’

Asse

ssm

ent

7. T

rain

ing

Eval

uatio

n an

d Im

prov

emen

t

8. O

ther

Tra

inin

g M

anag

emen

t Ac

tivitie

s

9. A

dET

Deve

lopm

ent a

nd

Self-

Deve

lopm

ent

Six Sigma N/ADashboards for KPI’s N/AProcess Management Principles N/A

Quality Management Principles N/A

Balanced Score Card N/ALean Tools N/A


Standardized Processes N/AValue Stream Mapping (VSM) N/A

Visual Workplace & Visual Management N/A

5S (Sort, Straighten, Shine, Standardize, Sustain & Safety)

N/A

Jidoka & Zero Quality Control N/A

Poka Yoke N/APull Systems and Kanban N/AContinuous process flow, Just In Time, Cellular Operation, Process Smoothing & Load Leveling

N/A

Setup reduction or Quick Changeover (SMED) N/A

Total Productive Maintenance (TPM) N/A

Kaizen (Continuous Improvement) N/A

Hoshin (Policy Deployment) N/A

Quality and Analysis Tools: Pareto Principle, process mapping; product family analysis, etc.

N/A

Other (please specify)

N/AN/AN/A

C TRAINING NEEDS ASSESSMENT IN ADETC.1. Which basic skills/competences do you still lack and at what level*, to be able to use of Lean tools to improve adult education and training processes? (Tick more than one area if necessary)

Learning Level

Topic

L1 (K

nowl

edge

Re

mem

berin

g)

L2 (U

nder

stan

ding

)

L3 (A

pplyi

ng)

L4 (A

nalys

ing)

L5 (E

valu

atin

g)

L6 (C

reat

ing)

Obs,

Quality Management Process Management Six Sigma Balanced Score Card Lean Basics Lean Tools

Standardized Processes Value Stream Mapping (VSM) Visual Management

* Levels defined according to the revised taxonomy of the cognitive domain (Anderson and Krathwohl, 2001)






5S Poka Yoke Kanban Continuous process flow, Just In Time, Cellular Operation, Process Smoothing & Load Leveling

Setup reduction or Quick Changeover (SMED)

Total Productive Maintenance (TPM)

Kaizen (Continuous Improvement)

Hoshin (Policy Deployment) Process Improvement Tools

Other (please specify)

More comments: Please use this space for any additional comments on questions in the survey or for anything you may want to add.Are there any other points you wish to raise?

Please make any further comments you wish to.

Thank you for your valuable answers and comments.

Survey responses are due by September 7th, 2009.



D BRIEF LEAN TERMS Glossary5S A methodology for creating a self-sustaining culture that perpetuates

an organised, clean, safe, and efficient workplace. The steps are Sort, Set, Shine, Standardise and Sustain. The English words approximate the Japanese originals: ▫ Sort (Seiri) - Clearly distinguish between what is needed and what

is not needed to perform a given work process▫ Straighten (Seiton) - Organize those things that are needed,

making it easy for users to locate, use and return them▫ Scrub (Seiso) - Clean everything in the area, including floors,

machines and furniture▫ Standardize (Seiketsu) - Maintain and improve the first four S’s in

addition to personal orderliness and neatness. ▫ Sustain (Shitsuke) - Achieve the discipline or habit of maintaining

an organised, clean, safe, and efficient workplace.Often there is a 6th S added: Safety– Provide the operator a safe and ergonomic workplace.

Continuous Flow Only one work item is processed at a time and it is moved directly to the next process. It implies no waiting time for the item after entering the process.

Flow Production A philosophy that rejects batch, lot or mass processing as wasteful. Product should move (flow) from operation to operation in the smallest increment, one piece being the ultimate. It implies no defects on the process flow, only quality parts are allowed to move to the next operation.

Hoshin (Policy Deployment)

Japanese term for annual planning process, used throughout operational, financial, strategic, and project based scenarios, focusing on a few major long term customer-oriented breakthrough objectives, critical to a company’s long term success. This process deploys major objectives to specific support plans throughout the organization.

Jidoka Built-in quality, such as if a process is not capable of creating the required output then it will not operate until it can.

Just in Time (JIT) A strategy that concentrates on delivering quality products/services, in the quantity needed, when and where it is needed.

Kaizen Continuous improvement of cost, quality, delivery, safety and responsiveness to customer needs

Kanban A signal that specifies what and when to produce within a pull system. It is generally used to trigger the movement of material where one piece flow cannot be achieved, but is also used to “signal” upstream processes to produce product for downstream processes.

Lead-Time The total time from the beginning of the supply chain to the time of delivery. It includes the sum of the VA/NVA time for a product to move through the entire value stream.

Lean A business improvement strategy persistently focussing on reducing waste within a system. It is applicable also to business processes such as paperwork flow through an office.

Overproduction This was considered by Taiichi Ohno to be the worst type of waste as it creates and hides all other types of wastes.


Pareto Chart A vertical bar graph showing the bars in descending order of significance, ordered from left to right. It helps to focus on the vital few issues rather than the trivial many (a.k. the 80/20 rule).

Poka-Yoke A method or device that prevents errors from occurring during the process.

Pull / Push PullMaterial flow triggered downwardly by actual customer need rather than a scheduled production forecast. Downstream processes signal to upstream processes exactly what is required and in what quantity. PushThe production of goods regardless of demand or downstream need, usually in large batches to ensure “efficiency”.

Quick Changeover / SMED

A method for rapidly and efficiently converting a process from running the current product to running the next needed product. Single Minute Exchange Of Dies (SMED)A technique to reduce setup or changeover times, therefore eliminating the need to build in batches.

Six Sigma Six Sigma may be approached at three different levels: As a metric

A process that is six sigma generates a maximum defect probability of 3.4 parts per million (PPM), i.e. a probability of 99.9997% to have good products. As a methodology

Six Sigma is a business improvement methodology that focuses an organization on driving rapid and sustainable improvement to business processes by minimizing variation in those processes. At the heart of the methodology is the DMAIC model for process improvement (Define opportunity, Measure performance, Analyze opportunity, Improve performance, Control performance)

Standardised Work

A defined work method that describes the proper workstation and tools, work required, quality, standard inventory, knacks and sequence of operations. Related terms Standard: A prescribed documented method or process that is

sustainable, repeatable and predictable. Standardization: The system of documenting and updating

procedures to make sure everyone knows clearly and simply what is expected of them.

Standard Work: It details the motion of the operator and the sequence of action, based on the best process currently identified. Standard Work has three central elements; Takt time, Standard Work Sequence, and Standard Work in Process.

Takt Time The pace at which the customer is demanding a product (how frequently a sold unit must be produced).

Takt Time = Available Time / Customer Demand

Total Cycle Time (TCT)

The time taken from work order release into a value stream until completion / movement of product into shipping / finished goods.

Total Productive Maintenance (TPM.)

A means of maximising production system efficiency by analysing and eliminating down-time through up-front maintenance of equipment. It is based on the principle that equipment improvement must involve everyone in the organization, from line operators to top management.


Toyota Production System (TPS)

The production system developed and used by the Toyota Motor Company which focuses on the elimination of waste throughout the value stream.

Value Added Activity / Non-Value-Added Activity (NVA)

Value Added Activity (VA)Any activity that transforms input into the output for which a customer is willing to pay for. Non-Value-Added Activity (NVA)An activity that takes time, resources or space but does not add value to the product sold to a customer. The activity may be necessary from the point of view of the provider, however the customer is not willing to pay for it.

Value Stream The value stream of a business is the sequence of steps that a company performs in order to satisfy a customer's need.

Value Stream Map A visual representation of the aggregated material and information flows within a company or business unit. Using VSM icons, it shows interdependent functions, material and information flow, buffer inventory, flow time, cycle time, and decision points.

Visual Management

Systems that enable anyone to immediately assess the current status of an operation or given process at a glance, regardless of their knowledge of the process.

Waste An activity that that consumes valuable resources without adding value for customers. Eight types of waste have been identified for business processes: Waste from over production Waste from waiting or idle time Waste from unnecessary transportation Waste from extra processing (inefficient processes) Waste of unnecessary inventory Waste of motion and efforts Waste from producing defective goods

Zero Quality Control

Each individual is educated, trained, and empowered so there is no need for inspection of their quality of work.

Sources: www.lean.org, www.motorola.com


http://www.motorola.com/

http://www.lean.org/

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