【正文】 DMAIC Review Use this entire section to give a good review of week 1. Spend time on each slide and get the class to interact and address what they learned/remember from week 1. Let the class lead discussions. It is Monday morning and you may have to “drag” them into the discussions. The purpose is to stimulate their memories and to reinforce the week 1 concepts. They will need to recall some of this material in order to make the second week more meaningful. KEEP THEM ENGAGED!!!!!!!!! 2 INSTRUCTOR NOTES: Explain that a full size version of the Charter is available in the Worksheets Section of the training material DMAIC Define Measure Analyze Improve Control 3 DEFINE IMPROVE INSTRUCTORS NOTES: Discuss each output. 4 Project Charter G r e e n Be l t Pr o j e c t Ch a r te r Pr o j e c t Na m e Bu s i n e s s / L o c a ti o n G r e e n Be l t T e l e p h o n e Nu m b e r M a s te r Bl a c k Be l t T e l e p h o n e Nu m b e r Ch a m p i o n T e l e p h o n e Nu m b e r Star t Da te : T a r g e t En d Da te : Pr o j e c t De ta i l s Pr o j e c t De s c r i p ti o n Bu s i n e s s Ca s e Pr o b l e m State m e n t Pr o c e s s amp。 O w n e r Sco p e St a rt : St o p : Exc l u d e s: Pr o j e c t G o a l s M e tr i c Ba s e l i n e Cu r r e n t G o a l En ti tl e m e n t Exp e c te d Bu s i n e s s Re s u l ts Exp e c te d Cu s to m e r Be n e fi ts T e a m m e m b e r s Su p p o r t Re q u i r e d Ri s k s / Co n s tr a i n ts INSTRUCTOR NOTES: Explain that a full size version of the Charter is available in the Worksheets Section of the training material 5 Importance of a Focused Problem Definition ? Often people think that by tackling a broad problem they can make big improvements or achieve big savings. (“Let’s tackle the elephant.”) ? This approach usually backfires because it’s easy to get bogged down trying to do too much at once. ? In practice, it is more effective to focus on a specific ponent of a problem. ? How focused is focused enough? INSTRUCTOR NOTES: Have students explain why a narrow problem focus is better than a broad focus. 6 Gauging Potential Business Results ?Estimates of the potential impact or opportunity for your business help you judge which projects to work on. ?Rough figures, general estimates are OK. ?Limited resources lead to choices. ?Need the most “bang for the buck.” INSTRUCTOR NOTES: Discuss importance of business results Recognize that at this point they may only have a very rough estimate. ? They may not have them when they put their charters together, that is why they need to be living documents INSTRUCTOR NOTES: Ask the class is they know what “Process Entitlement” is? Explain it is the best possible performance 7 Work as a Process SIPOC ? Applies to all kinds of work, whether repetitive in nature or “oneofakind.” ? Having a highlevel view of a process helps to: ? define project boundaries (starting and ending points)。 ? describe where to collect data. S U P P L I E R S C U S T O M E R S Outputs Inputs Process INSTRUCTOR NOTES: Have student discuss how SIPOC helps with process improvement (EXAMPLES ON NEXT SLIDE) Emphasize how SIPOC helps define boundary INSTRUCTOR NOTES: Ask the class for their opinion on why a process map should be developed Did the students’ input match those shown in the notes? Generate discussion how SIPOC relate to each item INSTRUCTOR NOTES: Define the process owner. Ask if each student knows the process owner for their project? Discuss importance of process owner consider including an anecdote about involving the process owner in the improvement process 8 Translating VOC into CTQs (CTQ = Critical to Quality) need VOC CTQ Tree I want CTQ CTQ CTQ CTQ CTQ CTQ CTQ CTQ INSTRUCTOR NOTES: Reintroduce CTQ tree Emphasize that you can call a need a CTQ when you reach a level of detail such that you can actually measure it. Some customer CTQs may need to be translated. Start with broad level and go to more specific. 9 MEASURE IMPROVE 10 Focusing on Key Measures I P O Input Measures Process Measures Output Measures I1 I2 I3 I4 O1 O2 O3 O4 Identifying measures Funneling y = f(x1, x2, x3,…,x n) Data Collection 11 Looking for Relationships Graphic displays can help you structure possible causes in order to find relationships that will shed new light on your problem. O b je c t iveM e a n s/ O b je c t iveM e a n s/ O b je c t iveM e a n s/ O b je c t iveM e a n s/ O b je c t iveM e a n s / O b je c t iv eM e a n sM e a n sM e a n sM e a n sM e a n sM e a n sM e a n sM e a n sM e a n s/ O b je c t iveCause amp。 Effect Diagram (Fishbone) Affinity Diagram Tree Diagram Prioritization Matrix 12 Displaying Stratified Data When it es to displaying stratified data, the data points will usually be coded to visually separate the groups. Most often, the coding is acplished by using ? Different labels, colors or symbols ? Different plots sidebyside 1 2 3 4 5 6 Count 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Minutes 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Location A Location B Location C Time to Complete Lubes (all locations) In later modules, you