waste identification and elmination exercise materials todd mc cann rev 23

7 WASTESIdentification and Elimination“Flight Simulator” Exercise

Recognition: This exercise was created by Todd McCann of Savant and is being sharedwith others for the benefit of others to learn about waste identification and elimination.

Out of respect for the effort and work put forward to create this exercise Please recognize prior to start of exercise

Created by Todd McCann

A Quote from Taiichi Ohno

“ Where there is NO Standardthere can be NO KAIZEN”

We Serve the GEMBA We Teach Leaders to “Learn to See” and “Serve the Gemba”

3Un-Necessary

Transportation

4Un-Necessary

Motion

5Un-Necessary

Waiting

6Un-Necessary

Over Processing

2Un-Necessary

Inventory

1Un-Necessary

Over Production7

Corrections

7 Original Wastes as prescribed by T. OhnoMUDA

http://www.cafepress.com/kanjisymbols/5999203

WASTE IDENTIFICATION AND ELIMINATION EXERCISE

BACKGROUND

The WasteFree Manufacturing Company builds personal watercraft for the recreational market.

Increased competition from the Far East and Canada has squeezed margins in the last two years.

One of the key components which goes into the watercraft is the lower housing support (LHS). The lower housing support is designed to support the impeller housing.

The president of the Company, Mr. Seemore Waste, has asked us to investigate the production of this component to determine if there is any way cost, quality, and delivery of this critical component can be improved.

Final Assembly =Lower Housing Support (LHS)

Work InstructionProduction Manager Only


CURRENT STATE CONDITIONThe Lower Housing Support (LHS) is manufactured in-house using a four-step process:

1.Welding2.Riveting3.Bolt-on4.Packing

There are four different LHS Models, all look similar, but are, in fact, slightly different. The LHS is built and transported to next station inlots of six units and is composed of:

• Three (3) cross-members, which are purchased from a supplier

• Three (3) upper struts which come pre-assembled from a supplier

The production control methodology is based on a “PUSH” system, all parts in the production system are delivered to the next operation as soon as they are complete and without Delay.



Target Objective

The target objective of this exercise is to improve the current state conditionTarget conditions for improvement could be > 5 Principles of Lean Thinking and 7 Wastes. The exercise will be allowed to run through three independent cycles to install PDCA thinkingThe first cycle will be used to establish BASELINE measurements of the current state condition The next two cycles will be to develop and then test and trial alternatives of improvement

The following metrics will be used to evaluate the Baseline and measure your performance.

• Cycle-time • Quality

• Work-in-process • Output per unit of time

• Distance • Number of people

• Space • Waste Visibility

A form to measure results is included in this instruction set, please see Form 2 next page, followed by a production workflow diagram to be used as a flight simulator layout reference guide.

Each participant will receive instructions from you the Production Manager regarding their roles and responsibilities at their assignments at each of the production system workstations.



EXERCISE EVALUATION/MEASUREMENT FORM 2

MetricsElements to be measured

Current ConditionBaseline

Alternative 1Test Trial Results


ImprovementAlt 2 compared to

Baseline

Work-in-process (# of Units)

Part Travel Distance/Proximity (Steps)

Cycle Time (Min)

Quality Rate(# of Defective Assemblies)

Space (Sq Ft)

# of people (Head Count)

Output per unit of time (RED LOT)(Total Units produced / Total Time)

Waste visibility (Subjective)

Print on E-size Banner for Final Tally + Print 2x 8.5 x 11 for use by Production Manager and Production Controller

MeasurementProduction Manager Production Controller


WORK FLOW for CURRENT STATE CONDITION



PRODUCTION CONTROLLERYour role is to explain the expected production schedule and output and how work flows to all operators and you will also expedite parts to starved workstations as required.

It is up to you and the Production Manager to keep the production line running.

Unless you are told otherwise, the final assembly production schedule is as follows:

White 3 lots

Red 1 lot

Green 2 lots

Black 2 lots

Work InstructionProduction Controller

Work InstructionProduction Controller

FINAL ASSEMBLY OPERATOR (CUSTOMER)

You operate the final assembly station where the Lower Housing Support (LHS) is installed on a variety of products. The final assembly line is located at the other end of the plant and you are quite a distance away from the LHS production area. To simulate the final assembly activity, you are to verify that the LHS has been built correctly by comparing it to the drawing to the right:

If you identify a non-conforming assembly, set it aside and notify the LHS area Production Manager immediately; if you can’t find him/her or don’t have time to locate him/her, tell the Material Handler.

After you have checked each component thoroughly, further simulate the final assembly process by breaking the product down into the component parts.

Defect

Work InstructionFinal Assembly

Work InstructionFinal Assembly

WAREHOUSE ATTENDANT

All components purchased on the outside are received and inspected to an “AQL” specification before they are brought to you for storage. Your job is to keep all the work stations supplied with the parts and keep production running smoothly.

Since the product is made in lots, you are to kit and stage 12 cross-members (all the same color) at a time for WELDING and 4 upper-strut assemblies (all the same color) at a time for the BOLT-ON operation.

However, every third lot, will be held up for 10 seconds for inspection by the Production Controller. Call out to the Production Controller when you need parts inspected.

All parts will be moved from the warehouse to production area by a Material Handler; call for the Material Handler whenever you have parts ready for transport.

The raw materials look like this.

Work InstructionWarehouse Attendant

Work InstructionWarehouse Attendant

Production Manager

Your job is to make sure everyone is productive, the OPERATORS are following work instruction and performing their operations correctly, and that the production line is never idled.

Since you are the only person in authority here, you will have to provide all instruction to the station operators. At certain points in the exercise, you may need to follow the direction of the instructor. So listen for direction

There is a PRODUCTION CONTROLLER who will provide a production schedule and help expedite for you.

NOTE: Defective / Non-Conforming products ARE NOT repairable.



Your customer is the FINAL ASSEMBLY line which is at the other end of the plant. If the final assembly line is shut down, it costs the company $100,000 per hour.

Note: It is also part of your job to assist the instructor in the collection of data on each of the measurements denoted on the scorecard which will be used to measure each cycle of this exercise.

Production Manager

The finished product looks like this



BOLT-ON Operator

Your task is to bolt the upper-strut assembly to the cross-member assembly. The colors must match. Your work should look like this:

Your finished product goes to the PACKER STATION.

Call the Material Handler when you need him/her and he/she will transport your WIP for you.

BOLT ONWork Instruction

BOLT ONWork Instruction

RIVET Operator

Your job is to rivet the remaining cross-member (of the same color) onto the two which have been welded. The output of your work station should look like this:

Finished parts go to the BOLT ON workstation next.

A material handler will transport WIP there for you, call for the Material Handler if you need him/her.

RIVETWork Instruction

RIVETWork Instruction

PACKER Operator

Your job is to pack the parts individually in plastic bags and seal them shut.

Call our for the Material Handler if you need him/her. The Material Handler will transport materials to the FINAL ASSEMBLY area for you.

You are also responsible for INSPECTING the finished LHS units.

If you find any Non-Conforming parts, immediately. notify the Production Manager

A completed unit should look like this:

PACKERWork Instruction

PACKERWork Instruction

WELDER Operator

Your job is to weld two of the cross-members together; they must be of the same color.

The parts should be welded to form the shape to the right.

Your work goes to the RIVET operation next. The Material Handler will transport your WIP for you.

Call out for the Material Handler if you need his/her assistance.

WELDERWork Instruction

WELDERWork Instruction

MATERIAL HANDLER

Your job is to move parts from one workstation to the next, including delivery of raw materials from the warehouse to the work stations and the delivery of finished product to the final assembly line.

All transportation of material is your responsibility. No-one else can move/transport materials except you.

RULE: Each lot is 6 six units. You can only move complete lots. You can carry, at most, 3 three lots at a time and they must be in a plastic bin provided to you from the warehouse.

MATERIAL HANDLERWork Instruction

MATERIAL HANDLERWork Instruction

Workstation Identification

Standard Placards

WAREHOUSEQuality Sampling Standard:

Remember every third lot, will be held up 10 seconds for inspection

Placard

Place on workstation table

BOLT - ON


Placard

RIVET


Placard

WELDER


Placard

PACKER


Placard

FINAL ASSEMBLYCustomer


Placard

ActionPrint in Color and Place at Work Stations



PlacardPlacard


BOLT - ON


PlacardPlacard

RIVET


PlacardPlacard

WELDER


PlacardPlacard

PACKER


PlacardPlacard



PlacardPlacard

STANDARDFORMS

White 3 lots

Red 1 lot

Green 2 lots

Black 2 lots

FORM 1

FINAL ASSEMBLY PRODUCTION SCHEDULE

1 LOT = 6 Final Assemblies

FORM

FORM 2

EXERCISE EVALUATION/MEASUREMENT SCORECARD

Elements to be measured

(UOM)

Current Condition

Baseline


Alternative 2

Test Trial Results

ImprovementAlt 2

compared to Baseline


Part Travel

Distance/Proximity (Steps)

Cycle Time (Min)

Quality Rate

(# of Defective Assemblies)

Space (Sq Ft)

# of people (Head Count) 9

Output per unit of time

(RED LOT Sample)

(Total Units produced / Total Time)

Waste visibility (Subjective)Hard to See

Easy to See

Harder to See

Easier to See

Harder to See

Easier to See

Print on E-size Banner for Final Tally + Print on 8.5 x 11 for use by Production Manager and Production Controller

FORM

Form 3 FINAL ASSEMBLY QUALITY

Non-Conforming Material Measurement UOM = Count

Final Assembly Quality

Color

# of Non-Conforming Assemblies

Current Condition


1st Alternative

Test and Trial


2nd Alternative

Test and Trial

WHITE18 pcs

RED 6 pcs

GREEN12 pcs

BLACK12 pcs

Print 8.5 x 11 for use by Final Assembly Operator, place at work station

FORM

White 3 lots

Red 1 lot

Green 2 lots

Black 2 lots

FORM 1

FINAL ASSEMBLY PRODUCTION SCHEDULE

1 LOT = 6 Final Assemblies

If you desire, please print and post for students to See

FORMFORM

FORM 2

EXERCISE EVALUATION/MEASUREMENT SCORECARD

Elements to be measured(UOM)

Current ConditionBaseline



ImprovementAlt 2 compared to

Baseline


Part TravelDistance/Proximity (Steps)

Cycle Time (Min)

Quality Rate(# of Defective Assemblies)

Space (Sq Ft)

# of people (Head Count) 9

Output per unit of time (RED LOT Sample)


Waste visibility (Subjective)Hard to SeeEasy to See

Harder to SeeEasier to See

Harder to SeeEasier to See

Print on E-size Banner for Final Tally + Print on 8.5 x 11 for use by Production Manager and Production Controller

FORMFORM




Color


Current Condition


1st AlternativeTest and Trial


2nd AlternativeTest and Trial

WHITE18 pcs

RED 6 pcs

GREEN12 pcs

BLACK12 pcs

Print 8.5 x 11 for use by Final Assembly Operator, place at work station

FORMFORM

Instructors GuideWaste Identification and Elimination Exercise

Purpose: Educate and establish new knowledge and new capability in the students to “See Waste” and Measure Waste by challenging the students to work together to identify, reduce and eliminate 7 Wastes present in the exercise. Most importantly build “KAIZEN Spirit” and “Challenge Spirit”!

If the Student has not learned, the Teacher has not taught!

Lego “Duplos” (LARGE LEGO’s if you can locate a source are advised > SMALL LEGO’s will work as well)

50 pcs > RED (2x4 connector) 50 pcs > RED (2x2 connector)50 pcs BLACK (2x2 connector)50 pcs BLACK (2x4 connector)50 pcs GREEN (2x2 connector)50 pcs GREEN (2x4 connector)50 pcs WHITE (2x2 connector)50 pcs WHTE (2x4 connector)

Upper Strut Sub-Assembly

Prior to Start of Exercise Pre-Assemble “Upper Struts” > Pre-Stage Upper Strut Sub-Assemblies @ Warehouse

Upper Strut Subassembly Material Requirements are:

18 pcs > WHITE 6 pcs > RED 12 pcs > GREEN12 pcs BLACK

Waste Identification and Elimination Exercise Bill of MaterialsBill of Materials

1 Instruction Deck for Production Manager (Slides 1-15 of this deck)

15 plastic containers (Pre-Stage in Warehouse)

1 Box of Medium Sized Zip-Lock Baggies

1 E-Size Exercise Measurement (Form 1) Pre-Stage by hanging on Wall. Alt > Hand Write scorecard on White Board

1 calculator (if required)

3 stop watches1>One for Assistant 1 to measure Total Time of Exercise1>One for Production Controller to Measure RED LOT cycle time1>One for Assistant 2 to measure RED LOT production as backup to Production Controller’s measurement activity

1 Flip chart (use during team improvement dialogue

3 Markers for use during alternative development

1 Quality Rate Scorecard for Final Assembly

6 Tables: 1 for each workstation and Warehouse

6 ID Placards one for each work station and Warehouse

BOLT - ON


Placard



Placard

RIVET


Placard

WELDER


Placard

PACKER


Placard



Placard


Bill of MaterialsBill of Materials


Metrics


Current Condition

Baseline


Alternative 2

Test Trial Results

ImprovementAlt 2




Cycle Time (Min)

Quality Rate


Space (Sq Ft)


Output per unit of time (RED LOT)







Color# of Non-Conforming

Assemblies

Current Condition


1st Alternative

Test and Trial


2nd Alternative

Test and Trial

WHITE18 pcs

RED 6 pcs

GREEN12 pcs

BLACK12 pcs

FORM

Waste Identification and Elimination Exercise


Number of Participants:

1 Instructor2 Assistants in training to become instructors

9 Students / Participants

1. Production Manager2. Production Controller3. Material Handler4. Warehouse Attendant5. Welding Operator6. Rivet Operator7, Bolt On Operator8. Final Assembly Operator9. Packer Operator

Exercise Layout: Room selection is key. Pick as large a room as possible. Alternative: Conduct exercise offsite at a hotel at a conference center. The bigger the better. Your intentions are to have people travel un-necessarily and to deliberately cause and create 3M Muda, Mura, and Muri from the ensuing chaos and confusion!

Locate the Warehouse as far away from the workstations as geographically possible. If possible, locate warehouse outside of the room where the exercise is being conducted.

Review the assembly sequence of operations (see diagram) and intentionally locate workstations to generate the greatest distance between them as possible based on the room size, create the worst case spaghetti diagram you can!

Place PLACARDS for each workstation and Warehouse on corresponding table

Locate baggies, Lego’s, bins , pre-assembled upper strutsand Bins on the Warehouse Table. No materials should be located at workstations.

Locate Non-Conforming Material Scorecard at Final Assembly table

Hang Exercise Evaluation/Measurement Tally sheet on wall in room. E-size Print.

You can also print out the Production schedule in E-Size print and hang on wall if you so desire.



Placard




Placard



Metrics


Current Condition

Baseline


Alternative 2

Test Trial Results

ImprovementAlt 2




Cycle Time (Min)

Quality Rate


Space (Sq Ft)


Output per unit of time (RED LOT)







Color# of Non-Conforming

Assemblies

Current Condition


1st Alternative

Test and Trial


2nd Alternative

Test and Trial

WHITE18 pcs

RED 6 pcs

GREEN12 pcs

BLACK12 pcs

FORM


Waste Identification and Elimination Exercise Instructor and Assistants Preparation Standard Work Instructions

Prior to Exercise: Who: Instructor and 2 Assistants

Set up the exercise and rehearse the exercise 2x with your assistants Read the Production Managers instruction deck several times and thoroughly understand all of details as shallow as they are! You and your assistants should be able to complete all workstation activities and teach them to others

“You DO NOT want to make up rules during exercise” BE PREPARED Become intimately aware of all of the requirements of the exercise

Choreograph your activities and those of your assistants in the exercise (KATA’s) Create hand written notes when you begin to question yourself and reflect > your delivery patter and your movements (KATA’s) and the

corresponding exercise roles and responsibilities should be crystal clear. Become proficient in all aspects of the exercise.

Thoroughness is key, build capability to perform exercise Learn by Doing. Remember you are the instructor it is your duty to create new knowledge and capability in your students Never let your students FAIL to Learn

Learn how to use the stop watch and be able to instruct others in the use of the stop watch. You and your assistants will need to be able to properly use the stop watch during specific elements of measurement during exercise Special Note: One of the assistants will be required to use stop watch to measure time of RED LOT production. The Production Controller is

on point to perform the measurement activity, but may be become overwhelmed and forget to measure RED LOT production during exercise, therefore backup will be required.

The assistants measurement of RED LOT production time is performed without the knowledge of the students.

When you and your assistants have established the confidence to perform exercise through demonstrated proficiency and new competency then schedule date and formally prepare for delivery of exercise.

Once you have layout complete and before you start the exercise perform the following measurements. Measure work area using UOM=Sq Ft approximations only. Precision is not necessary >fill calc in Form 2 “Space” Step off distances between work stations and Total, fill in Form 2 “Part Travel Distance/Proximity UOM=Steps

Exercise Kick-OffShort Interval Training

Learning by Doing is the focus and aim of the exercise

Depending on the level of “Lean Thinking Capability” present in the students I would advocate that short interval training should take place prior to start of the exercise.

Duration: 30 minutes maximum, shallow instruction, but instruction non-the-less.Just enough to poke the minds of the students.

Personally I use a E-Size print outs hung on wall for teaching.. NO POWER POINT allowed > High Touch, No Tech Low tech learning environment.Let your conscious be your guide as to the method you select for teaching

Here are some subjects that I would suggest: (see next 3 slides as examples)

Discuss the 5 Principles of Lean ThinkingDiscuss KAIZEN spiritDiscuss Closed Loop Thinking PDCA > SDCADiscuss the 7 Original WastesDiscuss 3M Muda Mura and MuriDiscuss Standard WorkDiscuss Standard Work SheetsDiscuss 3Gen > Genchi > Genbutsu > Genjitsu

You may choose other topics to teach.Keep short interval training “out of the weeds”When you have completed the exercise return to the topic and content you chose to teach and reflect with the students on HOW the short interval training you instructed ties to the exercise. Use examples from the exercise as the basis of creating the tie.

Start Exercise with Short Interval Training (30 minutes)2 Topics > 5 Principles + Seven Wastes

Discuss each Principle and Each of the Original Seven WastesTie Exercise to Both Topics

5 Principles of Lean:VALUE - What the customer is willing to pay for

VALUE STREAM - All the required steps to produce and deliver a product or service

FLOW - A product moving through the value stream with no stoppages, scrap or rework

PULL - producing and delivering only when the downstream customer signals a need

PERFECTION - completely eliminating waste so that all activities create value

Seven Original Wastes:

D efects

T ransportation

O ver-processing

M otionI nventory

O ver-productionW aiting

The Eighth Waste is:Not using People’s Intellect

Unnecessary

Unnecessary

Unnecessary

Unnecessary

Unnecessary

Unnecessary

exam

ple

Type I: 無駄 MUDA = NON-VALUE ADDED ACTIVITY

Type II: 斑 or ムラ MURA = INCONSISTENCY

Type III: 無理 MURI = UNREASONABLENESSCondition of overburden, unreasonableness or absurdityInflexibility

Condition of unevenness, inconsistency in physical matter or human spiritual condition – Absence of Balance - Variability

Any Activity that is wasteful and doesn't add value or is unproductive

3M’s – One Point Lesson

exam

ple

VALUE STREAM - All the required steps to produce and deliver a product or service.Also known as “Material and Information” flows

Value Stream – One Point Lesson

Value Stream Mapping is a tool that allows individuals to:

Visualize end to end FLOW of MATERIAL and INFORMATION to create a product Primary Objective > Expose and quantify stagnant inventory that is not FLOWINGQuantify all VALUE added and NON VALUE added activities in the Value Stream Identify constraints and process bottlenecks prohibiting FLOW in the Value Stream Determine areas in need of improvement to increase FLOW in the Value Stream, create PULL where you can Set improvement goals and easily identify the correct process improvement indicators in the Value Stream Use as “The Blue Print” to enable continuous improvement behaviors Enables the creation of standard work in the Value Stream

CURRENT State Condition IDEAL State Condition

• Deliver exactly what the customer wants• One at a Time• On Demand• Free of Defects

• Respond Immediately to Problems

• Increase Value by focusing on continuous elimination of waste in pursuit

of Perfection!

Created by: Todd McCannexample

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KAIZEN

KAIZEN

KAIZEN

KAIZEN

Measure

Measure

Measure

Measure

PDCA and SDCA Systematic Continuous Improvement PathwayThe Natural Progression of Improvement by applying Systematic Thinking

(Plan – Do – Check – Act with Standarize – Do – Check – Act)

Created by: Todd McCann(from Gemba KAIZEN Masaaki Imai)Date: 3-15-2009Rev: 3

“Large” GAPEasy Change

“Small” GAPHard Change

“Smaller” GAPHarder Change

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3458.43458.03457.63457.23456.83456.43456.0

LSL USL 3458Process Data

Sample N 693

StDev(Within) 0.152393

StDev(Overall) 0.354484

LSL 3456.5

Target *USL 3457.5

Sample Mean 3456.77

Potential (Within) Capability

CCpk 1.09

Overall Capability

Pp 0.47

PPL 0.26PPU 0.68

Ppk

Cp

0.26Cpm *

1.09

CPL 0.59CPU 1.59

Cpk 0.59

Observed Performance

PPM < LSL 225108.23

PPM > USL 1443.00PPM Total 226551.23

Exp. Within Performance

PPM < LSL 37235.72

PPM > USL 0.88PPM Total 37236.60

Exp. Overall Performance

PPM < LSL 221596.02

PPM > USL 19978.92PPM Total 241574.93

WithinOverall

Unit 1 July 08 MWt 8 hr avg.

3458.43458.03457.63457.23456.83456.43456.0


Sample N 693



LSL 3456.5

Target *USL 3457.5

Sample Mean 3456.77


CCpk 1.09

Overall Capability

Pp 0.47

PPL 0.26PPU 0.68

Ppk

Cp

0.26Cpm *

1.09

CPL 0.59CPU 1.59

Cpk 0.59


PPM < LSL 225108.23

PPM > USL 1443.00PPM Total 226551.23


PPM < LSL 37235.72



PPM < LSL 221596.02

PPM > USL 19978.92PPM Total 241574.93

WithinOverall


3458.43458.03457.63457.23456.83456.43456.0


Sample N 693



LSL 3456.5

Target *USL 3457.5

Sample Mean 3456.77


CCpk 1.09

Overall Capability

Pp 0.47

PPL 0.26PPU 0.68

Ppk

Cp

0.26Cpm *

1.09

CPL 0.59CPU 1.59

Cpk 0.59


PPM < LSL 225108.23

PPM > USL 1443.00PPM Total 226551.23


PPM < LSL 37235.72



PPM < LSL 221596.02

PPM > USL 19978.92PPM Total 241574.93

WithinOverall


3458.43458.03457.63457.23456.83456.43456.0


Sample N 693



LSL 3456.5

Target *USL 3457.5

Sample Mean 3456.77


CCpk 1.09

Overall Capability

Pp 0.47

PPL 0.26PPU 0.68

Ppk

Cp

0.26Cpm *

1.09

CPL 0.59CPU 1.59

Cpk 0.59


PPM < LSL 225108.23

PPM > USL 1443.00PPM Total 226551.23


PPM < LSL 37235.72



PPM < LSL 221596.02

PPM > USL 19978.92PPM Total 241574.93

WithinOverall


S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

S

DDo

AAct

CCheck

Standardize

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

PPlan

DDo

AAct

CCheck

Waste Identification and Elimination ExerciseInstructor and Assistants Preparation

Suggested Direct Observations to make during exercise

After reading the instructions for the Production Manager, Production Controller and all of the operators, you should see ambiguity in the level of detail in the instructions offered to the students.

The unclear roles and responsibilities and overlap in roles are intentionally put into the exercise to create MURI and MURA and the ensuing MUDA.

The students MUST have problems from which to generate alternatives of and for improvement.Some of problems they will create by their own behaviors!The students will and should Struggle.

Ex: Note the Roles of the Production Manager and the Production Controller. Look for overlap and think about the potential for mis-communication and confusion. There are others, Find them.

The Instructor and the Assistants can walk around during the exercise, if you see a rule not being followed tell the Production Manager ONLY, no-one else. Note the comment on the Production Managers roles: At certain points in the exercise, you may need to follow the direction of the instructor. So listen for direction

ALWAYS defer student questions to Production Manager, no matter how difficult this may be.

HOT SPOTS where rules can be broken and overlooked in the exercise where Production Manager and Assistants to pay attention to are:• Material Handler and transportation of LOTS of 6 pcs not individual pcs• Warehouse attendant and conformance to the rule that every third lot, will be held up 10 seconds for inspection by the Production

Controller. • Final Assembly may not understand what a conforming part looks like and not be keeping track of non-conforming material, They Must

Measure!

• SPECIAL NOTE: After 15 Mins in first cycle (see During Waste Elimination Exercise “First Cycle” Instructor Instructions) you as the instructor will have a decision to make. You can Stop the exercise after 15 min, the resulting problem will be the amount of BASELINE data you will not collect. You can let them continue to build out remainder of the production schedule or shut down the cycle. Your Call, during the exercise you become the President of the Company.

During Waste Identification Elimination Exercise “First Cycle” Instructor InstructionsSequence of Operations Key Points for Instructor for each step in Sequence Operations

1.START: Instructor starts by introducing the exercise and Reads word for word page 2 of the this deck set.. Instructor States: I will be the President of the Company for this exercise.

Do not answer any questions explain that the information you are providing is all of the information required for this “simple” exercise.You now become a second authority figure that can OVER-RIDE the Production Managers authority.

2. “Quickly” Walk through the flow of the production process so all can see the process. Use a max of 5 minutes to explain production process.

If questions arise, state: Your Production Manager will give you additional instruction prior to start of exercise.

3. Select and appoint one of the students as the Production Manager Do not pick the most senior person in the room to be Production Manager.

4. State: Sitting is not allowed at any time during the exercise RULE. If asked WHY state: We are in production not in the break room. RULE

5. State: The first cycle of the exercise is to establish Baseline measurements. Point to the Exercise Score Card Hung on Wall or drawn on White Board > State: These are the performance metrics we will use to measure your performance

Information, Direction and exercise rule sharing ONLY,

6. State: Due to the simplicity of this exercise your team (look at Production Manager) should be able to complete the production schedule in 15 minutes, so there is a time limit to the first cycle and we will HARD stop in 15 minutes after the exercise has started

Do not answer any questions, If asked any questions simply State: Your Production Manager will give all of the instruction you will require to perform exercise in his/her instructions

7. Hand one of the Assistants a stop watch and state that “NAME of person” will be responsible for measuring Total time of the exercise

The Assistant should be well aware of his/her activity and the process following the activity. i.e. recording the time on scorecard

8. Hand second Stop watch to Production Manager and state: Your Production Controller will need this to perform his/her activity which is in the instructions that have been provided to you.

If a question arises regarding what the stop watch is used for simply state that the instructions for use are in the instruction set given to you.

9. Hand Production Manager pages 1-15 of this deck “The exercise Instructions” (not stapled) and state that you as Production Manager have 10 minutes to read through materials, make assignments, answer questions and provide detailed instructions to the operators as required. State we will start timing the exercise in 10 minutes. State that @ XX:00 will start the exercise.

Answer NO questions, if questions are asked simply state that all of the information you will require is in the instructions being provided to you by your Production Manager.

10. CALL OUT TIME IS UP > Start the Exercise and the assistant with the stop watch starts to measure time IMMEDIATELY after you call out START.

You will hear statements of protest from the Production Manager like “We need more Time” Do not give, in be demanding and start the exercise. Then watch the Chaos and Confusion begin!

11.STOP After 15 Minutes CALL OUT Time and STOP the exerciseIf the team wishes to continue, which they probably will LET THEM build out the remainder of the production schedule.

Again you may hear statements of protest like “We need more Time”Ask them HOW many assemblies do they have left in the production Schedule, LET THEM continue and finish production schedule or terminate cycle, You are the President of the Company its YOUR CALL.

Use instruction set below After “First and Second Alternative Cycles” Sequence of Operations Key Points for Instructor for each step in Sequence Operations

1. STARTGather students to a single point in the Room state that before we discuss what happened in current state we will first record measurements

The material handler may be the most tired individual in the room.

2. Ask Production Manager to pull out Exercise Evaluation/Measurement sheet and go to each work station and tally up and Total WIP inventory

Record on Form 2 or go to banner of Form 2 on wall, have Production Manager call out numbers and record measurement

3. Ask Production Controller to state cycle time for RED LOT production (Use Assistant 2 time if Production Controller did not comply)If Production Controller did comply then compare Assistant 2 measurement with Production Controller measurement.

Go to banner of Form 2 on wall, have Production Controller call out time for RED LOT production and record measurement Note differences if comparison of 2 measurements has greater than 3 minute deviation. Ask Why is the deviation present? Openly discuss WHY. Facts not opinion please

4. Ask Assistant 1 to call out loud the Cycle Time for exerciseGo to banner of Form 2 on wall and record measurement

5. Ask Production Manager to GO SEE (Genchi) Final Assembly can Call out count of non-conforming materials on Quality Rate tally sheet

Go to banner of Form 2 on wall and record measurement

6.Calculate Total Units produced / Total Time Estimate using RED LOT production cycle time. Go to banner of Form 2 on wall and record measurement

7. Ask all students if Waste was easy to see or hard to see. The next 2 alternatives should produce a response that after the improvement waste is harder to see vice easier to see, LISTEN for it! Correct It. It should be HARDER to see waste.

8. Gather students and HANSEI, reflection of what happened.What went well, what can be improved?

5 Minutes Brief Round table discussionAsk them: How do you think you performed.

9. Ask the Production Manager to take the lead and pull the team together to discuss future state 1 alternative. State you have 15 minutes to collect your ideas. Use flip chart to record ideas of improvement.

15 minutes Let the team figure out the alternative, stand back and observe do NOT make any suggestions. No Rules let them free think innovate and create new condition.We will measure the same elements in Alt 1 and Alt 2.

10. CALL TIME and instruct the Team they have 10 minutes to implement your improvement ideas to current state

Why only 10 minutes to implement ? They need to think about incremental improvement not solving world hunger or boiling the ocean!

11. CALL TIME and then Run Second Cycle Repeat this instruction set after first future state alternative test and trial and measure and second future state alternative test and trialAfter First and Second Alternative calculate measurements in the last column on the Exercise Evaluation/Measurement tally sheet.Compare to BASELINE to Second Alternative and discuss.

Post Mortem Reflection (Hansei)

Total Time for Reflection.1 hr.

After comparison is made from Alt 2 to BASELINE gather students to Reflect on what they have accomplished.

Tie back into the discussion lessons from the Short Interval Training you conducted at the start of the day.Closed Loop Thinking

Openly share Thoughts, Lessons Learned, New Thinking that was developed by the exercise

Create a question set for the Reflection dialogue.Ask More questions than you make statements

Tie learning and new knowledge created back to the Current Reality that is occurring in your own organization

Thank all of the students for their contribution and give them some form of homework to perform to improve their work area and is in their span of control

XTRA GRAPHICS

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