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NG BB 01 Introduction

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  • 1. UNCLASSIFIED / FOUO UNCLASSIFIED / FOUO National Guard Black Belt Training Module 01 Introduction UNCLASSIFIED / FOUO UNCLASSIFIED / FOUO
  • 2. UNCLASSIFIED / FOUOLearning Objectives  Class introductions  Review training materials and software  Establish code of conduct, expectations, and logistics  Understand the adult learning environment  Review CPI methodology and topics to be covered in class  Use data to establish a Continuous Process Improvement (CPI) baseline for the class  Establish project presentation expectations 2 UNCLASSIFIED / FOUO
  • 3. UNCLASSIFIED / FOUOClass Introductions  Name  Organization/division/unit/location  Years experience  Hobby/interest/fun fact  Project problem statement  Expectations for class 3 UNCLASSIFIED / FOUO
  • 4. UNCLASSIFIED / FOUOGround Rules  Cell phones, blackberries, pagers etc. turned off  One conversation at a time  Treat everyone with respect  Interaction is essential – Ask questions / participate  Share experiences that relate to the topic  Be on time  Take frequent breaks to stay fresh  Have fun!  Others: ____________________________ 4 UNCLASSIFIED / FOUO
  • 5. UNCLASSIFIED / FOUOClassroom Logistics  Class hours  Safety  Fire exits and where to congregate  Trips and other hazards  Restroom facilities  Breaks  Lunch accommodations  Others? 5 UNCLASSIFIED / FOUO
  • 6. UNCLASSIFIED / FOUOModule Format  Learning Objectives / Agenda  Lecture  Exercises  Takeaways  Q&A  Parking lot  Plusses (+) and deltas ( )  Knowledge assessments and course evaluations 6 UNCLASSIFIED / FOUO
  • 7. UNCLASSIFIED / FOUOHow Do We Learn? Teaching Retention Characteristics Techniques Rate Time Pressured Presentation 5% Content Focused Spray and Pray Reading 10% Audio-Visual 20% Demonstration 30% Discussion Group 50% Practice with Feedback 75% Learner Focused Teach Others/Immediate Use 80% Interactive Time-Consuming 7 UNCLASSIFIED / FOUO
  • 8. UNCLASSIFIED / FOUOOur Learning Environment  Pre-work (Project Charter)  Classroom concept lecture/discussion  Classroom application – Instructor-led  Classroom application – Team-led  Classroom team teach back  Homework assignments and debrief  Knowledge assessments – Individual  Application to your project – BB-led 8 UNCLASSIFIED / FOUO
  • 9. UNCLASSIFIED / FOUOOur Learning Focus - CPI Methods and Tools CPI methodologies complement each DMAIC Methods other Product or Service Outputs Six Sigma Tools Increase Effectiveness Lean Tools Increase Efficiency  Reduce Variation  Simplify Work Flows  Eliminate Defects  Focus On High-value Steps  Eliminate Waste The customer is the driving force behind all “As-Is Flow” “To-Be Flow” improvement efforts 9 UNCLASSIFIED / FOUO
  • 10. UNCLASSIFIED / FOUOCPI Methods  DMAIC  One of several Lean Six Sigma methodologies providing a structured approach to problem-solving within the following 5 phases: Define, Measure, Analyze, Improve and Control  8-Step Process  AFSO21 structured approach to Lean problem-solving using an 8-step process 6. See 1.Validate 2. Identify 3. Set 4. Determine 5. Develop 7. Confirm 8. Standardize Counter- the Performance Improvement Root Counter- Results Successful Measures Problem Gaps Targets Cause Measures & Process Processes Through 10 UNCLASSIFIED / FOUO
  • 11. UNCLASSIFIED / FOUOCPI Tools  “Six Sigma”  Term originally comes from statistics  Statistics help us measure and understand both individual data points, averages, and variation in a process or service  Primary focus is achieving improvements in service quality and cost  “Lean”  Focus is eliminating non-customer value added waste in a process or service  Result is reducing service lead times, improving on-time delivery performance, and reducing cost  “Lean Six Sigma”  Combines the speed and power of both Lean and Six Sigma tools  “Only a fast and responsive process is capable of achieving high quality, and only a high quality process can sustain high velocity” 11 UNCLASSIFIED / FOUO
  • 12. UNCLASSIFIED / FOUOCPI Process Road Map - Overview 8-STEP PROCESS 6. See 1.Validate 2. Identify 3. Set 4. Determine 5. Develop 7. Confirm 8. Standardize Counter- the Performance Improvement Root Counter- Results Successful Measures Problem Gaps Targets Cause Measures & Process Processes Through Define Measure Analyze Improve Control • Identify Problem • Map Current Process • Identify Potential Root • Develop Potential Solutions • Implement Mistake Proofing • Validate Problem • Go & See Process Causes (Fishbone, 5 • Develop Evaluation Criteria • Develop SOPs, Training Plan • Establish Strategic • Identify Bottlenecks Whys, etc) • Select Best Solutions and Process Controls Alignment • Create Value Stream Map • Reduce List of Potential • Apply Lean Concepts • Implement Solution • Gather Voice of the • Identify Key Input, Process Root Causes (Affinity, • Develop Future State • Establish Ongoing Process Customer & Business and Output Metrics Pareto, etc) Process Map(s) Measurements • Create Goal Statement • Develop Operational • Confirm Root Cause to • Develop Pilot Plan • Identify Project Replication • Validate Business Case Definitions Output Relationship • Pilot Solution Opportunities • Determine Scope • Develop Data Collection • Estimate Impact of Root • Develop Full Scale Action / • Estimate Final Financial / • Select Team Plan Causes on Key Outputs Implementation Plan Operational Benefits • Develop Timeline • Validate Measurement (Hypothesis Tests, • Complete Improve Gate • Transition Project to Process • Communicate Plan System Regression, etc) Owner • High-Level Process Map • Collect Baseline Data • Prioritize Root Causes • Develop Audit / Response • Complete Define Gate • Identify Performance Gaps (XY Matrix, etc) Plan • Complete SWOT Analysis • Complete Analyze Gate • Create Final Storyboard • Estimate Financial / • Complete Control Gate Operational Benefits • Determine Process Stability • Determine Process Integrated CPI Methods & Tools 12 Capability • Complete Measure Gate UNCLASSIFIED / FOUO
  • 13. UNCLASSIFIED / FOUOSix Sigma Baseline Where are we as a class? Our personal knowledge:  1 – I have never used statistical methods  2 – I use some data occasionally  3 – I use data frequently  4 – I almost always use data and know what to do with it  5 – I should be teaching this stuff 13 UNCLASSIFIED / FOUO
  • 14. UNCLASSIFIED / FOUOLean Baseline  Where are we as a class? Our personal knowledge:  1 – I have never used lean tools/techniques  2 – I use lean tools sometimes  3 – I use lean tools a lot  4 – I always use lean, in any process/environment  5 – I should be teaching this stuff 14 UNCLASSIFIED / FOUO
  • 15. UNCLASSIFIED / FOUO UNCLASSIFIED / FOUO National Guard Black Belt Training Project Presentations UNCLASSIFIED / FOUO UNCLASSIFIED / FOUO
  • 16. UNCLASSIFIED / FOUOProject Presentations – Overview All students - be prepared to give a short visual and oral presentation of your project  At the beginning of the week, post your visual project presentation on a prominent section of the classroom wall  Throughout the week, 10 students will be selected at random to provide an oral presentation of their project to the class  Presentations should be concise and well practiced (< 5 minutes)  Presentations will be followed by a short Q&A (< 3 minutes)  Why?  Receive feedback on use of CPI problem solving methodology/tools  Develop public speaking skills and practice presentation style  Learn about other student projects 16 UNCLASSIFIED / FOUO
  • 17. UNCLASSIFIED / FOUOProject Presentations – Week 2  For Week 2, each student should post their Project Charter presentation on a prominent section of the classroom wall  Each Project Charter presentation should include:  Project name and description  Project goal, scope, objectives  Current and expected impact on customers  Connection to organization / unit strategy  Anticipated budget impact  Sponsoring organization and team members  Timeline for completion 17 UNCLASSIFIED / FOUO
  • 18. UNCLASSIFIED / FOUOProject Presentations – After Week 2  At the beginning of each week, students should post their Project Storyboard presentation on a prominent section of the classroom wall  Each Storyboard presentation should:  Show current project status  Support “tell a story”  Follow the 8-Step/DMAIC process to structure and organize the tools used  Be readable (summarize and condense exhibits, as needed)  Use arrows, call out boxes, and balloons to highlight questions, key leanings, risks & issues, etc.  Display data supporting findings and conclusions 18 UNCLASSIFIED / FOUO
  • 19. UNCLASSIFIED / FOUODMAIC Project “Storyboard” – Example Define 1.2 Day Project Charter CCR Gap Sigma Performanc BUS CASE: Be #2 Fin Service Provider e Level of 1.3 GOAL: Reduce Loan/Lease CT from 9.2 to 8.0 days by July 1 Measure FIN IMPACT: $2.7M per year Analyze Potential Root Causes Control Improve Loan or Pilot Plan Lease Screen “Officer performs Entry both” & “Officers changed”, Color eliminated as Printouts contributors to high Rewards lead time. & RecogOfficer Work & Turnover, Waiting, & Automation 19 Affect CT; Job Aids affect Variation in CT Flex Time UNCLASSIFIED / FOUO
  • 20. UNCLASSIFIED / FOUO8-Step A3 Project Summary Report Company: Department: Date: Prepared by: 1. Define the problem situation 3. Action plans to correct problems 2. Problem Analysis 4. Results of Activity 5. Future Steps Source: Toyota Way Fieldbook by Liker and Meier, McGraw Hill, c 2006 20 UNCLASSIFIED / FOUO
  • 21. UNCLASSIFIED / FOUOTakeaways  Introduction to class instructors and participants  Code of conduct, expectations, and class logistics  An understanding of the learning process, learning environment, and CPI learning focus  Appreciation of our baseline familiarity and comfort level working with Six Sigma and Lean  Project presentation format and expectations 21 UNCLASSIFIED / FOUO
  • 22. UNCLASSIFIED / FOUO What other comments or questions do you have? 22 UNCLASSIFIED / FOUO

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