Gemba                                                                                                                     ...
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Neqc poster

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Neqc poster

  1. 1. Gemba Classroom 6 Sigma Instruction is situated at the nexus between the “Gemba” (place were real work is done) and the classroom Problem Hypothesized Solution Testing the hypothesis •The beauty of the Six Sigma Methodology is that it can be applied• Lean Six Sigma is a commonly adopted busi- •Offered as a Non-Credit extracurricular course at Rutgers University in Piscataway NJ to any process.ness improvement technique which integrates, the scientific meth-od, statistics and defect reduction to obtain tangible results. •The definition of a process is quite broad and can be reduced to •Co-Sponsored by the Rutgers Student Chapter of the Institute for Industrial Engineers•Within 50 miles of Rutgers there are 2,249 active job listings for the any verb- noun combination. (IIE) and the Princeton NJ section of American Society for Quality (ASQ)phrase “six sigma green belt” •Therefore the collective process which the class studied and im-•Non University Affiliated Classes are available however are prohibi- proved was to •Open and advertised to all members of the Rutgers Community (students, staff andtively expensive for most students ~$2,000. faculty) as well as the surrounding public Pass [the]•ASQ de facto industry standard for Greenbelt Certification ASQ Certified Six Sigma Green •Objective of the course was to train students to pass the June 2nd 2012 administration•Current Industrial Engineering Undergraduate and Graduate pro-grams do not prepare students to effectively implement the Six Sig- Belt Exam of the ASQ Certified Six Sigma Green Belt Examma toolkit. •Therefore the foundational Six Sigma Concept of DMAIC (Define Measure Analyze Improve Control) represents both the material covered in the course as well as the pedagogical method used for instructionAbout the Students Summary for Combined Pre-Test Data Mapping the Process A nderson-Darling N ormality Test A -S quared 0.79 P -V alue 0.039 M ean 0.55906 S tDev 0.10992 V ariance 0.01208 S kew ness 0.75754 Kurtosis 1.16036 N 64 M inimum 0.32000 1st Q uartile 0.48000 M edian 0.54000 3rd Q uartile 0.64000 0.36 0.48 0.60 0.72 0.84 M aximum 0.90000 95% C onfidence Interv al for M ean 0.53161 0.58652 95% C onfidence Interv al for M edian 0.50000 0.58000 95% C onfidence Interv al for S tDev 9 5 % C onfidence Inter vals 0.09363 0.13312 Mean Median 0.50 0.52 0.54 0.56 0.58 All data was collected in effectively real time using a portable Scantron machine Hypothesis Testing Other Charts Shewhart Control Charts (Pre-Test to Midterm) Comparing the 3 Tests Was the Improvement Significant? Is the Post Class Process Capable? Anova: Single Factor SUMMARY Groups Count Sum Average Variance Pre 64 35.78 0.559063 0.012082 Mid 47 28.54 0.607234 0.014373 Final 40 30.43 0.76075 0.020084 ANOVA Source of Variation SS df MS F P-value F crit Between Groups 1.029282 2 0.514641 34.534 4.91E-13 3.057197 Within Groups 2.205562 148 0.014902 Total 3.234844 150 Congratulations to Was the passing Rate Higher? Results •Students test scores improved on average 19.4% •76% of Students Passed the exam compared to 68% Global Average •Largest ever fundraiser for Rutgers IIE -Resulted in sending >20 Students to National Conference in Orlando •Invited to present Results at Brandon R. Theiss Contact Information: btheiss@Rutgers.edu

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