SUCCESS STORY: Reducing Training Preparation Time by 72%
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University of California San Diego is implementing Lean Six Sigma. Find out how this project team reduced waste on training preparation time for their internally delivered Yellow Belt training course. UCSD is implementing Lean Six Sigma on Lean Six Sigma!
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SUCCESS STORY: Reducing Training Preparation Time by 72%
- 1. Reducing Training Preparation Time by 72% A Lean Six Sigma Success Story Presented by Lynn Underwood & Matthew Helton Office of Operational Strategic Initiatives (OSI), UC San Diego
- 2. About Our Presenters 2 Lynn Underwood Manager, Project Management Office Matthew Helton Strategic Initiatives Analyst
- 4. Preface: LSS Yellow Belt Class Format Each Yellow Belt class consists of the following format: • Lecture: Granular examination of the LSS principles & the DMAIC model • Courier Simulation: Trainees become employees of Move-It Courier Company or Serendipity, Inc., the company that has hired Move-It to deliver “packages.” There are 3 simulation rounds per training event. The objective of the simulation is to demonstrate how LSS methodologies can improve a bad process by streamlining operations. • Breakout Activities: Group exercises centered around the Courier simulation which demonstrate how LSS data tools are helpful in analyzing processes, identifying waste & value-add, and addressing possible root causes. Courier Simulation Process illustrating Move-It job roles and the baseline work flow: Sample “package”:
- 5. DEFINE.
- 6. Problem Statement The current cycle time to conduct a Lean Six Sigma Yellow Belt training event is too long. Preparation for each 8-hour training event requires at least 8 hours of staff time. The design of the Courier simulation materials is confusing for trainees and often results in delays during event facilitation. Differences in training facilitator experience and presentation style account for time variance during breakout activities. Goal Statement Project goals are focused on: • Reduce prep cycle time for each event by 50% by Fall 2017 • Reduce variation in breakout activity cycle time during training facilitation • Reduce the cycle time required to onboard trainees for the Courier simulation to 15 minutes • Reduce direct and indirect costs associated with staffing resources and material assets Timeline Business Case & Benefits Lean Six Sigma is a practical methodology that gives UC San Diego staff a shared language and toolkit to promote collaboration, analyze business processes and implement process improvements. Currently, the length of cycle time for each Yellow Belt training event comes at the opportunity cost of lost productivity time for OSI staff. By reducing the cycle time, OSI will be able to conduct cost-effective, impactful training events more frequently. OSI Background Information In 2012, Chancellor Khosla created The Office of Operational Strategic Initiatives to support Goal 5 of the UC San Diego Strategic Plan. Our mission is to continuously advance the framework for UC San Diego’s sustainable excellence by identifying opportunities and providing solutions that improve overall service, dedication to people, and financial stewardship. OSI began to ramp up it’s Lean Six Sigma Yellow Belt training program in 2016 with the objective of creating shared approaches to process improvement and promoting a culture of continuous improvement across campus.
- 7. Customer Critical-to-Quality (CTQ’s) Customer Comment (What Are They Saying?) Gathering More Understanding (Why Are They Saying it?) Customer Requirement (What Do They Want?) Event prep time takes too long Event prep time requires 8 hours of work for less than 8 hours of instruction, which is not cost-effective or time efficient Reduce event prep time by 50% or more Courier simulation job descriptions are confusing The design of the Courier simulation job descriptions lacks organization and is unnecessarily wordy, which results in confusion, delays amongst trainees and detracts from the learning experience. On average, in takes ~ 26 mins to 'onboard' trainees Redesign the job simulation materials so that 'onboarding' trainees requires 15 minutes or less. The breakout sessions frequently take too long Depending on the experience and presentation style of the facilitator, there is too much time variation when conducting the breakout activities, which results in waiting and delays. It makes for an uneven experience for trainees and results in disruption and lack of participant cohesion. Standardize breakout activity facilitation to reduce variation Trainees frequently ask about topics that are not currently part of the Yellow Belt training curriculum. Trainees want to know more about process walks, A3s and elaboration regarding the 8 wastes. These topics are not current part of the training curriculum and they should be. If appropriate to Yellow Belt level, add frequently-requested topics to the training curriculum. Take Away: Customers think cycle time is too long and compromises the quality of training
- 8. Scope IN • LSS Yellow Belt training events from Fall 2016 to Summer 2017 • A LSS Yellow Belt training event is defined as: o Event prep o Event facilitation o Post-training survey • Material assets and equipment purchased specifically to support Yellow Belt training events (i.e. print materials, customer buzzers, etc.) OUT • Enrollment management processes: Learning Management System (LMS) Operations, attendee sign-up procedures, etc. • Training event scheduling, setup and breakdown • Client practices, processes, and other nuances that potentially affect the flow and cycle time of the training. • Material assets and equipment purchase to support general OSI operations (i.e. laminators, sound system, dry-erase markers, etc.) Project Team Project Sponsors: • Pierre Ouillet, VC/CFO • Senior Director, Office of Operational Strategic Initiatives, Ashley Gambhir Core Project Team: • SI Analyst, Training Event Process Owner, Matt Helton, 100% • Project Management Officer, Lynn Underwood, 100% Resource Project Team & Training Facilitators • Senior Director of Strategic Initiatives, Ashley Gambhir, 10% • Director of Organizational Performance Assessments, Angela Song, 10% • Director of Strategic Projects, Sukanya Hegde, 10% • Senior Analyst of Strategy and Innovation, Bradly Sollenberger, 10% • Senior Business Analyst, Original Training Event Process Owner, Kelly Tucker, 10% Customers • UC San Diego staff community • Senior Director of Strategic Initiatives, Ashley Gambhir
- 9. Stakeholder/Stakeholder Group Influence Interest Expectations VC/CFO Project Sponsor (Pierre Ouillet) High: Subsidizes OSI to make training possible Overall impact of training Promote a Lean culture on campus through the implementation of LSS methodologies OSI Project Sponsor (Ashley Gambhir) High: Can easily influence project Overall project objective and savings Reduce overall cycle time and cost of training events OSI Process Owner (Matthew Helton) High: Can easily influence project Overall project objective and savings Streamline the overall process and reduce costs Training Facilitators Medium: Can influence facilitation Facilitation Reduce variation of breakout activities and reduce cycle time of Courier simulation onboarding Trainees (UC San Diego Staff) Medium: Can influence event facilitation via surveys & verbatim feedback Facilitation To be trained in LSS methodology Department Sponsoring Training Low: Can influence event facilitation via verbatim feedback Facilitation To train staff in LSS methodology Stakeholder Analysis
- 10. Communication Plan Communication Description Audience Frequency Method/s Project task coordination Who’s working on what & progress updates Project managers As needed Email, phone calls & 1:1 Project status update Ongoing check-in to confirm direction & scope of the project Project Sponsors Weekly Email, phone calls & 1:1 meeting Post-training surveys Review trainee feedback and verbatim feedback Project managers, project sponsors & event facilitators After each training event LMS survey Training curriculum updates Review content added to training curriculum Training facilitators & StaffEd Upon implementation In-person group meeting (facilitators); email (StaffEd) Review of baseline event prep process Gather information about baseline event prep process Original process owner 1x (April 26th) In-person interview with Kelly Tucker Virtual Root Cause Brainstorm Identify possible root causes that affect training event cycle time Project managers & training facilitators 1x (May 2nd) Google spreadsheet Printing cost-analysis Review options for reducing printing costs of package cards & posters Printing Vendor (FedEx) 1x (May 13th) Email Train the Trainer Event Set expectations and establish best practices for event facilitation Event facilitators & project sponsors 1x (May 18th) Instructor-led, hands-on group training
- 11. MEASURE.
- 12. Data Collection Plan Measure Data Type Operational Definition Stratification Factors Sampling Notes Who and How Training event Continuous The training event is a collection of processes which begins with event scheduling and ends with the submission of the post-training survey. • Scheduling • Prep • Setup • Facilitation • Breakdown • Post-training survey Per the project scope, sampling includes data collected from event prep, facilitation and the post- training surveys. Process owner (see notes below) Event Prep Continuous Process of preparing for each training event, starting from unloading cart after previous event to transporting training materials to the next event. • Unloading materials • Clean materials • Replace materials • Sort/organize materials • Ordering/inventory • Load cart • Transport materials Sample excludes wait time for order fulfillments. Baseline data will be collected in an interview with original process owner. The current process owner will record cycle time data for the improved process. Courier Simulation Onboarding Continuous Process of assigning job roles to trainees for the Courier simulation before the first simulation round. • Facilitators assign jobs to trainees for the Courier simulation • Trainees review job descriptions & ask questions • Facilitators stage room for simulation None Baseline and improved process cycle time data will be collected by the current process owner. Breakout Activities Continuous Variations in cycle time associated with VSM and Ishikawa breakout activities during facilitation. None None Baseline and improved process cycle time data will be collected by the current process owner. Post-training Surveys Discreet Feedback and verbatim commentary from trainees pertaining to the overall quality of the training event, including training content and facilitator assessment. None Sample includes survey results in April, May & June 2017 Process owner and training facilitators are emailed survey results after each training event. Take Away: Cycle time is the most useful measure for addressing the goals of this project
- 16. ANALYZE.
- 17. Current State Breakout Activity Variance (based on data collected from 7 training events) Minutes Minutes Take Away: Variance for VSM is ~11 minutes; Variance for Ishikawa is ~15 minutes 2/15 3/15 4/3 4/6 4/12 4/17 4/24 2/15 3/15 4/3 4/6 4/12 4/17 4/24 Cycle Time (Minutes) Event Date Event Date Cycle Time (Minutes)
- 18. Ishikawa Diagram (based on virtual brainstorm event on 5/2/2017) Take Away: Identifying actionable items enabled us to develop hypotheses and hone in on potential improvements. Organizing materials after each training People Facilitation Event Breakdown Procedure Event Prep Event Setup Cycle Time Trainer experience Trainee resistance Partner Expectations Simulation materialsFacilitator style Loading/Transporting materials Levels of Engagement Certificate Delivery MOUs Room Reservations Equipment Rentals Parking availability Sign-in process Room not configured Dirty furniture Catering shortages Excessive materials Confusing job descriptions Defective tape & Post-its Technical equip problems Lunchbreak too long Catering breakdown Collecting materials Room reconfiguration Loading materials Enrollment Procedure Catering Updating Slide Deck Class Advertisement Room locked on arrival Late facilitator arrival Simulation problems Breakout time variance between groups Too many 5S example slides Trainees ask for content not in presentation Trouble erasing white boards Trainees don’t keep materials together Trainees stay after to chat/Q&A
- 19. Root Cause Hypotheses # Category Possible Root Cause (x) Root Cause Hypothesis Result 1 People Facilitation style / Training experience The training facilitator’s experience with breakout activity topics/data displays and their facilitation style causes variation in cycle time Partly confirmed as indicated by reduced variation following the Train the Trainer event; variation is also partly affected by trainee interaction and resistance (questions, comments, comprehension levels, etc) which is beyond the facilitators’ control 2 Event Prep No organizational system The lack of an established system of organization for the Courier simulation materials creates delays in prep event cycle time True; by implementing organizational procedures (binder rings, checklists, accordion files, asking trainees to re-clip materials at end of class), we were able to drastically reduce prep event cycle time 4 Event Prep Trainees don’t keep materials together / Collecting materials Without a system of organization, the Courier simulation materials are scattered around the room after the event which negatively affect both event breakdown and event prep for the next training True; by implementing binder clips and asking trainees to reclip their simulation job materials after each training, we reduced both event breakdown and event prep cycle times. 5 Event Prep Cleaning / Replacing laminated materials Cleaning the laminate materials is often problematic as the marker ink doesn’t always lift easily. This results in longer event prep cycle times. True; by printing paper logs and asking trainees to refrain from needlessly markup the laminate materials, we were able significantly reduce event prep cycle time 6 Event Prep Non-value add materials The inclusion of materials that do not add value to the simulation increases inventory, hence increasing event prep and onboarding cycle time True; eliminating non-value add items resulted in reduced inventory and cycle times 7 Facilitation Excessive simulation materials The over-abundance of job simulation materials negatively affects onboarding cycle time False; consolidating some of the job materials (e.g. putting the sample card on the job description, combining inboxes/outboxes) didn’t necessarily prevent materials from falling off desks, getting lost (etc) when bound 8 Facilitation Confusing job descriptions The lack of content organization and visual management on the simulation job descriptions impedes the simulation participants’ ability to be onboarded in their role in a timely fashion True; redesigning the simulation job materials & employing visual management techniques reduced the time required to onboard simulation participants. 9 Facilitation Breakout activity time variance between groups When the simulation runs with two competing groups, variance in the time for each group to conduct the breakout activities creates delays in training event cycle time Partly confirmed; by establishing best practices and expectations re: breakout activity facilitation, the facilitators were more synced up (less variation), however trainee engagement levels also play a role in the time required for breakout facilitation. 10 Facilitation Defective tape & post-it notes The general use tape used to attached posters to the wall and the post-it notes that trainees used during the VSM exercises are not effective and can negatively affect cycle time Confirmed; we were able to prevent posters & post-it notes from falling off the walls by switching to bonding tape and extra sticky post-its. 11 Facilitation Trainees ask from content not in presentation When trainees ask questions about topics that are not part of the training curriculum, it delays cycle time and interrupts the flow of the lecture Confirmed, however this is a VOC issue which is secondary to cycle time concerns. Take Away: Testing hypotheses confirmed improvement opportunities and established priorities
- 20. IMPROVE.
- 22. Take Away: FMEA assesses the risks associated the design of our improved process FMEA Process Step/Input Potential Failure Mode Potential Failure Effects SEVERITY (1 -10) Potential Causes OCCURRENCE (1 -10) Current "As Is" Controls DETECTION (1 -10) RPN Action Recommended Resp. Actions Taken SEVERITY (1 -10) OCCURRENCE (1 -10) DETECTION (1 -10) RPN What is the process step or feature under investigation? In what ways could the step or feature go wrong? What is the impact on the customer if this failure is not prevented or corrected? What causes the step or feature to go wrong? (how could it occur?) What controls exist that either prevent or detect the failure? What are the recommended actions for reducing the occurrence of the cause or improving detection? Who is responsible for making sure the actions are completed? What actions were completed (and when) with respect to the RPN? Place job materials into accordion files Materials filed incorrectly Impacts Courier simulation onboarding time 6 No organizational system 3 None 10 180 Implement organizational system Process Owner Implemented organizational system using accordion files. 6 1 1 6 Complete packing list and load cart Materials not included in cart Missing materials hamper or inhibit Courier simulation 8 Materials are not accounted for or loaded into the cart for transport 4 None 10 320 Design a packing checklist Process Owner Implemented packing checklist. 8 2 2 32 New content in training deck Complaints or disinterest Dissatisfaction amongst trainees, dissenting word of mouth, fewer registrations 5 New content not perceived as valuable by trainees 2 Post-training survey feedback 2 20 Modify existing post- training survey to include focused questions about new content Process Owner, StaffEd Test out new content in pilot event and modify post-training survey to include questions focused on new content 5 2 2 20 Breakout Activity: VSM & Ishikawa Breakout activity cycle time continues to vary between groups Longer breakout activity cycle times, one group waits around while the other group finishes 6 Facilitator’s experience with breakout activity topics/data displays and their facilitation style 8 None 10 480 Conduct Train the Trainer sessions to establish best practices Process Owner Established best practices and expectations re: breakout activity facilitation 6 3 3 54 Breakout Activity: VSM Defective Tape & Post-its fail to adhere to VSM diagram Data loss and confusion 6 Inadequate adhesive, problematic surfaces (i.e. oily white boards) 9 None 10 540 Research tape and post-it options Process Owner Switched to bonding tape and extra sticky post-its 6 3 2 36 Facilitators ask trainees to re-clip Courier simulation materials after training Courier simulation materials are not re-clipped Longer event prep and breakdown cycle time 8 Facilitators forget to ask 9 None 10 730 Remind facilitators to ask trainees to reclip Courier simulation materials Process Owner Include a visual cue in training deck to remind facilitators and/or process owner reminds facilitators 8 1 1 8
- 26. CONTROL.
- 27. Control: Monitor & Response Plan Monitoring Plan Response Plan Name of the Measure Input, Process or Output? What is the Target? Method of Data Capture Checking Frequency Person(s) Responsible Upper/Lower Trigger Measure Who Will Respond? Reaction Plan Event Prep Cycle Time Process 117.5 minutes Record cycle time Every 3rd class Process owner Upper Trigger 125 minutes; Lower Trigger Measure 110 minutes Process Owner Note any unusual outliers that may be affecting process. Assess the need for change and its potential impact. If changes are necessary, adjust process and/or expectations accordingly. Breakout Activity VSM Variation Process 24 minutes Observe & record cycle time Every class Process owner Upper Trigger 28 minutes; Lower Trigger Measure 22 minutes Facilitator Monitor facilitator approach, examples, levels of engagement, and any other factor that may cause variance. Touch base with facilitators after class to gather their feedback. Implement best practices guide to reset expectations. Breakout Activity Ishikawa Variation Process 22 minutes Observe & record cycle time Every class Process owner Upper Trigger 26 minutes; Lower Trigger Measure 20 minutes Facilitator Monitor facilitator approach, examples, levels of engagement, and any other factor that may cause variance. Touch base with facilitators after class to gather their feedback. Implement best practices guide to reset expectations. Courier simulation Onboarding Cycle Time Process 15 minutes or less Manually record cycle time Every 3rd class Facilitators & process owner If onboarding exceeds 20 minutes Facilitator Note any unusual circumstances that may be affecting cycle time (e.g. group behavior). Identify opportunities for additional improvements to the Courier simulation job descriptions by observing comprehension levels and asking questions
- 28. Executive Summary Summary of improvements affecting event prep cycle time: • Print log sheets instead of using laminated log sheets, reducing the quantity of laminated materials that require cleaning after each simulation • Created inventory checklist for simulation materials • Implemented accordion files for organizing Courier simulation materials • Implemented binder rings to keep Courier simulation materials together • Added image of sample cards to job description • Ask trainees to put Courier simulation materials back on rings at end of class • Created supplies inventory checklist & replenished par ahead of time (no last minute needs) Summary of improvements affecting Courier simulation onboarding cycle time: • Redesigned job descriptions using visual management techniques to make roles and responsibilities easier for participants to digest under time constraints • Fewer loose materials = less confusion, faster setup. Added image of sample package cards to job descriptions and combined inboxes, out boxes and title tents. Summary of improvements affecting breakout activity variance: • Conducted Train the Trainer session to standardize breakout activity facilitation, set expectations, establish best practices, and increase awareness amongst facilitators. Summary of improvements affecting training event cost: • Reduced cycle time • Reduced paper weight of print materials (posters & packages) • Hired work study student to prep (instead of career employee) • Eliminated need for sample cards, saving money on print order • Modified package cards to indicate cust location (less waste after class) • Anticipate ordering needs ahead of time: no more “rush order” or expedited shipping costs OVERALL RESULTS & SAVINGS: üReduced event prep cycle time by ~5 hours (72%) üReduced cost associated with each event prep (including cycle time, staffing resources & material costs) from $1,085 to $142 (87%) üReduced the onboarding time for Courier simulation from >26 minutes to <15 minutes üReduced variation of breakout activities so that cycle time falls within customer specification limits üCycle time saved by reducing Courier simulation onboarding time and breakout activity variation allowed us to add frequently- requested content to the training curriculum (8 Wastes, A3, Gemba Walks) without affecting class time constraints üAnnualized event prep savings of $49,036 (based on one iteration/week) üAnnualized training event savings of $83,252 (based on one iteration/week)
- 29. Q & A 35
- 30. Getting Started Check out more success stories from Go-Getters just like you at GoLeanSixSigma.com/success 36
- 31. Thank You for Joining Us! More Questions? Ask us at contact@goleansixsigma.com! Click here to download free tools, templates, infographics and more! 37
- 32. APPENDIX.
- 33. Appendix: 5 Whys Take Away: Helped us investigate customer requirements without hard data analysis
- 34. Index Phase Deliverable Assigned Due Date Dependency Status 1 Define VOC & problem statement Matt, Lynn & Ashley 4/28 Completed 2 Define Stakeholder analysis Matt & Lynn 4/28 Completed 3 Define Project charter Matt & Lynn 4/28 1 Completed 4 Define Communication plan Matt 4/28 2 Completed 5 Measure Operational definitions Matt, Lynn & Kelly 5/5 3 Completed 6 Measure Data collection plan Matt 5/5 5 Completed 7 Measure Current state process mapping & baseline data collection Matt & Lynn 5/5 6 Completed 8 Analyze Root cause brainstorm & Ishikawa Core & resource project teams 5/10 Completed 9 Analyze Root cause hypotheses Matt 5/10 8 Completed 10 Analyze Baseline diagrams & data displays Matt & Lynn 5/10 7 Completed 11 Improve Kaizen Event Core & resource project teams 5/24 9, 10 Completes 12 Improve Impact & effort matrix Lynn 5/24 Completed 13 Improve FMEA Lynn 5/24 Completed 14 Improve Future state process map Matt 5/24 11 Completed 15 Improve Courier simulation materials redesign Matt, Lynn & student worker 5/24 11 Completed 16 Improve Train the Trainer event Core & resource project teams 5/24 1, 11 Completed 17 Improve Pilot class Core & resource project teams 5/25 15, 16 Completed 18 Improve Improved process data collection Matt & Lynn 6/21 Completed 19 Improve Improved process diagrams & data displays Matt & Lynn 6/23 18 Completed 21 Control Monitoring & response plan Lynn 6/23 20 Completed 22 Control Executive summary Matt & Lynn 6/23 Completed 23 Final Final presentation deck Matt & Lynn 6/23 All of the above Completed 24 Final Project presentation Matt & Lynn 6/30 23 Pending Appendix: Implementation Plan
- 35. Objective: Reduce event prep cycle time Difficult Easy High • Reduce the amount of Courier simulation materials • Use visual management techniques to redesign Courier simulation material (color coding laminate materials) • Implement system to organize materials (accordion files & binder clips) • Implement Courier simulation materials checklist • Print log sheets for each event (instead of using laminate materials) • Take supplies inventory ahead of time • 5S transportation cart Low • Eliminate paper posters & use an electronic format instead (projecting data displays) Take Away: Most of the improvement opportunities identified are easy to implement and have high impact Appendix: Effort & Impact Matrix