Describe how you would identify bottlenecks in your value stream?  How would you ensure sustained flow through those bottlenecks? Answer: The term ‘bottleneck’ (capacity constraint) comes from the area at the top of the bottle that limits the flow coming out. It doesn’t matter how big the rest of the bottle is—liquid will only flow out as fast as the size of the neck will allow. There are two main types of bottlenecks: · Short-term bottlenecks – These are caused by temporary problems. · Long-term bottlenecks – These occur all the time.  Bottleneck identification in value stream: The simplest and most logical way to identify process bottlenecks is to look for the biggest causes of stress.  Consider these questions: · Is there a routine or system that has a high level of employee stress involved in it?  If there is, then it is not a well-laid out system. · Is work continually delayed because employees are waiting for reports, products, more information or other resources? · Is there too much work piled up at one end of the production (or service) cycle and not enough at the other end? · Are certain departments always late in delivering needed items to both internal and external customers? · Perform simulation of system according to flow chart of value chain Way to eliminate bottleneck for sustained flow: Once you identify the root cause of your bottleneck, try one or more of these ideas to improve workflow: · Increase quality of input.-zero defect feed at bottlenecks · Reorganize workflow · Assign your best teams & technology at bottlenecks · Add capacity.  · Accept partial delivery References http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssue/tabid/88/entryid/153/Default.aspx http://www.slideshare.net/dutconsult/eliminating-the-production-bottlenecks Describe the importance of process mapping in a supply chain flow?  How would you use process maps?  How do you know what to focus on when creating a process map? Answer Supply chain mapping allows a company to identify bottlenecks by: · providing visibility into how processes are carried out; · identifying where the processes are executed; · identifying who is doing what within the processes; · revealing how processes affect other processes; · determining why a process is being executed · identify activities within a process that are not adding value;  Process maps are also known as flowcharts, flow diagrams, relationship maps or blueprints. Process maps can be used to create virtual model of system and performing simulations. Which will be used for analyzing bottlenecks in system , Rework pattern, Time consumption for at rework, cycle time, Inventory at various stages of system. They Can also be used to train new employees or to brief consultant about business process. Process maps can be created by Microsoft visio and eVSM add in for manufacturing unit. When creating process maps: · Identify All Value adding process/ activities · Identifies value add points · Identifies value.

1. Describe how you would identify bottlenecks in your value
stream? How would you ensure sustained flow through those
bottlenecks?
Answer:
The term ‘bottleneck’ (capacity constraint) comes from the area
at the top of the bottle that limits the flow coming out. It
doesn’t matter how big the rest of the bottle is—liquid will only
flow out as fast as the size of the neck will allow.
There are two main types of bottlenecks:
· Short-term bottlenecks – These are caused by temporary
problems.
· Long-term bottlenecks – These occur all the time.
Bottleneck identification in value stream:
The simplest and most logical way to identify process
bottlenecks is to look for the biggest causes of stress. Consider
these questions:
· Is there a routine or system that has a high level of employee
stress involved in it? If there is, then it is not a well-laid out
system.
· Is work continually delayed because employees are waiting for
reports, products, more information or other resources?
· Is there too much work piled up at one end of the production
(or service) cycle and not enough at the other end?
· Are certain departments always late in delivering needed items
to both internal and external customers?
· Perform simulation of system according to flow chart of value
chain
Way to eliminate bottleneck for sustained flow:
Once you identify the root cause of your bottleneck, try one or
more of these ideas to improve workflow:
· Increase quality of input.-zero defect feed at bottlenecks
· Reorganize workflow
· Assign your best teams & technology at bottlenecks

2. · Add capacity.
· Accept partial delivery
References
http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssu
e/tabid/88/entryid/153/Default.aspx
http://www.slideshare.net/dutconsult/eliminating-the-
production-bottlenecks
Describe the importance of process mapping in a supply chain
flow? How would you use process maps? How do you know
what to focus on when creating a process map?
Answer
Supply chain mapping allows a company to identify bottlenecks
by:
· providing visibility into how processes are carried out;
· identifying where the processes are executed;
· identifying who is doing what within the processes;
· revealing how processes affect other processes;
· determining why a process is being executed
· identify activities within a process that are not adding value;
Process maps are also known as flowcharts, flow diagrams,
relationship maps or blueprints. Process maps can be used to
create virtual model of system and performing simulations.
Which will be used for analyzing bottlenecks in system ,
Rework pattern, Time consumption for at rework, cycle time,
Inventory at various stages of system. They Can also be used to
train new employees or to brief consultant about business
process. Process maps can be created by Microsoft visio and
eVSM add in for manufacturing unit.
When creating process maps:
· Identify All Value adding process/ activities
· Identifies value add points
· Identifies value add points

3. · Identifies value add points that are still necessary
· Timings at all process
· Use specific process mapping tools and standards
References:
http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssu
e/tabid/88/entryid/153/Default.aspx
http://www.slideshare.net/dutconsult/eliminating-the-
production-bottlenecks
http://www.netmba.com/operations/process/analysis/
Reflection (1)
This chapter explains learning and memories based on the
biology. Driscoll shows some theories that human’s learning is
related to the genetic inheritance and brain physiology in
Biology. There are two kinds of causes to explain human’s
behavior: proximate cause and ultimate cause. Ultimate cause is
kind of instinctive desires our ancestors have had been formed
to survive for a long time and inherited, the other one,
proximate desire is related to the expression of genes or
presence of certain behaviors. Ultimate cause interacted with
environment leads evolution effects on conditions and
cognition. Proximate cause drags on the interest of
neurophysiologists, which is studied in the area of the brain
with attention, learning and memory, and cognitive
development.
This chapter shows that implication of evolution psychology for
learning and instruction. First, human may be predisposed to
certain fear but it is possible to overcome it with appropriate

4. instructions. Second, it is very difficult to establish if behaviors
are not predisposed to learn, but it also can be established using
certain instructions. Third, previously adapted behaviors and
“actions associated with decreased fitness in ancestral
population may be difficult to overcome and establish,
respectively, but if we give proper instructions to overcome and
establish, it is possible.
In addition, Driscoll shows implication of neurophysiology for
learning and instruction. Cognitive functions play different
roles in learning and human development, the brain has
plasticity naturally, the learning of language may be
biologically pre-programmed and disabilities with learning may
be related to neurological basis. Yet we don’t know still how
the brain works to store memory and information, and what
roles the brain play in learning. Many researches are ongoing to
find out how we improve our faculties in learning and
developing.
Reflection (2)
This chapter of Driscoll’s Psychology of Learning for
Instruction evaluates the effects of biology in memory and
learning. This affects are divided into two parts: evolution and
neurophysiology. Evolution has an effect on cognition and
conditioning. It is considered the main cause or ultimate of
learning and memory. Neurophysiology is the direct cause of
learning and memory. The indirect causes of neurophysiology’s
effect on learning and memory are the brain and attention.
Evolution and conditioning refer to the age old psychology
argument nature vs. nurture. It is between what we are born
knowing and what the environment gives (teaches ) us.
According to Driscoll (2005), there is evidence to recommend
that operant and classical conditions are subject to biological
influences. The reason for that is based on the study pointed by
Garcia and Koelling. They made a research on taste aversion

5. focus on how rats regarded illness and pain.
The chapter also claims that our evolutionary heritage and
genetic require specific constraints on learning, or determines
readiness to learn particular things in a specific way.
Overall, what is learned based on particular environmental
stimuli as it does on genetic history. Therefore, there is no clear
decision on the nature vs. nurture argument can be provided.
Regarding to the neurophysiology, the researches on the brain
and its functions have grown by leaps and bounds. Researchers
have studied a lot to understand the brain’s structures and
functions. It still there is much to study about the way that we
learn.
Scientists, in the beginning, focused on information storage as
the only form of learning and memory. Recently, they have
started to discourse on how the brain works popularized. The
next significant topic of research is damaged and normal brain.
There are five systems of memory: procedural, perceptual
representation, semantic, primary, and episodic. The
recuperation of two systems of memory, episodic and primary
is clear, while the others are underlying. The only form that
does not have a subsystem is episodic memory. The question is,
what is the extension of cognitive development
environmentally biologically determined? Critical periods,
Fixed circuitry, modularity, and plasticity are helping us
understand the effect of cognitive development has on the our
brain.
As an instructional designer, to apply that in the practice,
following Gagne’s nine events of instruction is the first step
should be taken. Utilizing the first step, gaining attention, will
be beneficial when given instruction. Making sure that the
information is provided in chunks that can be connected to
exciting knowledge. Then, using the ARCS motivational design.
After that, the design should include activities that students
cannot do it on their own to increase their cognitive
development.

6. Educators should focus on students as they reach different
levels of learning. After the information is well learned,
learners should be engaged in high-level tasks that help them to
develop their cognitive development instead of a rehearsal the
same thing repeatedly.
Reflection (3)
Every teacher would like to see her/his students able to solve
problems themselves. This chapter discusses teaching problem
solving strategies. Therefore, teaching them how to think is a
priority. Mayer pointed out the four major components that
should be in any program that is designed to teach problem
solving (2008). Interestingly, intelligence was found to be the
result of more than one skill (Mayer, 2008). The steps Polya
suggested are very logically organized (1945, cited in Mayer,
2008). I think that teaching these steps are very effective in
many kinds of problem even those outside the educational
situation. As Mayer (2008) did not see the importance of
teaching the problem solving as a separate course since the
strength of a problem-solving skill differs according to the
domain area, I think that teaching the skill in the subject itself
helps the student relates the skill’s function and works as a
training. In addition, teaching the problem- solving strategy in
the related lesson will help students concentrate on a specific
skill and hopefully become experts in the field since experts
usually tend to do well in the strategies that are related to their
field (Mayer, 2008). Also, this will assist teachers in teaching
the skill that is expected to be required in the future (Mayer,
2008). Mayer emphasized the importance of teaching the
students the process of solving problem, and not being limited
to the problem contexts in the giving lessons (2008). As many
other skills, teaching problem solving will be more effective
when students receive support in the parts they have not yet
mastered (Mayer, 2008).
The effect of the environment in which the child lives is very
obvious (Mayer, 2008). This is emphasizing the critical role and

7. big responsibility the parents have in raising their children. I
was surprised to know that the daily activities at home like
talking about what happened that day or what they plan in the
future and providing good answers to the children’s questions
are important factors in making the children able to analyze and
understand problems. From this point, IE program seems to be
necessary to assist such mentally poor students (Mayer, 2008).
Due to the fact that intelligence rate is higher in many countries
than before; advance skills in solving problems should be
adopted (Mayer, 2008). These skills involve beginning with
common important skills, applying them into a task, making
them contextually suitable, and continuing in gradual higher
levels of skills (Mayer, 2008).
This chapter covers significant approaches by which students
can be taught how to solve problems. Schools need to take such
approaches into account due to their proved effectiveness, as
well as the need for them.