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Lean Thinking Workshop
Facilitator Guide
Lean Thinking
Workshop
Lean Thinking Workshop
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TABLE OF CONTENTS
FACILITATOR GUIDE ............................................................. 1
INSTRUCTOR OVERVIEW..................................................... 2
INTRODUCTION ...................................................................... 7
MODULE 1: DMAIC ................................................................. 9
MODULE 2: DMAIC GOALS & ACTIVITIES ..................... 10
MODULE 3: THE TEMPLATE ............................................. 22
TEMPLATE .............................................................................. 24
CONCLUSION .......................................................................... 30
ADDITIONAL RESOURCES ................................................. 32
WRAP UP QUIZ ...................................................................... 34
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Instructor Overview
Rationale & General Content
Many college students enter into organizations of all sizes and
experience wasteful processes and activities every day, such as
incongruent job duties, poor resource allocation, disorganization,
lack of procedures and inefficient training. Entry-level
employees are frequently immune to see the inefficiencies within
the organization or if they can see them, they rarely know how to
initiate a problem-solving process to make a difference. The
concept of lean is often attached to the manufacturing industry
because of its frequent connection to Six Sigma methodologies.
Many service organizations and business cultures simply do not
feel it is applicable to them. However, it has proven that lean can
also be implemented in service industries like local governments,
hospitals, and customer service call centers. In presenting this
one-hour workshop, we open the door for students to see the
non-value added activities and give them tools to make a
difference in the real world.
This in-person workshop covers lean thinking in conjunction
with Six Sigma methodologies, designed for college
undergraduates seeking innovation, technology or business
degrees. The workshop is included as an informative
introductory course in various special topic courses ongoing at
Arizona State University. The course would not be optional and
is given to students during courses that have a direct or indirect
connection to lean thinking.
This workshop will cover an intensive review of the problem-
solving methodology DMAIC (Define, Measure, Analyze,
Improve, Control), and Six Sigma statistical analysis tools. We
will cover frequently used “tools” to help solve problems and
uncover the different questions you can ask to solve problems.
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Sources will include:
George, M. L. (2003). Lean Six Sigma for Service. The McGraw
Hill Companies.
Polesky Ph.D., D. G. (2012). Lean Six Sigma Process
Improvement Certification. Phoenix, AZ.
Strickland, D. J. (n.d.). LGB Project Template. Phoenix, AZ.
Retrieved 2013
Intended Users
This workshop is for undergraduate college students in business,
innovation, and/or technology degree programs whose future
career paths would benefit from understanding lean concepts as
they prepare to enter the workforce. This course would be
included in several special topic (credit) courses at Arizona State
University. Learners may have some general or specific interest
in the material but will likely have little to no exposure in lean
thinking.
A secondary audience can be corporate employees of any job
classification with an interest in learning more about lean
thinking in all size of companies.
Initial tryout learners will be college students at the polytechnic
campus and/or corporate employees at Western Refining. The
tryout population will not have access to assist in the creation of
the course workshop; the tryout will be their first exposure to this
material.
Length
One hour, timing of this workshop is critical; timing is located
throughout the guide. Be sure to check your time where you see
the symbol.
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Instructional Objectives
Objective 1: Student will be able to identify each stage of the
lean problem-solving acronym: DMAIC.
Objective 2: Learners, given DMAIC stage names, will
demonstrate broader knowledge of the lean problem-solving
methodology by writing down goals and/or activities at each
stage.
Objective 3: Student will demonstrate comprehension of the
DMAIC methodology by creating a template. The template will
include a section for each stage of DMAIC along with at least
one tool and prompting question for each level.
Organization
There are three modules, one for each objective as above, along
with an introduction and conclusion.
Lesson Recommended Timing
Introduction 5 Minutes
Module 1 10 Minutes
Module 2 30 Minutes
Module 3 10 Minutes
Conclusion 2 Minutes
Wrap Up Quiz 3 Minutes
Pretest: Learners are expected to have little or no knowledge of
lean concepts. The goal of this workshop is to verify participants
can demonstrate lean thinking skills by knowing how to use the
right systemic thinking tools to work through issues. As such, a
pre-test would result in random guessing and would not work to
gauge the learning of the student. Verification of learned
information is a completed template at the end of the course and
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the ability to answer a satisfactory level of posttest questions at
the conclusion of the workshop.
Posttest: A posttest (wrap-up Quiz) is administered to verify that
the students can recall the DMAIC process, tools to use during
the process and a creation of a working template. The test will be
given to each student at the conclusion of the instruction. The
instructor will need to verify the student mastered the template
by visual review, but allow them to keep the template without
collecting. The other testing elements will be collected and
quickly graded and returned to the students before class is
dismissed.
Type of Assessment: The test is included at the end of the
workbook. A blank section to create a DMAIC template is
contained within the workbook. Learners will design their
template following the DMAIC process throughout the learning
or if they prefer at the end of the instruction. All other test
questions will be given as a separate assessment, which students
will complete by utilizing provided paper and pen.
Materials Student Guide
Facilitator Guide
Unit Planning
Beginning on page 6 your Lesson Sequence detail will be on
even pages and the student participant information will be on the
odd pages watermarked with Student Text. Directions for you to
give to the class are underlined and facilitations are italicized in
grey, other need to know information is in normal font on your
facilitation pages.
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Instructor – Introduction (5 Minutes)
Instructor welcomes everyone to the class and thanks them for
joining this special workshop on Lean Thinking.
Instructor should ensure participants have their guides. Instruct
them to open their guides to page 1.
Instructor read participant Introduction out loud (your page 7).
When completed, poll the class on who came to the class with an
idea of what lean thinking is? Reply:
“For anyone, or all, who may not have raised their hands, by
the end of this workshop, you will have a better understanding
of lean thinking given a specific methodology that is used to
assess and improve processes and procedures. For those that
had some idea, we hope to expand what you may have already
thought.
To be sure you understand the concepts we are going to quickly
move through, we will use a common business for our example
to work on through this course. McDonald’s is a large fast food
chain, is there anyone who has not worked or eaten at a
McDonald’s?
If by chance there is a no – fish for another example business to
use, fast food related *(with drive thru).
For our example, we are going to take-over our local
McDonald’s. There have been complaints from our customer’s
that the service is poor there and we have been hired to improve
operations.
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Introduction Waste occurs throughout our day-to-day lives. Where we work, where we live, where we run errands, it is inevitably occurring all around us. A key missing component is Lean Thinking. In this workshop, we are going to talk about fundamental lean thinking, problem-solving processes, and how it applies in your world today. When you are done, you will:
Be able to identify each stage of the lean problem-solving acronym: DMAIC
Demonstrate broad knowledge of the lean problem-solving methodology
Create a lean problem-solving template that you will take with you
Finally, there is a new way to think about things in business or even in your personal life, a more efficient and effective way.
Lean is simply creating an environment where you have the right amount of resources-where work is paced and content targeted according to customer
demand. More importantly, Lean is having the ability to rapidly respond to a signal from the customer through
a standardized process –which means it is predictable, controllable, and sustainable.”
-Jim Kaminiski, Ass’t VP, Bank One
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Instructor – Module 1 (10 Minutes)
Turn to page 2 of your guide. Let’s talk about DMAIC and how
it can help us work through our service level issues.
Instructor read Participant page Module 1: DMAIC (Your page
9), including the objective.
After reading - talk them through a group brainstorming session
as practice. Using the McDonald’s example, encourage them to
think of things they could do in each stage, activities that would
help in each area, or actions. Expected items are listed below; if
they don’t come up with something you can pull from the lists
below. NOTE: The bold-underlined items are in the practice
following Module 2, so if the students don’t mention, suggest.
Suggested verbiage: “Those are great for the (DEFINE) area,
how about control charts also?”
DEFINE MEASURE ANALYZE IMPROVE CONTROL
Brainstorming Data Sets Pareto Project Schedule Financial Benefit Analysis
Visioning Data Collection Cause/Effect Metrics Time Savings Analysis
Charts Charts 5-Why's KPI's Charts
Graphs Graphs Flow Charts Charts Graphs
COMMWIP Control Charts Value Stream Map Gantt Chart Policies
Control Charts Histograms Observation Log Value Flow Analysis Procedures
Complaints Baseline Measures Affinity Diagrams RASCI Chart
Surveys KPI's
Flow Charts Value Stream Map
Strategic Planning Observation Log
Value Stream Map
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MODULE 1: DMAIC OBJECTIVE 1: STUDENT WILL BE ABLE TO IDENTIFY EACH STAGE OF THE LEAN PROBLEM-SOLVING
ACRONYM: DMAIC.
What is DMAIC?
DMAIC is an acronym that stands for: Define Measure, Analyze, Improve, and Control. It’s a five stage process that when used properly, can help to solve problems effectively. This methodology is utilized in lean thinking as well as in Six Sigma. Each area has a specific purpose and usually some regularly used “tools” sometimes statistical in nature, other times just standard problem-solving methods.
When combined together in a systemic process like DMAIC, problems can be identified, measured, analyzed, and improved with control features in place to prevent a roll-back. When this occurs, companies of all types can see a true value added to the bottom line. There are many things you need to understand about Lean Thinking, but the most crucial piece to your success is understanding the process and
sticking with it.
BRAINSTORMING
Think about each area of DMAIC, list activities you think might help you “solve” in each stage:
Define______________________________________________
Measure____________________________________________
Analyze_____________________________________________
Improve_____________________________________________
Control______________________________________________
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Instructor – Module 2 (30 Minutes) (DEFINE-5 of 30 min)
Follow along with me on page 3 of your participant guide. If you have
questions along the way, please write them down, they will be reviewed
and get those answers to Professor Polesky due to time constraints of
this workshop.
Instructor read Module 2 objective and instruct the following:
DMAIC is a strict process. If you re-arrange the letters DIMAC for
instance, you will not see the improvements or sustained improvements
as when you follow the process in each order. We will now go through
your book and discuss the different stages and activities in each level.
The activities we discuss are just a handful of what you could do in each
area; therefore, resources are provided at the end of this workshop so
you can continue investing in improvement.
Define is the start of any project – steer clear of presenting a solution.
Even if your supervisor at McDonald’s tells you service is poor because
there is only one lane in the drive thru and tasks you with providing
justification through a lean project. Ultimately, the problem is still that
there is poor service and at this point, we have nothing else to tell us
what the real problem would be. Remember it’s a five stage process, not
two.
Instructor read from “Minimally, you should uncover:”
(your page11). When done instruct the following information:
Try starting with Brainstorming or a COMMWIP chart, which stands for:
(Correction, Overproduction, Motion, Material Movement, Waiting,
Inventory, Processing) chart. You could use a Value Stream Map during
this phase to outline where waste might be occurring.
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MODULE 2: DMAIC GOALS & ACTIVITIES
OBJECTIVE 2: LEARNERS, GIVEN DMAIC STAGE NAMES, WILL DEMONSTRATE BROADER KNOWLEDGE OF THE
LEAN PROBLEM-SOLVING METHODOLOGY BY IDENTIFYING A GOALS AND/OR ACTIVITIES AT EACH STAGE.
What is the DEFINE Phase?
The define phase is the first phase of DMAIC methodology. The
phase identifies the product and/or process to be improved and
ensures that resources are in place for the improvement project.
Essentially, it defines the problem or a potential opportunity for
continuous improvement, in a process or procedure that effects
customer requirements or specifications. Your customer can be
anyone that is explicitly affected, i.e. co-worker, senior
management, vendor, consumer, etc.
Minimally, you should uncover:
For whom are you doing this project?
Who or what functions will realize benefits?
What is the opportunity or need?
Does your company culture support an improvement?
Set expected benefits (dream big and best case scenario) and set an
improvement goal based on critical parameters.
Tools typically utilized to expose this phase:
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Instructor – Module 2 – Cont’d (30 Minutes) (MEASURE-5 of 30 min)
Instructor read MEASURE PHASE (Student page 4, your page 13) OR asks for a reading volunteer.
When done instruct the following information:
Many will try to glaze over the collection of data because they
believe the already know a solution. Or rather they may rely on
one data source to give them all the details they need. It’s
important to use the information from DEFINE to guide your
MEASURE efforts. Try to look at the problem from all angles and
avoid looking at a front face view.
If our service is poor there may be many reasons. A few charts or
graphs of our drive through service time, prep times, cook times,
and scheduling can make all the difference. Collect all the reports
that you can and get a decent sample size.
Control charts for instance allow us to set control limits above
and below the average. Furthermore, seeing the average of a
given data set can lead to a question as to whether that average is
indicative of the service level we’d like to provide. For our
McDonald’s an average prep/cook time is at 5 minutes, indicating
there is a problem with our cooking/prep time as our customer’s
don’t want to wait that long for their food. Value Stream Maps can
also be useful here as well.
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What is the MEASURE Phase?
The measure phase is the second phase of the DMAIC
methodology. This is the act of defining and identifying key
measurements and collecting data. This is also known in some
industries as Key Performance Indicators (KPI’s). KPI’s are
applied to measure the success of processes and that presents a
conclusion for a quantified evaluation of any given
characteristics and/or level of operation based on the observed
data collected.
During this measure phase you should determine a sampling plan
to meet goals and establish measurement methods and tools, one
of those could be using KPI’s.
Minimally, you should uncover:
Metrics, as-is today and expected.
Documentation of current state and future state, best used via
Value Stream Mapping.
Identify scope of the project, what’s in and what’s not in, who do
you need to help the process?
Present your business case using expected benefits and projected
cost for implementation.
Tools typically utilized to expose this phase:
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Instructor – Module 2 – Cont’d (30 Minutes) (ANALYZE-5 of 30 min)
By now you should have all of your data sources and sets ready
for analysis, so let’s read on your page 5 about analyzing.
Instructor read ANALYZE PHASE (Student Page 5, your page 15) OR ask for a reading volunteer, when done instruct the following information:
In our McDonald’s data, we are seeking to find the variations that
can be leading to our poor service. Using a Pareto chart or
analyzing our control charts we can easily identify the most
problematic areas. During your analysis you can model different
scenarios modifying that average number. You will likely need to
a process analysis to see where there is room to make up time to
bridge the gap of service. It could simply be that it’s a lack of
organization. Prepare financial benefits of re-organizing, or
changing cooking patterns.
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What is the ANALYZE Phase?
The analyze phase is the third phase of the DMAIC
methodology. Analyzing is the action where a process,
procedure, or service details are examined for improvement
opportunities. You do this by examining the data you collected
from the measure phase to confirm the source of delays, waste
and poor quality. From this, you can generate a prioritized list of
the variation sources. This phase focuses improvement efforts by
separating the potential few variables (those most likely
responsible for the variation) from the trivial many (those least
likely responsible for variation).
Minimally, you should uncover:
A prioritized list of potential sources of variations.
Root cause and/or Failure Mode and Effects Analysis (FMEA)
A refined estimate of the financial benefits that may be realized by
improving the process.
Improvement Plan
Tools typically utilized to expose this phase:
Note: most of these tools are cause and effect based.
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Instructor – Module 2 – Cont’d (30 Minutes) (IMPROVE-5 of 30 min)
Turn to page 6 of your guide. IMPROVE is the fourth stage in this
process. We are at a point that we begin implementing a plan to
improve our cooking/prep time. In this area you will actually test
out your improvement plan that provides the greatest potential
benefit either financially or from a time perspective. You end up
with a proposed solution and a piloted solution. You will measure
and analyze the changes connecting those to the original goals in
your DEFINE phase.
As you roll out the changes, a project schedule is helpful to keep
things on track while RASCI chart can help clarify the roles of
everyone involved. RASCI stands for:
Responsible: that is the person who is owner of the problem/project
(GM of the store as an example)
Accountable: that is the person to whom "R" is Accountable and is the
authority who approves to sign off on work before it is effective (GM)
Supportive: that is a person who provides resources or plays a
supporting role in implementation (Store Manager)
Consulted: that is a person who provides information and/or expertise
necessary to complete the project (Line Lead) Informed: that is a person who needs to be notified of results but need
not necessarily be consulted (Employees)
Instructor discuss the IMPROVE PHASE (Student Page 6, Your Page 17) – TOOLS AREA ONLY!
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What is the IMPROVE Phase?
The improve phase is the fourth phase of the DMAIC
methodology. The improve phase defines the solutions will meet
or exceed the quality improvement goals of the project. All
actions are taken to improve the processes as recommended from
your prior phases’ analysis.
Minimally, you should uncover:
Implementation of your improvement plan recommended in the
Analyze phase
Measure improvements
Develop conclusions, recommendations, and next steps
Tools typically utilized to expose this phase:
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Instructor – Module 2 – Cont’d (30 Minutes) (CONTROL-5 of 30 min)
The CONTROL is our final stage. It’s the most critical and often
overlooked. As the excitement of improvement prevails, control
measures that are overlooked will quickly diminsh that
excitement. The biggest output from the CONTROL phase is the
financial benefit analysis. This can be substituted for a time
savings analysis when applicable.
Instructor read CONTROL PHASE (student Page 7, your page 19) OR ask for a reading volunteer.
For our McDonald’s example, to improve, we implemented a new
workspace organization flow using (5S) and modified certain prep
procedures to decrease our cook/prep time. Our controls include:
revised documentation of prep station layout and new guidelines
for when cooking of a product should take place. We have KPI’s
instituted to monitor the cook/prep to customer time frames. In
making these improvements our cook/prep time has decreased
from 5 minutes to 2 minutes, resulting in faster service for our
customers.
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What is the CONTROL Phase?
The control phase is the fifth and final phase of the DMAIC
methodology. This phase monitors the implementation of the
plan or solution to ensure that the solution is sustained. This is a
critical component and should be given great consideration to
implement fail-safe methods to ensure that processes,
procedures, and services do not roll back to prior ways of doing
business. That is, until and unless new knowledge and data show
there is a better way to operate. Part of this is ensuring to pass off
all learning to the process owner, including went well and what
didn’t.
Minimally, you should uncover:
Making sure the new process is fully documented (and that
documentation is used)
The final financial benefit analysis; validated by the finance
department
Continued verification of gain progress long term
Establishing “out of control” performance indicators
Tools typically utilized to expose this phase:
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Participant Practice Time – Spaghetti Scramble – Thinking
Lean-(5 of 30 min)
Instruct the students it’s time to review. The Spaghetti Scramble
activity requires the students to recall terms that were covered in
previous modules. Once unscrambled they should match them to
the stage where they could be used, creating a spaghetti chart
effect. It’s possible the students will have several spaghetti
strands off each unscrambled activity. Sample Answer Key
Below. For those that do not get the multiple connections,
discuss the fact that many apply in different areas.
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DEFINE
MEASURE
ANALYZE
IMPROVE
CONTROL
SPAGHETTI SCRAMBLE - THINKING LEAN:
Unscramble and then link these tools to where you might find
them useful. Hint: you may find several “roads” to each stage.
ACCHLNOORRSTT C _ _ _ _ _ _ _ _ _ _ _ S
MSELRAAVUEAPTM _ _ _ U_ _T_ _ _ _ M_ _
ICWMPOM _ _ _ _ W _ _
GNIOMSITBRNAR _ _ _ _ _ S_ _R_ _ _ _
CIARS _ A _ _ _ _
NALNTEISCLFABFNYIAENASII
_ _ _ _ N _ _ _ _ B _ _ _ _ _ _ _N _ _ Y _ _ _
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Instructor – Module 3 (10 Minutes)
Instructor will now introduce the template creation. Read the
Objective and Template instructions (Student page 9, your page
23).
Have the student complete their templates.
Facilitator Notes:
The student text template pages that follow are the answer key
(RED TEXT) signifies appropriate responses, to verify they
properly completed the template. Expect variety in the responses;
you want to be sure that they were able to extract at minimum
ONE question/prompt AND ONE activity. They can be extracted
or assimilated from the student text.
Stage Name’s are not negotiable items, they must be in order
and exact.
Questions, prompts, and tools can vary and do not have a
specific order. Tools can be re-used across several different
stages as discussed during the lessons. The question/prompts
may be difficult for them to answer; you may guide or assist
along the way.
Time is a concern for this module, please be sure to give them a
time limit that does not exceed this time limit for this module,
unless you running early. Otherwise, they won’t have time for
the post-test that is in the Wrap-Up.
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MODULE 3: THE TEMPLATE
OBJECTIVE 3: STUDENT WILL DEMONSTRATE COMPREHENSION OF THE DMAIC METHODOLOGY BY CREATING A
TEMPLATE. THE TEMPLATE WILL INCLUDE A SECTION FOR EACH STAGE OF DMAIC ALONG WITH AT LEAST ONE
TOOL AND PROMPTING QUESTION FOR EACH LEVEL.
The DMAIC template is a staple component to allowing you to
follow the systemic process of DMAIC to solve a problem.
There is a reason it’s five steps and a reason it’s in the order it’s
in. Trying to work out of process DIMAC will never work.
Furthermore, short cutting stages from the process, as many tend
to do, will only cause continuous waste.
The template is designed to prompt you for things to “uncover”
and ways you can do that. As you complete the template, you can
share it with your company sponsor(s) that have interest in your
improvement process. It is designed for regular updates at each
stage. You will create a very rough outline of a template now
from what you’ve learned today. This template you will take
home with you so that you can use it. Online there are many
versions; you may wish to customize your very own. There is no
right or wrong way, just as long as you cover each step before
moving to the next step.
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Your Name:
Company Name:
Project Sponsor:
Project Start Date: Estimate Completion Date: Actual Completion Date:
TEMPLATE
STAGE NAME: DEFINE
Questions/Prompts: Each correct response = 1 pt.
1.Why are you doing this project?
2.What is the need of the company?
3. Who will benefit from this project?
4. What are the goals of this project, expected outcomes?
Tools: (any from the DEFINE Module) each correct response = 1 pt.
1.Brainstorming
2.Value Stream Map
3.Flow Charts
4.COMMWIP
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Stage Name: MEASURE
Questions/Prompts: Each correct response = 1 pt.
1. What are the current baseline measures, and what is the
desired to be metric?
2. How does process work today?
3. What Key Performance Indicator Data can be used to
measure this problem?
4. What is the scope of this project, what’s included and what
is not?
Tools: (any from the MEASURE Module) each correct response = 1 pt.
1. Value Stream Map
2. Control Charts
3. Bar Graphs
4. Baseline Measures
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Stage Name: ANALYZE
Questions/Prompts: Each correct response = 1 pt.
1. Identify the good attributes (likes) of the as-is process?
2. What are the root causes of the undesirable effects?
3. How does the process currently work?
4. Identify Lean opportunities for improvement.
Tools: (any from the ANALYZE Module) each correct response = 1 pt.
1. Value Stream Map
2. Pareto Analysis
3. 5-why’s
4. Cause and Effect diagrams
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Stage Name: IMPROVE
Questions/Prompts: Each correct response = 1 pt.
1. After analyzing alternatives, what is the chosen solution
(i.e., the to-be process)?
2. What deliverables will be developed?
3. Implement improvement plan
4. Measure improvements
Tools: (any from the IMPROVE Module) each correct response = 1 pt.
1. Project Schedule
2. RASCI chart
3. Value Stream Map
4. GANTT Chart
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Stage Name: CONTROL
Questions/Prompts: Each correct response = 1 pt.
1. Establish “out of control” performance indicators
2. Document new process or policies
3. Generate financial benefit summary (or time summary)
4. Set up long term verification of gain progress long term
Tools: (any from the CONTROL Module) each correct response = 1 pt.
1.Charts
2. Graphs
3.Policies & Procedures
4. Financial Benefit Analysis (Time-Savings Analysis)
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Instructor – Conclusion (2 Minutes)
Instructor will now close out the course by introducing the
template creation. Read the Conclusion (Student page 15, your
page 30). Refer them to additional resources. Recommend the
classes ASU offers on Lean for more exposure, both credit and
non-credit are offered at ASU.
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Conclusion What you’ve learned here today is a basic introduction to Lean
Thinking by way of DMAIC. If you want to learn more there
are reference texts at the end of this guide for you to read more
about Lean and how it can help your organization.
Be brave! Not all the roads have been paved smooth for you.
There is still much to be learned and you will undoubtedly add
to the existing wealth of knowledge with your own learning
and experimentation as you apply the foundational principles
of “lean thinking.”
Enterprises before you that have adopted lean principles and
practices are transforming themselves into efficient and
relentless developers and you can join them!
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Additional Resources George, M. L. (2003). Lean Six Sigma for
Service. The McGraw Hill Companies.
George, M. L. (2004). The Lean Six Sigma
Pocket Toolbook: A Quick Reference Guide to
100 Tools for Improving Quality and Speed (1
ed.). McGraw-Hill. doi:ISBN-13: 978-
0071441193
Womack, J. P. (2003). Lean Thinking: Banish
Waste and Create Wealth in Your Corporation,
Revised and Updated (2nd ed.). Productivity
Press. doi:ISBN-13: 978-0743249270
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Works Cited
George, M. L. (2003). Lean Six Sigma for Service. The
McGraw Hill Companies.
Polesky Ph.D., D. G. (2012). Lean Six Sigma Process
Improvement Certification. Phoenix, AZ.
Strickland, D. J. (n.d.). LGB Project Template. Phoenix, AZ.
Retrieved 2013
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Instructor – Wrap Up (3 Minutes)
Instructor direct students to complete the survey’s they were
given with their student packets. Collect the survey’s prior to
student’s leaving and forward them to designer.
Instruct the students to complete the wrap up quiz, have them
bring their booklet to you to check for completion of the
template and quiz. Answer key for the wrap up is in RED on
the student text page 34 of your guide.
To determine satisfactory template creation can be determined
by student listing at least ONE question and ONE tool listed in
each stage.
You have been provided a scoring sheet, please be sure to
verify and count each template response as shown. For the
template – you will just record points for the number of
responses for each area (Question/Prompts and Tools). 8 are
possible, 2 required (1 from each section). Basically every
correct response receives 1 point. The same instruction holds
true for the wrap up quiz.
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Wrap Up Quiz - Each correct response = 1 pt.
QUESTION 1: Complete the missing information to spell out
each stage of the lean problem-solving acronym, DMAIC:
DEFINE MEASURE ANALYZE IMPROVE CONTROL
QUESTION 2: Match the associated Define, Measure, Analyze, Improve, Control stage with the its related goals or activities. Write the letter (s) D, M, A, I, C in the preceding space to identify the stage(s) the item would be applicable.
Note: Some items may be applicable to multiple stages of the process.
D, M, A COMMWIP
A Root Cause
M Capture Metrics
D, M, A. I Value Stream Mapping
D Future vision
D, M, A, I, C Control Charts
D, M Current State
I Implementation Plan
C Financial Benefit Analysis
D Brainstorming
D, M, A Flow Charts
I Project Schedule
A, I Identify Solution
A 5 Why’s
A Priority Matrix
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