PDCA培训演示教材.ppt

VISION Methodology for ProgressTraining kit,Definition and Deploymentof theQuality Methods and Tools,page 2,Training Kit-Contents,Presentation of TQM and TrainingMethodologyThe basicsPDCAProblem-Solving MethodToolsIllustrationsKit user guidePrincipal functionsGood Practices for TrainersUse of the Comments pagesOvercoming objectionsTeaching stepsSupervision of practical exercises,pages,316414546,page 3,Management through Total Quality(TQM)Appropriation and Consistency of the Objectives,Satisfied customer,page 4,The Five Principles of Total Quality Management(TQM),Customer is right.The customer is the only judge of value.Just enough,just right attitude Mastering all critical processes from beginning to endEmployee Empowerment Continuous improvement,page 5,In complete adequation with a process,driven by the TQM,Deployment matrix,ISO Certifications,New Product Introduction Process,FMEA,5S,Problem Solving,page 6,Objective of Problem-Solving Training,To contribute to our customers satisfaction and reduce Non-Quality Costs To develop a common language and methods throughout Vision To involve the hierarchy in deployment and implementation,page 7,Deployment,Training of Training of,page 8,Training Efficiency Monitoring:Results(Example),page 9,METHODOLOGY:the basics,a principle of tried and tested actionsThe PDCA method has proved its worth after 33 years in operation.Which comes to us from Japan(Toyota in 1969)Whose inventor is the American Deming(1900 1993)in reaction to TaylorAdapted for Europe in the 70s(automobile then other industries and services)Institutionalised in 2000,in the ISO 9000 standardsquality management systembased on international experience feedback on the best practicesin quality managementOne main function To look at recurring problems methodically and effectively(in order to eliminate waste),page 10,P.D.C.A.method,Plan.,Act,Check.,Do.,Why a slope?Why a wheel?Who causes the wheel to turn?How do you avoid rolling back?,The development of answers within minutes.,page 11,Problem-Solving Method,1.characterize the problem2.Analyze the causes3.Decide the solutions4.Implement the solutions5.Check on effectiveness6.Standardize and generalize,PlanPrparer,DoDployer,CheckContrler,ActAssurer,Problem:Shortfall between actual situation anddesired,expected result or objective.,page 12,Problem-Solving Method,1.Characterize the problem2.Analyze the causes3.Decide the solutions4.Implement the solutions5.Check on effectiveness6.Standardize and generalize,PlanPrparer,Do Dployer,Check Contrler,ActAssurer,515:the winning combination!,page 13,Problem-Solving Method:Plan,1.CHARACTERIZE THE PROBLEM1.0 Implement measures to limit the effects.A leaky tank1.1 Describe the problem precisely and in practical terms(what,who,where,when and how much)Where is the leak?1.2 Describe the effect(consequences)on customers,shareholders,suppliers,personnel,environmentWhat are the risks to the floor and for the neighbours below?1.3 If necessary,implement immediate,temporary measures.Apply mastic then tape seal with Teflon1.4 Propose an objective and the associated indicatorsI dont want another leak in the kitchen in the next 2 years 2.ANALYZE THE CAUSES2.1 Look for the possible causesAre we sure these are the sources of the problem?2.2 Rank causes in order of importance,depending on impactWith average resources we can do little so wed better aim true!,P,page 14,Problem-Solving Method:Plan,3.DECIDE SOLUTIONS3.1 Identify possible solutionscreative,effective solutions3.2 Characterize the solutions-feasibility(resources,cost,deadlines,risks/consequences generated by implementation of the solution)-Effectiveness/objectives3.3 Decide,Do4.IMPLEMENT THE SOLUTIONS,4.1 Prepare the action plan(what,who,when,etc.)4.2 Do,P,P,D,page 15,Problem-Solving Method:Check and Act,5.CHECK(Verify effectiveness)5.1 Compare results obtained compared to the objective(1.4)5.2 If there is a shortfall,review the solutions,re-define the causes,re-characterize the problemOr decide to stop dealing with the problem beware of accusations!6.ACT(standardize and generalize)6.1 Draft or up-date the work rules 6.2 Train,inform for application6.3 Broaden the solution to similar situations,real or potential.,page 16,Problem-Solving MethodWithout a method,what are the possible effects?,No Plan,Do,No Check,No Act,page 17,Problem-Solving Method,1.Characterize the problem1.1 Describe the problem precisely and in practical terms(what,who,where,when,etc.)1.2 If necessary,implement immediate and temporary measures.1.3 Propose an objective and the associated indicators,Associated toolsWWWWHWBrainstormingMeasurement system Indicator,page 18,Problem-Solving Methods,2.Analyze the causes2.1 Find out the possible causes2.2 Rank causes in order of importance,depending on impact,Associated toolsCause/Effect diagram(Ishikawa)The 5 Ms,Pareto,(2 slides),page 19,Problem-Solving Method,3.Decide the solutions3.1 Identify the possible solutions3.2 Characterize the solutions feasibility(resources,cost,deadlines)Effectiveness/objectives3.3 Decide3.4 Evaluate the risks/consequences generated by implementation of the solution,Associated toolsBox of 9 squares,page 20,Problem-Solving Method,4.Implement the solutions4.1 Prepare the action plan(what,who,when,etc.)4.2 Do 5.Verify effectiveness5.1 Compare results obtained compared to the objective(1.3)5.2 If the result falls short,review the solutions,or perhaps the causes,or perhaps the problem,Associated toolindicator,page 21,Problem-Solving Method,6.Standardize and generalize6.1 Draft or update the work rules 6.2 Train,inform for application 6.3 Broaden the solutions to similar situations,real or potential.,page 22,WHATWhat is the problem?What aspects can characterize the situation?(Operations,products,equipment,faults,malfunctioning,etc.)WHO Who are the persons concerned by the problem?(individuals,personnel,experts,customers,suppliers,departments,etc.)WHERE Where was the problem seen?(workshops,departments,services,machines,stage of the process,etc.)WHEN When did the problem occur?(time,day,month,start of the event,frequency of occurrence,duration,etc.)HOW How does this problem come to light?What are the consequences of this problem?What is the current process?WHY Why do you need to solve this problem?HOW MUCH For each of the above questions.,Tool_WWWHW,page 23,Tool_Pareto,Criteria(quantity,cost,frequency,etc.)Ranking=Priorities,80/20,sorting and decision-making aidExample:Take five types of defects,that we will call A,B,C,D and E.Our objective is to determine which defects should be treated first.We will perform the two possible analyses(quantity and cost).Conclusion:We will look first at defects B and E.Indeed,these two defects are seen in 40%of cases and are responsible for 60%of the costs.,Valeurs cumules:,graphique 2,Histogramme:,graphique 1,page 24,Definition of an indicator,Nom de lindicateur:Taux de service fournisseursName of indicator:Supplier service rateAxes de progrs:Diminution des stocks de scuritObjective:Reduction in safety stocksResponsable de la production de lindicateur:Resp.achatsIndividual responsible for generating the indicator:Procurement managerResponsable de la dfinition de lindicateur:Resp.achatsIndividual responsible for definition of the indicator:Procurement managerFinalit de lindicateur:Mesurer le respect des engagements fournisseurs enPurpose of the indicator:matire de dlaiTo measure the suppliers ability to meet agreed deadline,Dfinition de lindicateur(formule prcise)/Definition of the indicator(exact formula)Number of full deliveries delivered on time and ahead of time Total number of deliveriesScope:all suppliers,including within the group,except CEV,Sources dinformations(ou donnes dentre)Pistache:by PI035 team Information sources:summary report:supplier HGPriode ddition:MonthlyFrequency:Clients:Production lines Project teams Management teamCustomerContraintes dutilisation:Constraint/Utilization:,page 25,Tool_Ishikawa,The causes/effect diagram consists of:1)Clearly defining the effect whose causes are sought.2)Plot the diagram using the categories of causes recommended below:either the 5Ms:Milieu(environment),Manpower(personnel),Method(organisation),Material(medium),Means(Means)or the stages of a process or the main categories of causes identified.3)In a brainstorming session,research all possible causes and classify them into the different chosen categories.The causes-effect diagram is a graphic medium:-for discussion,serving as a guide,a guiding thread-for training,by capitalising on the experience of each member-for presentation,by providing a graphic representation of the expertise of each member,page 26,Tool_Ishikawa,Example of Causes-Effect diagram,page 27,Tool_Box with 9 squares,page 28,The Measuring System,Obj.,1,2,Comments,1,2,Reference of the indicator presented,Description of the indicator,Visual indicationgraphic over timebe careful to show the set objective!,Quality management boxhelps you become smarter!Enter here the actions undertaken that resulted in big variations in the indicator,page 29,Flowchart For Problem Resolution,Dont Mess With It!,YES,NO,YES,YOU IDIOT!,NO,Will it Blow UpIn Your Hands?,NO,Look The Other Way,Anyone ElseKnows?,Youre F*#D!,YES,YES,NO,Hide It,Can You Blame Someone Else?,NO,NO PROBLEM!,Yes,Is It Working?,Did You Mess With It?,page 30,From dysatisfaction to a well characterised problem,page 31,page 32,page 33,Kit User Guide,The principal functions of this training kit are:to present a problem-solving method and toolsTo help trainers to:put forward the consistency of the method and tools with the TQM Policy of Vision and its valuespresent the piloting system that will accompany this training(including monitoring the return on investment)Overcome objections from participantsReassure participants as to the feasibility of the method(Vision example),page 34,Kit User Guide,Good teaching practices(the 4 laws applicable to teaching)Memorisation of the new knowledge increases according to the method of perception(from passive to active)I read,I hear,I see,I say,I doI learn faster and easier in a field that I know than in a field that is new to mebe careful,since we have mixed groups,to ensure that everyone understands the case studies(feet)The re-learning curve People have short memories=you must put new knowledge into practice within a very short time of the trainingI learn because I want to learnYou have to make people want to use a tool=highlight the positive spin-offs,page 35,Kit User Guide,How to use the comments pages These pages:give suggestions for training,in application of good practices.give ways to overcome objectionsspecify when(at least)to use the paperboard,this aid is to be used as often as possible to hold the participants attentionThe trainer(or two-person training team)remains at liberty to adapt the comments and training method depending on the reactions of the group,yet must always follow the teaching steps.,page 36,Kit User GuideThree stages for overcoming an objection:Example,C:Delve deeper into the objection the objection is a proof of interest,I show that I respect my contact and want to understand him before answering,I carefully identify his reasoning I understand.You mean that you are satisfied with your service providers.N:Neutralise the objection I reformulate or restate in a positive manner,focusing on his need,and not on me:naturally.You wont be interested in other suppliers unless they can provide you with something extra,something different.I get him to say yes,imagining the actual(positive)question he might have asked.Z:Zoom in on the argument zoom forward:advance a specific point:Well,to deal with the entire project as a whole,we have a complete method.To do that,we have created the project management software PROGEST:Using that method,we save our clients several weeks when launching their products.Let me show it to you.zoom back:look for the general rule that overcomes the objection Well,when we work with our clients,let me tell you about the type of partnership that we develop.,page 37,Training Guide,for the use of trainers,page 38,Leading the practical exercises,Refer to Teaching Steps for the objectives,messages and training methodsTake into account the 5 Ms of this teaching method using practical exercisesMatter(subject):the coffee in the coffee machine doesnt taste good Methods get participants to practice the following tools:WWWWHW,5M and 5P,Creativity and box of 9 squaresrely on the document handout to trainees on conditions for leading a working groupMaterials required:post its,markers,scotch-tape,kraft or paperMilieu(environment):if possible 2 rooms,to allow working in sub-groupsManpower:the trainersDuring experience feedback immediately after training,highlight the:extreme usefulness of production by a work groupthe originality of the solutions chosenDuring experience feedback immediately after training,repeat:the risks of not having a methodthe conditions required for successful group leadership(see document handout to trainees,pages),