 |
Library of e-Learning Courses and Modules |
|
 |
|
|
|
If you need a training and certification program for Lean Six Sigma, Logistics or Workplace Readiness, TQG’s e-Learning content will be engaging, effective and confidence-boosting. If you are leading a deployment, closing a skills gap, driving Lean, implementing operator level SPC, teaching problem solving, or training ISO auditors, you will appreciate our stimulating interactivity, broadcast quality video, professional audio, contemporary look, intuitive interfaces, assessments, toolkits, note pads, discussion boards and student guides all so your people learn much more, in a lot less time. We invite you to compare our e-Learning content against any in the world. |
|
|
|
|
|
|
| How We Can Help You |
|
|
| Since 1992, The Quality Group has created e-Learning and Blended
Learning training that offers easier delivery and higher ROI than 100%
instructor-led training. We provide the tools and technology of
efficiently and effectively delivering Lean Six Sigma and CPI training,
capturing inherent corporate knowledge, and opening communities of
learning. |
|
|
| Others We Have Helped |
|
|
| The Quality Group serves over 100 client organizations through
corporate, academic, and distributor relationships. We span many
industries and are proud to say our major clients include AT&T, Bank of
America, Black & Decker, CSX, and Seagate. |
|
|
| How to get started |
|
|
 |
Learn from others. Read a case study of a Lean Six Sigma training process that was transformed. |
|
|
See the financial impact of optimizing your learning processes. Ask TQG to calculate a blended learning estimate of ROI based on your unique training parameters. |
|
|
Try a free trial evaluation and experience engaging content. |
|
|
Run a blended learning Green Belt pilot to compare to your traditional training approach. This may be fully facilitated by TQG or we will conduct a Train-the-Trainer at your request. Tell us the approach you prefer, the number of students, and the number of instructors for training and we’ll quote. |
|
|
Conduct a Learning Plan Creation Workshop. |
|
|
|
|
|
 |
|
|
|
 |
|
Six Sigma - Course Curriculum |
|
|
|
| Click here to contact a representative |
|
Six Sigma Introduction |
|
|
|
Benefits of a Six Sigma implementation and why Six Sigma works in contrast to other quality improvement programs. |
|
|
Questions and considerations in the Six Sigma project selection process. |
|
|
How the DMAIC process can be used to achieve the stated goals. |
|
|
Six Sigma metrics including DPMO, Sigma Quality Level, defect rate, specification limits and standard deviation. |
|
|
Roles and responsibilities for people in the Six Sigma support infrastructure as well as for each employee. |
|
|
How each individual employees support can help achieve results. |
|
Topic: Sigma Levels
Note especially the practical and compelling e-Learning instructional design |
|
|
|
|
DEFINE |
|
|
| SIPOC |
|
|
|
|
|
|
Learn the role of SIPOC in defining the scope of a project. |
|
|
Identify who plays a role in defining the scope of a project. |
|
|
Be able to identify gaps surrounding a process. |
|
|
|
| Pareto Analysis |
|
|
|
|
How to create a Pareto Chart, including a cumulative relative
frequency line. |
|
|
Using a variable to weight the original data and produce another
Pareto Chart. |
|
|
Using stratification methods to perform in depth Pareto analysis
of the data. |
|
|
Pareto Chart interpretation in order to make a business decision
relative to the information presented. |
|
|
|
| Introduction to Process Mapping |
|
|
|
|
Creating Level 1, 2 and 3 process maps. |
|
|
Questions that can be addressed from effective process mapping. |
|
|
Steps for developing Cause & Effect diagrams.
The divergent/convergent process to identify root causes and
solutions. |
|
|
Rules for effective brainstorming. |
|
|
Understanding how to use the process map and the cause and
effect diagram to identify potential root causes (vital x's o's)
related to CTQ's (y variable). |
|
|
|
MEASURE |
|
|
| Calculating Process Based Costs |
|
|
|
|
COPQ is the penalty incurred from not performing correctly the
first time or not meeting the customer's requirements. |
|
|
Four main categories of COPQ: Appraisal, Internal Failure,
Prevention and External Failure Costs. |
|
|
Benefits derived from reducing COPQ. |
|
|
Calculating COPQ for a rework loop. |
|
|
Potential savings from reducing COPQ: Hard, Soft and Cost
Avoidance. |
|
|
|
| Validating the Measurement System |
|
|
|
|
Benefits of Gauge R&R studies to validate measurement systems. |
|
|
Characteristics of a good measurement process: accuracy,
precision, linearity, and stability. |
|
|
Steps in conducting a Gauge R&R study. |
|
|
Using results of a Gauge R&R study to measure Operator Accuracy,
Overall Gauge Effectiveness Percentage, Operator Repeatability,
Overall Gauge Precision Percentage. |
|
|
|
ANALYZE |
|
|
|
|
| Cause and Effect Diagram |
|
|
|
|
How to construct a Cause and Effect Diagram. |
|
|
Using a Cause and Effect Diagram to identify potential root
causes. |
|
|
Conducting effective brainstorming sessions. |
|
|
|
| Failure Mode and Effects Analysis |
|
|
|
|
Given a process map and a fishbone diagram, students will be
able to understand the linkage to the FMEA. |
|
|
Using a Cause and Effect Diagram to identify potential root
causes. |
|
|
|
| Introduction to Process Capability |
|
|
|
|
Given hypothetical capability diagrams, students will be able to
identify when one process is more capable than another. |
|
|
Given a process capability diagram, students will be able to
distinguish capable from non-capable processes. |
|
|
Given relevant information bout populations, students will be
able to identify how sample measurements are used to estimate
population values. |
|
|
Given technically accurate and appropriate information about
customer requirements, students will be able to determine when a
process is meeting customer requirements. |
|
|
|
| Process Capability Assessments |
|
|
|
|
Computing Cp, Cpk, Pp, and Ppk values for processes using
continuous data. |
|
|
Interpreting Cp, Cpk, Pp and Ppk and relating them to a defect
level. |
|
|
Calculating process assessment measurements using discrete data. |
|
|
Determining how well processes are meeting customer requirements
using technically accurate and appropriate process assessment
values. |
|
|
|
| Scatter Diagrams |
|
|
|
|
Given a scatter plot of two variables, students will be able to
identify if they appear correlated and to what degree. |
|
|
Given bivariate data, students will be able to build a scatter
diagram and identify the type of correlation that exists between the
two variables. |
|
|
Given a scatter diagram and data, students will be able to
identify how to use stratification to further explore the
relationship between variables. |
|
|
Given data and a scatter diagram students will be able to
identify errors often committed in assigning a cause and effect
relationship between the variables. |
|
|
|
IMPROVE |
|
|
| Maximizing ROI |
|
|
|
|
Calculating Return on Investment - the measure of a project's
success. |
|
|
Developing a Solution Design Matrix. |
|
|
Benefits achieved by conducting a DOE (Design of Experiments). |
|
|
Process for using DOEs featuring "popcorn making". |
|
|
|
CONTROL |
|
|
| Sustaining ROI |
|
|
|
|
Benefits of implementing a control plan. |
|
|
How to read and understand an SPC control chart. |
|
|
SPC control charts to discriminate between stable
processes in control from those out of control where corrective
action must be taken.
|
|
|
|
| Types of Control
Charts |
|
|
|
|
Selecting when to use an attribute or a variables control
chart. |
|
|
Basic control usage rules. |
|
|
Identifying when to use the appropriate control chart. |
|
|
Identifying the steps involved in setting up the control
chart. |
|
|
|
|
Extending ROI |
|
|
|
|
Identifying ways to target leverage opportunities and "spin off"
projects. |
|
|
Developing a communications plan so project knowledge is
accessible. |
|
|
Defining the individual's role in leveraging project
accomplishments. |
|
|
|
|
|
|
Lean |
|
|
|
|
|
Click here to contact a representative |
|
|
Lean Office Intro |
|
|
A lean office produces just what is needed, when it is needed with no additional labor, costs or time. Office waste is not as easy to see, so it’s harder to find! Stacks of physical inventory are far more obvious than email inboxes at full capacity.
Learn the skills necessary to apply Lean techniques to reduce waste and improve process efficiency in the office environment. Gain a practical understanding of Lean continuous improvement techniques and how to reduce paperwork, errors, and processing time.
In this course participants will learn: |
|
|
|
How to start the Lean journey in your office |
|
key initiatives like value stream mapping, Kaizen, standard work, continuous flow, 5S, and mistake proofing can help your office operate more efficiently. |
|
|
|
Lean Intro |
|
|
A Lean operation produces just what is needed, when it is needed with no additional labor, costs, inventory, or time. Learn the skills necessary to apply Lean techniques to reduce waste and improve process efficiency. Gain a practical understanding of Lean continuous improvement techniques and how to reduce inventory, errors, and production lead time.
In this course participants will learn: |
|
|
|
start the Lean Journey and apply Lean techniques to reduce waste |
|
how key initiatives like value stream mapping, Kaizen Events, standard work, continuous flow, 5S, Total Productive Maintenance, and mistake proofing can help your operation produce product more efficiently. |
|
|
|
Changeover Reduction |
|
|
Changeover reduction is one of the fundamental techniques in lean manufacturing and a key enabler to waste reduction. Changeover is defined as the time required from the unloading or completion of the last good part until the production of the first good part of the next run.
Reducing changeover time enables production in smaller, more frequent batches, which has the following advantages: |
|
|
|
Level production flow and output. |
|
Elimination of waste and non-value added activities. |
|
Improved manufacturing flexibility. |
|
Reduced inventory and lead time. |
|
|
|
Current State VSM |
|
|
The current state value stream map is a graphical and analytical depiction of current state of the process for a specific value stream. Understanding the current state is a critical first step to evaluating and improving the flow of value to the customer.
In this course participants will learn: |
|
|
|
the importance of identifying value streams within operations |
|
factors to consider when selecting a value stream for improvement |
|
steps to create a current state value stream map |
|
how to calculate takt time and evaluate versus cycle time |
|
|
|
Future State VSM |
|
|
The future state value stream map is a graphical and analytical depiction of the lean transformation process for a specific value stream. In this course participants will learn how to analyze the current state map and develop a future state map that identifies improvements to be made to the value stream. Participants will learn how to evaluate takt time versus cycle time, enable and connect process flow, implement pull, and to identify waste for elimination. |
|
|
Workplace Design |
|
|
Creating high performance work spaces or manufacturing cells involves much more than moving machines and people closer together. Well designed work places eliminate waste and help to optimize material, people, and information flow. The work flows in alignment with value streams rather than according to functional teams or departments. |
|
|
Eight Wastes |
|
|
Producing anything that the customer doesn’t want or need is waste. It lowers your profits. It leaves you less competitive in your market. This course teaches the principles of the Eight Wastes and the difference between Value Add and Non-Value Add activities. The eight wastes are described with examples to help the participant see the waste that is hidden, or taken for granted, in both manufacturing and office environments. Utilizing Lean techniques can help to dramatically reduce these wastes and their associated costs. |
|
|
Flow and Pull Systems |
|
|
The concept of “Pull” in a Lean office or factory means to respond to the pull, or demand, of the customer. Lean companies design their operations and processes to respond to the ever-changing requirements of customers.
In this course participants will learn: |
|
|
|
Control the flow of work through the factory or office based on customer demand |
|
Reduce or eliminate the need for large batches of work, complex scheduling systems, and inaccurate forecasts |
|
Eliminate waste in handling and storing product the customer has not ordered |
|
Help simplify the delivery of product to the customer |
|
|
Topics: Flow, Push, Pull, FIFO, Kanban, Inventory, Scheduling
Note especially the logic and structure of good e-Learning instructional design |
|
|
|
Error Proofing |
|
|
Error Proofing is one of the Lean tools used to ensure products and processes are completed correctly the first time. The goal of error proofing is to prevent the occurrence of defects and to ensure that mistakes are detected when they occur. Because people can make mistakes even in inspection, error proofing often relies on mechanisms built into tools or systems that automatically signal when problems occur or prevent the process from continuing until the proper conditions are met. |
|
|
|
The benefits of error proofing are
- Improved process throughput and quality
- Reduced defect and rework rates
|
|
Error Proofing is also known as
- Mistake proofing
- Poka Yoke
|
|
Standard Work |
|
|
Standard Work is an essential building block of a Lean Enterprise. Standard Work helps ensure that each step in the process is clearly defined so that work can be performed repeatedly in the same manner. Variations in processes result in mistakes or other quality problems that require inspection, rework, and scrap.
In this course participants will learn:
How Standard Work can benefit any process by: |
|
|
|
Stabilizing work activities from hour to hour, person to person, and area to area |
|
Clarifying roles, responsibilities, and expectations |
|
Helping to control “noise” or variation in the process |
|
Aiding in rapid root cause identification |
|
Creating the basis for excellence in Quality, Safety, Cost, and Delivery |
|
|
|
Visual Management |
|
|
Visual Management is the establishment of a workplace where performance conditions can be understood by sight such that: |
|
|
|
Problem areas are highlighted in order to… |
|
Expose waste in the process to… |
|
Take action and eliminate waste! |
|
|
|
One of the most important benefits of a visual workplace is that even someone unfamiliar with the process can, within a matter of minutes, know what is happening, identify errors, and can tell if anything is out of place or missing.
In this course participants will learn: |
|
|
|
How visual displays and controls help keep processes running as efficiently as they were designed to run. |
|
|
|
5S |
|
|
5S is a technique that results in a workplace that is clean, uncluttered, safe and well organized. The 5S pillars, Sort (Seiri), Set in Order (Seiton), Shine (Seiso), Standardize (Seiketsu), and Sustain (Shitsuke), provide a methodology for organizing, cleaning, developing, and sustaining a productive work environment. A 5S environment has “a place for everything and everything in its place,” with all tools and materials ready where and when they are needed. Learn how 5S can help reduce waste and optimize productivity in any work environment. |
|
|
Kaizen |
|
|
Kaizen Events are highly effective team events that focus on achieving rapid results. Kaizen teams use various analytical and Lean techniques, such as Value Stream Mapping, Changeover Reduction, 5S, Total Productive Maintenance, and Workplace Design to implement rapid improvements.
In this course, participants will learn how to |
|
|
|
leverage this powerful and disciplined approach to execute improvement projects in a one week Kaizen Event. |
|
Participants will learn how to prepare for a successful event |
|
build a winning Kaizen team |
|
plan and manage the event week |
|
follow up and close the event to ensure success. |
|
|
|
TPM |
|
|
Total Productive Maintenance (TPM) is a team and shop floor based initiative focused on optimizing the effectiveness of manufacturing equipment. Maintenance departments are traditionally the center of preventive maintenance programs; TPM seeks to train and focus workers to take care of the equipment and machines with which they work.
TPM focuses on preventing breakdowns (preventive maintenance), making maintenance easier (corrective maintenance), designing and installing equipment that needs little or no maintenance (maintenance prevention), and quickly repairing equipment after breakdowns occur (breakdown maintenance).
Learn how TPM improves operations by: |
|
|
|
Preventing equipment breakdowns |
|
Prevention of product defects and rejects |
|
Improving equipment effectiveness and efficiency |
|
Involving and training operators in equipment maintenance and basic repair |
|
Improving equipment to minimize maintenance and/or make the maintenance or repair easier and less time consuming |
|
Reducing costs, including reducing money and space tied up with spare parts inventory |
|
|
|
|
|
 |
|
Statistics |
|
|
|
|
| Click here to contact a representative |
|
|
DESCRIPTIVE STATISTICS |
|
|
| What is Statistics? |
|
|
|
|
Given some basic terms used in statistics, students will be able
to identify their definition. |
|
|
Student will be introduced to the basic terminology used in
statistics. |
|
|
When given an example of a variable used in statistics, students
will be able to classify the variable as quantitative or
qualitative. |
|
|
Students will be given a scenario for collecting data and will
be able to describe the difference between a population and a
sample. |
|
|
An application for the use of statistics will be given to the
students, and they will understand the difference between using
descriptive and inferential statistics. |
|
|
|
| Organization of Data |
|
|
|
|
Students will be able to identify techniques for presenting the
data in proper table or graphical format by using frequency table,
bar graphs, Pareto charts, and pie charts. |
|
|
Graphical techniques for representing both Qualitative and
Quantitative data will be examined. |
|
|
Frequency distributions, pie charts, bar graphs, Pareto charts,
histograms, cumulative frequency distribution and stem-and-leaf
plots will be introduced. |
|
|
Students will be able to interpret a graphical display of
qualitative data and answer questions related to the interpretation
of the data. |
|
|
From given qualitative data students will construct frequency
tables, frequency distributions, histograms, cumulative frequency
distributions, and stem- and-leaf plots. |
|
|
Interpret a graphical display of quantitative data and answer
questions related to the interpretation. |
|
|
|
| Measures of Central Tendency |
|
|
|
|
Students will be able to calculate or identify the three
measures of central tendency: mean, median and mode. |
|
|
In this course, the student will learn how to calculate some
numerical measures of central tendency such as the mean, median and
mode. |
|
|
Explore how measures of central tendency are affected by changes
in the data. |
|
|
In a given histogram the student will be able to estimate the
relationship of the median and the mean based upon the shape of the
histogram. |
|
|
Within a set of data, students will be able to identify changes
in the mean, median, and mode based upon a transformation made to
the original data. |
|
|
Students will be able to calculate estimates for the median and
mean also be able to identify the modal class when given a set of
grouped data. |
|
|
|
| Measures of Dispersion |
|
|
|
|
Given a set of ungrouped data, students will be able to
calculate or identify measures of dispersion such as the range and
standard deviation. |
|
|
Measures such as the range, variance and standard deviation will
be learned, as well as how to calculate them. |
|
|
Box-and-whisker plots will be introduced and interpreted. |
|
|
Students will be able to identify how a change in dispersion
will affect the shape of the histogram. |
|
|
When given a set of data, students will be able to identify
changes in the standard deviation based upon a transformation made
to the original data. |
|
|
A data set will be shown to the students who will then be able
to estimate percentage of measurements within a symmetrical interval
about the mean. |
|
|
A mean and standard deviation will be given to the students who
will then be able to calculate the Z score for a stated measurement. |
|
|
|
|
|
PROBABILITY |
|
|
| An Introduction to Probability |
|
|
|
|
A sample space with simple event probabilities defined will be
given to the students and the will learn how to apply the basic
rules of probability to find the probability of compound events. |
|
|
Students will be given two or more simple events and the
relationships between them, and will be able to calculate the
probability of other defined events. |
|
|
When dealing with a situation involving conditional probability,
students will be able to calculate the probability of defined events
using basic rules of probability. |
|
|
Given two or more probability statements, students will be able
to determine if events are either independent or mutually exclusive. |
|
|
Students will be able to calculate the number of combinations
and permutations resulting from the given situation when given a
problem statement. |
|
|
|
| Probability Distributions: Discrete
Random Variables |
|
|
|
|
Within a defined experiment, students will be able to define a
random variable to describe the outcomes of the experiment. |
|
|
When given examples of random variables, students will be able
to classify the random variable as either discrete or continuous. |
|
|
Students will be able to identify a valid discrete probability
distribution when given a definition of probability distribution. |
|
|
Given a discrete probability distribution, students will be able
to compute the probability of a defined event. |
|
|
Students will be able to compute the mean variance of the
discrete probability distribution. |
|
|
|
| Continuous Probability Distributions:
Normal Curve |
|
|
|
|
Students will be given a normal curve and identify the parts of
the normal curve. |
|
|
A normal curve will be given to the students who will then us it
to estimate the capability of a process. |
|
|
|
INFERENTIAL STATISTICS |
|
|
| Introduction to Inferential Statistics |
|
|
|
|
Given a scenario requiring the application of statistics,
students will be able distinguish between the use of descriptive and
inferential statistics. |
|
|
The concept of Inferential Statistics will be introduced by
showing the student how we will use the results drawn from samples
to estimate population parameters. |
|
|
Confidence intervals and hypothesis testing will be introduced. |
|
|
When given a confidence interval, students will be able to
explain the concept of using a confidence interval to estimate a
population parameter. |
|
|
Within a scenario the students will be able to identify when
hypothesis testing may be appropriate and explain the methodology as
it relates to the scenario. |
|
|
|
|
| Confidence Interval for the Mean |
|
|
|
|
Given specific information about a population parameter, the
student will be able to define the difference between a point
estimator and a confidence interval. |
|
|
Students will construct and interpret a confidence interval for
a single population mean for both small and large sample sizes. |
|
|
Students will be taught how to calculate the sample size
required to achieve a desired sampling error. |
|
|
Within a given set of data, the student will be able to identify
the appropriate steps in computing a confidence interval for a
single population mean. |
|
|
When the students are given a defined population, they will be
able to identify the meaning of a sampling distribution for a sample
statistic and its relevance in computing a confidence interval for a
population parameter. |
|
|
|
| Making Inferences about Proportions |
|
|
|
|
Students will be given a set of data and then identify the
appropriate steps in computing a confidence interval from a single
population proportion or the difference of two population
proportions. |
|
|
When given a confidence interval for a population proportion or
the difference of two population proportions, the student will be
able to interpret the meaning of the confidence interval. |
|
|
Within a given set of data, the student will be able to identify
the appropriate steps in conducting a hypothesis test for a single
population proportion or compare two population proportions. |
|
|
|
| Hypothesis Tests for the Mean |
|
|
|
|
Students will be given specific information about a business
problem and will be able to identify the appropriate form of a
statistical hypothesis for testing a population mean. |
|
|
When given data, the student will be able to identify the
appropriate steps in conducting a hypothesis test for a single
population mean or compare two population means. |
|
|
The student will be able to perform a hypothesis test for a
single population mean or compare two population means by stating a
valid conclusion based upon the result of the test performed. |
|
|
Within a given set of data, the student will be able to perform
a hypothesis test for a single population mean or compare two
population means by stating a valid conclusion based upon the result
of the test performed. |
|
|
Given data and the results of a valid statistical hypothesis
test, the student will be able to identify the risk associated with
making a specific decision. |
|
|
|
| Making Inferences about Variances |
|
|
|
|
Specific information about a business problem will be given to
the student who will then identify the appropriate form of
statistical hypothesis for testing population variances. |
|
|
The student will be able to perform a hypothesis test for either
one or two population variances by stating a valid conclusion based
upon the results of the test performed. |
|
|
Within a give set of data the student will be able to identify
the appropriate steps in computing a confidence interval for a
population variance. |
|
|
A confidence interval for a population variance will be given to
the student to interpret its meaning. |
|
|
|
| Comparing Means |
|
|
|
|
When given specific information about a population parameter,
the student will be able to define the difference between a point
estimator and a confidence interval. |
|
|
Students will be given a set of data and will then identify the
appropriate steps in computing a confidence interval for a single
population mean. |
|
|
Given a confidence interval for a single population mean, the
student will be able to interpret the meaning of the confidence
interval. |
|
|
Within a defined population the student will have to identify
the meaning of a sampling distribution for a sample statistic and
its relevance in computing a confidence interval for a population
parameter. |
|
|
|
|
|
REGRESSION ANALYSIS |
|
|
| ANOVA |
|
|
|
|
ANOVA will be introduced, and specific information about a
business problem will be given to the student who will in turn
identify when the method of ANOVA should be applied. |
|
|
Given a completed ANOVA table, the student will be able to
interpret the results and draw valid statistical conclusions. |
|
|
Within a given set of data the student will be able to determine
the appropriate degrees of freedom and how to calculate the F values
for one-way, two-way and nested designs. |
|
|
The student will be given main effects and interaction plots and
will be able to interpret the results and draw valid statistical
conclusion. |
|
|
|
| Simple Linear Regression |
|
|
|
|
A scatter plot of two variables will be given to the students
who will then be able to identify if they appear correlated and to
what degree. |
|
|
The relationship between two variables using bivariate data will
be introduced. |
|
|
Given bivariate data, students will be able to fit at least
squares regression line to the data and judge the validity of the
model. |
|
|
Students will be given computer output from a simple linear
regression and will then be able to use the information to write the
equation of the line and perform predictions based upon the model. |
|
|
Given bivariate data, students will be able to compute and
interpret the correlation coefficient and the coefficient of
determination. |
|
|
|
|
 |
|
Add-On Modules |
|
|
|
Green Belt Simulation |
|
|
Walking through many of the basic steps of a Six Sigma project. |
|
Getting hands-on experience with the more frequently used tools. |
|
Providing deliverables required for a project tracking tool – PowerSteering – for each DMAIC phase. |
|
Working with a Black Belt Mentor as students are guided in tools selection and in development of the project storyboard. |
|
|
Managing Change |
|
|
The role of a change agent. |
|
Resistance as a natural consequence of change. |
|
Risk associated with change. |
|
Assessing and overcoming resistance. |
|
How to use the Change Readiness Assessment tool and Stakeholder Analysis Worksheet. |
|
|
Introduction to Data Collection |
|
|
Be able to create a data collection plan following the 5 Step Data Collection Process. |
|
Be able to identify at least two ways to stratify data relevant to your Six Sigma improvement project. |
|
Be able to identify the data you need to collect for your project, where to collect the data, and the type of data you are collecting. |
|
Be able to create an operational definition that is specific, concrete, and measurable and can be used consistently by all members of your team. |
|
Be able to create an appropriate data collection form that can be used consistently by all members of your team. |
|
|
Hypothesis Testing for Green Belts |
|
|
Identify discrete data tests. |
|
Run and interpret the results of a Chi-Square test. |
|
Introduce hypothesis tests for continuous data. |
|
Know how to determine data normality. |
|
Know how to run and interpret the Test for Equal Variances (TEV). |
|
Understand the purpose of ANOVA. |
|
Know how to run and interpret ANOVA results. |
|
|
Hypothesis Testing for Nonparametric Data |
|
|
Know how to determine Normality and understand possible causes of non-normal data. |
|
Relationship of normality/non-normality to process stability/performance. |
|
Understand how to determine data randomness and normality. |
|
Understand how to select appropriate tests for nonparametric data. |
|
Understand how to interpret nonparametric test statistics. |
|
Understand the purpose of transforming data and some of the techniques used to transform data. |
|
Overcome the fear of leptokurtosiphobia, i.e. the irrational fear of non-normal distributions. |
|
|
Introduction to Hypothesis Testing and p-value |
|
|
Be able to interpret the results of various hypothesis tests. |
|
Understand the relationship between probability and p-value. |
|
Be able to state the null hypothesis and alternate hypothesis when provided with a test scenario. |
|
Select the proper hypothesis test to use based on data type. |
|
|
 |
|
SPC - Statistical Process Control |
|
|
|
|
| Click here to contact a representative |
|
|
BASIC SPC |
|
|
| SPC and Variation |
|
|
|
|
Given information about a process, students will be able to
identify the purpose of and advantages of using SPC to control a
process. |
|
|
Student will learn what SPC is and how it differs from the usual
method of quality control. |
|
|
Students will be able to identify the difference between quality
control by inspection versus prevention. |
|
|
When given an example set of data the students will be able to
classify data as either discrete or continuous. |
|
|
Within a given set of data the students will be able to identify
and define the variation in the data as coming either common causes
or special causes. |
|
|
|
| Pictures of Numbers |
|
|
|
|
Within a given a set of data, students will be able to identify
the steps in building a histogram. |
|
|
Students will learn to name the parts of a histogram and see how
they can use histograms to help them understand some aspects of how
processes behave. |
|
|
Students will be able to identify the parts of a histogram. |
|
|
When given a histogram, the students will be able to analyze it
and identify its different parts. |
|
|
|
| Introduction to Control Charts |
|
|
|
|
Given information about a process, students will be able to
identify how a control chart can be used to detect special causes of
variation. |
|
|
Students will be introduced to control charts and how they are
used to detect special causes of variation in a process. |
|
|
Parts of a control chart will be discussed as well the role each
part plays in helping to control a process. |
|
|
Students will learn to identify whether or not the process
represented by the control chart is stable or unstable. |
|
|
|
| Selecting Parameters |
|
|
|
|
Students will learn to identify when and how to use fishbone
diagrams and Pareto charts to help identify the root cause. |
|
|
When given a process parameter, students will use parameter test
checklist to identify if the parameter can be used for the purposes
of control. |
|
|
Students will be given a list of parameters from a process and
then will be able to prioritize them in order of importance in use
for controlling a process. |
|
|
|
| Types of Control Charts |
|
|
|
|
Students will learn to select whether an attribute or a
variables control chart is appropriate to use for a given situation. |
|
|
Students will be able to identify the appropriate control chart
used to monitor a given process parameter. |
|
|
A control chart will be given to the students who will then
identify the steps involved in setting up the control chart. |
|
|
|
| Setting Up and Using a Control Chart |
|
|
In this unit, you will be required to
perform calculations, create control charts by hand, and refer to data
provided for your use. You will need some sharp pencils, a calculator, a
straight edge or ruler for drawing straight lines. |
|
|
|
|
Students will be given variables data from a process and will
then identify the steps used in setting up a variables control
chart. |
|
|
When given attribute data from a process, students will be able
to identify the steps used in setting up an attribute control chart. |
|
|
Students will learn how to identify when to investigate and take
action to correct a process problem. |
|
|
SPC will be used and students will be shown how to control and
monitor a process. |
|
|
|
ADVANCED SPC |
|
|
| Introduction to Process Capability |
|
|
|
|
Given hypothetical capability diagrams, students will be able to
identify when one process is more capable than another. |
|
|
Students will learn how to distinguish between capable from
non-capable processes. |
|
|
When given relevant information about populations, students will
be able to state the relation that sample measurements are used to
estimate population values. |
|
|
Students will be given technically accurate and appropriate
information about customer requirements and will then be able to
determine when a process is meeting customer requirements. |
|
|
|
| Using Normal Curves |
|
|
|
|
Students will be given a normal curve and then identify the
characteristics of a normal curve. |
|
|
Given a normal curve, students will be able to use the normal
curve to estimate the capability of a process. |
|
|
|
| Process Capability Assessments |
|
|
|
|
When given hypothetical capability diagrams, students will be
able to compute Cp and Cpk values for processes using continuous
data. |
|
|
Students will be able to interpret the values and relate them to
a defect level when given Cp and Cpk measurements for a process. |
|
|
Given relevant process information for a process using discrete
data, students will be able to calculate process assessment
measurements. |
|
|
Students will be given technically accurate and appropriate
process assessment values and then will be asked to determine how
well the process is meeting customer requirements. |
|
|
|
| Introduction to DOE |
|
|
|
|
The role of Design of Experiments (DOE) in process improvement
and reduction of variability. |
|
|
Students will learn key DOE terms. |
|
|
The purpose and definition of DOE. |
|
|
The benefits of DOE. |
|
|
|
| Application of DOE |
|
|
This course suggests a series of steps
your team can use to apply the Design of Experiments. This is the how of
DOE. The steps are divided into five phases: Plan, Design, Run,
Analysis, Act. Whether or not you choose to use these steps exactly as
shown, the who, where, and when of DOE are up to you and your team.
After instruction, the student will demonstrate knowledge and
understanding of: |
|
|
|
|
How to plan, organize and run a designed experiment. |
|
|
Manufacturing roles and responsibilities in DOE. |
|
|
 |
|
WinAt-Work Series |
|
|
|
| Click to contact Carol Dierdorff (678.244.5393) |
 |
| Visit us at www.winatworkonline.com |
|
|
|
|
Testimonials of proven success. |
|
|
|
WinAt-Work brochure. |
|
|
|
| WinAt-Work Series: Helping people win at work... and in life. |
|
|
|
|
|
An interactive technology-based learning program that teaches
Employability (Soft) Skills for Career and Personal Growth. |
|
|
| Great for Workforce
Development, Welfare to Work, School to Work, Vocational Rehabilitation,
Secondary Special Education, Correctional Education, and
Employability/Work Readiness programs. |
|
|
Employability (Soft) Skills for Career and Personal Growth |
|
|
| With WinAt-Work, learners interact in engaging, video-based,
non-threatening situations where they make decisions and see immediate
consequences of their choices. The result is improved skills along with
increased confidence and self-esteem – keys to winning at work! |
|
|
|
|
Designed to meet National Work Readiness Standards for entry-level workers |
|
|
No access limitations – students can take courses anytime from any broadband computer |
|
|
Learning points reinforced with practice quizzes, simulations, and tests |
|
|
Deliver definable, predictable, and measurable training |
|
|
Reduce training costs while becoming more efficient and effective |
|
|
Full administration capabilities for student reporting and tracking |
|
|
|
System Features and Capabilities |
|
|
|
|
Group students in classes for monitoring and mentoring |
|
|
Deliver customized online class materials |
|
|
Post online announcements to students |
|
|
Create additional test questions |
|
|
Administer comprehensive exams |
|
|
Provide surveys for student feedback |
|
|
Produce drill-down reports by student or class, across locations |
|
|
|
Course Details |
|
|
|
Four modules provide 8 to 10 hours of training, practice exercises, and
simulations, with minimal reading levels required. Modules employ
ethnic, gender, age, and socioeconomic diversity. Student Guides
available as downloadable print-outs. Implementation Manual provides
administrators with valuable tips to enhance training and tracking. |
|
|
Interviewing |
|
|
|
|
Getting Organized: Child care, transportation, clothes, sleep, preparation. |
|
|
Last minute Details: Appearance, arrival, what to do. |
|
|
Beginning an Interview: Greeting, handshake, being seated, behavior. |
|
|
What to say: Positive attitude, correct information, brevity, calmness, manners, eye contact. |
|
|
Simulated Interview: Respond to interviewer’s questions. |
|
|
|
Good Work Habits |
|
|
|
|
Importance of Good Work Habits: Introduction. |
|
|
Starting a New Job: Rules and policies, orientation. |
|
|
Good Work Habits: Organization, neatness, lateness, absence. |
|
|
Good Moves Game: Recognize employees’ mistakes at work. |
|
|
|
Getting Along |
|
|
|
|
Effective Communication: Definition, guidelines, body language. |
|
|
Good Relationships: Supervisors, co-workers, public. |
|
|
Your Attitudes Show: Openness, motivation, loyalty. |
|
|
Communicating on the Job: Giving directions, listening, phone messages. |
|
|
Health Habits and Work: Eating, rest, exercise, drugs. |
|
|
The Communication Game: Solve a pizza delivery problem. |
|
|
|
Getting Ahead |
|
|
|
|
Steps for Getting Ahead: Motivation, goal setting, planning. |
|
|
Getting a Promotion: Action steps, what to do and what not to do. |
|
|
Job Changes: Reasons, advantages and disadvantages, resigning. |
|
|
Handling a Job Loss: Layoff, being fired, action steps. |
|
|
|
Upcoming WinAt-Work Modules |
|
|
| Topics will include money management, job search tools, and much more. |
|
|
| Click to contact Carol Dierdorff, Director of Workforce Development (678.244.5393) |
|
|
| Click here to see a demo of WinAt-Work Series |
|
|
|
|
 |
|
Project Management |
|
|
|
Project Management Introduction |
|
| Upon Completion of this module you will be able to: |
|
|
Define a project. |
|
Identify the roles and responsibilities of a Project Manager. |
|
Identify the processes involved in Project Management such as: initiating, planning, executing, controlling and closing. |
|
Identify the relationship between scope, time and cost and how these factors affect the success and quality of a project. |
|
|
 |
|
Juran Problem Solving |
|
|
|
Juran’s Improvement Problem-Solving Process & Tools prepares participants to better understand the problem-solving process and tools that are the heart of effective Root Cause Analysis, Quality Improvement and Six Sigma DMAIC. It is used to improve customer satisfaction, reduce costs, and determine the root causes of process problems!
This 9-hour program begins by introducing the basics of problem solving. The balance of the modules examine the data collection process and each of the improvement tools including Pareto Diagrams, Process Maps, Cause-Effect Diagrams, Scatter Diagrams, Histograms, and multiple Graphs and Charts including Control Charts. |
|
|
Introduction to Problem Solving |
|
Scatter Diagrams |
|
Control Plans and Control Charts |
|
Pareto Analysis |
|
Introduction to Process Mapping |
|
Cause and Effect Analysis |
|
Data Collection, Analysis and Reporting |
|
|
|
 |
|
Effective Problem Solving – based on Delphi’s world-class process |
|
|
|
|
This Effective Problem Solving course covers the process of solving problems and how
to better integrate this process into an organization. Students will learn the key
elements and what actions should be taken in each step. As they practice these skills
they will become more effective at the steps of Select, Contain, Correct, and Prevent.
This course runs approximately 3 hours online. |
|
|
Problem Solving Introduction |
|
|
|
|
The purpose of structured problem solving. |
|
|
The impact of poor problem solving. |
|
|
Why problem solving is part of the job process and not just a series of tools or forms. |
|
|
The definition of the problem solving process. |
|
|
The purpose of the Problem Solving Form. |
|
|
|
Problem Identification and Containment Objectives |
|
|
|
|
What is the need for data. |
|
|
How to write an effective problem statement. |
|
|
What is the purpose of containment. |
|
|
How to fill out the Problem Solving Form |
|
|
|
Identifying the Root Cause |
|
|
|
|
How to identify the root cause candidates using a fault tree analysis and a process map. |
|
|
How to use data for support dictionary splits. |
|
|
How to identify and confirm the root cause. |
|
|
How to check solutions. |
|
|
How to evaluate and select a solution. |
|
|
|
Solution Identification and Prevention |
|
|
|
|
What is Solution Planning. What strategies we will focus on, What are our contingency plans? |
|
|
Verifying our solutions. |
|
|
Implementation of our solution strategies. How to evaluate and remove containment, evaluation of our controls, and the standardization of our controls. |
|
|
|
Improving our Problem Solving Culture |
|
|
|
|
Problem solving is not a stand alone process. |
|
|
The importance of roles and responsibilities and what the definition of "team" is. |
|
|
What the definition of a communication plan is. |
|
|
What is the role of leadership. |
|
|
|
|
|
Root Cause Analysis |
|
|
|
|
The KEPNERandFOURIE Root Cause Analysis (RCA) process provides a proven methodology that
improves an individual's ability to think through a problem to resolution. This course
builds problem solving skills by incorporating both data and workplace intuition. During
the e-course learners will experience the Root Cause Analysis process applied to a real
world problem. RCA is effective even if your organization has no formal problem-solving
training, and Lean Six Sigma practitioners have found the RCA process especially
effective at solving special cause problems. |
|
|
 |
|
Root Cause Works |
|
|
|
|
Introduction/Definitions |
|
Divergent/Convergent Thinking patterns |
|
True Cause vs. Root Cause |
|
Problem Statement |
|
Problem Detail |
|
7 Questions across 3 Dimensions : IS/BUT NOT/WHY NOT |
|
Generating Possible Causes and Testing Destructively |
|
Identifying True and Root Cause(s) |
|
Post Course Assessment |
|
|
|
 |
|
Lean Garage |
|
|
|
|
The Lean Garage is a video based mock TV reality show that takes the learner through the process of applying 5S to an over crowded and unorganized garage. Project goal: Getting the cars back inside. By breaking down the key elements of 5S with a common case study that all learners can easily relate to, employees can easily apply this material in their own work environments. Sort, Straighten or Set in Order, Scrub & Shine, Standardize and Systematize, and Sustain. Also touches on the concepts of 7 Wastes, Visual Management, Red Tagging, and PDCA. Approximately 60 minutes.
|
|
|
|
Student Instructions |
|
The Lean Garage - 5S |
|
|
|
|
|
|
|
Virtual Work for the Employee |
|
|
| The e-Work Virtual Work for the Employee course was jointly developed with Microsoft for Microsoft employees to prepare virtual work teams for the rapidly changing, efficiency driven virtual workplace. The course specifically provides learners with the skills, tools, and resource links to: |
|
|
|
|
Understand the impact of mobility trends, new work styles and terminology in the workplace. |
|
|
embrace the personal and professional changes required to thrive in a flexible, interactive, constantly changing virtual workplace. |
|
|
Learn simple but highly effective practices for successfully fitting in while working away. |
|
|
Review and learn best practices for effective communication and performance management. |
|
|
Attain knowledge and tools for creating an effective and productive virtual work routine. |
|
|
Establish an action plan for creating a functional, safe, secure, efficient home office. |
|
|
|
| This 90-120 minute e-Course includes five lessons: |
|
|
|
|
Course Overview – Introduction to Virtual Work and how to be successful. |
|
|
Maintaining Your Relationships & Credibility. |
|
|
Managing Your Time, Workload, & Performance. |
|
|
Setting Up Your Home Office (optional). |
|
|
Working in a Self-Selected Workspace (optional). |
|
|
Course Conclusion, Summary and Action Planning. |
|
|
|
| Upon completion of the Virtual Work for the Employee course, the learner has access to more than two-dozen downloadable Learning Aids that provide continuous learning opportunities while working in the virtual workplace. |
|
|
Virtual Work for the Manager |
|
|
| The e-Work Virtual Work for the Manager course was jointly developed with Microsoft for Microsoft employees to prepare virtual work teams for the rapidly changing, efficiency driven virtual workplace. The course provides managers of knowledge workers with the skills, tools, and resource links to: |
|
|
|
|
Embrace the changes of a more flexible work environment. |
|
|
Teach, coach and maintain highly effective work behavior with geographically distributed teams. |
|
|
Understanding what it takes to excel in a virtual workplace, and how to prevent failure. |
|
|
Make and support the transition from a traditional work group to a virtual work group, including those that stay at the office. |
|
|
Enhance collaboration and interaction among members of their entire work team. |
|
|
Assure that employees maintain a high level of proficiency regardless of their work location. |
|
|
Set worker performance expectations and have employees routinely exceed them. |
|
|
|
| This 45-60 minute e-Course includes five lessons: |
|
|
|
|
Course Overview – Introduction to Virtual Work and a Manager’s perspective. |
|
|
Establishing a Solid Virtual Work Foundation. |
|
|
Creating and Managing a Highly Effective Virtual Work Environment. |
|
|
Course Conclusion, Summary and Action Planning. |
|
|
|
| Upon completion of the Virtual Work for the Manager course, the learner creates a personal action plan for successfully transitioning from the traditional work environment to a virtual work environment. Nearly two-dozen downloadable Learning Aids provide continuous learning opportunities while working in the virtual workplace. |
|
|
| Click here to see a demo of Virtual Office Training |
|
|
 |
|
ISO 9001:2008 Internal Auditor Training |
|
|
|
|
Developed jointly with Alamo Learning Systems - ISO 9001:2008 Internal Auditor Training is
comprehensive, cost-effective and standard-compliant. A complete
roadmap for developing a quality system and preparing an organization for registration.
This program is designed to be flexible and is applicable to all standards, including
ISO 9000, ISO 14000, QS-9000, ISO/TS 16949, TL-9000 and AS9100. This training program
teaches the skills required to implement an effective quality auditing process,
including planning execution, and reporting.
ISO 9001 Certified organizations will need to perform regularly scheduled internal
audits. This on-line program shows existing and new auditors how the system is
working and how you can continue to improve it. The course delivers content and
information needed to present an interactive training for the Internal Audit
Team. Train auditors and give them practice with each step of the audit process
as they progress |
|
|
OVERVIEW |
|
|
| Auditing Awareness |
|
|
|
|
About your ISO 9001:2008 Certification. |
|
|
Quality Management System (QMS). |
|
|
The ISO 9001:2008 Audit. |
|
|
Summary. |
|
|
|
INTERNAL AUDITOR TRAINING COURSES |
|
|
| Auditing Introduction and Fundamentals |
|
|
|
|
Learn the necessary information to become a qualified Internal Auditor. |
|
|
Learn the tools necessary to work together as a team. |
|
|
Take advantage of dynamics needed to move your company forward with continuous improvement. |
|
|
The auditor training will focus on the ISO 9001 2008 standard. |
|
|
|
| 4-Phase Audit Process - Preparation |
|
|
|
|
4-Phase Audit Process - Preparation. |
|
|
What ISO is. |
|
|
ANSI is the US representative to ISO. |
|
|
ISO serves both the public and private sectors. |
|
|
How to identify ISO clauses. |
|
|
The steps necessary to prepare for the area of focus. |
|
|
|
| 4-Phase Audit Process - Performance |
|
|
|
|
How to conduct the opening meeting. |
|
|
The 8-step Interviewing Method. |
|
|
Twsting implementation. |
|
|
Types of question formats. |
|
|
Reviewing procedures and sampling. |
|
|
Recording information. |
|
|
Auditor approaches. |
|
|
Issues of non-conformance. |
|
|
How to conduct the team meetings. |
|
|
|
| 4-Phase Audit Process - Reporting |
|
|
|
|
Group, summarize and analyze findings. |
|
|
Draft a report. |
|
|
Conduct the exit meeting. |
|
|
Prepare the final report. |
|
|
|
| 4-Phase Audit Process - Closure |
|
|
|
|
How to create a corrective action plan. |
|
|
Evaluate compliance and action plans. |
|
|
Draft the closing memo. |
|
|
|
|
|
 |
|
Global Supply Chain Logistics |
|
|
|
|
The Global Supply Chain Logistics e-Learning Series has been produced by the
Manufacturing Skill Standards Council (MSSC) with assistance from The Quality
Group (TQG). The Series consists of 18-online course units, providing
comprehensive, cost-effective, and engaging training to enhance the competency
of the supply chain logistics workforce. The Series is based upon
industry-defined and nationally validated standards. It addresses the
core competencies of higher skilled, front-line material handling workers
(entry-level to first line of supervision) across the supply chain: from
factories, to warehouses, to distribution centers to transporters.
The Global Supply Chain Logistics e-Learning Series also helps both
students and workers increase their chances of success on MSSC
Assessments – the foundational-level Certified Logistics Associate
(CLA) certificate and mid-level Certified Logistics Technician (CLT)
certification.
|
|
|
| Foundations Curriculum |
|
|
|
|
Global Supply Chain. |
|
|
The Logistics Environment. |
|
|
Material Handling Equipment. |
|
|
Safety Principles. |
|
|
Safe Material Handling & Equipment Operation. |
|
|
Quality Control Principles. |
|
|
Work Communication. |
|
|
Teamwork and Good Workplace Conduct. |
|
|
Using Computers. |
|
|
Measurements and Metric Conversions. |
|
|
|
| Mid-Level Technical Curriculum |
|
|
|
|
Product Receiving. |
|
|
Product Storage. |
|
|
Order Processing. |
|
|
Inventory Control Fundamentals. |
|
|
Packaging and Shipment. |
|
|
Safe Handling of Hazardous Materials. |
|
|
Evaluation of Transportation Modes. |
|
|
Dispatch and Tracking Operations. |
|
|
|
The Global Supply Chain Logistics e-Learning Series is only available
through qualified educational institutions, organizations and companies
that have MSSC-certified instructors. It is strongly recommended that
this training be delivered in conjunction with certification testing
at an MSSC-certified Assessment Center. For more information about
the Series, visit www.msscusa.org. For information on how your
organization can become certified to deliver the Global Supply
Chain Logistics e-Learning Series and participate in the MSSC CLA/CLT
certification program, please contact reddyn@msscusa.org or
703-739-9000, ext 221.
|
|
|
|
All Rights Reserved The Quality Group 1992-2010 Terms of Use | Privacy Policy |
|
