STEM From Every Angle Forum Event

Forum Event: STEM From Every Angle

Wednesday 3 March 2010

3M Health Care Limited, Loughborough

WelcomeRob Pittam, Forum Event Chair

© 3M 2007. All Rights Reserved.

3M Health Care Business

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Housekeeping• Fire Alarm is a continuous bell

• In the event of an evacuation, leave the room via the rear doors, turn

left and through the Fire Exit

• Assemble in the front Visitor Car Park for a roll call

• Cloakrooms, including disabled facilities, are in the corridor outside the

rear doors

• Please ensure you ‘swipe out’ with your security pass at the terminal in

Reception when leaving this afternoon. Please hand your pass back to

the Receptionist

• Smoking is only permitted in the smoking shelter in the main car park

• Please ensure your mobile phone is switched off / silent



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Keynote AddressDr Bryan Jackson emda



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The Development and Application of Problem Solving

Skills Within 3MAndy Turner, 3M Health Care Limited

STEM From Every Angle


Developing and Applying Problem Solving SkillsAndy Turner, Site Manager, 3M Health Care Limited


STEM from Every Angle

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A diversified technology company, promising customer success delivered through practical ingenious solutions

2009 net revenues of $23 billion 75,000 employees Operations in 60+ countries, customers in 200 countries Global annual R&D spend > $1.4 billion

About 3M



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Fiber Optic SolutionsFiber Optic SolutionsElectro and Communications

Consumer and Office

Display and Graphics

Health Care Industrial and Transportation

Safety, Security and Protection Services

Company Overview

Six Market Leading Businesses

UK and Ireland - one of the largest 3M subsidiaries outside the USA

17 locations including 10 manufacturing sites



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Health Care Operations: Loughborough

Derby Rd Site: Drug Delivery Systems Manufacturing & Distribution. Cavilon Product Manufacturing. Inhalation Drug Delivery Research & Development

Morley St Site: Sales, Marketing & Administration. State-of-the-art Centre for Clinical Excellence



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Why are Problem Solving Skills Critical to 3M’s Success?

To maintain and grow our position in highly competitive markets (pharmaceuticals/biotechnology, dentistry, medical devices) by solving critical business issues and improving business processes

To foster innovation in order to deliver practical, ingenious customer solutions

>25% of sales from new products in last 5 years, target is to increase to 40%

500+ patent applications every year

To develop a flexible, resourceful workforce, encouraged to collaborate internally and externally

creating “intrapreneurial “culture technical employees encouraged to spend <15% time on own projects



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Introduction of Lean Six Sigma to 3M

First launched in 2001, Lean Six Sigma is a methodology for pursuing continuous quality improvement and reducing inherent variability in processes

Ensures focus on data-driven problem solving and decision making Over 70% of global employees trained in Lean Six Sigma

methodologies and tools Provides a ‘Toolbox’ of different processes and tools to meet specific

business objectives



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What Types of Problems / Opportunities Do We Use Lean Six Sigma To Solve? Financial

Cost reduction Improving profitability Inventory turns

Manufacturing Optimising equipment performance Cycle time reduction Yield improvement Quality improvement

Safety Optimisation of Sales & Marketing Processes

Customer satisfaction indexes Improving market share



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DMAIC Approach to Problem Solving

DMAIC: powerful tool in the Lean Six Sigma toolbox, used for improving existing processes

Methodology has 5 phases: Define-Measure-Analyse-Improve-Control

Provides a project management framework to problem solving Employs great detail in the Analyse and Improve phases,

using statistical tools to develop understanding of root causes of variation in processes, then how to make and control improvements



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DMAIC Approach to Problem Solving

Define Problem / Opportunity

MeasurePerformance

Analyse Opportunity

Improve Performance

Control Performance



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Defining Problem or Project Goals

Critical to problem solving to have clarity and agreement on the problem / project goals to be solved from outset, including resources and timelines

Listening & questioning skills as important as an analytical mindset

Although following a step-by step approach, requires willingness to let people explore and understand situation in their own way



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Importance of Multidisciplinary Teams

Multi-disciplinary team approach – differing levels of seniority, skill mix, acceptance of knowledge and experience of others

Combining individuals with formal Lean Six Sigma training STEM degree level education

and those with vocational training e.g. engineering technician underlying mechanical empathy hands on approach

gives very powerful problem solving team in manufacturing environment



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Measuring Performance

Gathering relevant quantitative and qualitative data, e.g. observation of manufacturing process by using high speed cameras Questioning operators – understanding how people interact with a

machine - not taking things at face value vital not to try to ‘fix’ at this stage



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Analyse Performance

Utilises tools including Cause & Effect Matrix Scores and prioritises how multiple inputs to a process

affect the metric in question Supports identification of the root cause



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Improving Performance

Utilise Design of Experiments to prove/verify potential causes & effects

e.g. variations in machine speed, machine settings, raw material conditions

Need to have confidence and credibility of experimental design, generate as much information for as little cost

raw material cost, time on manufacturing line, any manufactured material scrapped and disposed of

May require stage of inventiveness if bespoke solution required

Statistical analysis – Anova (Analysis of Variance), Minitab, Excel



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Control Performance

Implement lasting solution to the problem Establish a control plan – becomes standard way of operating

in future Essential to check understanding and any training

requirements



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Implications

Problem solving requires time to stand back and think Big challenge for both fast-paced manufacturing

environment and educational environment with large class sizes

Coaching individuals in how to identify and test their own hypothesis is essential for developing a problem solving mindset not for generating the ‘right’ answer

Problem solving enhances communication, negotiation and cooperation skills and a sense of personal responsibility

Successful problem solving requires an acceptance that mistakes will be made and learnt from


NHS Healthcare Innovation EXPO

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“As our business grows, it becomes increasingly necessary to delegate responsibility and to encourage men and women to exercise their initiative. This requires considerable tolerance.

Those men and women to whom we delegate authority and responsibility, if they are good people, are going to want to do their jobs in their own way.

Mistakes will be made but if a person is essentially right, the mistakes he or she makes are not as

serious in the long run as the mistakes management will make if it is dictatorial and undertakes to tell those under its authority how they must do their job.”

William L McKnight 1941

100+ Year Tradition of “Permissive Management”


STEM Ambassadors can support development of problem solving skills in children by enhancing the curriculum with real-life examples faced by industry



Thank You!



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Why STEM Has Become the Key Theme of 3M's Community

Programme in the UKJohn Klee, 3M UK Plc

3M United Kingdom plc

3M’s community programme in the UK & Ireland

John KleeCorporate Communications Manager

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© 3M 2010 All Rights Reserved.


3M Streetwise www.3Mstreetwise.co.uk

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Science - Light

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Science - Sound

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Science - Forces

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3Mstreetwise.co.uk

Since launch, 31 October 2006

• 280,000 visits

• 1.6 million pages viewed

• 15,500 teacher registrations

• 90,000 PDFs downloaded (class worksheets, etc.)

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Community Programme – Review 2009

Issue - number and calibre of IP students and graduates

Population STEM graduates p.a. Per 10,000 pop

India 1.2 billion 2 million 16

China 1.3 billion 2 million 15

UK 60 million 25,000 4

• Help increase the total talent pool by encouraging more pupils to stay with STEM subjects beyond their GCSEs

• Make 3M an attractive proposition to STEM graduates

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Employee engagement

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Employee Engagement

• Employee volunteering - 5% participation (industry average)

• Barriers to STEM Ambassadors

• Preparation time

• When working with schools, a lack of confidence in meeting needs of curriculum

• Business relevance

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Community Programme 2009

7-11 year-olds

Our new leading theme:Supporting the teaching of STEM subjects in schools

11-16 year-olds

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3Mworldlywise.co.uk

• Sustainable living in a virtual town…

• Initially focusing on science and maths (and ICT along the way…)

• Developing further into geography in 2010

• More than 60 off-the-shelf worksheets for teachers…

•…and 3M STEM Ambassadors

•…and other companies’ STEM Ambassadors

A special STEM Ambassadors’ area is currently being created

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3Mworldlywise.co.uk

Official UK launch 25 November 2009

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3Mworldlywise.co.uk

Use as a learning & development tool

• participants in our leadership and graduate development programmes…

• …doubled the number of 3M STEM Ambassadors from 40 to 80 overnight

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Longer Term

Establish a relationship with students through their schools years and into university

Resource Launch Age group

• 3M Streetwise 2006 7-11

• 3M Worldlywise 2009 11-16

• 3M Healthwise? 2012? 16-18?

• 3M xxxxxwise? 2015? 18+?

… first graduate recruits 2017?

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3M Worldlywise Launch Event


Thank youJohn KleeCorporate Communications Manager



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Problem Solving ActivityBreakout Sessions

Workshop Locations

Workshop 1 Training Room 1

Workshop 2 Video Conference Room 1

Workshop 3 Video Conference Room 2

Workshop 4 Swithland (upstairs)

N.B: Your workshop number is listed on the delegate list inside your delegate pack



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Changes to the Mathematics Curriculum

Barbara Linton, NCETM

Mathematics

Changes to the Curriculum in School

Workshop Tasks

Zin

Diluting solutions

Making tracks

Efficient cutting

Mathematics is...

• Seeing the mathematics in a situation

• Applying knowledge

• Exploring new situations

• Communicating ideas & findings

• Being stuck & getting unstuck

• Asking & answering questions

• Collaborating

Mathematics: Processes

• Representing

• Analysing

• Interpreting & evaluating

• Communicating & reflecting

Mathematics: Concepts

• Competence

• Creativity

• Applications and implications

• Critical understanding

Mathematics: Content

• Number & algebra

• Geometry & measures

• Statistics

Mathematics: Learning and Engagement

• Developing confidence

• Varying contexts

• Selecting mathematics

• Extending opportunities

• Engaging tasks

• Collaborating

• Including ICT

Mathematics is...

...a way of thinking

...fundamental to prosperity

...powerful

...wonderful

...creative

Curriculum developmentwww.qcda.org.uk

NCETM, East Midlands

[email protected]

http://www.qcda.org.uk/

mailto:[email protected]

Census 2011 and Census at School

John Marriott, Royal Statistical Societyfor Statistical Education

Census 2011 and CensusAtSchool Project

Dr John Marriott

Royal Statistical SocietyCentre for Statistical Education

Faculty of EducationUniversity of Plymouth

www.rsscse.org.uk

[email protected] 01752 585458

http://www.rsscse.org.uk/

mailto:[email protected]

• Aims To promote the improvement of statistical education,

training and understanding at all ages.• Advocates

– the teaching of statistics through problem solving using real, relevant data

• Not for profit organisation• Funding model

– Core funders– Consultancies and contracts

The RSS Centre for Statistical Education

The RSS Centre for Statistical Education

rsscse.org.uk

Discuss

Process

Plan Collect Process Discuss

Plan

Collect

DHCycleThe Statistical Problem Solving Approach

You can build on the first try by

continuing here...

Have you got all the evidence

you want?

First you decide what problem to

solve and what data you need

Then you collect suitable data.

Working on the Three RsEmployers’ Priorities for Functional Skills in Maths and English

August 2006ISBN 0-85201-638-7

Why would this interest you?

The Foreword by Richard Lambert, Director-General, CBI

• “Weak functional skills … inhibit the ability of employees to contribute to business performance.

• “The time has come to ensure that school-leavers in future have the functional skills they need for work and daily life. In brief, British business sees concerted action on functional skills as a key priority.”

Key Conclusions

8. The ability to interpret and respond to quantitative data is a key part of modern working life. Data of this type is presented not only to keep employees in the picture, but employees are also expected to interpret it sufficiently to contribute to problem solving and quality improvement.

also 2. …The ability to put together a piece of writing that conveys meaning clearly and

accurately is an essential functional skill.

12. Spotting errors and rogue figures is an important element of functional maths. A functionally numerate employee will almost instinctively carry out a reality check and pause to check what may potentially be a rogue result.

13. Some basic understanding of odds and probabilities to enable people to make a more realistic assessment, rather than treating every risk as equally likely to happen, could form a useful element of functional mathematics.

14. Functional skills are skills that have a practical purpose. It is important to boost awareness of their potential application, particularly key elements of mathematical literacy, in real and different contexts.

CBI Employment Trends Survey 2006

The CBI Employment Trends Survey 2006 found that the majority of employers feel that school leavers lack skills vital for employment: 65% feel they lack self-management ability, 70% were dissatisfied with business awareness, and 47% believed they had a poor attitude to work. Just over half (52%) of employers were dissatisfied with school leavers key employability skills such as communicating, team working and problem solving.

RSSCSE flagship schools project

The classroom, pupils and teacher comprise the ‘census’ unit

Collects real data from & about pupils – stored in 30+ international databases

Returns data in raw form along with teaching and learning resources

Real, relevant data, real learning

CensusAtSchool (2000 - ) www.censusatschool.org.uk

The Problem Solving Approach

The Problem Solving Approach

CensusAtSchool International links

South Africa (2001 -)

Australia (2002 - )

New Zealand (2005 - )

Canada (2004 - )

Japan (2009 - )

UK (2000 - )

Ireland (2009 - )

census.gov.uk

Census 2011 – Paper Folding and Origami Theme

Environment Human Interest Education

CensusAtSchool to raise profile of Census 2011

48 Sheet Billboard

6 Sheet Bus stop

48 Sheet Billboard

Rehearsal Launch Events

Rehearsal launches were held in Anglesey and Lancaster

Giant origami shapes were revealed to the local press and general public

The events were attended by local children, ONS staff and local officials

Video footage was recorded at both events and released on Youtube

Census Online

• A CensusAtSchool for 2011

– Development of existing CensusAtSchool website and associated activities

– Use of the paper folding/Origami theme

• Learning materials– Develop case studies using Census data– School resources

RSSCSE Commission from the ONS

New CensusAtSchool Website

RSSCSE – the T-shirt

RSSCSE – the T-shirt

• The RSS Centre is a key player in improving numeracy and problem solving skills in tomorrow’s workforce

• The 2011 Census provides a golden opportunity to engage the interest of all pupils and adults

• Consider RSSCSE in your outreach activities• Pass on the message

RSSCSE – Concluding Remarks

“British business sees concerted action on functional skills as a key priority.”

Population, Consumption, and Exponential Growth

Rob Farr, The Energy MC

….is vital if we are to prepare for the INEVITABLE changes that will occur if

we are to develop….

a SUSTAINABLE ENERGY future.

An understanding of Maths

With Rob Farr: The Energy MC2

“Every twenty four hours, we burn 85 million barrels of crude--using it not simplyto heat, feed, move or defend ourselves, but to educate, entertain, construct our world then fill it with stuff. Everything we buy, from a McDonalds' hamburger to garden furniture to cancer drugs, represents a measure of energy produced and consumed…”

THE END OF OIL

EDUCATION

STEM

CHOICES

CAREERS

FIREMAN

ROCKET SCIENTIST

PHYSICS

CHEMISTRY

BIOLOGY

MATHS

MEDICINE

DISEASE

WAR

PEACE

PROCREATION

ABSTENTION

(Having babies…)

(Not having babies…)

POPULATION

Dr. Albert A. Bartlett's presentation on "Arithmetic, Population, and Energy.“

“… The best kept scientific secret of the century…”

Exponential increase

£100£102£104.04 £106.12

446,744, 073,709,600,00018,

grain of wheat

Exponential increase

T2 = 70

% growth rate

It is a mathematical function – for calculating the steady growth of anything!

A human life of 70 years

2% growth per year = factor of 4

3% growth per year – a factor of 8

4% growth per year – a factor of 16

At 4% the baby’s £100 will be worth 100 x 16 = £1600

http://i107.photobucket.com/albums/m287/jaqhappi/26old_man.jpg

Current World is 1.19% (58 years to double from 7 billion to 14billion)EU growth rate is 0.11%

USA is 0.88%China is 0.63%

India 1.58%

POPULATION GROWTH

Lets pretend that if this modest increase of 1.3% continued each years the population of the human race would reach a density of 1 for every square metre in only ……………………

World population in 1986 was 5 billion (growing at 1.7%) d-time 41 years1999 was 6 billion (growing at 1.3%) d-time 53 years

80 million new people each year….. WOW2012 will reach 7 billion……

780 years..!

Zero population growth will have to happen at some point.

Which and when do we choose… increase or decrease?

0%

Increase population

Procreation

Large families

Immigration

Medicine

Public Health

Sanitation

Peace

Law and Order

Scientific Agriculture

Accident prevention

Clean air

Ignore the problem

Decrease population

Abstention

Contraception

Small families

Stopping immigration

Disease

War

Murder / Violence

Famine

Accidents

Pollution

Smoking

EDUCATION?

Now let us examine the characteristics of

steady growth in a finite environment.

… a bottle of bacteria.

1 Bacteria at 11 o’clock

by 12 o’clock the bottle is

FULL

EXAMPLE: “…. 500 years of coal in the USA…”

Average U.S. coal consumption growth for 1971 to 1991 was 2.86%

500 years of US coal will only last 500 years if the US has 0% growth

If the growth rate is 1% it will be 174 years

If the growth is 2% it will be 117 years

3% = 91 years

4% = 75 years……

The statement….We have used more oil since 1985

than up to 1985

…is not so surprising!

We take 4 barrels of oil out of the ground for

every 1 found

Proven oil reserves = 1.2 trillion barrels (BP stats)

At CURRENT consumption rate = 40 years

Some oil stats……. USA and Gulf of Mexico

Shell discovered a new oil field in the Gulf of Mexico in 1993 Estimated 700 million barrels of oil

US consumption rate at that time = 16.6 million barrels per day

700 / 16.6 = 42 days

Gulf of Mexico – 2009 BP found perhaps 3 billion barrels of oil( 1 billion of which might be recoverable)

2010 - The Gulf of Mexico produces 2.2 million barrels per day..!

USA consumes 20 million barrels per day..!

Thunderhorse field Very big – produces 300,000 barrels per day

But took 10 years to get going..!

North Sea MAX6 million barrels / day

Hubbert’s Peak

His estimated figures were a little short…!

2010 – approx 30 billion barrels per year

http://upload.wikimedia.org/wikipedia/commons/8/8f/Hubbert_peak_oil_plot.svg

Oil production since 1965

0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Figures are barrels of oil x 1000

Oil production per capita

0.00

0.50

1.00

1.50

2.00

2.50

3.00

Litres of oil per person

JOULE (J)

Question:

How much energy does everyone in the worldconsume in a whole year…?

424,000,000,000,000,000,000 Joules

A clue…. There are 6.8 billion people in the world!!

452,471,500,

The population of the planet consumesEnergy at the equivalent rate of about 1 and 2/3 of a tonne of oil ………per person ………per year.

or about 5 litres of oil (LOE) per person per day

Unit of energy used is LOE - litre of oil equivalent

Why do we consume so much energy?

Population is currently over 6.8 billion people

By 2050 world population will be over 9 billion.

http://www.nature-net.org/asp/content.asp?id=1


India = 21 EJ

UK = 9.7 EJ

Denmark = 0.84 EJ

USA = 100 EJ

How much energy does each country consume? (Total was 424 EJ)

Germany = 13 EJ



If everyone used the same amount of energy as those in the rich developed world, global energy consumption would increase eightfold by 2050

Oil price 2008 $130 / barrel

Oil price 1998 $17 / barrel

Basic Economic Rule: Supply and Demand

What will happen if we can not meet the demandFor Energy?

$143$77 today…..

http://www.wtrg.com/index.html

—17

of the world’s population currently consumes

—1

2of the world’s energy!

FACT

That means the average daily energy used by an individual living in the world’s 24 wealthiest countries is SIX TIMES that of people living in the rest of the world.

If everyone used the same amount of energy as those in the rich developed world, global energy consumption would increase eightfold by 2050

OilHydrogen + Carbon

Who has the oil reserves: -Middle East have the most oil

If we continue to consume it as we do now, how long will oil last?

40 years

FACT: We have consumed more oil since 1985 than up to 1985

Gas

“Clean” Natural Gas is over 90% Methane

Used for electricity generation and heating homes and factories

Who has the Gas reserves? – Middle East & Russia

If we continue to consume it as we do now, how long will Gas last?

60 years

FACT: UK is currently changing from self sufficient to NET Importer

Coal

Can be 400 million years to 100 million years old

Made from layers of plant material

Some coal can contain 3 x the amount of energy compared to other types

UK had only 12 mines left open by 2004

China: coal supplies ⅔ of the Primary Energy

A tonne of coal contains 746kg of carbon: burning it produces 2.7 tonnes of carbon dioxide.

UK had only 7 mines left open by 2006

Who has the coal?:- More evenly spread throughout the world

If we continue to consume it as we do now, how long will coal last?

200 years

FACT: Consumption of coal had doubled in the last 50 years

Thank You For Coming!