Page 1

Course Location & ContactsSchoenbaum Hall 215 on Tuesdays & Thursdays at 12:45 p.m.

Instructor: Steven DicksteinEmail Address: dickstein.2@osu.edu

Office Location: 618 Fisher Hall

Phone Number: (614) 292-4600

Office Hours:Tuesday & Thursday, After classWednesday, 11:00 a.m. – 1:00 p.m.

Please contact me for alternative availability

Course DescriptionThe course is about problem solving and continuous improvement of processes. It spans every human endeavor. Wherever there is a system, there are processes, whether it is in healthcare, retail, services, sales and marketing, financial transactions, or manufacturing. These systems may work well or may work poorly, but with the right focus, we can improve any of them. We will focus on the principles of lean systems as our baseline and explore the detailed workings of a process, describing the steps that add value and the steps that waste resources.

We will demonstrate this thinking throughout this semester as the course contents will evolve and improve as we assess our learning and moderate the pace to ensure everyone achieves an appropriate level of mastery of the material. This means the syllabus may change through the semester to reflect this changing rate of learning.

We begin with an historical overview and an understanding of lean processes based on Toyota Motor Company’s experiences. The heart of the course begins with foundational elements to bring stability to a process, then take steps to achieve higher levels of productivity, profitability, and the professionalism of the workforce. It is not enough to make an organization more efficient; we have to make better places for people to work. As we apply specific lean tools, we will discover their benefits not only to increase productivity, but also to create great workplaces with highly satisfied employees.

Business Management 4239: Managing Process Improvement

Autumn Semester 2017

Page 2

Course Learning OutcomesA major objective of the course is for you to be able to apply the concepts presented in the text and course materials to the operating environments in which you will find yourself working in the future as a manager.

At the end of the semester, every student will be able to:

1. Analyze processes to identify problems and develop solutions to improve the performance of those processes.

2. Solve a problem by employing a well-structured problem solving process. Teach the process to others.

3. Design processes to improve productivity and enrich the working environment to make jobs more satisfying and engaging for employees.

4. Work as a member of a team. Facilitate the development of your team so that it achieves the goals you set.

Course Material1. (OPTIONAL) Learning to See (2008) Shook, John, The Lean Enterprise Institute,

(ISBN # 0966784308) same as used in BM 3230

2. The Toyota Way Fieldbook; A practical Guide for Implementing Toyota’s 4Ps Liker, Jeffrey K.; Meier, David (2006). The McGraw-Hill Companies, Inc. (ISBN 0071448934)

Additional readings are available in Canvas or handed out in class.

Grades

Exam 35%Project Report 35%Project Presentation 10%Participation 10%Quizzes ( best 2 of 3 ) 10%

The final grade determination is formula-based in which 35% of the actual exam score is added to the other grade items. The exam may offer bonus points, but there is NO other curve or extra credit available. A “Grade Calculator” Excel file in Canvas > RESOURCES that allows you to prepare your own “what if” scenarios using the identical calculation method to the course grade determination (even though the format may not appear identical).

Page 3

Grading Scale

92.1 and higher: A 76.1–79.0: C+89.1– 92.0: A- 72.1–76.0: C86.1–89.0: B+ 69.1–72.0: C-82.1–86.0: B 66.1–69.0: D+ 79.1–82.0: B- 59.1–66.0: D

Details on Graded Elements

EXAM The exam is closed book, closed notes, closed neighbor, closed electronic

communication devices, etc. and should represent the work of only the student taking the exam with no unauthorized outside assistance.

Formula sheets, if applicable, are provided at the back of the exams. Each exam will be a combination of conceptual questions and problem solving.

The material could be based on anything covered in the lecture, text, other assigned readings, videos, or homework. The format will be multiple choice questions.

Each student must bring his/her own calculator and writing instruments. Cell phones or any other storage type of device for this purpose are NOT permitted. Sharing of materials is prohibited.

NO MAKE-UP, LATE OR EARLY EXAMS WILL BE GIVEN, except in the case of a schedule conflict, documented medical emergency or university-authorized absence. Business related absences are not excused. Students should make arrangements now to avoid time conflicts. The exams are one class period in length,1 hour, 20 minutes.

PROJECT

A group approach to problem-solving is increasingly common to many careers. Collaboration may be required across different functional disciplines and/or among geographically and culturally diverse personnel. To duplicate, as best as possible, this experience within the course,

A team effort is required for the Project. Teams will 4 or 5 individuals and be assigned by the instructor in the second or third class.

Submit one paper per team Late papers are penalized at 2 points/day

The Project is intended to be a Team analysis of an actual business in manufacturing or services that you will visit for the purpose of solving an existing problem or issue that management identifies or that you uncover in your tour. You may also approach this assignment as a process improvement opportunity. In either instance, try to get actual

Page 4

data and use analytical tools reviewed in this course for your work. The purpose of this assignment is to provide the student with an opportunity to experience problem-solving in operations based on actual situations. The Project Report should : 1) demonstrate clear and professional analysis of a business situation by applying course content, 2) experience effective team-building skills to solve a business problem, and 3) demonstrate clear and professional written communication.

Specific instructions and questions can be found in the Canvas module under PROJECT. See the Course Outline for due dates.

PROJECT PRESENTATION

The last three classes of the semester and possibly the schedule exam date are reserved for the presentation of our findings. This formal, Powerpoint presentation to the entire class must include approximately equal participation from each team member and include: a clear statement of the problem or opportunity and the improvement solution you have devised. Where feasible, include basic supporting data.

Presentations should run 15-20 minutes with an additional 5 minutes reserved for a Q & A session. Three presentations will be scheduled for each class session; attendance at ALL presentation dates will earn 1 Participation point; two absences will be penalized 1.

PARTICIPATION

Although a portion of most classes will include a lecture on out-of-class reading assignments, I also hope to encourage classroom discussion and an exchange of ideas. In a business meeting- while you may not necessarily engage on every discussion or issue- the expected courtesy requires your attention without distraction from phone texts or other online activity. For this reason, ALL your time in the classroom is expected to be electronics-free! Violation of this classroom courtesy will penalize Participation scoring.

Participation reflects preparation and willingness to contribute meaningfully to discussions. Active participation in case analysis and article discussion is an important part of the learning process and invaluable in developing verbal communication skills. The evaluation methods for Participation will be explained in the first class, but the emphasis is demonstration of familiarity with the assigned readings for the particular class, and NOT simply discussion or questions (which are not discouraged).

My ability to get to know you depends on your help; I will be using a University file photo of each registered student. If you do not think this represents your current, day-to-day appearance in the classroom, please submit a separate photo ID card (provided). In addition, ALL students should use a name “tent” (provided) during the first month of classes. A misplaced card can be replaced at no penalty. Class participation will be posted in Canvas weekly. If you feel I have missed your contribution, I encourage you

Page 5

to contact me identifying the class and particular material that should have been considered. This must be done within one week of the score posting, or usually, prior to the next update in Canvas. Retroactive requests for adjustments are not accepted.

There are two bonus earning opportunities for Participation:

In the third class meeting, each student is encouraged to submit an index card (to be provided) including name and preferred e-mail. Include one interesting fact about yourself (that does not have to relate to university life). Timely submission will earn 1 Participation point.

If ending SEI participation exceeds about 70%, every student will receive an additional Participation point. (Note that I cannot determine who submits SEI information nor any individual comments.

The Peer Evaluation ProcessThis PEER EVALUATION form is an individual and confidential submission designed to assess the contribution of each members with your Project group. It is due in the last class or may be delivered to my office- hard copy only- by the last day of semester classes. No e-mails will be accepted.

The approach is allocate a $12,000 “fee” within the Team, including the student preparing the form, based on effort, reliability and the quality of input. This process may be used to adjust grades; I look for three conditions before taking such action:

1. Is the difference significant?

2. Is there consensus within the team?

3. Does the Comment section provide a clear explanation of WHY the team member was rated poorly?

When a team must make up for the lack of contribution by one of its members, there is no bonus or extra credit to those students (can’t ‘steal’ points). The process only penalizes non-performance. There is an underlying presumption that the Team remains responsible for the quality and completeness of its submission, regardless of any shortfall by any individual member(s).

The actual reduction is reflected as a % adjustment of the final case(s) grade. It is not equal to the computed distribution of effort although such math is used as a guideline. Also, excluding exceptional cases, the deduction is rarely more than 50% in recognition that the team has some collective responsibility for all members regardless of individual effort.

Adjustments (if any) cannot be applied until the Evaluations are submitted in the final week of class; project grades in Canvas are not necessarily final until exam week. These submissions are confidential; a student affected by the process may not see the inputs used in determining any grade penalty, but the reason will be explained clearly.

Page 6

BM 4239 Peer Evaluation - GROUP PROJECT

This submission is recommended, but NOT mandatory. There is no automatic penalty for not submitting this form. However, if a student provides no input and is poorly evaluated in the forms submitted by other teammates, there is a risk of a higher penalty.

Divide a $12,000 award per case among your team, including yourself, based on the quality and effort of each team member’s contribution. This evaluation is due to the instructor in hard copy format only either in the last class meeting or to my office by the final day of semester classes. Please justify your response only if an unequal valuation is assigned.

Your name: _________________________________ ______

Team members: _________________________________ ______

_________________________________ ______

_________________________________ ______

_________________________________ ______

$12,000

Please include Discussion on this sheet ONLY if the assigned values above are NOT approximately equal; you may use the back of this sheet:

Page 7

Faculty Feedback and Response Time

.E-mail

I will generally reply to e-mails within 24 hours on school days and on many weekends

General Announcements and E-mail Communication from CANVAS

There may occasions to communicate changes in Office Hour availability or other Announcements. These communications will be either an Announcement in Canvas or an e-mail to the roster. Please make certain that you have activated the options in Canvas to receive all communications for this course. I will assume that you track your University e-mail account regularly.

Attendance

Attendance is not tracked, but experience suggests that the learning outcomes of the course and best grade results are achieved from staying current with course materials and regular attendance at the class sessions. Quizzes will not be announced, and make-ups will be arranged only in the case of: university-related absence, illness, interview, or unavoidable job conflicts. Communication Guidelines

The following are my expectations for how we should communicate as a class. Above all, please remember to be respectful and thoughtful.

Writing style: While this may not be an English course, the ability to communicate clearly and convincingly is essential to success in any career. Your Case evaluation will consider not just technical accuracy, but also presentation style and effective use of exhibits.

E-mail courtesy: Please always include the course number in your communications with me. I teach as many as five classes a semester, all “Operations”, so more specific identification is needed.

Backing up your work: Any work submitted in this class should be saved, just in case a submitted copy is lost or misplaced.

Canvas communication tools: Please make certain your personal options in Canvas allow receipt of e-mails and/or announcements.

Page 8

Academic Integrity Policy

The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as: “Any activity that tends to compromise the academic integrity of the University, or subvert the educational process.” Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University’s Code of Student Conduct is never considered an “excuse” for academic misconduct, so I recommend that you review the Code of Student Conduct and, specifically, the sections dealing with academic misconduct.

If I suspect that a student has committed academic misconduct in this course, I am obligated by University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have violated the University’s Code of Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a failing grade in this course and suspension or dismissal from the University.If you have any questions about the above policy or what constitutes academic misconduct in this course, please contact me.Other sources of information on academic misconduct (integrity) to which you can refer include:

The Committee on Academic Misconduct web pages (COAM Home) Ten Suggestions for Preserving Academic Integrity (Ten Suggestions) Eight Cardinal Rules of Academic Integrity (www.northwestern.edu/uacc/8cards.htm

Accommodations for Accessibility

If you would like to request academic accommodations based on the impact of a disability qualified under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, contact the Office of Disability Services (ODS) as soon as possible to discuss your specific needs ( 614-292-3307 or ods@osu.edu ). Discussions are confidential.

I rely on ODS for advice and direction as to the specific accommodation your situation may require in this course. For the two quizzes, you may elect to use EITHER ODS services OR contact me the week prior (by Friday) to customize your Carmen access.

Go to http://ods.osu.edu for more information. Please prepare and submit your PROCTOR SHEETS early in the semester. You should also advise me at that time how you prefer to take the quizzes.

Page 9

COURSE OUTLINE

This Outline is designed to assist your preparation for class. Suggested Readings in the ASSIGNMENT column are recommended to be completed prior to the class they are scheduled for. While Quiz, Exam, and Project due dates will not change, the class plan may be revised dependent on our progress and the scheduled guest speaker.

Session Class Plan Assignment BEFORE Class

Tue,Aug 22

Course overview and review READ the syllabus

Thu,Aug 24

Discussion of the TPS article

In class: How does this approach help Toyota’s ability to compete?

Formation of Teams

READ: The DNA of the Toyota Production System (HBR)- in Canvas READINGS

VIEW: https://youtu.be/8KJaEOiHxNw

Objectives:1. Understand linkage of Lean, six

sigma and people behaviors within problem solving culture. Evaluate the performance of these systems

2. Identify the general problems associated with tool focus vs system mentality

Tue,Aug 29

Review: Learning to See (the use of VSM as a tool- actually a starting point- in Lean implementation)

Finding Sources of improvement

Download the VSM from Canvas READINGS

Objectives:1. What does the VSM reveal in

the Pencil Case?2. What improvements can be

made?

Page 10

Session Class Plan Assignment BEFORE Class

Thu,Aug 31

Lecture: Chapter 1

Discuss- Economic Moats In class: Lucy Video- what can

be improved?

READ: Chapter 1, The Toyota Way Fieldbook

Objectives:1. Describe the structures

associated with conventional manufacturing and service delivery systems

2. Evaluate the performance & problems of these systems

Tue,Sep 5

Lecture: Wilson article

Discuss: Why/ How do Lean efforts fail?

READ: Why Last Century Lean Transformation Fails in the New Millennia (Margaret Wilson)- in Canvas READINGS

Objectives:1. Evaluate the impact of key

societal and environmental events on the development of the Toyota Production System

2. Contrast the internal Toyota Way 2001 (Toyota Motor Company), with the external Toyota Way 2004 (Jeff Liker)

3. Define lean in terms of a business management system and philosophy

Thu, Sep 7

Lecture: Chapters 13, 14, 18

TEAM ASSIGNMENT: Turn in ½ page summary of company to be studied for the Project: business activity, location, why chosen? (Has a problem or improvement opportunity been identified?)

READ: Toyota Way Fieldbook, Chapters 13, 14, 18 (pg 376-388)

Objectives:1. Explain the different ways

problems surface in a workplace2. Preparing an A3 report3. Compare different problem solving

processes4. Choose an appropriate

problem solving tool to apply in a particular situation

Page 11

Session Class Plan Assignment BEFORE Class

Tue,Sep 12

Lecture: Chapter 3

In Class Video:From doug week 3

READ: Toyota Way Fieldbook,Chapter 3

Objectives:1. Describe all seven flows2. Understand how flows interact3. Describe the challenges or

changes when you focus on only a small set of the seven flows

Thu,Sep 14

Lecture: Chapters 17, 20 READ: Toyota Way Fieldbook,Chapters 17 & 20 (Pg 440 – 452)

Objectives:1. Explain the different Metrics -

laggings o r leading?2. Understand metric run charts

and leaders roles using metrics in decision making

3. Choose data collection needed for your project

Tue,Sep 19

Lecture: 5S- Is basic housekeeping visual only or part of a Lean process

READ: Toyota Way Fieldbook,Chapter 4 (pg 58, 64 – 65)

Objectives:1. Demonstrating the benefits and

use of 5S2. Visual example to be included in

class slides

Thu,Sep 21

In-class Exercise to demonstrate 5S

Lecture: Stability

Teams should have visited their Project site and started date collection, preparation of a VSM & preliminary inputs for the A3 form

READ: Toyota Way Fieldbook,Chapter 4 (pg 59-61, 68 – 74)

Objectives:1. The meaning and importance of

“stability”2. Two examples- what are the

sources of waste, time loss?3. Contrast a waste-elimination focus

with a value- creation focus in engaging people in a work place.

Page 12

Session Class Plan Assignment BEFORE Class

Tue,Sep 26

Lecture: Chapter 2 READ: Chapter 2 of Toyota Way Fieldbook

Objectives:1. Developing a philosophy for the

organization that allows Lean to work

2. Creating commitment from the top3. Refine goals using B-SMART

Thu,Sep 28

Lecture: Chapter 12 READ: Chapter 12 Toyota Way Fieldbook (pg 270 - 277, 294-296, and 303-304)

Objectives:1. Supplier relationships as

transactional (competitive) versus collaborative (partnerships)

2. Developing characteristics for a Lean supply network

Tue, Oct 3

Lecture: Chapter 15

This is a thinking process to develop an accurate A3 form

READ: Chapter 15 Toyota Way Fieldbook

Objectives:1. Symptoms vs. true cause:

Describe the purpose and tools of cause analysis and how it differs from problem definition (concern)

2. Create a cause map showing priority root causes with evidence

3. Evaluate the effectiveness of cause analysis tools

Thu,Oct 5

Lecture: Chapter 16 READ: Chapter 16 Toyota Way Fieldbook

Objectives:1. Looking at ALL solutions

rather than trying to find the perfect one

2. Understand the importance of simplicity and consensus

Page 13

Session Class Plan Assignment BEFORE Class

Tue,Oct 10

Guest Speaker: Katie Cozel of Cardinal Health

READ: None

Objectives:1. Understand the principles of Lean

and Continuous Improvement at Cardinal Health

2. Listen for/ ask- what problems were encountered & overcome?

Thu,Oct 12

NO CLASS- Autumn Break

Tue,Oct 17

DISCUSSION on Guest Speaker presentation: how did it align to course content? How might the approach or specific steps been done better?

FOR PARTICIPATION POINTS:

Turn In One Page Max:1. In what ways did Cardinal Health’s

approach resemble (or not) what we have learned from The Toyota Way Fieldbook?

2. What could have been done differently or better (cite source)

Thu,Oct 19

EXAM

Tue,Oct 24

Lecture: Chapter 6 READ: Chapter 6 Toyota Way Fieldbook

Objectives:1. Describe the

purpose and use of Standardized Work

2. Create standardized work for a simulated process

Page 14

Session Class Plan Assignment BEFORE Class

Thu,Oct 26

Lecture: Chapter 7 READ: Chapter 7 Toyota Way Fieldbook, (Pg 145 – 161)

Objectives:1. Understand Hejunka and level flow2. Describe tools to help teach

new standards to employee/operators

3. Create mix model maps4. The SMED opportunity needed to

create flow

Tue,Nov 7

Lecture: Chapter 8 READ: Chapter 8 Toyota Way Fieldbook

Objectives:1. Describe the Jidoka concepts

and linkage to six sigma2. Look at FMEA and hot it applies3. Define how you see process

drifting

Thu,Nov 9

Lecture: Chapter 10 READ: Chapter 10 Toyota Way Fieldbook

Objectives:- 1. Evaluate standardized work for

a typical leader’s daily tasks.2. Describe leadership

development & assessment

3. Discuss a teaching methodology for developing leaders in a typical organization

Tue,Nov 14

Lecture: Chapter 5 READ: Chapter 5 Toyota Way Fieldbook

Objectives:1. Evaluate effectiveness of

various control systems2. Calculate the correct

quantity of kanban cards in a pull replenishment system

3. Create a pull system using different types of Kanban

4. 4. Describe the effect on 5. velocity of the system

Page 15

Session Class Plan Assignment BEFORE Class

Thu, Nov 16

No formal class content

Teams should work on final project at a time that everyone is available

READ: None

Tue,Nov 21

In-class Exercise- a Top Secret Project for the U.S. Air Force

READ: Introduction and instructions from Canvas READINGS

PROJECT REPORT DUE

Thu,Nov 23

NO CLASS- Thanksgiving Holiday

Tue,Nov 28

Project Presentations (3) Peer Evaluation report may be turned in

Thu,Nov 30

Project Presentations (3)

Tue,Dec 5

Project Presentations (3) DEADLINE for optional Peer Evaluation submission

Tue,Dec 12 at 2:00-3:45

Scheduled Final Exam Date will not be used- No Class