Lean Six Sigma

About: Lean Six Sigma is a research topic. Over the lifetime, 1919 publications have been published within this topic receiving 29142 citations.

Optimization of laser cutting parameter of acrylic by using DMAIC approach

Abstract: Laser cutting is the most common manufacturing process widely used nowadays and this is due to its flexibility, reliability, maximize material utilization by part nesting, time saving and low cost tooling. But, inappropriate control and setting may lead to material defects, machine malfunction or even catastrophe. Hence, the purpose of this study is to implement the ideas from lean six sigma for optimizing laser cutting conditions to prolong the service life of the laser cutting machine. The entire dissertation will be surrounded in optimize machining parameters for EPILOG Legend 36Ext – Model 9000 laser cutting machine in the FKM lab by using DMAIC approach. And, the whole idea of optimal control was encapsulated in Lean Six Sigma methodology which summarized in the abbreviation (DMAIC): Define, Measure, Analyze, Improve and Control. First of all, a list of problem statement has constructed to clarify the objectives of the project to be studied. Second, a value stream mapping diagram has constructed to serve as an overview of the entire maintenance management system in order to measure the bottlenecks between personnel and information flow from relevant management level. Third, a mathematical modelling software such as MATLAB was used to formulate the relationship between the cutting parameters towards the cutting quality of acrylic specimens. Forth, solutions to machining dysfunctions has proposed and optimum cutting conditions were developed by using Design Expert software. Fifth, a standard practice such as SOP (standard of procedure) was developed to replace current machining procedures. Finally, improved plans were further monitored in order to ensure the improvements were sustainable. After implementing DMAIC, it was found that the information given by supplier’s manual should be continually revised since machining parameters due to deteriorate of machine parts. The values of revising SOP may help FKM lab to save cost in machine repair.

Robust design of a radio-frequency identification system using Design for Six Sigma approach

Abstract: Lean Six Sigma and Design for Six Sigma (DFSS) methodologies have been successfully applied in a variety of industries (1) to improve performance, (2) to design new products, processes and services, or (3) to redesign the existing ones. Taguchi's robustness strategies are an important part of the (DFSS) approach. In this paper, we will describe how robustness strategies are used to design a radio-frequency identification system. The main objective of the design is to select a combination of design parameters that can assure good tag readability. This research takes into consideration the effect of base material, the distance between tag and base material, and the distance between tag and reader antenna on the robustness of the tag readability.

Focusing Quality Improvement Efforts through Lean Six Methods in Health Information Technology

Abstract: The translation of healthcare quality into meaningful and actionable strategies requires use of a holistic, rigorous, and well-organized approach to quality improvement. The framework established through Lean Six Sigma (LSS) has increasing relevance for use within healthcare organizations, particularly for design and redesign of health information technology (HIT). This article presents the central framework of LSS with primary consideration of health information technology (HIT) applications and quality improvement. Through use of statistical principles and methods typically found in statistical quality control, healthcare organizations can begin to understand how HIT applications can facilitate achievement of quality and efficiency-related goals and objectives.

Immersive Learning Using Lean Six Sigma Methodology In The Manufacturing Engineering Technology Capstone Course

Abstract: This paper will discuss how Lean Six Sigma immersive learning projects were used to satisfy requirements for Manufacturing Engineering Technology (MfgET) capstone experiences and Lean Six Sigma Black Belt certification projects; as well as satisfying an important component of Ball State University’s strategic plan. The three driving components will be summarized and a history of how Lean Six Sigma projects became the core which links the three driving components will be provided. Seven Lean Six Sigma projects (four of which also served as MfgET capstone projects) performed in the first cycle for the Minor in Process Improvement (2009) will be briefly described. The Driving Components Lean Six Sigma immersive learning projects immerged as the core which was used to satisfy the requirements of three driving components: 1. B.S. Manufacturing Engineering Technology Capstone Project as required by TAC/ABET Criteria. 2. Minor in Process Improvement which provides students Lean Six Sigma Black Belt training and requires students to complete a commercial project if they desire professional certification. 3. Ball State University’s Strategic Plan which emphasizes the importance and stipulates specific criteria which defines immersive learning. These components are depicted graphically in Figure 1 Lean Six Sigma Immersive Learning Project Core of Driving Forces. Figure 1 Lean Six Sigma Immersive Learning Project Core of Driving Forces P ge 15665.2 The B.S. Manufacturing Engineering Technology (MfgET) at Ball State University requires students to complete a two semester capstone experience as does Ball State’s Minor in Process Improvement (MIPI), which is focuses on providing undergraduate students Lean Six Sigma Black Belt training and the opportunity to earn certification. These two programs share two courses: ITMFG 265 – Statistical Quality Control and ITMFG 425 – Design of Experiments. MfgET students expressed an interest in the MIPI and a decision was made to allow students who were enrolled in both programs to satisfy both the requirements of the two semester MfgET capstone experience and two semester project requirement for the MIPI with a single Lean Six Sigma project as long as it satisfied the criteria of both programs. This meant that students enrolled in the MfgET program would only need two additional courses: ITMFG 104 – Introduction to Six Sigma and ITMFG 375 – Advanced Six Sigma in order to complete the MIPI. TAC/ABET Criteria requirements with regard to the capstone experience as stipulated in the 2009-2010 Criteria for Accrediting Engineering Technology Programs is brief but explicit. The criteria states under Criterion 5, Curriculum, Technical Content: “The technical content of a program must focus on the applied aspects of science and engineering...” and “must develop the skills, knowledge, methods, procedures, and techniques associated with the technical discipline and appropriate to the goals of the program.” Part d stipulates, the “Capstone or other integrating experiences must draw together diverse elements of the curriculum and develop student competence in focusing both technical and non-technical skills in solving problems. 1 ” Criterion 3 of the General TAC/ABET criteria provides for the following desired outcomes: a. Demonstrate mastery of knowledge, techniques, skills and tools of the discipline b. Apply current knowledge to emerging applications c. Design and conduct experiments and analyze and interpret experimental data d. Creatively design systems, components, and processes e. Function effectively on teams f. Identify, analyze, and solve technical problems g. Communicate effectively h. Recognize the need for and engage in life long learning i. Understand professional and ethical responsibilities j. Understand the impact of solutions in a professional, societal and global context k. Exhibit commitment to quality, timeliness, and continuous improvement This general criteria also serves well as criteria for evaluating the capstone experience. Lean Six Sigma Certification varies widely and there is no official certifying body. Historically, certification has been controlled by the consulting industry and more recently by professional associations and individual organization criteria. The paper “Six Sigma: Does it belong in the Manufacturing Curriculum?” discusses this issue in more detail. Dr. Mikel J. Harry, (http://www.mikeljharry.com) the Co-creator of Six Sigma and the world’s foremost expert on Six Sigma, is a graduate of Ball State University’s Department of Technology. Dr. Harry donated his MindproTM Lean Six Sigma Training Software to Ball State University 3 and worked with the University to develop Ball State’s Minor in Process Improvement and criteria for Lean P ge 15665.3 Six Sigma Certification 2 : ≠ Students who complete the Minor in Process Improvement – a four course sequence covering Lean Six Sigma body of knowledge and a fifth course requiring completion of a simulated project – and who pass the commercial certification exams receive a Lean Six Sigma Black Belt Certificate of Proficiency from Ball State University which is signed by Dr. Mikel Harry and the coordinating faculty member (must hold Lean Six Sigma Black Belt Certification). ≠ Students, who also complete a commercial project at a professional level as judged by instructing faculty, the community partner, and a committee from the Lean Six Sigma advisory board, may also be granted a Lean Six Sigma Black Belt (LSSBB) Professional Certification issued by Ball State University. Note: in the first cycle (2009), granting of the LSSBB Professional Certification was at the discretion of the advising faculty member as criteria for formal evaluation by outside parties was not in place. In the first two cycles (2009/2010) of the Minor in Process Improvement, all students were required to complete a commercial project. However, after reviewing the results of projects from the first cycle, this requirement was changed by reducing the MIPI from 18 hours to 15 hours and making the project optional. The MIPI advisory board believed that while the projects were a significant learning experience, not all students were prepared to accept the responsibilities and time commitments required of a professional level project that was not directly associated with their major. Students, who elect to do a project for the MIPI, will be required to take two additional project classes resulting in a 21 hour minor. MfgET students who want to combine their capstone experience with the LSSBB commercial project must elect to take the 21 hour minor which will require an additional three classes above their major as opposed to an additional two classes required in the first two cycles of the MIPI. Students who want to use a single project to satisfy the requirements of both the MfgET two course capstone experience and the two course LSSBB project must select a project that is manufacturing oriented and “demonstrate mastery of knowledge, techniques, skills and tools of the discipline” as outlined in TAC/ABET general criteria and must perform the project using the Lean Six Sigma DMAIC (Define-MeasureAnalyze-Improve-Control) framework. Projects requiring the use of Design of Experiments and statistical analysis using a variety of commercial software packages are preferred. Note: students do not receive dual credit for completing the single project; they simply receive dual use of the credit – the 6 hours of credit earned for the project is used to satisfy the 6 hour project requirements of each program. Ball State University’s commitment to immersive learning, which is part of the University’s strategic plan, serves as a driving force for including projects as part of the MIPI. Immersive learning experiences at Ball State must have most or all of the following characteristics: 4 ≠ Carry academic credit ≠ Engage participants in an active learning process that is student-driven, but guided by a faculty mentor P ge 15665.4 ≠ Produce a tangible outcome or product, such as a business plan, policy recommendation, book, play, or DVD ≠ Involve a team of students, often working on a project that is interdisciplinary in nature ≠ Include a community partner(s) and create an impact on the larger community as well as on the student participants ≠ Focus on student learning outcomes ≠ Help students define a career path or make connections to a profession or industry Ball State University President JoAnn Gora feels very strongly about immersive learning: “In these experiences, the students drive the learning process and play a critical role in defining the end product. It is "active learning" at its best, and the experiences connect students to the industries in which they want to establish their careers.” “We are redefining education by creating ... an immersive learning environment that allows students to engage with learning in a new way: intense, creative, collaborative, personal, and, at times, even in ways that mirror the risk and reward of real-life ventures. We believe this is an essential way to help shape our students for leadership in the 21st century and to orient education toward the needs of knowledge economics in the future.” 5 The Lean Six Sigma Black Belt projects that serve as the capstone experience for the MfgET program and project requirement of the LSSBB certification do not meet Ball State’s immersive learning criteria of “Involve a team of students, often working on a project that is interdisciplinary in nature.” This emphasis on teams is consistent with TAC/ABET’s general criteria of “Function effectively on teams.” Lean Six Sigma certification requires that projects be completed individually; therefore, doing the project with a “team of students” does not work. However, the use of multidisciplinary teams is a critical component of any Lean Six Sigma project, so students do meet the spirit of the immersive learning criteria and the TAC/ABET cri

The Consequences of Lean Six Sigma on Banking Improvement: A Study at a Front-Line Unit of a Bank Company in Indonesia

Abstract: The purpose of this paper is to present research about how lean Six Sigma delivers recommendations to minimize the seven wastes which is strongly associated with human aspects in banking sector. The research was performed using Define, Measure, Analyze, Improve (DMAI) method, whereas the seven wastes are identified and will be minimized by using different tools. A research questionnaire delivered the sigma level of the defects in services that performed by teller, customer service, and security person are 3.01, 2.91, and 3.89 respectively. Lists of actual activities of delay/waiting and unnecessary movements is delivered by using Closed Circuit Television (CCTV) records and Pro Time Estimation software. The wastes of duplication and over processing, unclear communication, incorrect inventory, and lost opportunity are found using brainstorming. There are six recommendations of improvement obtained from brainstorming within the 5-Whys, FMEA, and improve phases. The bank can achieve significant efficiency without extorting employees’ energy with low cost operations and flexibility.