Course Location & Contacts

Schoenbaum Hall 215 on Tuesdays & Thursdays at 12:45 p.m.

Instructor: Steven Dickstein

Email Address:

Office Location: 618 Fisher Hall

Phone Number: (614) 292-4600

Office Hours:

Tuesday & Thursday, After class

Wednesday, 11:00 a.m. – 1:00 p.m.

Please contact me for alternative availability

Course Description

Thecourseisaboutproblemsolvingandcontinuousimprovementofprocesses.It spanseveryhumanendeavor.Whereverthereisasystem, thereareprocesses,whether itisinhealthcare,retail, services,sales andmarketing,financialtransactions, or manufacturing.Thesesystemsmay workwellor mayworkpoorly,but with theright focus,wecanimproveany ofthem.Wewill focusonthe principlesofleansystemsasour baselineandexplore thedetailedworkings ofa process, describing thestepsthat addvalueand thestepsthat wasteresources.

We willdemonstratethisthinkingthroughout thissemesteras the coursecontents willevolveandimproveas weassessour learningandmoderatethepaceto ensureeveryoneachievesanappropriate levelofmastery ofthematerial.Thismeansthe syllabusmay changethroughthesemester toreflect thischanging rate oflearning.

WebeginwithanhistoricaloverviewandanunderstandingofleanprocessesbasedonToyotaMotorCompany’sexperiences.Theheartofthecoursebeginswith foundationalelementstobringstabilitytoa process, then takestepstoachievehigherlevelsofproductivity,profitability,and theprofessionalism ofthe workforce.It isnotenoughtomakeanorganizationmoreefficient;wehave tomakebetter placesfor people towork. Asweapplyspecificleantools,wewilldiscovertheir benefitsnot onlyto increaseproductivity,butalsotocreategreat workplaceswithhighlysatisfied employees.

Course Learning Outcomes

A major objectiveofthecourseisforyou to be able to applytheconceptspresentedinthetextandcoursematerialstotheoperatingenvironmentsinwhichyouwill find yourselfworkinginthefutureasamanager.

Attheend ofthesemester, everystudent willbeable to:

1.Analyzeprocesses to identifyproblemsanddevelopsolutionsto improvetheperformanceofthoseprocesses.

2.Solve a problemby employinga well-structuredproblemsolvingprocess.Teachtheprocesstoothers.

3.Designprocessestoimproveproductivityandenrich the workingenvironmenttomakejobsmoresatisfyingandengaging for employees.

4.Workasamemberofateam. Facilitatethedevelopmentofyour team sothatit achievesthegoalsyouset.

Course Material

1.(OPTIONAL) Learning toSee(2008)Shook,John, TheLeanEnterpriseInstitute, (ISBN # 0966784308) same as used in BM 3230

2.TheToyotaWayFieldbook;ApracticalGuidefor ImplementingToyota’s4PsLiker, JeffreyK.;Meier,David(2006).TheMcGraw-HillCompanies,Inc. (ISBN0071448934)

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).

Grading Scale

92.1 and higher: A 76.1–79.0: C+
89.1– 92.0: A-72.1–76.0: C
86.1–89.0: B+69.1–72.0: C-
82.1–86.0: B66.1–69.0: 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 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 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 Process

This 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 processmay 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.

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:

Faculty Feedback and Response Time

.

E-mail

I will generally reply to e-mails within24 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.

Academic Integrity Policy

The Ohio State University’sCode 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’sCode of Student Conductis never considered an “excuse” for academic misconduct, so I recommend that you review theCode of Student Conductand, 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’sCode 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 (

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 ( ). 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 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.

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:
Objectives:
1.UnderstandlinkageofLean,sixsigmaandpeoplebehaviorswithinproblemsolvingculture.Evaluatetheperformanceofthesesystems
2.Identifythegeneralproblemsassociatedwithtoolfocusvssystemmentality
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?

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. Describethestructuresassociatedwithconventionalmanufacturingandservicedeliverysystems
2.Evaluatetheperformance & problemsofthesesystems
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.EvaluatetheimpactofkeysocietalandenvironmentaleventsonthedevelopmentoftheToyotaProductionSystem
2.ContrasttheinternalToyotaWay2001(ToyotaMotorCompany),withtheexternalToyotaWay2004(JeffLiker)
3.Defineleanintermsofabusinessmanagementsystemandphilosophy
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.Explainthedifferentwaysproblemssurfaceinaworkplace
2.Preparing an A3 report
3.Comparedifferentproblemsolvingprocesses
4.Chooseanappropriateproblemsolvingtooltoapplyinaparticularsituation
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.Describeallsevenflows
2.Understandhowflowsinteract
3.Describethechallengesor changeswhenyoufocusononlyasmallsetofthesevenflows
Thu,
Sep 14 / Lecture: Chapters 17, 20 / READ: Toyota Way Fieldbook,
Chapters 17 & 20 (Pg 440 – 452)
Objectives:
1.ExplainthedifferentMetrics- laggings orleading?
2.Understandmetricrunchartsandleadersrolesusingmetricsindecisionmaking
3.Choosedatacollectionneededforyourproject
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 5S
  2. 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 awaste-eliminationfocuswithavalue-creationfocusinengagingpeopleinaworkplace.
Session / Class Plan / Assignment BEFORE Class
Tue,
Sep 26 / Lecture: Chapter 2 / READ: Chapter2ofToyotaWayFieldbook
Objectives:
  1. Developing a philosophy for the organization that allows Lean to work
  2. Creating commitment from the top
  1. RefinegoalsusingB-SMART

Thu,
Sep 28 / Lecture: Chapter 12 / READ: Chapter12ToyotaWayFieldbook(pg270-277,294-296,and303-304)
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:Chapter15ToyotaWayFieldbook
Objectives:
1.Symptoms vs. true cause: Describethepurposeand toolsofcauseanalysisandhowitdiffersfromproblemdefinition(concern)
2.Createacausemapshowingpriorityrootcauseswithevidence
3.Evaluatetheeffectivenessofcauseanalysistools
Thu,
Oct 5 / Lecture: Chapter 16 / READ:Chapter16ToyotaWayFieldbook
Objectives:
1.Looking at ALL solutions rather than trying to find the perfect one
2.Understand the importance of simplicity and consensus
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:Chapter6ToyotaWayFieldbook
Objectives:
1.DescribethepurposeanduseofStandardizedWork
2.Createstandardizedworkforasimulatedprocess
Session / Class Plan / Assignment BEFORE Class
Thu,
Oct 26 / Lecture: Chapter 7 / READ: Chapter7ToyotaWayFieldbook,(Pg145–161)
Objectives:
1.UnderstandHejunkaandlevelflow
2.Describetoolstohelpteachnewstandardstoemployee/operators
3.Createmixmodelmaps
4.TheSMEDopportunityneededtocreateflow
Tue,
Nov 7 / Lecture: Chapter 8 / READ:Chapter8ToyotaWayFieldbook
Objectives:
1.DescribetheJidokaconceptsandlinkagetosixsigma
2.LookatFMEAandhotitapplies
3.Definehowyouseeprocessdrifting
Thu,
Nov 9 / Lecture: Chapter 10 / READ:Chapter10ToyotaWayFieldbook
Objectives:-
1.Evaluatestandardizedworkforatypicalleader’sdailytasks.
2.Describeleadershipdevelopment &assessment
3.Discussateachingmethodologyfordevelopingleadersinatypicalorganization
Tue,
Nov 14 / Lecture: Chapter 5 / READ: Chapter 5 ToyotaWayFieldbook
Objectives:
1.Evaluate effectivenessof variouscontrolsystems
2.Calculatethecorrectquantityofkanbancardsinapullreplenishmentsystem
3.CreateapullsystemusingdifferenttypesofKanban
4.4. Describetheeffecton
5. velocity of thesystem
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