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The Practice of Motion Study - Gilbreth - Part 1 - Part 2 - Part 3 - Part 4 - Part 5
Motion study is an important method of industrial engineering. It is a task within process improvement that has primarily improvement of machine effort and human effort. Motion study is method of human effort or work improvement. Two handed process or work chart is an important chart that facilitates motion study.
MOTION STUDY AND TIME STUDY INSTRUMENTS OF PRECISION
(Presented by Gilbreth at the International Engineering Congress. )
The greatest waste in the world comes from needless, ill-directed, and ineffective motions. These motions are unnecessary and preventable. Now the methods and devices of waste elimination are known and are being constantly used. But the knowledge of how to make these great world-wide economies is being disseminated at an astonishingly slow pace. This paper is for the purpose of disseminating such knowledge, particularly as to the devices that are used for making the measurements (*remember: industrial engineering measurements) that enable us to eliminate waste.
In the science of management, as in all other sciences, progress that is to be definite and lasting depends upon the accuracy of the measurements that are made. There are three elements to every measurement :
1. The unit measured.
2. The method of measurement.
3. The device by which the measurement is made.
It is here our aim to show the development of the devices of measurement, that is, of instruments of precision that apply to one branch of the new type of management, namely, to motion study and its related time study.
The fundamental idea of the new type of management that has been variously called "Scientific Management," or "Measured Functional Management," is that it is based upon the results of accurate measurement. This fundamental idea has been derived as follows : Each operation to be studied is analysed into the most elementary units possible. These units are accurately measured, and, as the results of the measurement, the efficient units only are combined into a new method of performing the work that is worthy to become a standard.
(Dr. Taylor, the great pioneer in time study, and his co-worker, Mr. S. E. Thompson, have clearly defined their conception of time study as "the process of analysing an operation into its elementary operations, and observing the time required to perform them." Time study has to do, then, fundamentally, with the measurement of units of time. Additional comments by me: The purpose of time study is to understand the drivers of time and to reduce the time and then validate it with another time study. So time study before improvement and time study after improvement.)
Now motion study has to do with the selection, invention, and substitution of the motions and their variables that are to be measured. Both accurate time study and motion study require instruments of precision that will record mechanically, with the least possible interference from the human element, in permanent form, exactly what motions and results occur. For permanent use the records must be so definite, distinct, and simple that they may be easily and immediately used, and lose none of their value or helpfulness when old, forgotten, or not personally experienced by their user.
It was not, however, until Dr. Taylor suggested timing the work periods separately from the rest periods that the managers tried to find accurate time-measuring devices.
It is not always recognised that some preliminary motion study and time study can be done without the aid of any accurate devices. It is even less often recognised that such work, when most successful, is usually done by one thoroughly conversant with, and skilled in, the use of the most accurate devices. In other words, it is usually advisable in studying an operation to make all possible improvements in the motions used and to comply broadly with the laws of motion study before recording the operation, except for the preliminary record that serves to show the state of the art from which the investigation started. However, in order to make a great and lasting success of this work, one must have studied motions and measured them until his eye can follow paths of motions and judge lengths of motions, and his timing sense, aided by silent rhythmic counting, can estimate times of motion with surprising accuracy. Sight, hearing, touch, and kinesthetic sensations must all be keenly developed. With this training and equipment, a motion- and time-study expert can obtain preliminary results without devices, that, to the untrained or the uninformed, seem little short of astounding. When the operation has received its preliminary revision and is ready for the accurate measurements that lead to actual standardisation and the teaching that follows, devices of precise measurement become imperative for methods of least waste that will stand the test of time. Early workers in time study made use of such well-known devices as the clock, the watch, the stop-watch, and various types of stop-watches attached to a specially constructed board or imitation book. Through the use of these it became possible to record short intervals of time, subject, of course, always to the personal error. The objection to the use of these methods and devices is their variation from accuracy, due to the human element. This is especially true of the use of the stop-watch, where the reaction time of the observer is an element constantly affecting the accuracy of the records. But the greatest loss and defect of personally observed and recorded times is that they do not show the attending conditions of the varying surroundings, equipment and tools that cause the differences in the time records, and give no clue to causes of shortest or quickest times.
Being unable to find any devices anywhere such as the work of our motion study required, the problem that presented itself, then, to us who needed and desired instruments of precision, applicable to our motion study and to our time study, was to invent, design and construct devices that would overcome lacks in the early and existing methods. It was necessary to dispense with the human element and its attending errors and limitations. We needed devices to record the direction as well as the path or orbits of motions, and to reduce the cost of obtaining all time study and motion study data. These were needed not only from the scientific standpoint, but also from the standpoint of obtaining full co-operation of the mechanics and other workers.
Through our earliest work in making progress records we recognised the necessity of recording time and conditions accurately and simultaneously, the records being made by dated photographs. This method was particularly applicable in construction work, where progress pictures taken at frequent intervals present accurate records of the surroundings, equipment and tools that affect records of output of various stages of development.
In making more intensive studies of certain trades, such as shovelling, concrete work, and bricklaying, we found it advantageous to photograph the various positions in which the hands, arms, feet, and other parts of the body involved in the operations were placed, and to record the time taken in moving from one position to another by one method, as related to the time taken in moving from the same first to the same second position by another method. Our intensive study of bricklaying, which grew out of an appreciation of the unique history, present practice and doubtful future of this trade, led us to a more intensive study of the problems of motion and time study in general. Bricklaying will always be the most interesting of all examples to us, for one reason, among others, that it was the first trade to use the principle of duplicate, interchangeable parts system of construction; had had six thousand known years of practice in all countries; and was, therefore, a comparatively finished art, but not a science, when we undertook to change it by means of motion study.
Fortunately, we are now able to use the motion picture camera with our speed clock, and other accessories, as a device for recording elements of motion and their corresponding times, simultaneously. Our latest microchronometer records intervals of time down to any degree of accuracy required. We have made, and used, in our work of motion study investigations of hospital practice and surgery, one that records times to the millionth of an hour. This is designed for extremely accurate work, but can be adjusted to intervals of any length desired, as proves most economical or desirable for the type of work to be investigated.
Having completed our microchronometer, we proceeded as follows: The microchronometer was placed in the photographic field near the operator and his working equipment, and against a cross-sectioned background or in a cross-sectioned field, and at a cross-sectioned work bench or table. The operator then performed the operation according to the prescribed method, while the motion-picture camera recorded the various stages of the operation and the position of the hand on the microchronometer simultaneously. Thus, on the motion picture film we obtain intermittent records of the paths, the lengths, The directions, and the speeds of the motions, or the times accompanying the motions, these records all being simultaneous; and the details of the conditions of the surroundings that are visible to the eye are recorded without the failings of memory. This was a distinct step in advance, but we realised that there was a lack in the records. It was difficult, even for one especially trained and experienced to visualise the exact path of a motion, and it was not possible to measure the length with precision from the observations of the motion picture film alone, as there is no summary or recapitulation of all the motions of a cycle or operation in any one picture. To overcome this lack we invented the cyclegraph method of recording motions. This consists of attaching a small electric light to the hand or other moving part of the person or machine under observation. The motion is recorded on an ordinary photographic film or plate. Upon observing our very first cyclegraph records, we found that we had attained our desire, and that the accurate path taken by the motion stood before us in two dimensions. By taking the photographic record stereoscopically, we were able to see this path in three dimensions, and to obtain what we have called the stereocyclegraph. This showed us the path of the motion in all three dimensions ; that is, length, breadth, and depth. It did not, however, contain the time element. This time element is of great importance not only for comparative or " relative " time, but also for exact times. This time element is obtained by putting an interrupter in the light circuit, that causes the light to flash at an even rate at a known number of times per second. This gives a line of time spots in the picture instead of a continuous cyclegraph light line. Counting the light spots tells the time consumed.
The next step was to show the direction of the motions. To do this it was necessary to find the right combination of volts and amperes for the light circuit and the thickness of filament for the lamp, to cause quick lighting and slow extinguishing of the lamp. This right combination makes the light spots pointed on their latest, or forward, ends. .The points, thus, like the usual symbol of arrow heads, show the direction. The result was, then, of course, finally, stereochronocyclegraphs showing direction. These act not only as accurate records of the motions and times, but also serve as admirable teaching devices.
Wire models of cyclegraphs and chronocyclegraphs of the paths and the times of motions are now constructed that have a practical educational value besides their importance as scientific records. These models are particularly useful as a step in teaching visualisation of paths by photographs alone, later.
Our latest apparatus in the field of recording devices apparently fulfils all present requirements of the time- and motion-study experts and their assistants and the teachers who are now devoting their lives to the transference of skill and experience from those who have it to those who have not.
We have also devised and used many special kinds of apparatus ; for example, devices for recording absolute continuity of motion paths and times, doing away with the slight gaps in the record that occur between one picture and the next on the cinematograph film, due to the interval of time when the film is moving, to get in place for the next exposure. To overcome this objection we have a double cinematograph) that ! one part may record while the other moves from one exposure to the next. In this way we get a continuous record of the operation. There have been occasional objections to all methods of making time and motion studies that involve the presence of an observer. Some of these have come from those working on what they consider their own secret processes, who object to having any observer record what they are doing, believing that the time study man is obtaining knowledge of their skill and giving them no information in return. Others have come from those who have seen or heard " secret time study " and " watch- book time study," and who regard all observers as spies because of general lack of understanding ! and co-operation; and there are some instances where they are right. For such cases we have designed an automicromotion study, which consists of an instantaneous modification of the standard micromotion apparatus, and also the autostereochronocyclegraph apparatus. This enables the operator to take accurate time study of himself. He can start the apparatus going and stop it from where he works, with one motion of his finger or foot. This invention supplies every possible requirement and feature for time and motion study processes, except the help and advice of a properly qualified observer, or the annoyance of having one not fitted by training, experience, or natural qualities to co-operate.
There is not space in this paper for a discussion of the educational features of observations made with these devices, or of their influence upon the new and much needed science of fatigue study, or of their general psychological significance. 1 It is only necessary to emphasise their adaptability, flexibility, and relation to economy. We have here a complete set of inexpensive, light, durable apparatus, adaptable to any type of work and to any type of observer or self -observation.
It consists of systematically assembled units that may be so combined as to meet any possible working condition. Through a specially devised method of using the same motion picture film over and over again, up to sixteen times, and through a careful study of electrical equipment and of various types of time spot interrupters, we have been enabled to cut down the cost of making time and motion study, until now the most accurate type of studies, involving no human equation in the record, can be made at less cost than the far less accurate stop-watch study. This time study and motion study data can be used when it is " cold." No specially gifted observer, combined with the most willing and efficient recorder, can compete with it for observing and recording facts.
It does not depend upon a human memory to "give up" its facts. It is usable at any time and forever, after it is once taken. Naturally, the requirements for refinement and the special set-ups to be used in any case must be determined after some study of the case in hand.
There are now available, therefore, instruments of precision fitted to make measurements as fine as the most exact science demands, economical enough to make both immediate and ultimate savings, and that meet the demands of the most exacting industrial progressive. When the time and motion study is taken with such instruments of precision, there are still other by-products that are of more value than the entire cost of the time and motion studies.
References
i. See " Fatigue Study," Sturgis & Walton, New York.
ii. See " Primer of Scientific Management," D. Van Nostrand Co., New York.
iii. See " Concrete System," Engineering News Publishing Co., New York.
Exam Name ASQ Certified Manager of Quality/Organizational Excellence
Exam Code CMQ/OE
Exam Duration Total appointment time - 270 Minutes
Exam time - 258 Minutes
Number of Questions 180
Passing Score 550/750
Format Multiple Choice Questions
Books / Trainings CMQ/OE Handbook
Sample Questions ASQ Manager of Quality/Organizational Excellence Exam Sample Questions and Answers
Practice Exam ASQ Certified Manager of Quality/Organizational Excellence (CMQ/OE) Practice Test
ASQ Manager of Quality/Organizational Excellence Syllabus Topics:
Topic Details
I. Leadership (28 Questions)
A. Organizational Structures - Define and describe organizational designs (e.g., matrix, flat, and parallel) and the effect that a hierarchical management structure can have on an organization. (Apply)
B. Leadership Challenges 1. Roles and responsibilities of leaders
- Describe typical roles, responsibilities, and competencies of people in leadership positions and how those attributes influence an organization’s direction and purpose. (Analyze)
2. Roles and responsibilities of managers
- Describe typical roles, responsibilities, and competencies of people in management positions and how those attributes contribute to an organization’s success. (Analyze)
3. Change management
- Use various change management strategies to overcome organizational roadblocks, assess impacts of global changes, achieve desired change levels, and review outcomes for effectiveness. Define and describe factors that contribute to an organization’s culture. (Evaluate)
4. Leadership techniques
- Develop and implement techniques that motivate employees and sustain their enthusiasm. Use negotiation techniques to enable parties with different or opposing outlooks to recognize common goals and work together to achieve them. Determine when and how to use influence, critical thinking skills, or Socratic questioning to resolve a problem or move a project forward. (Create)
5. Empowerment
- Apply various techniques to empower individuals and teams. Identify typical obstacles to empowerment and appropriate strategies for overcoming them. Describe and distinguish between job enrichment and job enlargement, job design, and job tasks. (Analyze)
C. Teams and Team Processes 1. Types of teams
- Identify and describe different types of teams and their purpose, including process improvement, self-managed, temporary or ad hoc (special project), virtual, and work groups. (Understand)
2. Stages of team development
- Describe how the stages of team development (forming, storming, norming, performing) affect leadership style. (Apply)
3. Team-building techniques
- Apply basic team-building steps such as using ice-breaker activities to enhance team introductions and membership, developing a common vision and agreement on team objectives, and identifying and assigning specific roles on the team. (Apply)
4. Team roles and responsibilities
- Define and describe typical roles related to team support and effectiveness such as facilitator, leader, process owner, champion, project manager, and contributor. Describe member and leader responsibilities with regard to group dynamics, including keeping the team on task, recognizing hidden agendas, handling disruptive behavior, and resolving conflict. (Analyze)
5. Team performance and evaluation
- Evaluate team performance in relation to established metrics to meet goals and objectives. Determine when and how to reward teams and celebrate their success. (Evaluate)
D. ASQ Code of Ethics - Identify and apply behaviors and actions that comply with this code. (Apply)
II. Strategic Plan Development and Deployment (22 Questions)
A. Strategic Planning Models - Define, describe, and use basic elements of strategic planning models, including how the guiding principles of mission, vision, and values relate to the plan. (Apply)
B. Business Environment Analysis 1. Risk analysis
- Analyze an organization’s strengths, weaknesses, opportunities, threats, and risks, using tools such as SWOT. Identify and analyze risk factors that can influence strategic plans. (Analyze)
2. Market forces
- Define and describe various forces that drive strategic plans, including existing competition, the entry of new competitors, rivalry among competitors, the threat of substitutes, bargaining power of buyers and suppliers, current economic conditions, global market changes, and how well the organization is positioned for growth and changing customer expectations. (Apply)
3. Stakeholder analysis
- Identify and differentiate the perspectives, needs, and objectives of various internal and external stakeholders. Ensure that the organization’s strategic objectives are aligned with those of the stakeholders. (Analyze)
4. Technology
- Describe how changes in technology can have long-term and short-term influences on strategic planning. Identify new and upcoming technologies that may impact business strategy and quality, such as automation, autonomation, Quality 4.0, cloud computing, or machine learning. (Understand)
5. Internal capability analysis
- Identify and describe the effects that influence an organization’s internal capabilities: human resources, facilities capacity, and operational capabilities. Analyze these factors in relation to strategy formation. (Analyze)
6. Legal and regulatory factors
- Define and describe how legal and regulatory factors can influence strategic plans. (Understand)
C. Strategic Plan Deployment 1. Tactical plans
- Identify basic characteristics of tactics: specific, measurable, attainable, relevant, and timespecific, and how these are linked to strategic objectives. Evaluate proposed plans to determine whether they meet these criteria. (Evaluate)
2. Resource allocation and deployment
- Evaluate current resources to ensure they are available and deployed in support of strategic initiatives. Identify and eliminate administrative barriers to new initiatives. Ensure that all internal stakeholders understand the strategic plan and have the competencies and resources to carry out their responsibilities. (Evaluate)
3. Organizational performance measurement
- Develop measurements and ensure that they are aligned with strategic goals, and use the measures to evaluate the organization against the strategic plan. (Evaluate)
4. Quality in strategic deployment
- Support strategic plan deployment by applying continuous improvement and other quality initiatives to drive performance outcomes throughout the organization. (Create)
III. Management Elements and Methods (31 Questions)
A. Management Skills and Abilities 1. Principles of management
- Evaluate and use basic management principles such as planning, leading, delegating, controlling, organizing, and allocating resources. (Evaluate)
2. Management theories and styles
- Define and describe management theories such as scientific, organizational, behavioral, learning, systems thinking, and situational complexity. Define and describe management styles such as autocratic, participative, transactional, transformational, management by fact, coaching, and contingency approach. Describe how management styles are influenced by an organization’s size, industry sector, culture, and competitors. (Apply)
3. Interdependence of functional areas
- Describe the interdependence of an organization’s areas (human resources, engineering, sales, marketing, finance, research and development, purchasing, information technology, logistics, production, and service) and how those dependencies and relationships influence processes and outputs. (Understand)
4. Human resources (HR) management
- Apply HR elements in support of ongoing professional development and role in quality system: setting goals and objectives, conducting performance evaluations, developing recognition programs, and ensuring that succession plans are in place where appropriate. (Apply)
5. Financial management
- Read, interpret, and use various financial tools including income statements, balance sheets, and product/service cost structures. Manage budgets and use the language of cost and profitability to communicate with senior management. Use potential return on investment (ROI), estimated return on assets (ROA), net present value (NPV), internal rate of return (IRR), and portfolio analysis to analyze project risk, feasibility, and priority. (Analyze)
6. Risk management
- Identify the kinds of risk that can occur throughout the organization, from such diverse processes as scheduling, shipping/receiving, financials, production and operations, employee and user safety, regulatory compliance and changes. (Apply)
7. Knowledge management (KM)
- Use KM techniques in identifying core competencies that create a culture and system for collecting and sharing implicit and explicit knowledge among workers, stakeholders, competitors, and suppliers. Capture lessons learned and apply them across the organization to promote best practices. Identify typical knowledge-sharing barriers and how to overcome them. (Apply)
B. Communication Skills and Abilities 1. Communication techniques
- Define and apply various modes of communication used within organizations, such as verbal, non-verbal, written, and visual. Identify factors that can inhibit clear communication and describe ways of overcoming them. (Apply)
2. Interpersonal skills
- Use skills in empathy, tact, friendliness, and objectivity. Use open-minded and non-judgmental communication methods. Develop and use a clear writing style, active listening, and questioning and dialog techniques that support effective communication. (Apply)
3. Communications in a global economy
- Identify key challenges of communicating across different time zones, cultures, languages, terminology, and business practices, and present ways of overcoming them. (Apply)
4. Communications and technology
- Identify how technology affects communications, including improved information availability, its influence on interpersonal communications, and etiquette for e-communications. Deploy appropriate communication methods within virtual teams. (Apply)
C. Project Management 1. Project management basics
- Use project management methodology and ensure that each project is aligned with strategic objectives. Plan the different phases of a project: initiation, planning, execution, monitoring and controlling, and closure. Ensure the project is on-time and within budget. Consider alternate project management methodologies (linear, evolutionary, or iterative) as they apply to the project. (Evaluate)
2. Project planning and estimation tools
- Use tools such as risk assessment matrix, benefit-cost analysis, critical path method (CPM), Gantt chart, PERT, and work breakdown structure (WBS) to plan projects and estimate related costs. (Apply)
3. Measure and monitor project activity
- Use tools such as cost variance analysis, milestones, and actual vs. planned budgets to monitor project activity against project plan. (Evaluate)
4. Project documentation
- Use written procedures and project summaries to document projects. (Apply)
D. Quality System 1. Quality mission and policy
- Develop and monitor the quality mission and policy and ensure that it is aligned with the organization’s broader mission. (Create)
2. Quality planning, deployment, and documentation
- Develop and deploy the quality plan and ensure that it is documented and accessible throughout the organization. (Create)
3. Quality system effectiveness
- Evaluate the effectiveness of the quality system using various tools: balanced scorecard, internal audits, feedback from internal and external stakeholders (including stakeholder complaints), warranty/ return data analytics, product traceability and recall reports, and management reviews. (Evaluate)
E. Quality Models and Theories 1. Quality management standards
- Describe and apply the requirements and basic principles of ISO 9000-based standards used to support quality management systems. (Apply)
2. Performance excellence models
- Define and describe common elements and criteria of performance excellence models such as the European Excellence Award (EFQM), Excellence Canada, ASQ International Team Excellence Award (ITEA), or Malcolm Baldrige National Quality Award (MBNQA). Describe how their criteria are used as management models to improve processes at an organization level. (Understand)
3. Other quality methodologies
- Describe and differentiate methods such as total quality management (TQM), continuous improvement, and benchmarking. (Apply)
4. Quality philosophies
- Describe and apply basic methodologies and theories proposed by quality leaders such as Shewhart, Deming, Juran, Crosby, Feigenbaum, and Ishikawa. (Apply)
IV. Quality Management Tools (30 Questions)
A. Problem-Solving Tools 1. The seven classic quality tools
- Select, interpret, and evaluate output from these tools: Pareto charts, cause and effect diagrams, flowcharts, control charts, check sheets, scatter diagrams, and histograms. (Evaluate)
2. Basic management and planning tools
- Select, interpret, and evaluate output from these tools: affinity diagrams, tree diagrams, process decision program charts (PDPCs), matrix diagrams, prioritization matrices, interrelationship digraphs, and activity network diagrams. (Evaluate)
3. Process improvement tools
- Select, interpret and evaluate tools such as root cause analysis, KepnerTregoe, PDCA, six sigma DMAIC (define, measure, analyze, improve, control), and failure mode and effects analysis (FMEA). (Evaluate)
4. Innovation and creativity tools
- Use various techniques and exercises for creative decisionmaking and problem-solving, including brainstorming, mind mapping, lateral thinking, critical thinking, the 5 whys, and design for six sigma (DFSS). (Apply)
5. Cost of quality (COQ)
- Define and distinguish between prevention, appraisal, internal, and external failure cost categories and evaluate the impact that changes in one category will have on the others. (Evaluate)
B. Process Management 1. Process goals
- Describe how process goals are established, monitored, and measured and evaluate their impact on product or service quality. (Evaluate)
2. Process analysis
- Use various tools to analyze a process and evaluate its effectiveness on the basis of procedures, work instructions, and other documents. Evaluate the process to identify and relieve bottlenecks, increase capacity, improve throughput, reduce cycle time, and eliminate waste. (Evaluate)
3. Lean tools
- Identify and use lean tools such as 5S, just-in-time (JIT), kanban, value stream mapping (VSM), quick-changeover (single-minute exchange of die), poke-yoke, kaizen, standard work (training within industry), and productivity (OEE). (Apply)
4. Theory of constraints (TOC)
- Define key concepts of TOC: systems as chains, local vs. system optimization, physical vs. policy constraints, undesirable effects vs. core problems, and solution deterioration. Classify constraints in terms of resources and expectations as defined by measures of inventory and operating expense. (Understand)
C. Measurement: Assessment and Metrics 1. Basic statistical use
- Use statistical techniques to identify when, what, and how to measure projects and processes. Describe how metrics and data gathering methods affect resources and viceversa. (Apply)
2. Sampling
- Define and describe basic sampling techniques such as random and stratified. Identify when and why sampling is an appropriate technique to use. (Understand)
3. Statistical analysis
- Calculate basic statistics: measures of central tendency (mean, median, mode) and measures of dispersion (range, standard deviation, and variance). Identify basic distribution types (normal, bimodal, skewed) and evaluate run charts, statistical process control (SPC) reports, and other control charts to make databased decisions. (Evaluate)
4. Measurement systems analysis
- Understand basic measurement terms such as accuracy, precision, bias, and linearity. Understand the difference between repeatability and reproducibility in gauge R&R studies. (Understand)
5. Trend and pattern analysis
- Interpret graphs and charts to identify cyclical, seasonal, and environmental data trends. Evaluate control chart patterns to determine shifts and other trend indicators in a process. (Evaluate)
6. Process variation
- Analyze data to distinguish between common and special cause variation. (Analyze)
7. Process capability
- Recognize process capability (Cp and Cpk,) and performance indices (Pp and Ppk). (Understand)
8. Reliability terminology
- Define and describe basic reliability measures such as infant mortality, end of life (e.g. bathtub curve), mean time between failures (MTBF), and mean time to repair (MTTR). Understand the value of estimating reliability to meet requirements or specifications. NOTE: Reliability calculations will not be tested. (Understand)
V. Customer-Focused Organizations (21 Questions)
A. Customer Identification and Segmentation 1. Internal customers
- Define internal customers and describe the impact an organization’s treatment of internal customers will have on external customers. Evaluate methods for influencing internal customers to improve products, processes, and services and evaluate the results. (Evaluate)
2. External customers
- Define external customers and describe their impact on products and services. Evaluate strategies for working with them and integrating their requirements and needs to improve products, services, and processes. (Evaluate)
3. Customer segmentation
- Describe and assess the process of customer segmentation and its impact on aligning service and delivery to meet customer needs. (Evaluate)
4. Qualitative assessment
- Identify subjective information such as verbatim comments from customers, observation records, and focus group output. Describe how the subjective information differs from objective measures and determine when data should be captured in categories rather than numeric value. (Analyze)
B. Customer Relationship Management 1. Customer needs
- Use quality function deployment (QFD) to capture the voice of the customer (VOC) and examine customer needs in relation to products and services offered. Analyze the results to prioritize future development in anticipation of changing customer needs. (Analyze)
2. Customer satisfaction and loyalty
- Develop systems to capture positive and negative customer feedback and experiences, using tools such as listening posts, focus groups, complaints and warranty data, surveys, and interviews. Use customer value analysis to calculate the financial impact of existing customers and the potential results of losing those customers. Develop corrective actions and proactive methods to improve customer satisfaction, loyalty, and retention levels. (Create)
3. Customer service principles
- Demonstrate strategies that support customer service principles: courtesy, politeness, smiles, cheerfulness, attention to detail, active listening, empathy, rapid response, and easy access for information and service. (Apply)
4. Multiple and diverse customer management
- Establish and monitor priorities to avoid or resolve conflicting customer requirements and demands. Develop methods and systems for managing capacity and resources to meet the needs of multiple customers. Describe the impact that diverse customer groups can have on all aspects of product and service development and delivery. (Evaluate)
VI. Supply Chain Management (17 Questions)
A. Supplier Selection and Approval - Define and outline criteria for selecting, approving, and classifying suppliers, including internal rating programs and external certification standards. (Analyze)
B. Supplier Risk Management - Assess and manage supplier risk and the impact it may have on various internal processes of the organization. (Evaluate)
C. Supplier Communications - Prepare and implement specific communication methods with suppliers, including regularly scheduled meetings and routine and emergency reporting procedures. Direct, communicate, and confirm explicit expectations so that the supplier is aware of critical product and delivery requirements. (Apply)
D. Supplier Performance - Define, assess, and monitor supplier performance in terms of quality, cost, delivery, and service levels, and establish associated metrics for defect rates, product reliability, functional performance, timeliness, responsiveness, and availability of technical support. (Evaluate)
E. Supplier Improvement - Define and conduct supplier audits, evaluate corrective and preventive action plans, provide feedback, and monitor process improvements. (Evaluate)
F. Supplier Certification, Partnerships, and Alliances - Define, appraise, and implement supplier certification programs that include process reviews and performance evaluations. Outline strategies for developing customersupplier partnerships and alliances. (Evaluate)
G. Supplier Logistics and Material Acceptance - Describe the impact purchased products and services can have on final product assembly or total service package, including ship-to-stock and just-in-time (JIT). Describe the incoming material inspections process. (Understand)
VII. Training and Development (16 Questions)
A. Training Plans - Develop and implement training plans that are aligned with the organization’s strategic plan and general business needs, including leadership training and alignment of personal development plans. (Create)
B. Training Needs Analysis - Use various tools and techniques such as surveys, performance reviews, regulatory guidances, and gap analyses to identify and assess training needs. (Evaluate)
C. Training Materials, Development, and Delivery - Use various tools, resources, and methodologies to develop training materials and curriculum that address adult learning principles and the learning needs of an increasingly diverse workforce. Describe various methods of training delivery: classroom, workbooks, simulations, computerdelivered, on-the-job, and self-directed. Use mentoring and coaching to support training outcomes. (Apply)
D. Training Effectiveness and Evaluation - Assess training effectiveness and make improvements based on feedback from training sessions, end-of-course test results, on-the-job behavior or performance changes, and departmental or area performance improvements. (Evaluate)
Both ASQ and veterans who’ve earned multiple certifications maintain that the best preparation for a ASQ CMQ/OE professional certification exam is practical experience, hands-on training and practice exam. This is the most effective way to gain in-depth understanding of ASQ Manager of Quality/Organizational Excellence concepts. When you understand techniques, it helps you retain ASQ Manager of Quality/Organizational Excellence knowledge and recall that when needed.
New.
Popular E-Book on IE,
Introduction to Modern Industrial Engineering. #FREE #Download.
In 0.1% on Academia.edu. 10,800+ Downloads so far.
https://academia.edu/103626052/INTRODUCTION_TO_MODERN_INDUSTRIAL_ENGINEERING_Version_3_0
Pic. Source. https://www.linkedin.com/feed/update/urn:li:activity:7255912402729234432/
https://opexsociety.org/body-of-knowledge/design-thinking-for-operational-excellence/
My Comment on the LinkedIn Post by Joseph Paris
https://www.linkedin.com/feed/update/urn:li:activity:7104786421328044032
Narayana Rao KVSS
Professor (Retired), NITIE - Now IIM Mumbai - Offering FREE IE ONLINE Course Notes
Very interesting to read. I think you need design thinking to create a product or service for users. But if the user complains about the product's performance, how do you debug? System's thinking is needed. You do not take something as a cause and modify. You try to understand the root cause or systemic cause and modify it to really improve the system before presenting the modified solution to the customer. So as you said, design thinking is understanding customer point of view, systems thinking is understanding the intricacies in your product. Thank you for the detailed article.
Ud. 27.10.2024
Pub. 11.9.2023
Pic. Source. https://www.linkedin.com/feed/update/urn:li:activity:7255912402729234432/
Joseph Paris describes people side of operational excellence in a LinkedIn Article.
https://www.linkedin.com/pulse/best-practices-designing-deploying-operational-excellence-paris-1e/
Regarding technology side of operational excellence, which is important aspect of industrial engineering, we have to say, involve people in technology decisions. Get the concurrence of existing people in the organization for technology decisions.
I tried to discuss the issue with Joseph Paris through comments some time back. He was not willing to discuss any other view except that of saying people are first.
Ud. 27.10.2024
Pub. 29.4.2023
Pic. Source. https://www.linkedin.com/feed/update/urn:li:activity:7255912402729234432/
Excellence is Exceeding Customer Expectations.
Operational Excellence, is a broader methodology that aims to improve the overall performance of an organization by aligning all aspects of the business with the company's vision and strategy.
It emphasizes the importance of leadership, culture, and employee engagement to create and drive a culture of excellence and continuous improvement . Operational Excellence function can use all tools or techniques. Its aim is to bring the entire organization together to strive for excellence.
https://www.reliableplant.com/operational-excellence-31886
https://instituteopex.org/what-is-operational-excellence/
