PEOPLE

P
P R
R O
O C
D E
U S
C S
T E
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PERFORMANCE

How do you spell SUCCESS?

The Benefits of Workgroups and
Workplace Organization
Training Simulation
1 Tim Pettry, 2008
 Table of Contents
Subject Matter Page
Materials Needed 4
Preparation for Workgroups 6
Workgroups 9
Workplace Organization 13
Visual Controls - Integrating Standards into the Workplace. 15
Measuring Success 20
In-Station Process Control - Production Simulation 21
Round 1 - Identifying the need 22
Round 2 - Workplace Organization, Visual Controls, Mistake-Proofing 24
Round 3 - Quick Changeover, Inventory Reduction 26
Measurable Impact 28
Opportunities for expanding the exercises. 30
Exhibits 31

2 Tim Pettry, 2008

 Exhibits
A. Differentiating Traditional from Red Dot letters.
B. Organized layout of Red Dot letters and Production Round 2 plant layout.
C. Production round 2 phrase holders - Stabilizing the Process.
D. Production round 2 phrase holders Error-Proofing the Phrases.
E. Production round 3 plant layout - Maximizing Production Floor Space.
F. Scrabble box bottom setup utilizing Velcro for Red Dot letter return and
Round 2 Plant layout.
G. Score card for Workgroups.
H. Red Dot and Traditional returned letter signs.
I. Score card for Production simulation.
J. Red Dot inventory sheet - Standard Letter Distribution.

SCRABBLE, the game board design, tiles and other indicia are trademarks of Hasbro in the United States and Canada.
1998 Hasbro. All Rights Reserved. Used with permission in the United States and Canada

3 Tim Pettry, 2008

 Materials Needed
(Double materials for groups of 16 or more)

One complete Scrabble game.

One additional set of Scrabble letters. This set of letters should have
a red marking on the back of each letter. See Exhibit A - Differentiating
Traditional and Red Dot Letters)
Twenty-four Scrabble letter holders. (4 each included in regular
Scrabble game x 6 games needed)
Twelve letter holders should have labels representing each of the 100
Scrabble letter tiles in alphabetical order.
Two letter holders labeled Window of Opportunity. (Exhibit D)
Two letter holders labeled Elimination of Waste. (Exhibit D)
Two letter holders labeled Continuous Improvement. (Exhibit D)
Two letter holders unlabeled.
Four letter holders labeled for reduced inventory exercise. (Exhibit E)
Available from: Milton-Bradley Company, Attn: Customer Service Department
443 Shaker Road, East Longmeadow, MA 01028.

4 Tim Pettry, 2008

 Materials, continued
Velcro tape to attach the 12 alphabetical letter
holders onto the back of one-half of the Scrabble
game board. (Exhibit F)
Four one-inch hinges to connect letter holders
with phrases. ( Heavy duty tape stapled to letter holders will also
work) (Exhibit C)
Top of Scrabble game box (empty).
Bottom of Scrabble game box with alphabetical
letter holders attached to the game board.
(Exhibits B and E)
A watch with a second hand.
5 Tim Pettry, 2008
 Preparation
for Workgroups
Facilitation time: 15 minutes.
Place complete set of 100 letters with red dots (Exhibit A) in one letter tile bag.
Place the second complete set of letters in a separate letter tile bag.
Instruct each participant to choose two letters from each bag.
(Participants should have a total of four letters - two with red dots, two
without).
Instruct each participant to individually make as many words as possible given
the four letters they have. Count the number of words formed.
Have each individual identify the highest scoring word they can form using the
points identified on each letter.
Facilitators Note: Prepare a score card on a flip chart (Exhibit G) to capture
information.

6 Tim Pettry, 2008

 Discussion Questions
Each individual possesses the same number of tools
(letters).
Why were some individuals able to make more words or
higher scoring words?
Possible responses
Right combination of letters.
Higher scoring letters - Value.
Increased vocabulary - Skills.
Who had letters that went unused? Why?
Is there a cost associated with unused or underutilized
tools and resources?

7 Tim Pettry, 2008

 Lessons Learned
Combination and proper allocation of resources is important. Having a high
cost part without a corresponding low cost part results in unused inventory.

Unused letters in real Scrabble game results in a penalty at the end of game.
Unused inventory results in cost penalty in manufacturing.

Higher quality, specialized, or technical resources (Q, X, Z) have higher

risks. If utilized in the right combination with other resources, they are
valuable, but you can be penalized (waste) if they cant be used.

Simple, inexpensive, common resources (vowels, Ss) are more useful

and are vital for the completion of the job. Commonization of parts also leads
to lower cost per unit. Example of number of different cigarette lighter styles
in GM cars.
8 Tim Pettry, 2008
 Workgroups Exercise
Facilitation Methodology.
Facilitation time: 15 minutes.

Form groups of four to five individuals.

Instruct the groups to pool their resources by placing all letters into the center
of the group.
The goal of the exercise is to determine which work group can create the
highest scoring word.
Explain that each work group member will have 30 seconds to form a new
word. Emphasis should be on quality (high score), not quantity.
After 30 seconds, the next person in the group will form a word.
There will be a total of ten cycles with some individuals receiving two turns,
depending on the number of people in each group.

9 Tim Pettry, 2008

 Workgroups Exercise
Facilitation Methodology, cont.
At the end of 30 seconds, the facilitator should say Write the word
and the score and pass it on!
After ten cycles, ask each work group for the number of words
produced and their highest scoring word and post it.

Facilitators note: While the Work groups are forming words, place
the leftover red dot letters into the Scrabble game box top in their
appropriate place as marked on the letter holders. Place the unmarked
traditional letters in the box bottom.
Facilitators note: Place a sign with a big red dot on it and the words
Red dot next to the red dot letters. Place a sign with the words
Traditional - Normal next to the unmarked letters. (Exhibit H).

10 Tim Pettry, 2008

 Discussion Questions
Was there any difference from the individual exercise? If
so, what was the difference?
Compare the scores for each work group.
Why were some scores higher than others?
Did Work groups have the right parts, leftover parts,
proper allocation of parts?
What process did each work group utilize? Did some
Work groups allow individuals to work alone, or did they
work as a group?

11 Tim Pettry, 2008

 Lessons Learned
More communication took place, despite instructions for individuals to form
words.

Group goals (highest scoring word) will take precedence over individual
goals.

Group will determine the best process for themselves. Individual vs. group
communication.

Different people bring additional resources (vocabularies - skills, letters -

tools,) to a work group, based on differing life experiences, (diversity).

Highlight the improvements made in both quantity of words and higher

scores through involving more people in the process.

12 Tim Pettry, 2008

 Workplace Organization
Facilitation Methodology
Instruct individuals to each retrieve two (2) red dot letters and two
(2) normal letters from the groups pile of letters.
Facilitators note: Prepare two box tops for returning letters - One will have
the Scrabble game box top for the traditional letters, the other table will
have the Scrabble game box bottom with the alphabetically labeled tile
holders. Post a sign labeled Traditional at the box top and a sign labeled
Red Dot at the box bottom. (See Exhibits B, H)
Instruct each individual to return the traditional letters to the box top
and the Red Dot letters to the box bottom. Do not instruct the
participants to put the letters back in their designated spot.
Observe how the process works.

13 Tim Pettry, 2008

 Discussion Questions and
Lessons Learned
What differences did you encounter while returning the letters?
Possible responses
Quick and easy to just throw traditional letters in box top.
It took a little more time to put away the Red Dot letters.

Was the time difference noticeable? Discuss the times.

Lesson - With workplace organization, nobody has to instruct people

where to return things - the workplace speaks for itself and has an
influence on individuals behavior.
Incorporate standards into the workplace - Signs for each box
(Traditional and Red Dot are posted at each box, where the work is
being done, not behind the table.

14 Tim Pettry, 2008

 Visual Controls - Integrating
Standards into the Workplace
Divide the participants into two large groups. Group 1 will be the Red
Dot group. Group 2 will be the Traditional group. Instruct each
group to gather around their box of letters. Facilitators note: place
each box on a table in the middle of each group.
Ask for a volunteer from each group.
Instruct the volunteer to take an inventory of the letters in their box.
(see instructions for Red Dot letter inventory taker). Inform them that they
will be timed, but that it is more important to get an accurate count
than it is to get an inaccurate count quickly.
Check for accuracy.
Post the times and discuss.

15 Tim Pettry, 2008

 Instructions for Red Dot
Letter Inventory Taker.
Provide the inventory taker with the count sheet of Standardized
Letter Distribution. (Exhibit J).

Inform them that the number of spaces on the letter holders for each
letter match exactly with the number of letters indicated on the count
sheet.

They only need to verify that the letters are in alphabetical order and
should only document exceptions to the standard letter distribution
and mark on the sheet.

16 Tim Pettry, 2008

 Discussion Questions
and Lessons Learned
Why did it take longer to count the traditional letters? How many
additional people were utilized?
Was there a significant difference in times?
How accurate were the counts?

Facilitators note: Occasionally, traditional inventory takers will

misread their counts or transpose numbers. Ask them if they are sure
about certain counts. They will pause, questioning their own accuracy.
Point out the mistake-proofing qualities of having the standards
incorporated into the workplace as in the red dot workplace. There is
no need to write anything other than the actual count.

17 Tim Pettry, 2008

 Visual Controls - Integrating
Standards into the Workplace
Optional exercise: (Note: in the interest of saving time in the facilitation, just asking the
participants for their impressions of how this process would work will make the learning point
without actually conducting the exercise.)

Ask one participant from each group to remove seven

letters from their teams box.
Next, ask another participant from each group to identify
the missing letters.
Check for accuracy and post the time required to complete
inventory.
Discussion Question - What benefits are realized by
having standards incorporated into the workplace?
18 Tim Pettry, 2008
 Manufacturing Simulation
The second phase of this training involves assembling the
phrases:
Window of Opportunity
Elimination of Waste and
Continue to Improve in a series of three rounds. At the
conclusion of each round, data is collected and
performance metrics are calculated. The resulting metrics
are used to point participants to the proper lean tool to
implement to improve performance.

19 Tim Pettry, 2008

 Measuring the business.
Explain to the group that they are now going to enter into the
production phase of the simulation.
Ask the group the following question: If you were in charge of your
own business, what would you most be interested in knowing to
determine if you were successful and if you determine that you are not
as successful as you wish, what would you be interested in measuring
that would indicate opportunities for improvement?
Post their responses on a flip chart.
Typical responses should include: # of good parts, # of bad parts and
reasons, scheduled production, duration and cause of downtime, costs,
profits, time required to produce parts, etc.

20 Tim Pettry, 2008

 In-station process control tools
Facilitation Methodology
Keep class separated into two groups.
Provide each group with the Scrabble box top containing the
traditional, unorganized set of letters and two, unattached, blank
letter holders.
Assign three members from each group to be production workers and
assign one additional person to be the customer.
The customer determines the quality of the product. Potential
defects include misspelled phrases, letters like I or O being used
upside down (i.e.- point value on top, not bottom).
Explain that each person is being asked to produce a phrase with the
given letters in the box.
The phrases must be made within the four walls of the plant - the
box top.

21 Tim Pettry, 2008

 Production simulation
Facilitation
The process will involve each participant to arrange the letters to spell a phrase
on the blank letter holders provided, receive approval from the customer,
return the letters to the appropriate box, and start the cycle over with a new
participant. The first phrase is Window of Opportunity, second phrase is
Elimination of Waste and the third phrase is Continue to Improve.
Each worker will be timed to determine the average cycle time to complete a
phrase.
The three data points that are necessary to complete the measurables
spreadsheet are: Average cycle time in seconds, # of Defects, Downtime in
minutes.
Post the date for each group in the measurables spreadsheet and proceed to
calculate the data necessary to complete the spreadsheet.
Facilitators Note: Average cycle times should be somewhere between 120 -
210 seconds per worker or 360-630 seconds for the complete three phrases..

22 Tim Pettry, 2008

 Discussion Questions
Capture the data as requested on the measurables worksheet.
Ask the class to work in groups to discuss possible improvement
opportunities in both Quality and in cycle time. (Note: if a defect was
produced in round one, it will be obvious to the group to improve
quality based on total cost measure.)
Possible responses will include:
Organize the letters alphabetically.
Spell out the phrases to eliminate the need to know how to spell
the phrases.
Stabilize the letter holders.

23 Tim Pettry, 2008

 Round 2
Introduce the organized workplace. (5 Ss) (Exhibit B).
Introduce the labeled phrase holders.(TPM, Error Proofing) (Exhibits C,
D).
Note that the phrases are color coded - blue, red and green.
Place the first phrase holder into the workplace. (Exhibit C).
Remind participants that all phrases must be assembled within the four
wall of the plant - the box top.
Ask the class to identify a target cycle time. (Remind them that
returning the letters to their proper spot after completing the phrase is
still part of the overall process).
Instruct the participants that the customer will now tell them what to
produce just prior to their turn. Workers must replace the labeled phrase
holder when customer changes.

24 Tim Pettry, 2008

 Round 2, continued

Time each worker.

Post cycle times, number of errors and downtime estimates
to spreadsheet and discuss impact on measurables.
Recognize the improvements.
Ask the workers and other class participants for further
improvement opportunities.
Possible responses:
Eliminate unnecessary inventory.
Eliminate need to changeover.

25 Tim Pettry, 2008

 Round 3
Remove all unnecessary letters. Letters that are
necessary will have a red, blue or green marking
on top of the letter.
Remove the existing letter holders and replace
with new letter holders identifying only those
letters needed. (Exhibit E).
Again, have three workers take a turn at producing
a phrase with the customer ordering just prior to
production.
26 Tim Pettry, 2008
 Round 3, continued
Note that:
Inventory levels were reduced from 100 tiles to
only 29 tiles - A reduction of 71%.
Inventory costs - the total point value of all
letters used was reduced from 187 to 55 - a
reduction of 70%
Manufacturing floor space was increased by
300% with 25% additional space available for
production.

27 Tim Pettry, 2008

 Measurables
Dock-to-dock
71% reduction in inventory
Cycle times reduced from 150 secs. to 60 sec. - 60% reduction
Build to schedule - 100%
Overall Equipment Effectiveness - 100%
First Time Through Capability - 100%
Attitude - Less stress.
Productivity - Capacity doubled due to reduced cycle
times.
Total Cost - reduced scrap, rework, overtime, materials.

28 Tim Pettry, 2008

 Lessons Learned

Quality comes first. People make mistakes. Must devise a

system that identifies when a mistake has been made and
alerts the operator to correct it before it becomes a defect.
100% source inspection + Mistake Proofing = Zero
Defects.

Workplace organization and incorporating standards into

the workplace aids in both quality (mistake-proofing and
Standard Work) and quantity (Standard Work and quick
changeover.)

29 Tim Pettry, 2008

 Expanding
the Simulation
Introduce requirements such as:
Material flow.
Introduce Kanban to replenish stock that has been used.
Develop a store for letters that is then utilized to refill the
line through the use of Kanban Cards.
Establish a module on Setup reduction by having participants
build the phrase Setup Reduction and discuss improvement
opportunities .
Recognition
Establish behaviors to recognize such as : Effort, Innovation
and Ingenuity, Leadership, Involvement.
Provide certificates of completion.
30 Tim Pettry, 2008
 Exhibits
31 Tim Pettry, 2008
Exhibit A
Differentiating Traditional
and Red Dot Letters

Front N 1
Back

Traditional Letters
(No markings)

Front
N 1
Back

Red Dot Letters

32 Tim Pettry, 2008
Exhibit B

Organized Layout of Red Dot Letters and

Production Round 2 Plant Layout.

A1 A1 A1 A1 A1 A1 A1 A1 A1 B3 B3 C3 C3 D2 D2 D2 D2
E1 E1 E1 E1 E1 E1 E1 E1 E1 E1 E1 E1 F4 F4 G2 G2 G2
H4 H4 I 1 I 1 I 1 I 1 I 1 I 1 I 1 I 1 I 1 J8 K5 L1 L1 L1 L1
M3 M3 N1 N1 N1 N1 N1 N1 O1 O1 O1 O1 O1 O1 O1 O1
P3 P3 Q10 R1 R1 R1 R1 R1 R1 S1 S1 S1 S1
T1 T1 T1 T1 T1 T1 U1 U1 U1 U1 V4 V4 W4 W4 X8 Y4 Y4 Z10
W I N DOW OF OPPOR TU N I T Y
33 Tim Pettry, 2008
Exhibit C
Production Round 2 Phrase Holders
Stabilizing the Process
HINGE

Back View Back View

OR
Velcro Tape, Stapled

Back View Back View

Velcro Tape

Bottom View Bottom View

34 Tim Pettry, 2008
Exhibit D
Production Round 2 Phrase Holders
Error-Proofing the Production of Phrases
Front View
Green Green Green

C O N T I N U E TO I M P R O V E

Red Red Red

E L I M I N A T I O N O F W A S T E

Blue Blue Blue

W I N D O W OF O P P O R T U N I T Y

35 Tim Pettry, 2008

Exhibit E
Production Round 3 Plant Layout -
Maximizing Floor Space

A1 A1 C3 D2 E1 E1 F4 I 1
I 1
I 1
L1 M3 N1 N1

O1 O1 O1 O1 P3 P3 R1 S1 T 1 T 1 U1 V4 W4 W4 Y4
Green Green Green

C O N T I N U E TO I M P R O V E
Red Red Red

E L I M I N A T I O N O F W A S T E
Blue Blue Blue

W I N D O W OF O P P O R T U N I T Y
Blue, Red, Green

Positioning of color
N1 codes for phrases.
36 Tim Pettry, 2008
Exhibit F
Scrabble box bottom setup for
Red Dot letter return and
Production round 2 plant layout

One-half () of
Scrabble game
Seven (7) Rows board
of Velcro Dots

Bottom View Bottom View

Front View Front View
Blue Blue Blue

W I N D O W O F O P P O R T U N I T Y

37 Tim Pettry, 2008

Exhibit G

Workgroups Score Card

On a flip chart write the following headings and post the

results from the individual and work group exercise.
Table # Individual Work group
# of words High Score Word High Score Word

4
38 Tim Pettry, 2008
Exhibit H

Inventory Return Signs

Traditional Red Dot

Normal Red

Letters Letters
39 Tim Pettry, 2008
 Exhibit I Production Simulation Score Card
"Window of Opportunity"
Measurables Worksheet
Round 1 Round 2 Round 3
Schedule Actual Schedule Actual Schedule Actual
A Weekly Schedule 1600 1600 1600 1600 1600 1600

Data Gathering and calculation sequence = H, I, J, E, B, C, D, F, M, G

Products Daily Mix Daily Mix Daily Mix
5 B "Window of Opportunity" (E/3) 107 72 107 93 107 107
6 C "Elimination of Waste" (E/3) 107 72 107 93 107 107
7 D "Continue to Improve" (E/3) 106 72 106 93 106 107
4 E Total Daily Volume (I*8) 320 216 320 280 320 320 Round 2
8 F Defects (# of errors x I x 8) / 3 0 1 72 0 0 0 0 0 0 Continue to Improve
Pcs. $ Pcs. $ Pcs. $ 6
10 G Inventory 100 187 Ave. 100 187 Ave. 29 187 Ave. Overtime hrs. worked
1 H Ave. Cycle Time (secs.) 90 400 133 90 310 103 90 250 83
2 I End of line rate/hr. ((10 0 % = (6 0 min./ 1:3 0 min.) 40 27 40 35 40 43 Round 3
3 J Operating Hours per week (A/I) 40 59 40 46 40 37 Stop the line
K Total Hours per week (24*7) 168 168 168 3
L Available operating time (mins) (60 * 8) 480 480 480 480 480 480 hr(s). available to train
M Downtime (Chang eo ver + eq uip ment + mis c.)*8 / 3 0 3 8 0 3 8 0 3 8
9 N Time in Automatic (L-M) 480 472 480 472 480 472

Measurables Calculations
Build to Schedule 0.68 x 1 x 1 0.88 x 1 x 1 1.00 x 1 x 1
Volume (E(A) / E(S)) x Mix x Sequence = 68% = 88% = 100%

First Time Through = 216 / 216 + 72 = 280 / 280 + 0 = 320 / 320 + 0

E / (E + F) 75% 100% 100%

Dock to Dock 3.70 x 2.85 2.86 x 3.65 0.67 x 4.54

(G / I) / (K / J) = 10.55 = 10.44 = 3.04

Overall Equipment Effectiveness A x E x Q A x E x Q A x E x Q

Availability x Effeciency x Quality 0.98 x 0.68 x 0.75 0.98 x 0.88 x 1.00 0.98 x 1.08 x 1.00
(N / L) x (I(A) / I(S)) x (E / (E+F)) = 50% = 86% = 105%

Total Cost O + I + S O + I + S O + I + S
Overtime + Inventory + Scrap 665 + 187 + 10,440 210 + 187 + - - + 187 + -
(J(A) - J(S)($35) + $G + F(Ave. co s t o f p ro d uct =
$2 9 )x 5 d ays = $ 11,292 = $ 397 = $ 187
Cost per piece (Total cost/actual units) $ 7.06 $ 0.25 $ 0.12

Attitude Survey Take this job and ...... Not Bad Fun

Safety

Total Cost

$12,000
$11,292
$10,000
$8,000
 Exhibit J
Red Dot Inventory Sheet
Standard Letter Distribution
A1 B3 C3 D2 E1 F4 G2 H4 I 1

Standard: 9 2 2 4 12 2 3 2 9
Actual:

J8 K5 L1 M3 N1 O1 P3 Q10 R1
Standard: 1 1 4 2 6 8 2 1 6
Actual:

S1 T1 U1 V4 W4 X8 Y4 Z10
Standard: 4 2 6 4 2 2 1 2 1
Actual:
41 Tim Pettry, 2008
 Measurables
Build-to-Schedule
Volume x Mix x Sequence Performance
Dock-to-Dock
End of line rate, Inventory
First Time Through
Units entering the process, Scrap, Rework, Repairs
Overall Equipment Effectiveness
Availability x Efficiency x Quality Rate
Total Cost
Safety
Attitude Survey

42 Tim Pettry, 2008

 For additional information, suggestions, or comments,

Please contact:
Tim Pettry
E-mail: timpettry@gmail.com

http://www.linkedin.com/in/timpettry

43 Tim Pettry, 2008