1. UNCLASSIFIED / FOUO
UNCLASSIFIED / FOUO
National Guard
Black Belt Training
Module 01
Introduction
UNCLASSIFIED / FOUO
UNCLASSIFIED / FOUO

2. UNCLASSIFIED / FOUO
Learning Objectives
 Class introductions
 Review training materials and software
 Establish code of conduct, expectations, and logistics
 Understand the adult learning environment
 Review CPI methodology and topics to be covered in class
 Use data to establish a Continuous Process Improvement
(CPI) baseline for the class
 Establish project presentation expectations
2
UNCLASSIFIED / FOUO

3. UNCLASSIFIED / FOUO
Class Introductions
 Name
 Organization/division/unit/location
 Years experience
 Hobby/interest/fun fact
 Project problem statement
 Expectations for class
3
UNCLASSIFIED / FOUO

4. UNCLASSIFIED / FOUO
Ground Rules
 Cell phones, blackberries, pagers etc. turned off
 One conversation at a time
 Treat everyone with respect
 Interaction is essential – Ask questions / participate
 Share experiences that relate to the topic
 Be on time
 Take frequent breaks to stay fresh
 Have fun!
 Others: ____________________________
4
UNCLASSIFIED / FOUO

5. UNCLASSIFIED / FOUO
Classroom Logistics
 Class hours
 Safety
 Fire exits and where to congregate
 Trips and other hazards
 Restroom facilities
 Breaks
 Lunch accommodations
 Others?
5
UNCLASSIFIED / FOUO

6. UNCLASSIFIED / FOUO
Module Format
 Learning Objectives / Agenda
 Lecture
 Exercises
 Takeaways
 Q&A
 Parking lot
 Plusses (+) and deltas ( )
 Knowledge assessments and course evaluations
6
UNCLASSIFIED / FOUO

7. UNCLASSIFIED / FOUO
How Do We Learn?
Teaching Retention
Characteristics
Techniques Rate
Time Pressured
Presentation 5% Content Focused
Spray and Pray
Reading 10%
Audio-Visual 20%
Demonstration 30%
Discussion Group 50%
Practice with Feedback 75%
Learner Focused
Teach Others/Immediate Use 80% Interactive
Time-Consuming
7
UNCLASSIFIED / FOUO

8. UNCLASSIFIED / FOUO
Our Learning Environment
 Pre-work (Project Charter)
 Classroom concept lecture/discussion
 Classroom application – Instructor-led
 Classroom application – Team-led
 Classroom team teach back
 Homework assignments and debrief
 Knowledge assessments – Individual
 Application to your project – BB-led
8
UNCLASSIFIED / FOUO

9. UNCLASSIFIED / FOUO
Our Learning Focus - CPI Methods and Tools
CPI methodologies
complement each DMAIC Methods
other Product or Service Outputs
Six Sigma Tools Increase
Effectiveness
Lean Tools Increase Efficiency  Reduce Variation
 Simplify Work Flows
 Eliminate Defects
 Focus On High-value Steps
 Eliminate Waste
The customer is the
driving force behind all
“As-Is Flow” “To-Be Flow”
improvement efforts
9
UNCLASSIFIED / FOUO

10. UNCLASSIFIED / FOUO
CPI Methods
 DMAIC
 One of several Lean Six Sigma methodologies
providing a structured approach to problem-solving
within the following 5 phases: Define, Measure,
Analyze, Improve and Control
 8-Step Process
 AFSO21 structured approach to Lean problem-solving
using an 8-step process
6. See
1.Validate 2. Identify 3. Set 4. Determine 5. Develop 7. Confirm 8. Standardize
Counter-
the Performance Improvement Root Counter- Results Successful
Measures
Problem Gaps Targets Cause Measures & Process Processes
Through
10
UNCLASSIFIED / FOUO

11. UNCLASSIFIED / FOUO
CPI Tools
 “Six Sigma”
 Term originally comes from statistics
 Statistics help us measure and understand both individual data points,
averages, and variation in a process or service
 Primary focus is achieving improvements in service quality and cost
 “Lean”
 Focus is eliminating non-customer value added waste in a process or
service
 Result is reducing service lead times, improving on-time delivery
performance, and reducing cost
 “Lean Six Sigma”
 Combines the speed and power of both Lean and Six Sigma tools
 “Only a fast and responsive process is capable of achieving high quality,
and only a high quality process can sustain high velocity”
11
UNCLASSIFIED / FOUO

12. UNCLASSIFIED / FOUO
CPI Process Road Map - Overview
8-STEP PROCESS
6. See
1.Validate 2. Identify 3. Set 4. Determine 5. Develop 7. Confirm 8. Standardize
Counter-
the Performance Improvement Root Counter- Results Successful
Measures
Problem Gaps Targets Cause Measures & Process Processes
Through
Define Measure Analyze Improve Control
• Identify Problem • Map Current Process • Identify Potential Root • Develop Potential Solutions • Implement Mistake Proofing
• Validate Problem • Go & See Process Causes (Fishbone, 5 • Develop Evaluation Criteria • Develop SOPs, Training Plan
• Establish Strategic • Identify Bottlenecks Whys, etc) • Select Best Solutions and Process Controls
Alignment • Create Value Stream Map • Reduce List of Potential • Apply Lean Concepts • Implement Solution
• Gather Voice of the • Identify Key Input, Process Root Causes (Affinity, • Develop Future State • Establish Ongoing Process
Customer & Business and Output Metrics Pareto, etc) Process Map(s) Measurements
• Create Goal Statement • Develop Operational • Confirm Root Cause to • Develop Pilot Plan • Identify Project Replication
• Validate Business Case Definitions Output Relationship • Pilot Solution Opportunities
• Determine Scope • Develop Data Collection • Estimate Impact of Root • Develop Full Scale Action / • Estimate Final Financial /
• Select Team Plan Causes on Key Outputs Implementation Plan Operational Benefits
• Develop Timeline • Validate Measurement (Hypothesis Tests, • Complete Improve Gate • Transition Project to Process
• Communicate Plan System Regression, etc) Owner
• High-Level Process Map • Collect Baseline Data • Prioritize Root Causes • Develop Audit / Response
• Complete Define Gate • Identify Performance Gaps (XY Matrix, etc) Plan
• Complete SWOT Analysis • Complete Analyze Gate • Create Final Storyboard
• Estimate Financial / • Complete Control Gate
Operational Benefits
• Determine Process Stability
• Determine Process Integrated CPI Methods & Tools 12
Capability
• Complete Measure Gate
UNCLASSIFIED / FOUO

13. UNCLASSIFIED / FOUO
Six Sigma Baseline
 Where are we as a class? Our personal knowledge:
 1 – I have never used statistical methods
 2 – I use some data occasionally
 3 – I use data frequently
 4 – I almost always use data and know what to do with it
 5 – I should be teaching this stuff
13
UNCLASSIFIED / FOUO

14. UNCLASSIFIED / FOUO
Lean Baseline
 Where are we as a class? Our personal knowledge:
 1 – I have never used lean tools/techniques
 2 – I use lean tools sometimes
 3 – I use lean tools a lot
 4 – I always use lean, in any process/environment
 5 – I should be teaching this stuff
14
UNCLASSIFIED / FOUO

15. UNCLASSIFIED / FOUO
UNCLASSIFIED / FOUO
National Guard
Black Belt Training
Project Presentations
UNCLASSIFIED / FOUO
UNCLASSIFIED / FOUO

16. UNCLASSIFIED / FOUO
Project Presentations – Overview
All students - be prepared to give a short visual and
oral presentation of your project
 At the beginning of the week, post your visual project presentation
on a prominent section of the classroom wall
 Throughout the week, 10 students will be selected at random to
provide an oral presentation of their project to the class
 Presentations should be concise and well practiced (< 5 minutes)
 Presentations will be followed by a short Q&A (< 3 minutes)
 Why?
 Receive feedback on use of CPI problem solving methodology/tools
 Develop public speaking skills and practice presentation style
 Learn about other student projects
16
UNCLASSIFIED / FOUO

17. UNCLASSIFIED / FOUO
Project Presentations – Week 2
 For Week 2, each student should post their Project
Charter presentation on a prominent section of the
classroom wall
 Each Project Charter presentation should include:
 Project name and description
 Project goal, scope, objectives
 Current and expected impact on customers
 Connection to organization / unit strategy
 Anticipated budget impact
 Sponsoring organization and team members
 Timeline for completion
17
UNCLASSIFIED / FOUO

18. UNCLASSIFIED / FOUO
Project Presentations – After Week 2
 At the beginning of each week, students should post
their Project Storyboard presentation on a prominent
section of the classroom wall
 Each Storyboard presentation should:
 Show current project status
 Support “tell a story”
 Follow the 8-Step/DMAIC process to structure and organize the
tools used
 Be readable (summarize and condense exhibits, as needed)
 Use arrows, call out boxes, and balloons to highlight questions,
key leanings, risks & issues, etc.
 Display data supporting findings and conclusions
18
UNCLASSIFIED / FOUO

19. UNCLASSIFIED / FOUO
DMAIC Project “Storyboard” – Example
Define 1.2 Day
Project Charter CCR Gap Sigma
Performanc
BUS CASE: Be #2 Fin Service Provider e Level of
1.3
GOAL: Reduce Loan/Lease CT from
9.2 to 8.0 days by July 1
Measure
FIN IMPACT: $2.7M per year Analyze
Potential Root Causes
Control
Improve
Loan or
Pilot Plan
Lease
Screen “Officer performs
Entry both” & “Officers
changed”,
Color
eliminated as
Printouts
contributors to high
Rewards lead time.
& Recog
Officer Work & Turnover, Waiting, & Automation 19
Affect CT; Job Aids affect Variation in CT Flex
Time
UNCLASSIFIED / FOUO

20. UNCLASSIFIED / FOUO
8-Step A3 Project Summary Report
Company: Department: Date: Prepared by:
1. Define the problem situation 3. Action plans to correct problems
2. Problem Analysis 4. Results of Activity
5. Future Steps
Source: Toyota Way Fieldbook by Liker and Meier, McGraw Hill, c 2006
20
UNCLASSIFIED / FOUO

21. UNCLASSIFIED / FOUO
Takeaways
 Introduction to class instructors and participants
 Code of conduct, expectations, and class logistics
 An understanding of the learning process, learning
environment, and CPI learning focus
 Appreciation of our baseline familiarity and comfort level
working with Six Sigma and Lean
 Project presentation format and expectations
21
UNCLASSIFIED / FOUO

22. UNCLASSIFIED / FOUO
What other comments or questions
do you have?
22
UNCLASSIFIED / FOUO