Quick Changeover: Facilitator Guide 9780973750959, 0973750952

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Quick Changeover

Preparation Guide

A PRODUCTIVITY PRESS BOOK

www.enna.com www.productivitypress.com

Copyright 2005 Enna, Inc. All rights reserved. No part of this book shall be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher. No patent is assumed with respect to the use of the information contained herein. Although every precaution has been taken in the preparation of this book, the publisher and author assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. For information contact: Enna, Inc., www.enna.com The SMED Facilitator Guide and Design are trademarks of Enna, Inc. International Standard Book Number: 9780973750959 Distributed by Productivity Press, an imprint of CRC Press 711 Third Avenue, New York, NY 10017 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN www.productivitypress.com CRC Press is an imprint of the Taylor & Francis Group, an informa business

Note: This publication contains the opinions and ideas of its authors. It is intended to provide helpful and informative material on the subject matter provided. It is sold with the understanding that the authors and publisher are not engaged in rendering professional services in this book. If the reader requires personal assistance or counsel, a competent professional should be consulted. The authors and publisher specifically disclaim any responsibility for any liability, loss, or risk, personal or otherwise, which is incurred as a consequence, directly or indirectly, of the use and application of any of the contents of this book.

Dear Facilitator,

Thank you for choosing this guide; you have purchased a comprehensive tool that can work to further your company’s Lean Transformation experience. We want you to be the hero of all your SMED projects, and this book will help you master SMED by providing you with successful methods and structures for the workshop that will culminate in a successful Lean Implementation. If you’re new to SMED Facilitator Management, you’ll learn exactly how to guide your teams from beginning to end using proven tools created by seasoned professionals who specialize in SMED implementation. If you already have SMED Facilitator experience, you’ll find new structures, systems, and ideas, as well as time-tested ways to avoid common mistakes made by other SMED implementation methods. The SMED Facilitator Guide provides comprehensive instructions. The Facilitator’s Perspective section, located at the top of every page, gives an overall view of the concepts that will be covered on that page; the Presentation Notes section, also included on every page, provides specific ways to communicate concepts and ideas to your participants. It also contains presentation guidelines, communication tips, and techniques to maintain control of the project, therefore guiding you to outstanding results that are both on time and within budget. From preparing for the event, to presenting the material, to selecting the subteams, the SMED Facilitator Guide can help get your Lean Transformation implemented more effectively and with greater success. The processes and techniques offered in this book are appropriate for all SMED projects, large or small. Whether you are tackling a Lean Transformation on your own, or managing a larger SMED project involving hundreds of people, this book offers project techniques that are easy to understand and implement. We encourage you to follow the steps and advice in this book, and you’ll have the knowledge necessary to ensure success in your company.

Sincerely,

Enna’s Development Team

Special Symbols: This book is organized to help guide the Facilitator through the training. In addition to the Facilitator Perspective section and the Presentation Notes section there are a number of symbols used to help facilitate the workshop. For your convenience these symbols are repeated at the introduction of each section of this book.

Suggestion: This symbol represents a suggestion and is a general statement relating to facilitation of a workshop.

Tip: This symbol represents the idea of a tip to the Facilitator and is specific to the concept that the Facilitator is presenting.

Question: This symbol represents a question that may be asked to the Facilitator as well as to the participants in the workshop.

Table of Contents: Section 1 Lean Strategy to Increase Agility ..........................................................1

Section 2 Quick Changeover Methodology .......................................................29

Section 3 Workshop Structure and Activities ...................................................55

Section 4 SMED Worksheets and Assessment Form...............................75

Quick Changeover Presentation

Facilitator Guide In this Section -

Introduction to the Workshop The History of Quick Changeover - SMED The 7 Wastes of Operations The Role of Quick Changeover in Total Improvement The 5Ss and Quick Changeover

The purpose of this section is to establish the underlying reasons and principles of how Quick Changeover can help an organization become more competitive. The section provides an overview of Quick Changeover and outlines the personal and organizational benefits of engaging in the process. Suggestion

Tip

Question

1

2

Facilitator Perspective: It is important to get the input of all the participants, inform the group of the agenda for the workshop, and state the workshop objectives. The SMED: Quick Changeover Preparation Guide outlines break times, meeting places, and general structure. Go through these items and prepare for the event. Go around the room and ask the participants for their personal goals for the workshop. This is intended to draw the participants into the objectives of the workshop so that they feel personally involved.

Suggestion: Always write the agenda on a separate whiteboard or easel pad, it provides some variation to the slide format of the presentation.

Introduction

Personal Goals Workshop Agenda Workshop Objectives

Suggestion: On the white board, write each participant’s name and personal goal for the workshop. It will serve as a reminder throughout the week.

Presentation Notes, Slide 2: Before beginning the presentation, go around the room and have each participant introduce him/herself and offer a personal goal for this workshop. While the company as a whole and specific individuals have goals for a workshop, it is suggested that as the Facilitator, you too should determine your workshop goal and share it with the group. For example, your goal may be to efficiently and effectively communicate the concepts and practicality of SMED to all involved. After sharing, review the workshop agenda in further detail.

3

Facilitator Perspective: These first slides review the overall structure of the presentation and the workshop that follows. The presentation is divided into four major sections; each section is designed to familiarize the participants with SMED principles as well as introduce them to the tools and visual aids which compliment the SMED process. For workshop schedule specifics, please refer to the SMED: Quick Changeover Preparation Guide included in the package.

Quick Changeover: Sections

Section 1: Lean Strategy to Increase Agility Section 2: Quick Changeover Methodology Section 3: Workshop Structure and Activities Section 4: SMED Workshop Sheets and Assessment

Presentation Notes, Slide 3: This Quick Changeover presentation has four major sections. The first section covers how Quick Changeover fits into our organization. The second section provides a comprehensive explanation of Quick Changeover through examples and illustrations. During the presentation and workshop the participants will be asked to provide examples from their departments. The third section reviews and clarifies the workshop structure of Quick Changeover as well as the activities that will be performed. The last section is used for examining the workshop forms that will help us to utilize the tools of SMED.

4

Facilitator Perspective: When presenting this slide, ask the participants their opinion of an operation that has quick changeovers. Ask them to write down the components of a changeover, and the issues that need to be considered when changing over a machine (dies, tools, information, parts, equipment, and etc).

Quick Changeover: SMED

Section 1: Lean Strategy to Increase Agility

Presentation Notes, Slide 4: When an operator has the tools, parts, information, and fixtures necessary for a changeover, the changeover can progress more quickly without having to work harder or work faster. This workshop can get us closer to that reality by providing the time and structure to reduce the time it takes to changeover. One of the challenges faced by business is the reality that customers are asking for smaller runs of products, but with more variety. This is where Quick Changeover can help companies bridge the gap between operational capabilities and customer demands.

5

Facilitator Perspective: This slide provides the history of SMED and how it came to be a successful and productive tool for use in manufacturing firms. SMED was created by shop floor workers in response to the need to reduce setup times.

History of SMED

1969 Shigeo Shingo Toyota

Suggestion:

Presentation Notes, Slide 5: First of all, it is important to explain what the acronym SMED stands for: Single Minute Exchange of Die. This means that for a changeover to be classified as a SMED changeover it must occur under ten minutes. If it takes more than ten minutes it cannot be classified as a single minute exchange because the changeover has not occurred in the single digits, 0-9 minutes. In 1969, SMED was revealed and credited to Shigeo Shingo. He directed the setup reduction of a 1000 ton press from four hours to three minutes at a Toyota factory. Toyota was faced with logistical coordination issues associated with having a lot of inventory, and one suggestion was to reduce the setup time of the stamping press so that the amount of inventory could be reduced.

6

Provide as many examples as possible when presenting SMED. Also, context provides credibility and completes the concept for the participants.

Facilitator Perspective: Discuss the reality that business has become increasingly competitive over recent years, and because of this competition, the market dictates selling prices. It is this reality that drives the need for a company to change its strategy to become more competitive. This slide simply shows the real benefit of Quick Changeover. It communicates the benefit of increased agility and capacity due to the reduction of machine setup times. The key component of this slide is to communicate that the participants are not working harder, instead they are spending less time setting up and more time running a job.

Why Quick Changeover Ultimately to Increase Capacity and Agility Workshop Before

After

Reducing setup time directly allows for more run time

Tip: Make sure you have the 5S, 7 Wastes, and SMED posters placed around the room. Take time to walk over to each poster when you are talking about the concept.

Presentation Notes, Slide 6: Today it is increasingly harder to control the selling price of products, and this fact forces us to look harder at the other elements of the equation, namely, the cost of producing the product or part. The only factor that we have control over is the cost of producing the product; and this is the heart of setup reduction or SMED. SMED increases the ability to produce more parts in the same amount of time and/or produce higher variety with the same volume. To accomplish this, the operation must reduce the time it takes to changeover the machine which enables the same operation to have more capacity. This simple concept can significantly change the cost and flexibility of producing the product. Simply stated, the ultimate goal of Quick Changeover is to increase the capacity of a machine or process by reducing the down time that occurs during the changeover from one product run to another. If we look at the illustration in the slide we can clearly see the benefits of having more time available to run products.

7

Facilitator Perspective: One of the most important points before proceeding with the presentation is to provide the participants with a standard definition of changeover. The definition on the slide is simple but effective for creating a common language when it comes to setup time reduction. As the Facilitator, ensure that everyone understands this definition as it greatly affects the success of the workshop.

Tip:

Definition of SMED The amount of time it takes to changeover a piece of equipment from the last good piece of a production run to the first good piece of the next production run

SMED is one of the most successful tools of Lean Manufacturing. It is also one of the most enjoyable for the participants as it is hands-on and creative. Ensure that the participants understand the definitions of SMED and its methodology. This will allow for controlled change which is your goal as the Facilitator.

Tip:

Presentation Notes, Slide 7: At this point in the presentation we must define what is meant by SMED or Quick Changeover so that as we move forward with the workshop, we all have the same idea as to the issues at hand. In this workshop we define a number of methods and situations; the first one that we will define is Quick Changeover. Quick Changeover is “the amount of time it takes to change over a piece of equipment from the last good piece of the production run to the first good piece of the next production run.” Does anyone have questions or need clarification?

8

Provide examples of a changeover and explain them to the participants. This provides context to the definition. A good example to use is setting up to change the oil in a car.

Facilitator Perspective: This slide is intended to show some of the measurable benefits of reducing setup times. In presenting this slide, ensure that you explain the benefits in a number of ways.

Tip: Discuss various benefits of setup reduction to build awareness of the different kinds of benefits.

Benefits of Quick Changeover

Higher quality Production runs closer to customer orders Reduced lead time through facility Reduced inventory Flexible and agile operation

Presentation Notes, Slide 8: The benefits of reducing the time of a setup are not necessarily limited to financial reasons. Benefits can include increases in the quality of the product; for example, assume that a part needs to go from one process to the next quickly in order to maintain its temperature. Reducing setup time may allow the operation to run with less inventory and therefore have the product flow from one process to the next in a shorter amount of time. This situation illustrates that the quality of the product will be better, inventory in progress will be reduced, there will be less damage to stock, and more control over the staging and processing of inventory. It is evident that setup reduction is beneficial not only financially but in other ways as well.

9

Facilitator Perspective: The 7 Wastes concept is included in the participants’ self-assessment quiz at the end of the workshop; please encourage them to write down the definition of each waste, as well as an example. The Participant Workbooks have adequate spaces to write on each slide, so all of the participants should take notes during the presentation.

Tip:

The 7 Wastes

Defects Inventory Processing Waiting Motion Transportation Overproduction

Presentation Notes, Slide 9: We will now spend some time introducing and reviewing the 7 Wastes of Operations. By focusing on waste elimination as a general goal of SMED, it will be easier to sustain Quick Changeover improvements since the changeover will be safer, more effective, and more enjoyable for all involved.

10

Make sure that everyone understands the 7 Wastes of Operations. Take time to ensure that they fully comprehend them, as they constitute a fundamental building block of Lean and Quick Changeover.

Facilitator Perspective: This next sequence of slides communicates the definitions of each of the 7 Wastes. As you present on this section, do not focus on the causes of each waste, instead focus solely on the definitions. Provide the participants with examples you have prepared from your company. We will start discussing the 7 Wastes with the Defect Waste, since it is the easiest one for the participants to relate to.

Suggestion: Always affirm and thank those who respond to your request for input. It is this kind of interaction that will ensure success as the participants gain more confidence in themselves and as a group.

Defects

Making bad parts, having scrap, wrong information, and/or having to rework items

Presentation Notes, Slide 10: The first waste that we will be discussing is the waste of Defects. A defect by definition is a waste that is created due to making bad parts, having scrap materials, being provided with wrong information, and/or having to rework parts in order to make them acceptable. These are all examples of a defect. Producing defective parts or products is a fact of a living business; defects will happen, but we can work to reduce the number and/or degree of defects. Remember that we discussed the need to reduce waste; would we be better off if we had less defects? Would having less defects lead to a cleaner, more organized workplace? Can someone give me an example of defects in your department? Encourage participants to write down a concise definition along with an example in their Participant Workbooks.

11

Facilitator Perspective: Inventory is the one waste that is easily tracked in most companies. Not only does it occupy space, but people have to accommodate for it in a number of ways. A computer system tracks inventory in its different stages of development, from purchasing through to shipping. Also, there are a number of people in each department responsible for inventory. Moreover, employees can be measured based on their output of inventory. Due to its measurability, workshop improvement can be measured by inventory placement and reduction. If the changeover workshop is done correctly, inventories before and after the machine can be reduced. As the Facilitator, use the boat floating on the Sea of Inventory analogy as it is perfect for setup reduction.

Inventory

Any material in our area other than what is immediately needed for the next process/stage/step

Tip:

Presentation Notes, Slide 11: One of the first things that we have to realize regarding inventory is that it only exists because we are not able to fulfill customer requests immediately. This is a fact of doing business. By lowering inventory a company will become faster, more agile and increasingly responsive to customer demands. What are the three stages that inventory lives as in our company? The answer: raw materials, work-in-process, and finished goods. The best definition of inventory is this: “Any material that we have other than what is needed immediately is considered inventory”. A good way to illustrate inventory is to think of our company as a boat sailing on the sea. As long as the sea level is high enough we will keep on sailing. Now, as a company, what does the sea represent? If we were really good, we would want to reduce the inventory just low enough to keep us sailing. This will keep us agile, involve less costs, less frustration, less movement, and less handling. Can anyone provide examples of inventory?

12

Stay true to these definitions of the 7 Wastes as they are the most accurate versions translated from the Japanese originals.

Facilitator Perspective: Processing is the hardest waste to identify because it looks as if it is adding value to the materials. This is because processing can be easily confused with doing an action that the customer may require. Think of an example where someone is doing a little extra for the next department, say preparing a file such that it is organized alphabetically. The employee is not aware that the next department needs for it to be organized numerically instead of alphabetically. At first glance the extra action looks like value, but it is 100% waste. Try to think of your own example to communicate to the participants. This is key because it gets the audience to question traditions and behaviors; to start asking themselves why things are done a specific way.

Processing

Activity that adds no value to the product or service from the viewpoint of the internal / external customer

Tip: Provide a few examples when giving the definition.

Presentation Notes, Slide 12: The waste of processing is the hardest to find because it looks like value is being added, when in fact, it’s not. Let’s go through the definition: the waste of processing is activity that adds no value to the product or service from the viewpoint of the customer. Use the example from above and/or an additional example that you have from within your company. From the changeover perspective, processing may be doing a little extra to the program such as tweaking the parameters or evaluating the product that has been prepared for the setup. All of these are activities that do not add value. Can anyone give an example of a process that we do that the customer may not require?

13

Facilitator Perspective: The next waste is waiting. Let the participants know that waiting is not their fault; it is not the employees’ responsibility to reduce waiting times. It is the responsibility of the management team to design a system that reduces or eliminates waiting altogether. However, employees should identify when and where waiting occurs so that they may communicate the information to management, which can then direct the appropriate resources to eliminate waiting.

Suggestion: Speak clearly.

Waiting

Is created when material, information, machines, or approvals are not ready for us

Presentation Notes, Slide 13: Waiting is a hard thing to do. Since childhood we have been told to keep busy; it is inferred that waiting is equivalent to laziness. This is not necessarily true in business. In some instances, when we are not waiting, we are spending time performing actions that do not add value, or using material that could be used on another job. Seen this way, waiting may actually be the less wasteful alternative. The definition of waiting is time that is created when materials, information, or machines are not ready for us. It is a simple definition that we all can relate to. Can you provide some examples during a setup activity that you may be waiting? What are you waiting for?

14

Facilitator Perspective: Motion is an exciting waste for everyone because each individual is able to affect the amount of motion that they perform in their job function. The goal is to reduce motion, and with a good understanding of the 7 Wastes the participants will be amazed at how much they can reduce motion during the workshop. Less motion means more enjoyment on the job, more productivity, and faster changeover times.

Tip: Use a marker in this example of motion waste. Pretend that you are in an old western movie and that you and your arch rival are going to duel at sundown. As a gun slinger, you would want to have as little motion as possible so that you are the quickest to the draw. Take the cap off of the marker and toss it a few feet in front of you. If you had to draw, but before doing so you had to go and retrieve the bullet (the marker cap), you would not be the first one to shoot and therefore you would lose both the duel and your life. To succeed, you need to quickly draw and fire.

Motion

Any movement related to people that does not add value to the product or service

Presentation Notes, Slide 14: Motion is defined as employee movement that does not add value to the product. Excess motion is considered to be waste. Motion should not be confused with moving product or information around; that is referred to as transportation and will be discussed later. Let me demonstrate with an example of motion waste (use the gun slinger example in the tip section above). Can anyone explain an example of waste of motion in their department, work area, or during a specific setup?

15

Facilitator Perspective: In most companies that have normal transportation, from forklifts through to shuffling papers and filing information, transportation accounts for between 25%40% of the costs. While this seems high, almost everything that we do involves transportation; reducing transportation will lower the costs of doing business.

Transportation

Moving material from one area to another area in the company

Presentation Notes, Slide 15: Transportation, by definition, is moving materials or information from one spot to another spot. It is a significant waste, and if we can directly lower the amount of transportation in our business, we will greatly improve our success in reducing the setup time of our changeovers. Recognizing proper amounts of inventory and finding appropriate places for it to be located will immediately help reduce transportation. Transportation is often paired with the previous waste that we discussed, motion. The difference between the two is this: when you are going to get something, the action of walking to the area is motion, once you pick it up and walk it back to the machine it is transportation. Transportation can encompass such diverse actions as moving a piece of steel from the work yard into the building, or returning to your desk from the fax machine with a sheet of paper. These are examples of transportation. Does anyone have an example from their work area? Let’s have at least have one example from the shop floor and one from a setup activity.

16

Facilitator Perspective: Overproduction is the worst of the seven wastes because it is a multiplication of the other six wastes. If you overproduce you have: more defects, more inventory, more processing, more waiting, more motion, and more transportation.

Overproduction

Making more products than the next process (or internal/external customer) requires

Tip: Ensure that people fully understand the meaning of overproduction and provide many examples.

Presentation Notes, Slide 16: Overproduction occurs when we make more than the next process truly needs at the present time. It is the worst waste because it multiplies all the previous wastes. Overproduction increases defects, inventory, processing, waiting, motion, and transportation. Overproduction in business will result in the death of the business, it is that simple. For setup activities, overproduction takes the form of producing more parts than the order really asks for. As an example, in the commercial printing industry, the presses produce 3% over the real run quantity. Can you provide some examples of overproduction? Examples can be either with information or parts/products.

17

Facilitator Perspective: The aim of this slide is to show the participants that a changeover is more complicated then just the time in between producing product. Discuss the perspective of managing inventory and orders on a daily basis in order to communicate that you as the Facilitator understands the issues that shop floor workers deal with every day.

Impact of Reducing Batch Size Goal: 76 parts per shift 38 parts of A demanded daily 38 parts of B demanded daily 76 of each unit per day

Extra Inventory

40 parts of A 20 parts of B

No change in setup = part shortage

Presentation Notes, Slide 17: This slide illustrates the concept of producing smaller batches without reducing setup times. One thing that most people take for granted is that setup times are fixed. If this is true, what would happen if we decided to produce a variety of product on a daily basis? As the image shows, to run smaller batches without reducing setup times would cause us to run out of stock and/or inventory and this would drive our customers to the competition. So, building inventory because of long setup times is the right thing to do; however, we have to realize that batches are only created because the setup times are so long. What can we do to run smaller batches but still produce at the same rate as when we are running large volumes?

18

Suggestion: Get participants involved on this point; constantly ask for feedback on the issues being discussed.

Facilitator Perspective: This slide illustrates the idea of influencing the setup portion of any job that is run. We encourage you to use this example in the context of your own facility; ask the participants if there are areas in the company where they feel setups could be reduced.

Impact of SMED on Capacity

Traditional Run

Smaller Batches No Change in Setup Time

Reduced Setup More Runs

Tip: It can have a more dramatic impact to draw out the slide example in the context of your company’s manufacturing schedule. This will keep it realistic for the participants and may communicate more effectively.

Presentation Notes, Slide 18: Does the top bar look familiar? We are now at the point in the presentation where we address the issue of how to reduce setup time to allow the choice between making more variety of parts or more volume of specific parts. The usual mindset is that if we setup for a job we should run the job out. Here we are proposing to make the setup less significant so that it gives us the flexibility to not have to run the job out. As the illustration shows, if we try to do five jobs a day at the current setup time we will run out of time in a given shift. However, if we use SMED tools and reduce the setup time from 72 minutes to around 14 minutes for each of the five production runs, we will able to produce a variety of products in the same amount of time. Strictly speaking, this does not affect the total inventory count but it affects the mix of products. As an example, we still have 500 parts but it is composed of five different runs of 100 parts.

19

Facilitator Perspective: We now will explain the first action of every SMED workshop which is the use and adoption of 5S as the basis for improvement. The first S of 5S is Sort, and during the initial scan of the work area red tags will be used.

Five words begin with “S”

Presentation Notes, Slide 19: 5S is the fundamental building block of all SMED Quick Changeover activity and it is important to review all five Ss. To provide some history of 5S, the term comes from the manufacturing industry in Japan, and stands for five organizational actions that begin with the letter “S”; Seiri (Sort), Seiton (Straighten), Seiso (Sweep), Seiketsu (Standardize), and Shitsuke (Sustain). The Toyota Corporation was the first company to implement 5S and began with only two: Sort and Straighten. As the concept became more popular more Ss were added to improve the manufacturing process. Some companies have even added a sixth S (Safety) while others, including Toyota, have stopped at four; the last S, Sustain, is not included in their improvement regime. Now let’s look into how 5S will help reduce setup times.

20

Facilitator Perspective: Sort is the most important function of 5S in the context of this workshop. It is a hands-on activity and the participants start to see the immediate change as items are sorted and tagged. For this section, relate the sorting activity to Quick Changeover as much as possible.

Sort Ask yourself if you really need these things.

As a rule, if you have doubt ‘Red Tag’ it. Tip: Provide examples of sorting in certain areas of company so that everyone can relate to them.

Presentation Notes, Slide 20: Think of sorting as a selection process; select what you need to complete your setup and remove everything else from the area. You will find it surprising that not as many tools, machines, and supplies are needed to complete the job. While it is human nature to collect things, in business it is important to reduce excess and only work with objects that are truly necessary - anything more is wasteful. After determining that an item is not useful, it is tagged and relocated to the “Red Tag Area”. If later on it is required, or if it was inappropriately tagged to begin with, it can be recovered from the area. Sort items into two categories: what is needed to do the job on a daily basis, and everything else. In the SMED workshop we will do a setup observation first to get an idea of the current state of affairs then after the completion and following discussion we will begin the sorting and tagging.

21

Facilitator Perspective: Red Tags were developed due to the high cost of some unneeded items; equipment, expensive material, etc. are capital-intensive objects. In business, such items cannot simply be “thrown out”. Red Tags are beneficial in that if an item again becomes useful or needed, or if it was erroneously tagged initially, it may be moved back from the “Red Tag Area” to the setup area.

Tip: Hold up a sample Red Tag at this point. Let them know this is the tool that will allow the SMED Team to make quick decisions in order to keep moving through the workshop.

Sort: The Red Tagging Step Two Sorting Categories: 1. What you need 2. What you do not need Each team will have an area expert to properly categorize items for other members to take to the Red Tag Area. What should we do with the articles... Throw it out? Have a company auction? Donate or give away? Recycle?

Suggestion: Use a good joke to loosen up the participants. Ensure that the joke is appropriate.

Presentation Notes, Slide 21: Red Tags are to be used during the sorting process on objects that you are not sure about. If there is any doubt as to whether or not an item is used in a setup, Red Tag it. The tagged item can be moved out of the setup area without the risk of getting rid of it altogether, or taking the time to make a justified “throw out” versus “keep” decision. If you are completely sure that the old empty filing cabinet is not needed, then put it in the trash bin, but attach Red Tags to objects that you think are probably not needed. When Red Tagging items, fill out the Red Tag in detail, attach it to the object, move it to the designated Red Tag area and enter the information on the Red Tag Register. We will go through the actual process of filling out one of these tags after the first observation of a setup. At that time, more tips and instructions will also be provided. Any questions at this moment?

22

Facilitator Perspective: As the Facilitator, it is important to go through all of the 5Ss, as they are fundamental to SMED. Tell the participants that during the workshop we will be doing these 5S steps as the need arises with one exception, which is the initial sorting exercise. The second S is Straighten.

Straighten Focus on placing items in the proper places.

What is left needs a place. Suggestion: Move around the room while presenting.

Presentation Notes, Slide 22: In the Straighten stage, the locations of tools, dies, molds, measuring devices, and instructions are analyzed with the goal of minimizing transportation and motion during the setup. Essentially, straightening is the customization of the setup area so that everything is in arms reach and chronologically arranged as per the needs of the setup. We will talk more about this S as the need arises during the workshop.

23

Facilitator Perspective: For this slide, explain that there will be a need to have point-of-use tooling for the tweaking that may be necessary. This is a concept of straightening that is associated specifically with SMED.

Point-of-Use Ask yourself where the item needs to be used

Focus on placing the item so that it is within your natural range of motion

Presentation Notes, Slide 23: Point-of-use tooling is key to a quick changeover. This is a concept that we will be using during the SMED workshop and will be key to reducing the tweaking time of a setup. Imagine that all the tools that you need at a specific time are within an arms reach. How fast would the decision and action take to make an adjustment? Probably just a few seconds. This is the purpose of point-of-use tooling; it is for the critical times in a setup when the operator needs a low-valued tool for a technical element. Think of it as a doctor in the operating room; specific tools are exactly where they are needed at the critical time. It is that kind of quick decision and action we are looking for during a setup and we will use this concept of straightening by having tools at the point-of-use during the workshop portion of this SMED event.

24

Facilitator Perspective: When everything is straightened and placed in appropriate spots, the third S, Sweep, is employed to maintain the previous Sort action. It is estimated that for the SMED workshop, the Sweep stage of 5S will come towards the end of the third day or the beginning of the fourth day.

Sweep Clean enough to identify root problem Move beyond just having a clean area Clean to discover how not to clean

Tip: Sweeping should occur after you have gone through a number of setup observations as well as changes to reduce the setup time. Once significant changes have occurred it will be time to clean up the area into the new standard setup and move to standardizing and sustaining the changes.

Presentation Notes, Slide 24: In SMED we need to consider the third S, Sweep. The sweep stage normally comes towards the end of the third day, as we need to do a few setup observations before we have a good idea of where things need to go and how to approach the sweeping function in a manner that will be best for the operator and the department. We must take our time to discover the issues that cause uncleanliness and eliminate them so that the area does not fall back into an unkempt state. This will be revealed as we do the setup activities.

25

Facilitator Perspective: In this slide a few examples of the fourth S, Standardize, are given. For SMED the Facilitator must be conscious of the fact that standards will be in how the setup is repeated, regardless of the person doing the setup.

Standardize: Examples

Presentation Notes, Slide 25: Have you as employees ever come up with a better way or system of doing a process or action? The fourth S, Standardize, allows you to share your ideas with the group. Above are some examples of developing standards. The first image may be used as a way to retrieve information for the setup; there are ways to color code manuals or setup logs for quick and easy reference. There may also be ways to set tools close to where they will be needed up and away from the tool benches. Also, as in the image on the right side, there may be ways to maintain inventory of consumable items used during different setups without having to manage them yourself. During the workshop exercises think of ways to standardize; aim to manage less, have necessary tools within arms reach, and always remember to be safe.

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Facilitator Perspective: Although there are 5Ss, the last one, Sustain, is the pursuit of perfecting the others. Communicate to the participants that if the other four Ss are done well then Sustainment will be easy to achieve. Sustainment is the ultimate goal of 5S and SMED, and true sustainment is attained when we do not rely on self-discipline to sustain the reductions in setup times, it instead becomes natural.

Sustain

Keep asking how to simplify the issue to ensure it is sustained.

The idea: It will be easier to maintain even if we have less self-discipline, do not rely on self-discipline. Suggestion: Keep interest up by changing the tone of your voice.

Presentation Notes, Slide 26: An organization that does the first four Ss well will not have to try hard to achieve the fifth S, Sustain, as it is a direct result of the successful application of the initial four. It is important to keep in mind that the fifth S is a mindset, ensuring that Sort, Straighten, Sweep and Standardize are implemented to their full potential. It is crucial in the Sustainment stage that we think of ways to eliminate effort in maintaining our areas. Once we no longer have to work at the initial four Ss then we have succeeded at sustaining the setup activities. Focus on doing 5S well so that in the future we will be able to sustain and improve our new standards.

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Quick Changeover: SMED

Section 2: Internal Time vs. External Time

Facilitator Guide In this Section -

The Components of Analyzing SMED Changeover Activities - Internal Tasks Changeover Activities - External Tasks Internal Changeover Solutions External Changeover Solutions

In this section SMED is broken down into its main components: internal and external time; this provides the right structure to analyze the setup of a machine or changeover activity. The section also provides illustrations that highlight different solutions to reduce internal time and external time. All this activity provides the foundation of the workshop activity to follow. Suggestion

Tip

Question

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Facilitator Perspective: We are now at the point of defining two critical definitions for SMED. Ensure that the participants really understand internal and external changeover times. The changeover definitions come from the perspective of the machine. As the Facilitator, you have to communicate that we are looking at the definitions from this perspective.

Tip:

Definition of Internal & External Internal Changeover Time Can only be performed while the machine is down The activity is "internal to the machine down-time"

Spend more time on this slide. These definitions are counter intuitive for most people. Also, the perspective in relation to the machine is critical. If these definitions are not fully understood, your teams may lose time and focus during the workshop segment of the training. We encourage you to find an example to work from in explaining these definitions.

External Changeover Time Can be performed when the machine is running The activity is "external to the machine down-time"

Question:

Presentation Notes, Slide 28: Remember the definition of changeover? Now we are going to take the definition and break it into two parts: internal changeover and external changeover. These two terms are the most important aspects of the presentation. Internal: This is an activity that must only be done while the machine is not running. The activity itself is internal to the machine down time. Think of it as, “I can only perform this activity when the machine is not running otherwise I could get hurt”. That sounds upfront and forward, but it will be a litmus test during the workshop. External: This is an activity that can be performed while the machine is running. The activity itself is external to the machine down time. Think of it as, “I can do this activity outside or external to the machine down time”.

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Give the word that fits this definition: The amount of time it takes to change a piece of equipment from the last good piece of the production run to the first good piece of the next production run.

Facilitator Perspective: It took years to develop the concept of internal and external time during a setup. Explain further the importance of these definitions and make certain that the participants understand them and their importance as part of the tool set used to analyze changeover activity.

Definition of Internal & External Internal Changeover Time Can only be performed while the machine is down The activity is "internal to the machine down-time"

External Changeover Time Can be performed when the machine is running The activity is "external to the machine down-time"

Tip: Regarding classifying internal and external activities, ensure that you rigorously question all activities when analyzing the setup.

Presentation Notes, Slide 28, Continued: It is crucial to truly understand these definitions. The original developer of SMED, Shigeo Shingo, was not able to get machine changeovers below ten minutes until he discovered how to classify the activities involved in a setup. These ingenious classifications allowed Mr. Shingo to get setup activities to less than ten minutes, and this formed what is known today as SMED (Single Minute Exchange of Die). Keep in mind that some activities may seem to be internal when, in fact, they are external activities. If you have any questions please ask so that it is clear for everyone.

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Facilitator Perspective: The process of classifying the setup activity is next in explaining the process of SMED. The slide below shows the classification of the activities as internal and external. We will explain the next step of grouping internal and external activities together after we look at tools that minimize internal time.

Tip:

Internal & External Time

The participants need to classify actions as internal and external so that when they perform the setup again they can perform external activities when the machine is still running.

Analyze the Setup Activities

Identify External and Internal

Presentation Notes, Slide 29: We are now at the classification portion of the workshop. We will observe a setup and then classify the activities that we observed. As you can imagine, we are analyzing a setup so therefore technically all activity is internal, the machine will not be running. However, what we can do is start to classify what activities can actually be done externally to the machine on its down time (not running). This will provide a picture of what we can accomplish if we are able to move the external activities out of the internal time that we have observed. The illustration above provides the classifications as EX and INT.

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Question: What are the benefits of classifying activities as either internal or external time?

Facilitator Perspective: The diagram below illustrates the division of down time between the different tasks involved in a setup. During a changeover, the person setting up a machine spends most of the machine down time performing external activities; he/she should be spending time performing internal tasks. For this slide, focus on the internal category and provide examples of each of the tasks: attaching, setting, and tweaking.

Tip: In SMED it is important to always ask for acceptance of the concepts that are being presented. Most operators are very experienced and have so much knowledge that they can determine the success or failure of the workshop.

Focus on Internal Time First Focus on minmizing these activities

Presentation Notes, Slide 30: We will now discuss internal time in order to get a better understanding of where we can start to minimize machine down time. The pie graph in this slide represents the categories that provide a full picture of the total time for internal activities. Do these general categories explain what you do during your changeover activities? Most of the time for internal activities is spent tweaking and setting up the machine. It is these activities that we need to focus on to find solutions that will reduce the time it takes to perform them. For this workshop, use your experience to find solutions to the tweaking portion of the setup and in the discussion on creating an easier and more simple set up. Experience is required because setups are determined and simplified by those who have been doing them for extended periods of time. In the end, if we do this well we will be closer to the final goal of set and attach when it comes to a setup.

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Facilitator Perspective: Ask the participants to give examples of choosing, searching, and turning when they perform a setup. As a goal for this slide, get the audience to discuss issues that they need solved in their areas.

Observe Activities and Eliminate

Searching If the operator is searching this needs to be externalized Ask how to change so that searching does not happen

Choosing Is the operator having to choose between different items Ask how to place tools, instructions, and parts in sequence so choosing does not occur

Deciding If the operator has to decide during a setup that activity needs to be eliminated Suggestion:

Presentation Notes, Slide 31: Choosing between tools or deciding on how to interpret the setup instructions waste time and should be eliminated. Searching for materials or specifications, or needing to ask for more information are also examples of searching. Think of the person doing the setup as the doctor at the operating table - tools and information need to be immediately accessible and at hand in order to perform the activity. Can anyone provide examples in your area of choosing, searching or turning? Ultimately, we need to ensure that the right tools, information, parts, and other items are exactly where they need to be in the setup in order to minimize the shutdown time of the machine. This will result in the shortest setup time possible. Choosing, searching and turning are all activities that should be eliminated during the internal setup of a machine.

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Encourage the participants to comment at this stage of the presentation. Examples will spark input.

Facilitator Perspective: Provide some practical options to streamline the internal tasks of the changeover. Again, use this slide to get input from the participants and as a bridge into the slides that follow; they provide visual representation of some Quick Changeover examples for internal tasks.

How to Streamline Internal Tasks Simplify Attachments Eliminate the need for bolts Use pre-determined fixtures, hard stops, and position plates

Simplify Settings Eliminate any adjustments (only set)

Reduce Tweaking No editing of programs No entering of offsets for machine

Suggestion: Discuss these issues with the participants. Ask how much time would be saved if they did not have to perform any of these tasks.

Modify the Equipment Two people performing internal tasks Presentation Notes, Slide 32: Here are some examples of what we need to consider when we start to make changes after the observation and classification of changeover tasks. Right now we are focusing on internal tasks. Are there ways to eliminate adjustments? Or do less adjustments? What would happen if we did not have to edit the programs on the machines? Have we ever considered not having any bolts? Bolts take a long time to tighten and usually require a tool to tighten them. We have learned some tips on how to reduce internal changeover time; now we are going to go through some rules when it comes to SMED Quick Changeover.

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Facilitator Perspective: This slide provides an overview of the main rules that participants must adhere to in order to stay focused on reducing setup times. As you go over this slide ask questions and provide examples of processes that you have seen where these rules have been applied. Pit-crews are a good example. When the machine (car) is on the track the team is preparing and collecting the tires, the fuel, the necessary computer information, and the tools that are needed. When the car is in the internal stage (in the pit) the crew is only doing what is internal to the machine down time. They are not collecting fuel, trying to find the crew chief, or assembling information; all that they need is at point-of-use.

How to Streamline Internal Tasks

Presentation Notes, Slide 33: The Quick Changeover poster will provide some reminders for us when we are discussing and analyzing the setup observation portion of the workshop. As previously discussed, we must keep in mind the 5S principles after the initial observation. Next, although we haven’t formally discussed the separation of activities, we will find ways to externalize internal activity. Next, the operator needs to stay with the machine at all times. In the next slide sequence we will be discussing quick connectors to attach items without the use of bolts. In addition, we will work only from specific positions and standards so that we minimize adjustments that are needed with the machine. Another rule for Quick Changeover is to set and attach a process that does not need any fine-tuning. As well, we need to standardize changeover tasks so we can improve. Lastly, we need to end all our activity with refining our 5S activities to ensure the area is in a state where the setup can be repeated next time and improved upon. In the next slides we will go through some illustrations that will address some of the issues; think of solutions that we may employ during this workshop.

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Suggestion: Walk over to the Quick Changeover poster as you discuss the different rules to follow during a setup.

Facilitator Perspective: These next slides will show the participants innovative solutions that they can perform to reduce the time it takes to attach and set different tools, materials, or fixtures. The slide below illustrates a plate being attached using a bolt and slot instead of the traditional bolt.

Suggestion: Plan stretch breaks and energizers. Many people struggle with sitting for long periods of time.

Attachment Examples U-Shaped Slot

Tip: SMED will be effective only when the operators begin to see how it will benefit them and their work area. Examples like this one should continue to foster feedback and the overall adoption of SMED.

Presentation Notes, Slide 34: As you know, one of the rules of Quick Changeover is utilizing quick connection techniques. The illustration in the slide shows the traditional way of attaching a plate to a base plate. Before, the bolt had to be completely removed in order to place the other plate on the base plate. This takes time, and as an operator, you have to not only loosen the bolt but remove it, get the plate, reposition it to fit, and then insert the bolt again and tighten it. As the illustration shows, we may be able to slot out a notch in the plate, so that we only have to loosen the bolt and not take it out entirely. This saves time and effort during the setup. Can anyone see where this concept applies in your area? Any comments on this kind of quick connect option?

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Facilitator Perspective: We will now go on to applying the concept of quick connections with molds. Concepts similar to the previous slide will be explored; how do we attach these items currently? What kind of system can we use to perform the task easier, faster, and with less effort.

Attachment Examples

Backstops, pins, and camlock

Presentation Notes, Slide 35: Now let’s look at an issue of attaching a mold and positioning it. The illustration on the top shows the use of centering devices and clamps to position the mold. This takes time and forces the operator to have to find the clamps and tweak the mold positioning. The revised system has two back plates for the mold to rest on and a pinned cam lock on the third side. This provides enough force to keep the mold in place; there is little or no tweaking needed and setting/attaching is very quick. This is an example of a stop and cam system and is very useful in a number of situations. Are there any examples where this kind of idea may be useful in your area?

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Facilitator Perspective: This slide is intended to provide some more examples of quick changeover options for the internal time of the setup. These examples should really get people to think about options that do not include a bolt that needs to be removed when attaching devices.

Tip: Provide as many examples as you can that relate to the products that your company produces. This will aid the participants in relating to the concepts to a deeper extent.

Additional Examples: Attachments

To help reduce internal time during the setup

Presentation Notes, Slide 36: Here are some examples of different attaching devices. The first image is a cam action device. It allows for quick turning to fix the item to an object. The second device, the U-Slot, is a strong hold, and should be used when attaching and aligning is needed. Finally, the swing clamp is very useful because it acts both like a tool and a tightening nut; as shown, it has a swing nut adaption. Can anyone see the advantages of these types of connectors?

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Facilitator Perspective: There are other non critical parts of a machine to which the team can apply Quick Changeover Methodology. Using the example of a machine cover, solutions can be found to reduce the time to check motors, fluid levels, and scrap accumulation.

Suggestion: Use specific questions to determine if learning is taking place.

Examples of SMED Attachments

No bolts, centering pins, and hand wedged tight

Presentation Notes, Slide 37: As we talk about SMED, there are other areas of the machine to which we may apply concepts and methods learned during the workshop. One example is the removal of covers and protective shields as quickly as possible. The illustration shows a shield, and the improvement that reduces the time to remove the cover for inspection. As the wedge is slid under the bolt, it is self-centering and comes to a rest when tight. Does anyone see where this may be used?

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Facilitator Perspective: Additional examples of quick machine cover attachments are illustrated here.

Suggestion: Occasionally relate the training to your own personal and professional experiences. Regularly invite participants to offer examples. This helps them apply the learning to their work and helps others see concepts in diverse contexts and from diverse perspectives.

More Quick Attachments

Quick turns to release

Presentation Notes, Slide 38: There are numerous ways to attach plates in a manner that takes less time than the traditional bolt and nut combination. Here are some more examples that we may use during the workshop. The pear shaped slot will allow the operator to simply loosen the nut and slide the cover off. In the second illustration, the use of a swinging washer may be applied in specific applications to provide the surface area needed to accommodate the removal of a piece of material. In the image you can see that due to the size of the hole there is a need to have a washer, but the washer does have to be attached to the threaded bolt. Lastly, there is the use of a cam lever locking device; this solution eliminates the need for a tool. These examples take the concept of quick connectors to the next level; by developing these kinds of solutions the need for a tool is eliminated. This is exactly the goal of SMED - to eliminate processes.

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Facilitator Perspective: We will now move on to a concept that changes the perspective of how to manufacture the component of a machine. Traditionally, molds were made to accommodate part characteristics. This was motivated by the desire to get the most yield out of a mold both in the material used as well as the lifetime of the mold. No consideration was given to the setup times and how they affect the overall cost of the part and operation. This slide explains that molds can be modified.

Minimize Tweaking Retro-fit existing tools, jigs, molds, dies Change height of molds to reduce tweaking during setup

Presentation Notes, Slide 39: Let’s now move onto talking about the tweaking and adjusting portion of the setup. We need to ask ourselves what we can do to eliminate trial runs of products and adjustments when we are doing the setup. What can we do to not have to tweak a setup? There are a number of things that can be done such as the illustration on the slide. This concept highlights the need to standardize fixtures, molds, and tooling. There are many aspects of a mold that can be standardized; this includes the outer dimensions of the mold, the stroke length, and the materials used. The goal for an operator is to provide guidelines for the designers of the molds so that tweaking and setting is less complicated and therefore faster. Also, think about having blocks that guide the molds or fixtures into place. How about standard templates to use? Alignment marks not measuring marks, or using different color marks may be a solution. Finally, what can we do with our existing molds? How about making some adjustments as illustrated above?

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Facilitator Perspective: When setting up a part for a machine there are some simple tools to help the operators. Communicate that examples do not need to be complex; we are looking to lessen complexity and therefore shorten the time spent on changeovers.

Minimize Tweaking

Positioning Devices Use Stops Use Pins

Suggestion: Sometime simple illustrations are all that is needed to get the participants to respond to new ideas and thought processes. Do not worry about providing the perfect example because it may not help in creating novel ideas - simple may be best.

Presentation Notes, Slide 40: The illustrations are provided to convey that no adjustments or tweaking has to be made. There are positive stops in the setup so that loading the part is instantly accurate; notice the pin that does not allow the part to be loaded incorrectly. This is called “Pokayoke” or mistake proofing, and it is a component of “setting” time during a changeover. If you are not able to set a fixture incorrectly, this brings us closer to a defect-free environment. Have a look at the illustration and picture the potential for use in your operation or at your work station. Other possible solutions to tweaking and setting are: pins (as illustrated above), rails on either side of the part, and notches on the base plates to allow for standard configurations.

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Facilitator Perspective: One of the last aspects of internal activity is to apply two or more people to the internal tasks. This should only be attempted after the team has employed the previous suggestions to externalize as many internal actions as possible.

Team Approach to Changeover

Minimizes Down-time Increases Capacity Allows Greater Agility

Tip:

Presentation Notes, Slide 41: Finally, we are at the stage where it may be considered an advantage to double the personnel on a changeover. This should only be done once all activity has been taken to externalize tasks with one person doing the setup activity. As a general rule you should always design a changeover with only one person in mind and then move to incorporate more than one person to further reduce setup times. By doing this, the team designs the work in the smallest amount of space, and is motivated to find innovative ways to reduce time and distance. If we perform the tasks with more than one person from the start it would be difficult to analyze the outcome because both variables, time and manpower, have changed. That said, double teaming a setup can be the best thing to do, but only after externalizing all functions. The illustration in the slide shows the benefit; internal time is cut in half.

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Teaming up on a setup is the last item to perform in order to reduce the down time on a changeover. Make sure the team uses this technique only when all other options have been taken. In fact, some SMED methodologies warn against this because it allows people to relax regarding innovative ideas since they know they can rely on doubling up to get the setup time reduced.

Facilitator Perspective: Although we have alluded to this fact, there is a need to group all internal tasks and external tasks together to perform them as a group. Explain this to the participants before continuing on to explain the external tasks portion of the SMED setup.

Separate Internal & External Time

Actual Down-time of Machine

While machine is running

After setup

Presentation Notes, Slide 42: Before we talk about external time we have to cover one more step in analyzing internal and external time; the grouping of the two activities. During the workshop we will videotape a setup so that we can analyze and classify the activities being performed. Once all activities have been classified as either internal or external actions we will group them together like the image in the slide. Then we will sequence the internal procedures to find ways to reduce or eliminate internal time altogether; after we will do the same with the external activities. As the graph illustrates, by converting as many internal activities to external activities as possible the down time of the machine is reduced. Next are some examples of external activities and ways to reduce the time it takes to perform them.

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Facilitator Perspective: Most of the time external activity is centered on finding and collecting information, parts, jigs, and other materials needed for the setup. This slide illustrates that a lot of steps during a setup are related to non-technical tasks that the operators could easily simplify.

Tip: Although external activities are the last to be focused on during a SMED workshop they are still as important because the activities require more interaction with outside departments. Although the activities are external to the down time of the machine they can be more important than internal activities in some respects because they are more complicated to coordinate. Communicate this to the participants.

Minimize Finding Initially, 50% of all activities

Goal: Get To Attach & Set

Presentation Notes, Slide 43: We will now focus on the external portion of the setup. As discussed earlier, we have externalized as many internal steps as possible and now we will find ways to reduce the time and number of steps it takes to perform external activities. The pie graph in the slide shows the percentage of time it takes to find items required during a setup. The finding portion of the graph is the largest, and finding is an external activity. Every time a worker is collecting, looking for, or arranging something during a setup he/she is performing an external activity that can be reduced or eliminated. Ultimately, the goal is to get our setup activity down to just the attach and set activities as illustrated in the smaller pie graph. We are not working faster or harder, just doing less activity that is more valuable towards our goal of getting the machine up and running again. Any questions or comments on this approach?

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Facilitator Perspective: These images convey the different activities that may happen outside of internal tasks; they are external activities.

Suggestion: Speak slower and clearly.

Standardizing External Tasks

Colors and Vertical Lines Max Inventory Levels Common Tool Placement

Presentation Notes, Slide 44: These images are external activities. As part of the setup, you may find that you are looking for setup instructions, parameters, technical information, and tooling plans. The image in the upper left shows how we may be able to organize our setup sheets and parameters. Perhaps we need to consider the inventory levels for a setup. Do we spend time finding stock when we are out of materials, or have too much of one item and not enough of another? The illustration in the upper right illustrates a maximum inventory level to control overproduction of consumable parts. The last illustration shows point-of-use tooling. What tools do you spend time looking for during a setup? How do you think sorting and placing the tools in the right spot will impact your setup tasks?

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Facilitator Perspective: Many times the use of simple organization and transportation carts can help your staff perform faster and more consistently. This slide highlights the use of organizational skills and suggests dividing the components to physically represent the sequence of a setup.

Job Cart for External Activities

Easier Transportation Organization Standardized Sequencing of Job Greater Safety

Presentation Notes, Slide 45: It may be advantageous to conduct external activities with the assistance of a working job cart. This is used when it becomes unsafe or impractical to carry objects to and from different areas. Remember that a cart is only used after we have decided on a number of issues that allow the design of the cart to take shape. Only using what is needed for the job will determine the placement of objects on the cart. What tools are required? What information is needed? What fixtures or gauges are needed? The cart illustration provides us with a physical representation of these questions. Everything is laid out in a format that is conducive to the setup sequence that is needed. Also keep in mind that items that are heavy are close to waist height to ease lifting strain. Items that are lighter are lower on the cart, and dangerous items are well secured and in easy reach. In the end, the cart needs to be: easy to handle, compact in design, extremely mobile, and ultimately safe and approved for shop floor use. Do you think these ideas and/or the concept of the setup cart is useful to us?

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Facilitator Perspective: Explain the rationale behind the placement of the items on the cart pictured in the slide. Besides the sequential order of objects and information, the idea is to use a cart so that there is no lifting or moving of equipment that is large or heavy and requires a machine to move (no forklifts).

Die Changeover Cart: External Tasks

Positive Coupling Specific Tools Less Motion

Safety Rotate Dies Documentation Tip: Two aspects of the design need to be considered for the assembly of a cart: 1) the cart must be designed for one person and, 2) it has to have all information, tools, gauges, fixtures, and supplies required for the setup. If not all items fit on a cart try attaching some of the tools to the machine or equipment.

Presentation Notes, Slide 46: A cart may be used in the exchange of tooling or dies. A cart must contain: gauges, tools, fixtures, and documentation required for the the job. Everything that needs to be collected or accumulated for the changeover activity needs to have a place on that cart. Let’s go through the picture in the slide and see if the cart has everything that is needed.

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Facilitator Perspective: The next step deals with ways to make the external tasks easier for larger machines or machines that interchange dies. This illustration may not apply to every organization but this idea can be modified to say, cleaning knives for cutting machines, or removing arbors from machines. Go through this slide to show that even for fixed machines and equipment there are improvements that can be made.

Tip: Large projects like the one illustrated here should be taken on once the area has made other improvements. Teams have to get comfortable with small, inexpensive changes first before getting involved in complex structures and systems. Smaller steps are easier to adjust to then large, complex overhauls.

External Task Example

Standardize the tasks

Sequence the changeover

Streamline all external tasks

Presentation Notes, Slide 47: When analyzing changeovers, it is important to systematically breakdown the external components of the setup into the stages where value-added activity must be performed. The picture in this slide illustrates components that make the exchange of dies easier. For example, the table is moveable on both ends for the die coming out of the machine, and the die that is about to be put into the machine. What other improvements do you see with this setup? There are different stages of activity that are illustrated on the tables. This is important not just for the operator, but also for other workers so they see where the die is in post production. Moreover, each stage is defined. There are lips on the edge of the table to protect the dies from falling off, and there is an air table system that allows the operator to control and move the dies with ease.

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Facilitator Perspective: It is evident that the 5S portion of SMED is vital for improvement. Again, we come back to the issue of point-of-use tooling for external portions of a setup. This will take the form of associating external setup with the tools that are needed to prepare the molds, dies, or other materials for the internal portion of the setup. The same principles apply to point-of-use tools for external activities; provide the participants with this perspective in relation to external activities.

Tip: Provide opportunities for input at this stage of the presentation. The participants should now be very comfortable with the idea of setup reduction and point-of-use.

Point-of-Use Ask yourself where the item needs to be used

Focus on placing the item so that it is within your natural range of motion

Presentation Notes, Slide 48: We will now review the importance of point-of-use in the context of external activities. Point-of-use assumes that the operator is at the machine. In some instances, it may not be the operator or setup person but a person preparing for the setup that can benefit from point-of-use. Think of the activities as pre-setup activities, and ask where there may be improvements in these steps due to point-ofuse. Where are tools stored for a job? Are they at point-of-use, if not, could they be? What about items that are frequently used in a setup, for example spacers, shims, or micrometers? Are they at point-of-use? Measuring devices for checking lengths, widths, heights, and depths, could these be at point-of-use?

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Facilitator Perspective: The remaining slides of this section are meant as a review of SMED changeover methodology. This slide reviews the setup activities in their respective categories internal and external; the key concepts are the classification of activities, as well as the separation of external activity from the down-time of the machine.

Tip: It is important that the participants are instantly able to classify activities as internal or external during a setup.

Separate Internal & External Time

Actual Down-time of Machine

While machine is running

After setup

Presentation Notes, Slide 49: The concepts that we have discussed so far include the definition of changeover time, the use and role of 5S in SMED, and the classification of activities into two groups, internal and external. These are the foundational elements of SMED and need to be adhered to during the workshop. Let’s quickly review the SMED process: 1) classify internal and external time, 2) group the activity categories together, 3) reduce or eliminate internal activities, 4) move external activities outside of the machine down time, and 5) reduce or eliminate external tasks. These are the major activities that we will be undertaking in the next section. It cannot be stressed enough how important it is to be able to instantly identify and classify internal and external activities; that is the secret to achieving single minute changeovers. Please ensure that you have accurate notes and that you have committed these classifications to memory.

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Facilitator Perspective: Many times employees ask why they are doing these type of improvement activities because they don’t see a real need. The following quote summarizes the reason to utilize SMED in your operations; SMED lowers costs, increases quality, improves morale, and reduces the need for inventory.

Tip: From experience, it has been noticed that in order to succeed at SMED the management team has to create a positive crisis. Generally, people perform better when a situation demands it.

External Activities

"Success is when preparation meets opportunity - and you follow through."

Presentation Notes, Slide 50: We end the presentation of SMED Quick Changeover with a quote that highlights why we need to reduce our setup times. What do you think this quote means in the context of what we have learned in this presentation?

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Quick Changeover: SMED

Section 3: Workshop Structure and Activities

Facilitator Guide In this Section -

The steps of the SMED Workshop The Analysis Process and Use of Forms Teams for the Workshop Procedures Review

In this section, the workshop portion of SMED is explained and broken down into its workshop components. The section provides the Facilitator and participants with the process of analyzing the workshop and establishing the team structure. It concludes with a review summary of SMED techniques, and explains the workshop forms.

Suggestion

Tip

Question

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Facilitator Perspective: This slide provides a review of the Quick Changeover poster, as it effectively summarizes the stages of setup reduction, and is core to setup improvement activities.

Rules to Reduce Setup Time

Presentation Notes, Slide 52: As we perform the hands-on portion of this workshop, remember the rules for Quick Changeover, summarized by this poster. We will be referring to it continuously through the initial analysis and when we begin to think of ways to improve the setup. The poster will act as a constant checklist to ensure that we are on track with solving the problems and issues that will inevitably emerge.

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Facilitator Perspective: The overall structure of the SMED event for the next few days is laid out in this slide. The first four steps are repeatable as required to reduce steps as much as possible; and it includes time to analyze and review a setup. This is needed to get consensus from members of the team to move forward with a solution.

Suggestion: Keep the overhead lights on in the room where participants are viewing the videotape for the analysis portion of the workshop. The participants need to pay attention during this activity even though it is slow physically; their minds need to be fully alert.

Workshop Steps to SMED 1 Observe the Setup Activity Videotape, document, time, and record

2 Review video Define internal and external times and activities Plan and discuss tasks (Summarize & Review) Find improvements Move internal tasks to external tasks Reduce internal then external (assign people tasks)

3 5S Activity based on plan and discuss Refine area based on observations and discussions

4 Practice and Improve Internal tasks; videotape, document, time, and record External taks; videotape, document, time, and record

5 Repeat and refine steps 1 through 4 as necessary 6 Document new standards

Presentation Notes, Slide 53: These are the basic steps that we will go through for setup reduction. First, we will observe the changeover by videotaping the setup, as well as having team members documents/record the setups, their observations, and the motion and distance involved. Afterwards, we will sit down to review the tape and begin to classify the activities as either internal or external activities as well as the time taken for each step. Next, we will group the internal and external times together to see the potential of improvements to be made. Thirdly, we will make plans to improve the setup, make changes where necessary, and document those changes on our Improvement Newspaper. We then will repeat steps 1 through 4 as we continue to improve the setup again. This continues until we reach our goal or until we cannot make any more changes. Lastly, we will document the new standards, times, processes, and procedures to improve upon in the future.

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Facilitator Perspective: This portion of the presentation provides specifics of the setup reduction method, beginning with the first step, observation. There will be a task for every participant during the workshop.

Step 1: Observation

Videotaping Timing the changeover Mapping the travel in physical movement and motion Recording each step of the changeover Note observations of tools, gauges, information, fixtures Record wastes and improvement observations

Tip:

Presentation Notes, Slide 54: During the initial step, someone will be using a video camera to film the activities of the setup. Someone else will be timing the changeover, and someone noting the major steps involved on the “Changeover Observation Form” discussed in the next section. These last two people will be working closely together. Also, we will have someone recording which tools, fixtures, gauges, and information the operator is using, as the video camera may not pick up all the activity. Next, we need someone tracing the motion and transportation of the operator through the setup; the person in this position uses a measuring wheel and must include reaching and moving from side to side in the distance and motion totals. Lastly, there will be two people identifying the Seven Wastes of Operations and looking for ways to eliminate them. These are the major tasks in observing the setup. The steps will be observed, recorded, and analyzed by the team to discuss later during the classroom portion of the workshop.

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For the observation to be successful give each participant a task. There are enough tasks to accommodate up to eight people during the setup observation exercise.

Facilitator Perspective: Videotaping the setup is the key element of this observation exercise. With a video you are able to pause, clarify, rewind, comment, and discuss to find solutions during the classroom exercise. Provide tips regarding best practices to the video camera operator.

Tip: Animate this activity. Pick up the video camera and show the operator what is expected of him/her

Basics of Videotaping

Lighting Conditions Quality of Camera Best Position for Camera Videotape the Operator and the Hands Use a Platform or Tripod Operator is Comfortable in Front of Camera Focus on Safety for the Operator

Question: Ask as many questions as possible at this stage to ensure that the participants understand the various components of analysis and observation.

Presentation Notes, Slide 55: This slide provides some suggestions to get high quality video of the setup. Most important is to have adequate lighting; this partly depends on the type of camera that is used as well as the current shop floor lighting. As a general rule, the camera should be placed higher than the operator and at a 35 degree angle so that the operator’s hands are visible. This may require a platform or a tripod to be set up. We also have to ensure that the operator is comfortable with being in front of a video camera. Lastly, we have to make sure that we are safe. The person operating the camera will be looking through it or at the LCD screen, so any objects, materials, or other items need to be cleared away. Any comments or questions regarding the videotaping?

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Facilitator Perspective: The motion diagram illustrates the amount of motion performed during a setup. It records the movement of the operator, as well as the amount of feet traveled during the setup.

Tip: For best results consider tracing the motion with a red pen as it will have more impact when it is posted on the wall along with the summary of the setup.

Motion Diagram

Used to document feet traveled and motion.

Tip:

Presentation Notes, Slide 56: We have discussed the use of the video camera during the first stage of the setup observation. We will now discuss the use of the forms. They are used to formalize the observation and develop some real standards for us to improve on. The Motion Diagram shows two thing: 1) the amount of motion and, 2) the total feet traveled during the setup. It is also known as a Spaghetti Diagram because the amount of movement represented by the pen lines resembles a bowl of spaghetti. Note: the diagram needs to have a rough sketch of the machine and the area that is to be observed. The diagram in this slide provides a sample illustration, complete with a rough layout and filled out as if representing a real setup observation.

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For the observation to be successful you need to give everyone a job. There will be enough tasks to accommodate up to 8 people during the setup observation exercise. This should be your ideal group for any activity relating to SMED. Groups that are larger than 8 become ineffective. The tasks will be summarized later when we go through the forms that will be used.

Facilitator Perspective: The Changeover Observation Form is the next one that is covered; it is used along with the other forms.

Changeover Observation Form

Used as an observation tool

Tip: Point out to the participants that the definitions of internal and external activities are on the bottom of this form for reference purposes.

Presentation Notes, Slide 57: The Changeover Observation Form is the next tool to be used during the observation step. It is used to record the actions of the setup and the observations that are made relating to specific steps or tasks. These will be discussed in more detail when we observe the videotape.

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Facilitator Perspective: This form is intended to document possible improvements based on the Seven Wastes of Operations. It is a template the document the wastes, and a quick reminder of each. As the Facilitator, communicate to the participants that the form is used to help bring out relevant improvement ideas.

7 Wastes Observation Worksheet

Record improvement ideas in the respective "waste" category

Tip: During the observation step it is suggested that the participants write down at least two observations related to each of the Seven Wastes.

Presentation Notes, Slide 58: The last form that we use during the initial evaluation and observation is the Seven Wastes of Operations Worksheet. This sheet will be used by those looking for improvements. Use it to focus on finding solutions that are specifically related to reducing waste during the setup.

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Facilitator Perspective: To complete the setup observation stage, two more roles must be filled; one person to use the measuring wheel, and the operator to perform the actual setup that will be observed.

Suggestion: Observe the breakout groups to see how the formation of the groups may have to change.

Measuring Wheel & Operator

Person to measure the distance traveled using a measuring wheel. This includes reaching and bending of the operator, not just movement of feet. Choose an operator that will develop the new standard.

Tip: Select an operator that is known for experience and fairness. It is also suggested that the operator be someone that is looked up to by his or her co-workers. Many results come down to the integrity of the setup.

Presentation Notes, Slide 59: To complete the assignment of job functions for the setup observation two more roles are needed. One person needs to measure motion and distance traveled. Finally, there is the operator that will be performing the actual setup. In both of these positions, it is imperative that the same level of accuracy and effort that is used on a daily basis is duplicated for the exercise. For the person doing the measuring, ensure that you record both the walking and the reaching, as both will give the total distance traveled. After we return from the classroom and have decided on new procedures, make sure that you are measuring with the same criteria. This is important because the amount of distance traveled will be calculated and compared to the previous standards. Regarding the operator, we ask that you perform the tasks at a realistic speed; the same pace that you would be going at on a normal work day. We want to be realistic; remember, we are not asking you to work harder or faster, instead the goal is to do away with all the unnecessary aspects of a setup.

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Facilitator Perspective: As the Facilitator, this is where you need to define roles, keep the participants on task, and generally lead the workshop.

Tip:

Setup Analysis Team Function

Person

Motion Diagram

1

Videographer

1

Observation Form

1

Timer Improvement Observer

1 2

Measuring Travel

1

Operator

1

If the setup is shorter than 70 minutes we would suggest observing it live with the team members. If the setup is much longer then we suggest recording it before the event and moving into the analysis step sooner. The team will have a chance to observe the setup live it will just be after the initial analysis of the setup.

Tip: Assign team members to the listed tasks for the setup analysis and agree on which setup to analyze.

Presentation Notes, Slide 60: Let’s assign people to their tasks for the setup observation. It is important to use a critical eye when observing the setup as this is an opportunity to identify problems and therefore make improvements. Problems create opportunities. Make sure that observation and recording are taking place during this event. Although there is a camera, it cannot capture every aspect of the setup because it will be focused on the operator and there may be times when the operator leaves the area.

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Facilitator Perspective: Use the Commandments of Improvement poster to guide the participants in a discussion on how to improve the setup time. These principles are key to a healthy group dynamic because they redirect any conflict that may have arisen during the activity away from the specific individuals involved. As the Facilitator, if you review these principles and have the group agree to them, any conflict will be resolved due to their mutual acceptance.

Commandments for Improvement

Presentation Notes, Slide 61: Before we move onto the setup observation it is important to review some improvement rules for the group. First, “Problems create opportunities”; when we see a problem we should be excited because solving it will reduce setup time. Second, “Ask why five times” so that we get to the root issue; essentially digging down to the real problem and not just treating a symptom. Third, “Seek ideas from everyone”; most teams have people outside the department and it is key to use their expertise as well; variety of backgrounds help to create viable solutions. Fourth, “Think of solutions that make it possible”; the idea here is to be flexible and think of ideas that will allow the problem to be solved. Fifth, “Re-evaluate fixed ideas” to consider everything as new and flexible. Six, “Excuses are not needed”; think of ways to make it possible, don’t look for reasons to halt the improvement. Continued on the following page.

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Facilitator Perspective: Continue the discussion on the Commandments of Improvement.

Tip: Ensure that you get feedback and agreement on these principles from the participants. This is fundamental to working together as a team.

Commandments for Improvement

Presentation Notes, Slide 61, Continued: Seven, “Choose a simple solution; not the perfect one”; being flexible has a lot to do with how to approach a problem. Look for simpler ways to achieve a goal. Eight, “Correct mistakes immediately”; if we make a mistake or if there is a better idea, change direction and implement it. Nine, “Use your craftiness, not your cash,” if we are handy with our approach to the workshops we will be able to make changes because we did not simply throw money at a solution. When large sums are wasted the business becomes inflexible and improvements slow down. The last principle, “Continuous improvement is endless” conveys the idea that now and in the future there is always room for improvement. These are the ten principles that we must agree to in order to be an effective group. Can everyone see the value in these principles?

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Facilitator Perspective: Provide the participants with the assignments listed on this slide. You will need to have large easel pads for team members to use as the summaries and graphs will be placed on the walls of the meeting room.

Tip: The displaying of information in a large format is encouraging to the entire team but it also communicates to those not involved what activities the group is working on. In essence, a higher level of responsibility is felt by the group because their work is on display to be viewed by employees not involved in the workshop.

Step 2: Summarize

Summarize: Distance traveled Steps taken Time taken Motion diagram

Presentation Notes, Slide 62: As a team we will need to formally document the setup observation before we review the videotape. We will record the information on large pieces of paper so that they can be posted on the wall. We will summarize the distance traveled, the number of steps taken, the time it took for the total setup, and the amount of motion. After documenting this we will then move onto viewing the videotape.

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Facilitator Perspective: At some point you will need to formally recorded problems on the Improvement Newspaper; it is a place where setup problems are displayed for the team to view and solve. The newspaper should be on a standard 25” by 30” piece of easel pad paper. As shown in the slide, the columns from right to left are: Problem, Solution, Waste, Priority, Who, When, Status. The Priority Section will be filled out later when the team prioritizes the problems based on impact and cost. High impact, low cost is most preferred because the team will be able to solve such a problem during the workshop week. Once the newspaper is explained to the team, designate someone to be responsible for documenting the problems raised. At this point do not be concerned with solutions, just get the issues down on paper.

Review & Improvement Newspaper

This newspaper will be the focal point for recording improvement ideas.

Tip: At this point in the workshop you will need to have an Improvement Newspaper displayed for documenting issues that the participants have observed during the setup.

Presentation Notes, Slide 63: When we finish observing a setup we will use this document, the Improvement Newspaper, which records the problems (opportunities) that we’ll notice in the video and when we observed the setup on the shop floor. We will need one people to record the findings on the Improvement Newspaper. We will explain this document later when it is needed.

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Facilitator Perspective: Remind the participants to be objective and critical as they watch the video of the setup.

Video Analysis

Use the pause button often Mark and discuss times that the operator leaves machine All problems are documented on Improvement Newspaper Take time to fully discuss root cause and action plans Summarize and classify the steps on the Changeover Observation Form Tip: Once the team has listed the problems and have classified them as internal and external, return to the presentation room to demonstrate the graphing of the setup. This will then be placed alongside the other summary documentation that the team made after the initial shop floor observation.

Presentation Notes, Slide 64: As we look at the video, focus on the machine; we need to see exactly what the operator is doing throughout the setup. The operator is here to explain problems that he/she encountered and to suggest possible solutions. We must identify the reasons why the operator is leaving the area of the machine; when the operator leaves the screen, write down the reasons for doing so on the Improvement Newspaper. After we have classified and identified the steps of the setup we will summarize the activity with graphs and charts. Then, as we have stated earlier, the observation form will be used and the times will be recorded for each internal and external step.

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Facilitator Perspective: Use this slide to illustrate the starting point of the setup. The graph shows where the setup is currently, and is a great visualization of the separated internal and external activities.

Tip: Illustrate the bar charts on a large chart or easel pad. Large format is best for presenting and reviewing.

Changeover Bar Chart

Used to quickly illustrate the improvement process in a graphical format. We will repeat activity until we achieve our goal.

Presentation Notes, Slide 65: This chart is used to take the information collected on the internal and external activities and graph it in a bar chart based on time. It will take two people to sketch and graph the information. The first bar will be the setup as it stands today. After we graph it we will analyze the sequence of activities; first the internal activities and then external activities. We will then take these sequences and graph the internal and external activities together. As this is being done the other team members should be brainstorming ideas that will minimize the internal and external times based the Improvement Newspaper. Once we have completed these activities we will move out to the shop floor for our first 5S activity based on our observations and analysis. This may take the form of moving items closer, repositioning tools, cleaning up, and/or red tagging items for removal. We will focus on the first three Ss before returning to analyzing our next setup.

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Facilitator Perspective: Explain the role of Red Tags and the use of the Red Tag Register in controlling and recording 5S activities. The most important point to communicate is that the team can only go as fast as the recording function.

Tip: Before the participants return to the shop floor fill out a Red Tag as well as one line from the Red Tag Register to show them how it’s done.

Step 3: 5S Activities

Tag items, materials and equipment. Record Red Tag activities with the use of the Register.

Presentation Notes, Slide 66: As we go out to the shop floor to begin the 5S activities, remember to fully document the changes that we are making through the use of the Red Tags and Red Tag Register. The Red Tags are used to record the reason for tagging as well as the possible destination for the item. The Red Tag Register serves as a central recording sheet for each of the 5S Red Tags. First, number each Red Tag and record it on the Red Tag Register. It is suggested that each group have an alphanumeric numbering system. Group 1 will be A###; Group 2 will be B### and so on. This will ensure that we do not to duplicate numbers. Also, put today’s date on the tags for a second reference point.

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Facilitator Perspective:

Tip: A typical first setup goal is to reduce the setup time by half.

Step 4: Practice and Improve

Practice new setup process Analyze; Tweaking, Finding, Setting and Attaching Work as a team Everyone perform same functions in the observation

Presentation Notes, Slide 67: When we have setup the area based on our analysis and implemented 5S activities, we will perform the tasks again. We will be able to see if our changes have improved the setup time. This is Step 4 of our setup reduction activity. We will again document and analyze the setup to see what further improvements and problems can be refined. We will observe, plan and discuss as we review the video, record the problems, refine with 5S, and document new standards. From here we will move onto step 5.

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Facilitator Perspective: This slide provides a final perspective of how the rest of the workshop will flow. Essentially we will repeat and refine the steps in order to improve the setup and meet our targets for the week.

Step 5: Repeat and Refine

Use these forms and other tools to refine your setup reduction activities to achieve the setup goal.

Presentation Notes, Slide 68: We will now repeat the first 4 steps of this workshop activities in order to refine the setup to reduce the setup time to our goals for the week. We will of course observe, plan and discuss as we review the video, record the problems, refine with 5S, and finally document the new standards.

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Facilitator Perspective: Finally, this slide will provide a final perspective of what will be used to summarize and document the new methods the team has developed through the week. You will use the following worksheets and we encourage you to also include photographs of key elements of the quick changeover activities.

Step 6: Document and Standardize Finalize sequence (Setup Combination Worksheet) List steps (Setup Combination Worksheet) Draw out graph (Motion Diagram) Total time & task times (Setup Combination Worksheet) Total feet traveled (Motion Diagram)

Presentation Notes, Slide 69: Finally, we are at step 6 of explaining the workshop. Towards the end of the week we will formalize the improvement activities and document the new methods we have developed with a few of the forms.

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Quick Changeover: SMED

Section 4: Workshop Forms and Assessment

Facilitator Guide In this Section - The SMED Workshop Forms - The SMED Self-Assessment Sheet In this section, the workshop forms are fully explained to provide further clarification. Also, there is a Self-Assessment form included in this Facilitator Guide as well as the Participant Workbooks; it is suggested that they complete the Self-Assessment at the conclusion of Section Three or after the first SMED observation. The Self-Assessment determines if the participants have fully grasped the SMED principles laid out in the presentation.

Suggestion

Tip

Question

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Facilitator Perspective:

Tip: Have the participants fill out a form as each line item is explained. They will learn more from doing it themselves rather than passively observing.

Changeover Observation Form 1: Department 2: Observed process 3: Date of Workshop

1 4

5

3

2 6

7

4: Number Steps 5: Describe the Step 6: Internal or External 7: List ideas / improvements 8: Total the step times

8

Tip:

Presentation Notes, Slide 71: Write down/place: The name of the department. The process name being analyzed. The date of the analysis. The step number linked to the line item. The description of the task or operation that best describes the step. Identify to the best of your knowledge if the task is internal or external Write down the running time for each task. Step time will be determined later. When observations or improvements are identified write them down. Once the individual task times are determined, add or subtotal them.

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It is suggested that the Facilitator take the role of molding observation techniques throughout the event rather than attempting to teach everything up front.

Facilitator Perspective:

Tip:

This diagram visually represents the amount of motion that an operator does during a setup. Although the total number of feet traveled is usually a large number, there is value in illustrating the impact of this diagram on people outside of the workshop. Make certain that the documenting person is tracing the motion and distance that the operator performs. For example, reaching from one side to the other side is represented by three feet to the right, three feet coming back to center, three feet to the left, and three feet back to center. That is a total of twelve feet of motion traveled during that simple act of reaching from centre to left to right and returning to center. This needs to be represented and we encourage the person with the measuring wheel and the person filling out this diagram to represent true movement. It is real, and less motion results in a faster setup.

Use a thin red marker for the tracing of motion. Using the color red will have a more dramatic visual effect.

Motion Diagram 1: Observed process 2: Department

1

2

3

3: Total motion 4: Rough layout sketch of the equipment. Trace lines of movement and travel.

4

Presentation Notes, Slide 72: Write down/draw: The process being analyzed The department in which it is taking place Summarize the total distance after the analysis; ask the person with the measuring wheel for distance measurements. Finally, photocopy the document and attach it to the observation sheet. The original will be attached to the larger display in the presentation room along with the bar charts, number of steps, problems, and the improvement goals.

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Facilitator Perspective: The 7 Wastes are the key to setup reduction and all activities should focus on reducing waste. Ask the participants to consider four aspects of the 7 Wastes: namely; simplify, modify, combine, and eliminate in all their observations. Regarding the analysis of the shop floor, write down a waste when it is observed, then during the critiquing and analysis ask how it can be modified, simplified, combined, or eliminated. Communicate this as needed and mention it when you review the worksheets.

7 Wastes Observation Worksheet

Record improvement ideas in their respective "waste" category

Tip:

Presentation Notes, Slide 73: We are now looking at the 7 Wastes worksheet in more detail. Review the definitions; the ability to recall and identify the 7 Wastes will make the observation more productive. It is important that when observing an activity we know instantly if it is a waste and therefore if it should be written down. Write down: Observation/improvement/comment as categorized by one of the 7 Wastes. Look for ways to eliminate, combine, modify, or simplify activities when you are working with team members to draft possible solutions to the problems.

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Ensure that the participants write down any observed waste. Capturing observations for later discussion is very important.

Facilitator Perspective: This form should be filled out once the team has refined the setup activities; it formally documents the activity by combining the internal and external tasks in a graphical format. Once completed, this tool communicates the new standard for the setup activity.

Setup Combination Worksheet 1 2

3

4 5 6

7

5 10 15 20 25 30 35 40 45 50 55 60 65 01 To computer & removing key 02 Remove safty valve 03 Wait for power down

20

20

30 45

10 15

04 Walk to computer

60 60

9

8 15

45

15

10

1: State new standard time. 2: Number each step. 3: Describe the task. 4: Running time. 5: Task time if internal. 6: Task time if external. 7: Establish scale usually a line represents 5 seconds. 8: Graph the line as either; internal, external, waiting, or motion. 9: Total the running time. If all activity is internal then internal equals total. 10: Total internal time and external time. Motion and waiting will be shown on the graph and are opportunities to quickly reduce setup times.

Tip: This form is used to communicate the new standard for the setup activity; it also documents all steps and highlights motion and waiting. Use this form in the final documentation stage of your workshop.

Presentation Notes, Slide 74: Let’s go through this form in more detail. As we have discussed previously, the internal time should come first, then the external time; the maximum down time of the machine should equal internal time. For graphing the internal and external times, follow the illustration for the steps. The lines step down from one task to the next.

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Facilitator Perspective: This slide provides an overall understanding of what the bar chart should look like as the team improves after each round of analysis throughout the week.

Changeover Bar Chart

Establish improvement goal and based improvement on a 1 person setup. Graph the current setup time (trial 1a) and steps. Resequence and group (trial 1b) internal and external. Minimize internal task (trial 2) then external tasks (trial 3). Finally, team-up on the setup activities if necessary (trial 4).

Tip:

Presentation Notes, Slide 75: This is an illustration of what the large bar graphs should look like at the end of the week. As the first bar shows, this is the current state of the setup with all the activities taking place during internal time; they are classified as either internal or external activities for now and stacked on top of one another as they were performed during the setup activity. As we move along with the analysis and separate the internal and external activities we can then group them in their respective categories. We will also consider if they can be re-sequenced. We will continue to do this and find solutions to activities that take a lot of time. In the end we would like to get a number of setups completed and achieve our SMED time objective. Remember to document the activities with the Setup Combination Worksheet and use the Motion Diagram to visually represent steps and motion.

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Don’t fully explain the process of developing this bar chart until the team is well on its way to developing its own chart. It is better for the team to decide on the overall look with limited influence from the Facilitator. If they are left to decide on their own they will become critical thinkers.

Facilitator Perspective: The Improvement Newspaper is critical to getting the problems in front of everyone. It is fundamental to the success and sustainability of SMED; it can not be left out of the process.

Review & Improvement Newspaper

1

2

3

4

5

6

7

1: If possible state the problems in the context of a waste ie. "Due to motion...." 2: State the solution after discussion and group agreement. 3: Formally highlight the waste this problem is causing. 4: As a group rate the impact of the solution for the workshop. This will provide a natureal priority for the team. 5: Who is responsible. 6: When will it be finished or reviewed. 7: Status of the problem. Plan; when it is discussed. Do; when doing something with the solution. Check; ensuring the solution works. Act; document and deploy new standard.

Tip: Allow this tool to be used by the team to highlight ideas and problems. In fact, it may be useful to take the whole easel stand out to the shop floor to record issues as the workshop progresses during the week.

Presentation Notes, Slide 76: The Improvement Newspaper is critical to document the issues that are causing the setups to be unnecessarily long; if they are listed everyone can help solve the problems. This tool is used to highlight issues specific to the setup activities we are analyzing this week. From left to right let’s look at the slide and go through an example to demonstrate how to fill out the newspaper. Specifically, for the priority matrix, the idea is to focus on activities by prioritizing based on cost and impact. This means we will first focus on high impact and low dollar cost; then on the implementation time for tasks that we would like to complete during the workshop. Finally, the last aspect of the newspaper we need to discuss is the “Plan, Do, Check, Act” cycle in the status column. Plan: if a solution is proposed. Do: if the team members are actively pursuing the solution. Check: if they are testing to ensure the solution works. Act: when the solution works, problem is solved, and it is a new way of performing or working.

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Facilitator Perspective: Use this slide to demonstrate how to fill out a 5S Red Tag.

5S Red Tag

1: Fill out general information 2: Place the item in a category 3: State why the item is tagged 4: Propose action that should be taken 5: Add additional comments if necessary

Presentation Notes, Slide 77: Before we go out and perform the Sort function of 5S we need to go through a 5S Red Tag example first. I will demonstrate how to fill out the information requested on the Red Tag and show how it is related to the Red Tag Register.

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Facilitator Perspective: This worksheet goes hand-in-hand with Red Tags. The linking reference point is the log number on the form. Provide the different red tag teams with a few copies of this form and designate each team with an alpha-numeric sequence to start. This ensures that there is no duplicating of log numbers. Another option would be to have teams start at different numerical intervals.

Tip: This structure provides the participants with a correct pace and observation objective. These forms also provide you with a history and documentation to refer back and support the overall progress and success of your workshops.

Red Tag Register

Assorted tools

1

A### B###

2

Not needed in work area

3

4

Maintenance decide to throw out or claim

5

1: Describe the item as best as possible. 2: Date the item was tagged. 3: Log number alpha-numeric to distinguish between teams during the workshop. 4: Reason the item was tagged. 5: Action to be taken or the classification that needs to be assessed.

Presentation Notes, Slide 78: The Red Tag Register is used along with Red Tags and it serves as a central control point for all 5S activities. It allows us to have a log of all the items that we have tagged. From left to right: 1) Describe the item 2) Write the date that the item was sorted 3) Log the item with a unique log number 4) State the reason the item was tagged 5) Specify what action needs to be taken or provide a classification

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Facilitator Perspective: If desired, review the Eight Rules for Quick Changeover. This will keep the group focused on improvement activities.

Tip: Place the posters outside the training room. This will help the company communicate key concepts for the success of SMED.

Eight Rules for Quick Changeover

Presentation Notes, Slide 79: In review we can summarize SMED and Quick Changeover in the eight rules above. From time to time refer back to these rules as they are provide the right structure to ensure success and group direction for setup reduction. Remember, all improvement activity starts and ends with 5S.

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SMED Quick Changeover Assessment Facilitator: _________________________________

Name: _____________________________________

Workshop: ________________________________

Date: ______________________________________

Circle or write the answer that best fits the question or completes the statement. 1.

SMED is credited to ______? a) James Womack b) Taiichi Ohno c) Shigeo Shingo

2.

What company started what is now known as SMED? a) Toyota b) Volvo c) General Motors

3.

What element of SMED should you reduce first? a) Internal Time b) External Time c) Task Time

4.

Of the 7 Wastes of Operations which one is the worst? a) Motion b) Inventory c) Overproduction

5.

If a company does a good job with setup reduction, the operation is more able to ______. a) not make mistakes b) run shorter production orders c) take more breaks

6.

SMED is an acronym for ______. a) Singular Minute Exchange of Die b) Single Minute Exchange of Die c) Several Minute Exchange of Die

7.

8.

During setup reduction, movement is illustrated using ______. a) the Setup Combination Worksheet b) the Motion Diagram c) the Changeover Observation Form In general, what is the ultimate result of setup reduction? a) Increased Capacity b) Less movement c) World Class setup times

9.

Under the principles of SMED when should external activities be performed? a) When it is most convenient for the operator b) External to the machine up time c) External to the machine down time

10.

What is the Improvement Newspaper used for? a) To record improvements made by the team b) To serve as a presentation tool for the Facilitator c) To record problems in one central document to be solved by the team and company

11.

Briefly, the definition of a changeover is___ a) from the last good piece to the next good piece of product b) the time it takes to change out the die or tool in a machine c) the total time it takes the operator to perform the setup activities.

12.

During the analysis of the setup you first move ___ to external and reduce ___ times then move onto ___ activities analysis. a) internal, internal, external b) internal, external, external c) internal external, internal

13.

For 5S activities what are the 5Ss in order? a) Sweep, Sort, Straighten, Standardize, Sustain b) Sort, Straighten, Sweep, Standardize, Sustain c) Sort, Sweep, Straighten, Sustain, Standardize

14.

For a setup to be extremely fast the operator should only have to ___. a) change the tools or dies b) set and attach items to the machine c) tweak and adjust items on the machine

1:c, 2:a, 3:a, 4:c, 5:b, 6:b, 7:b, 8:a, 9:c, 10:c, 11:a, 12:a, 13:b, 14:b

85

Quick Changeover Preparation Guide

A PRODUCTIVITY PRESS BOOK

www.enna.com www.productivitypress.com

SMED QUICK CHANGEOVER WORKSHOP PREPARATION The key to a successful SMED Quick Changeover Workshop is the preparation before the event. This will set the atmosphere of the presentation, the attitudes of the participants, and the support from other departments and management. Below is a general list of the activities and items that you should complete to ensure success of the workshop.

1) Target People from Specific Areas Who should be involved in this SMED Quick Changeover Workshop? a) Particular Managers? (High visibility, high or low tension, acceptance of ideas) b) Selected supervisors? (Areas that relate well to SMED concepts, not too abstract) c) Key Employees? (Long time employees, change agent, politically powerful)

2) Workshop Timing and Scheduling The workshop needs to take place when all the key participants are present. a) What week will the SMED Quick Changeover Workshop be held? b) What should the daily schedule concerning start time, breaks, and lunches, be? c) Keep in mind that everyone selected, including management, should attend the meetings.

3) Assignment of Resources (Review SMED Participant Selection) The participants should focus all of their time on the SMED Workshop. a) Who should participate in the SMED Quick Changeover Workshop? b) What support should be available: engineering, maintenance, outside contractors? c) How much time commitment will be expected from the team members?

4) Make sure area is able to perform the SMED Analysis Exercise This is essential for the workshop; participants need to be able to analyze and perform improvements over time during the week. a) Will the team be able to view and simulate setup activities many times during the week and at different times of the day or night? b) Consider how interference by team members will affect production in the work areas that they are observing. You may have to make contingency plans to ensure timely shipments of products.

5) Communication of Workshop Before the event, the Facilitator must: a) Provide a one-page summary to distribute to the participants a week before the scheduled event. He/she should personally deliver the documents and talk with the participants about the event. b) The Facilitator should also offer to answer any questions that the selected participants have and consider any input that they offer.

6) Participants’ Names Since the SMED Workshop is a team effort, the Facilitator must get to know and memorize the participants’ names and their specific roles in the organization. a) Know the participants. b) Know the supervisors and the department heads. c) Know the management and support staff.

7) Materials and Supplies A complete list of all needed materials is provided on the SMED Quick Changeover Material Preparation list. 1

SMED QUICK CHANGEOVER MATERIAL PREPARATION The exact materials needed for the SMED Quick Changeover Workshop are standard and listed below. Please ensure that you have all the items, and gather them together so that you are prepared for the event.

Presentation o o o o o

Computer (desktop or laptop) Overhead projector Screen or blank wall for projector Flip chart with easel (Post-It Chart is preferred) Dry erase markers and easel markers

Facilities o Training room large enough for group o Lunchroom if different from training room for the daily lunch breaks

For Flow Simulation o o o o o o o o o o

Markers (multiple colors) Video Camera and Tripod if needed 3 Memory Chips for Camera Extra Batteries for Camera Stopwatch Measuring Wheel Flip Chart with graphical grid template for chart making Setup Combination Worksheet Forms Motion Diagram Forms Changeover Observation Forms

SMED Observation o o o o

Clipboards 7 Wastes Observation Sheets Changeover Observation Forms Motion Diagram Forms

Recording o 2 Digital Cameras (for photos of key issues) o Batteries and charger for camera o Computer and printer to print digital pictures

Additional Stationery o o o o

Scissors Clear adhesive tape Masking tape Post-it notes

Safety Issues o Hearing Protection o Helmets o Safety Glasses 2

SMED QUICK CHANGEOVER PARTICIPANT SELECTION Deciding on the right people for the event is a major factor in workshop success. Below are some guidelines to follow when choosing participants.

Event Structure Ideally, consider eight people for the SMED Quick Changeover Workshop. This will provide dynamics of interaction in the training room, during the SMED analysis, and in the pair-up phase of the 5S activities. It is also enough minds to facilitate good discussions and idea-generation regarding opportunities for improvement. Additional individuals may be added, however, no more than 12 people should be in the group, as the class gets too large and the effectiveness of the workshop is lost. The SMED Quick Changeover Schedule is meant as a guideline for the Workshop. It is structured around observing setups between 40 minutes and 70 minutes. If your setups are longer or shorter, we encourage you to customize the schedule to accommodate your needs.

Expert from the Area When performing the SMED Setup Observation, you will need to have one person on each team act as the expert, and this person will generally be the main operator during the workshop. This person must have an intimate knowledge of the area, preferably from working in it. The purpose of the expert is that if there are any questions about a process, the expert is able to immediately answer and the setup reduction activities may continue.

Improvement Experience Experience may not be possible in the initial workshop, but as more setup reduction or SMED events are held, divide the experienced employees amongst the teams. This will facilitate a faster adoption of new concepts. Consider individuals that are popular with their co-workers as well. This is politically important, especially in companies with fewer employees.

Other Department Support Make sure that you have access to supporting departments as SMED is usually very demanding of maintenance departments and engineering. We encourage you to include a maintenance person on the team and if you can not have a maintenance person for the workshop, consider rescheduling the event to a date where maintenance can attend.

3

SMED QUICK CHANGEOVER SCHEDULE Time

Day 1: Knowledge Transfer & Observation

Tips

Minutes

Introductions 7:30AM

Cover Slide

Commencement of SMED Workshop

2

Senior Manager explains the purpose and expectations of the SMED Workshop

4

Facilitator goes over the structure, breaks, lunch, items of interest, etc.

4

Provide general schedule on whiteboard

Facilitator explains overall objectives of the workshop

5

Slide 2 & 3 of presentation

Each member introduces him/herself, provides personal expectations for workshop

15

On flip chart, one line - participants’ goals

Section 1: Lean Strategy to Increase Agility Briefly state benefits; context of company

8:00AM

History of SMED

30

8:30AM

7 Waste Review

30

9:00AM

7 Waste Review, continued

20

Provide examples & get feedback

9:20AM

Break

10

More frequent breaks for the week

9:30AM

5S and SMED Quick Changeover

35

Foundation of SMED improvement

5S Overview

Section 2: Internal Time vs. External Time 10:05AM

Definition of Internal and External Time

10

Write out definitions on whiteboard

10:15AM

Focus on Internal Time and Explanation

60

Field Questions & Input

11:15AM

Lunch

30

Order food and eat as a group

11:45AM

Focus in External Time and Explanation

35

Field Questions & Input

12:20PM

Overall steps to workshop

10

Write out steps on Easel Pad

12:30PM

Step 1: Setup Analysis

20

Focus on explaining Steps; Not too much detail

12:50PM

They will learn during Analysis of Setup

Section 3: Workshop Structure & Activities

Step 2: Summarize and Document

10

1:00PM

Step 3: 5S Activities

10

1:10PM

Step 4: Practice & Improve

8

1:18PM

Step 5: Repeat & Refine

8

1:26PM

Step 6: Document & Standardize

5

1:31PM

Break

10

1:41PM

Formalize job functions for setup observation

20

Move to analysis of setup after Sec. 3

2:01PM

Initial SMED Quick Changeover Observation

70

Ensure everyone is comfortable with roles

3:11PM

Break

10

3:21PM

Start summarizing the initial setup observation. Use the Improvement Newspaper

30

Asses & Discuss results after Initial Setup

3:51PM

Review the day and update schedule for tomorrow

10

Provide outline for participants

4:01PM

Debrief with management to discuss key issues

15

4:16PM

Review: plan for the next day

15

Flexible

Review detail of forms and how to fill out as necessary

Very important to have good documentation

Step 1 (SMED) Observation: Analysis Portion of Workshop

End of Day Review

Management Review

Section 4: Workshop Forms

4

TBD

As needed

SMED QUICK CHANGEOVER SCHEDULE Time

Day 2: Review Analysis & 5S

Minutes

Tips

Section 4: Assessment 7:30AM

Meet to review progress up to this point

15

7:45AM

Self-Assessment

20

Asses & Discuss results

8:05AM

Summarize steps from the previous day

20

Chart and summarize activity from setup

8:25AM

Video Analysis

Step 2: Review and Analysis 35

Video Review 9:00AM 9:10AM

Go through video of setup observation

Break

10

Continue video review, cover the following steps:

11:00AM

Write out steps, classify, pause, and discuss

Chart Internal and External time by grouping them as Int and Ext

Group Int/Ext activities as their own groups

Discuss changes to Internal times

List activities on the Changeover Observation Worksheet

Discuss re-sequencing of Internal times Lunch

ongoing

Use Changeover Observation Worksheet

30

Order food and eat as a group

Discuss re-sequencing of Internal times

40

12:10PM

Discuss re-sequencing of External times

70

List problems on Improvement Newspaper and move on

1:30PM

Break

Use the Newspaper to control ideas and pace

20

11:30AM

1:20PM

Go through video of setup observation

Internal and External time

List problems on Improvement Newspaper and move on 10:40AM

90

ongoing

List activities on the Changeover Observation Worksheet Use the Newspaper to control ideas and pace

10

Discuss re-sequencing of External times

45

Use Changeover Observation Worksheet

Step 3: 5S Activities and Implement Changes 2:15PM

Decide on changes that need to be assigned to team members

15

2:30PM

5S Activities for team members based on video analysis and Newspaper

80

3:50PM

Review the day and update schedule for tomorrow

4:00PM

Debrief with management to discuss key issues

30

4:30PM

Review: plan for the next day

15

End of Day Review 10

Management Review

5

Work in teams of 2 Work in teams of 2

SMED QUICK CHANGEOVER SCHEDULE Time

Day 3: 5S and Repeat & Refine

Minutes

Tips

Step 3: Continue 5S Activities 7:30AM

Meet to review progress up to this point

15

7:45AM

Summarize steps from the previous day

20

8:05AM

Finalize improvements and 5S Activity for next Setup Observation

30

8:35AM

Assign roles as analysis team

10

Same roles as first Setup Observation

8:45AM

Practice and improve new setup approach and technique

60

Team may pause because of use of stopwatch

9:45AM

Break

Chart and summarize activity from setup

Step 4: Practice & Improve

Videotape, observe, document, and measure 10

Step 5: Repeat & Refine 10:00AM

Summarize the new SMED Observation, using the Improvement Newspaper

120

Graph Internal and External

Document and summarize issues and observations

Discuss changes

Group Int/Ext activities as their own groups

Re-sequence as necessary

List activities on the Changeover Observation Worksheet

List problems on Improvement Newspaper

ongoing

11:55AM

Lunch

30

12:25PM

Decide on changes chat need to be assigned to team members

15

12:40PM

Implement changes based on video analysis and Newspaper

90

2:10PM

Break

10

2:20PM

Continue implementing changes based on video analysis and Newspaper

30

2:50PM

Assign roles as analysis team

5

2:55PM

Practice and improve new setup approach and technique

60

Videotape, observe, document, and measure

End of Day Review 3:55PM

Review the day and update schedule for tomorrow

4:00PM

Debrief with management to discuss key issues

30

4:30PM

Review: plan for the next day

15

5

Management Review

6

Use the Newspaper as activity list for team members Order food and eat as a group Small teams, usually of 2 or 3

Same roles as first setup observation Use stopwatch to pause setup

SMED QUICK CHANGEOVER SCHEDULE Time

Day 4: Repeat & Refine

Minutes

Tips

Part 5: Repeat & Refine 7:30AM

Meet to review progress up to this point

15

7:45AM

Summarize the SMED Observation using the Improvement Newsletter

45

Graph Int/Ext. Document and summarize issues and observations

Update Bar Chart

Discuss changes

Group Int/Ext activities as their own groups

Re-sequence as necessary

List activities on the Changeover Observation Worksheet

List problems on Improvement Newspaper and move on

ongoing

8:30AM

Discuss changes that need to be assigned to team members

40

9:10AM

Break

10

9:20AM

Chart and summarize activity from the SMED Observation

Implement changes based on video analysis and Newspaper

110

11:10AM

Lunch

45

11:55AM

Assign roles as analysis team

5

12:00PM

Practice and improve new setup approach and technique

35

Use the Newspaper as activity list for team members

Go through video of setup observation Small teams, usually of 2 or 3 Management to have lunch with workshop participants Same roles as first Setup Observation Use stopwatch to pause setup

Videotape, observe, document, and measure 12:35PM

Summarize the SMED Observation using the Improvement Newspaper

90

Graph Int/Ext. Document and summarize issues and observations Discuss changes Re-sequence as necessary

List activities on the Changeover Observation Worksheet

List problems on Improvement Newspaper and move on

ongoing

Use the Newspaper as activity list for team members

2:05PM

Break

10

2:15PM

Implement Changes

60

Move to using 5S Standardize and Sustain elements

3:15PM

Practice and improve new setup approach and technique

35

Use stopwatch to pause setup

Videotape, observe, document, and measure

End of Day Review 3:50PM

Review the day and update schedule for tomorrow

10

4:00PM

Debrief with management to discuss key issues

15

4:15PM

Review: plan for the next day

15

Management Review

7

SMED QUICK CHANGEOVER SCHEDULE Time

Day 5: Refine, Document, and Present

Tips

Minutes

Step 5: Continue Activities 7:30AM

Meet to review progress up to this point

15

7:45AM

Summarize SMED Observation from the previous day

20

Chart and summarize activity from setup

8:05AM

Finalize improvements and 5S Activity

60

Standardize and Sustain Elements

9:05AM

Break

10

9:15AM

Assign tasks to team members for documenting new standards

15

9:30AM

Use forms for each setup that is different in task and time

30

Step 6: Document and Formalize New Standards for Changeovers

10:00AM

Motion Diagram, Setup Combination Worksheet

Explain Setup Combination Worksheet

90

Setup Observation Worksheet, pictures when necessary Finalize Improvement Newsletter

ongoing

Consolidate improvement issues onto one form

Other team members to continue to make improvements based on Improvement Newsletter Physical items: tape, foot prints, buttons, visual instructions

Make final changes for the week using the 5 Ss 11:30AM

Lunch

40

12:10PM

Assign tasks to team members for presentations

12:35PM

Divide up and prepare for presentation

Prepare for Training Room Presentation & Work Area Walk Through 25

Team members to discuss improvements and results

65

Group of 4 for training room and group of 4 for shop floor presentation One minute for each person. First 4 team members present

1:40PM

Each member is timed and practices their portion of the presentation with team members

30

2:10PM

Break

20

2:30PM

Management, Facilitator, and other staff attend to listen and observe improvements

15

2:45PM

Management Speech

10

2:55PM

Management and key employees leave training room for a review of SMED Workshop

3:00PM

Team member presents at each of the relevant interest points

Training Room Presentation One minute per each team member Short, and point of appreciation, impressed with results, and thank you

Work Area Walk Through Presentation 5

Last 4 team members present

Walk to work area to start Work Area Presentation 25

One minute per each team member Two questions per interest point; 4 interest points, one minute response

Questions from group per stop of interest on this walk through tour

Closing of Training Session 3:25PM

Facilitator brings an end to the training and workshop session

5

After closing, as for comments from participants

3:30PM

Team members back to training room

10

Clean-up and Facilitator informs of workshop follow-up procedure

3:40PM

Miscellaneous closing activities

10

Facilitator to thank the participants as a team and for their efforts

3:50PM

Debrief with management to discuss key issues

30

Success and challenges of the week

4:20PM

Review overall plan for sustainment of SMED: Quick Changeover

30

Resource needs, future scheduling, and lessons learned

Management Review

8

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