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Course Outline
`Module |
Topic |
Activities and Alignment to Course Learning Objectives |
Module I
|
Foundations of Continual Improvement Thinking |
· Introduce continual improvement as a mindset for reducing waste and solving recurring problems at the system level. · Present the 8 Classes of Waste as a diagnostic tool for identifying improvement opportunities. · Connect visible symptoms to deeper systemic issues addressed through continualimprovement thinking. |
Problem Statements and Descriptions |
· Emphasize the importance of clear, focused problem statements to guide effective continualimprovement efforts. · Practice framing problems in ways that avoid blame and promote team-based analysis. |
|
Applying Is / Is Not Analysis |
· Apply Is / Is Not Analysis to define problem boundaries and avoid scope creep in continualimprovement projects. · Use structured comparisons to support shared team understanding and effective root cause exploration. |
|
Using Cause and Effect Diagrams |
· Construct Cause and Effect Diagrams to visually map contributing factors. · Reinforce continual improvement principles by emphasizing logic, categorization, and collaboration in identifying systemic causes. |
|
Team-Based Tools: Affinity and Interrelationship Diagrams |
· Use Affinity Diagrams to group ideas and identify themes during team brainstorming. · Apply Interrelationship Digraphs to uncover patterns and prioritize continual improvement efforts based on systemic impact. |
|
Verifying the Root Cause |
· Practice confirming or eliminating potential causes using data and observation. · Support evidence-based thinking to ensure continual improvement efforts target the right root causes. |
|
Module II
|
Tree Diagrams for Action Planning |
· Break complex issues into actionable steps using Tree Diagrams. · Clarify sequencing and responsibility to support structured continual improvement implementation. |
Prioritization Matrices for Decision Making |
· Apply Prioritization Matrices to focus team energy on high-impact actions. · Use weighted criteria to align improvement efforts with strategic continual improvement goals. |
|
Linking to PDCA and Quality Systems |
· Connect root cause findings to PDCA cycles, audits, and quality systems. · Emphasize sustainability, accountability, and follow-up mechanisms to support long-term,continual improvement success. |
|
Capstone Workshop and Reflection |
· Apply the complete set of continualimprovement tools to a realistic case scenario. · Facilitate team collaboration to define problems, identify root causes, prioritize actions, and build an implementation plan. · Reflect on course learnings and identify next steps for applying continual improvement practices in participants' own work environments. |
Instructor and Program Director
Instructor
Terry Mann
senior lecturer
Terry Mann is a senior lecturer with the UW-Madison College of Engineering, and has an active consulting practice assisting companies in the implementation of ISO quality and environmental management system requirements. He is an Exemplar Global Principal QMS Auditor, EMS Auditor, Medical Device Auditor and Senior ASQ Certified Quality Auditor. Terry teaches courses on quality engineering topics, including ISO Standards, Six Sigma, operations management, statistical process control, design of experiments, cellular manufacturing, and facilities layout. He earned his Master of Science degree in Manufacturing Systems Engineering from the UW–Madison.
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Program Director
James Rink