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1、Module,Generating, Evaluating and Selecting Solutions,Where We Are,Goals,Understand the difference between incremental improvement and fundamental redesign. Be able to generate creative solutions Be able to develop appropriate criteria for evaluating solutions Be able to create and use a solution pr
2、ioritization matrix Know when and how to use consensus decision making,Improvement Strategies,Is the gap small?,Customer Requirements,Process Capability,Fundamental Redesign,Iterative Improvement,YES,NO,Design a new product / process Broad approach Blank sheet of paper approach High Risk Longer time
3、 span Addressing many CTQs Goal: Quantum Leap,Fix an existing process Narrow Focus Use current process model Low Risk Shorter Time Span Addressing few CTQs Goal: Improvement,Design Excellence,DMAIC,When to go for Design Excellence,Changing customer expectations: by the time the current problems are
4、solved, new problems will occur Technology development: new technologies allow to meet all customer requirements at lower cost or gain a competitive edge Next generation: the existing products remaining lifetime is very short, a successor will be needed soon System limits: the performance gap is due
5、 to system / business model configurations that cannot be changed or the available technology does not allow to meet CTQs Process entirely broken: the existing process is unable to meet many CTQs, too many successive DMAIC projects required,Benefits of Design Excellence: Getting it right the first t
6、ime,Reduce cycle time from concept to delivery Reduce development and manufacturing cost Minimize risk of failure Minimize design changes after design release Improve quality of products and services, as measured by the customer Create a competitive advantage by providing products and services, with
7、 high quality and low costs, while meeting all customer requirements.,Involving People in Developing Solutions,Instructions: Use the matrix to help you identify the people who should be involved in developing and implementing solutions. Take just a few minutes for this task. You can modify your deci
8、sions later. Time: 10 min.,Responsible for,Task,Involved in,Consulted with,Informed about,Which groups or individuals should be:,Identifying,solutions,Selecting,solutions,Planning the,implementation,Handling potential,problems,Implementing,the solution,Monitoring,results,Project Worksheet 16: Involv
9、ement Matrix,Generating Ideas,Generating Solution Ideas,Review what you know about the process and the verified cause Brainstorm solution ideas; use creativity techniques Combine ideas into solutions,Creativity Techniques,Quick and Dirty Think Like a Kid Challenge the Rules Set a Deadline Get Rid of
10、 Excuses Short Time Investment Candid Comments Musical Chairs Edison,More Involved SCAMPER Slice and Dice Idea Box Brutethink,Exercise: Generating New Ideas,Objective: Practice using a creativity technique that is new to you. Instructions: Divide into small groups. Try to develop innovative ideas fo
11、r improving helicopter flight time, building on what you learned in the Analyze Phase. Use one of the four More Involved creativity techniques described on the next six pages to come up with a range of ideas. Be prepared to discuss both your solutions and your process with the class. Time: 60 minute
12、s (Dont spend all the time deciding which technique to use!),More Involved Creativity Techniques,Quick and Dirty Think Like a Kid: Imagine what a six-year-old would do with your challenge Challenge the Rules: Come up with a list of rules or corporate paradigms that suggest that your challenge “cant
13、be solved.” Break the rules. Set a Deadline: Give yourself five minutes to develop a solution that you have to stick with Get Rid of Excuses: List and then work on removing barriers to success,Short Time Investment Candid Comments: Catch people on location, while theyre involved with your area of in
14、quiry. Take notes on what works for them and what doesnt, what advice they have for solving the problem, what would make it better, less of a pain in the neck, more memorable, or more fun. Follow up every observation with a series of who, what, where, when, how, and, most definitely, why. Musical Ch
15、airs: Look at your challenge from a different perspective, through someone elses eyes, from someone elses vantage point. Start with someone who has no understanding of your task. How would they see it? How would they react at first blush? Where would they look for answers? What would their concerns
16、be? Edison: Explore external factors that can influence your task, and identify the elements of the larger world of which your task is a part. Diagram the forces, factors, requirements, constraints, and elements at work around your task. Once your system is complete and balanced, make a dramatic change to one of the forces acting on your system, creating chaos. To return to balance, modify or remove constraints on other forces to create a new system.,More Involved Creativity
