1.

2. Hello, and welcome to the TUM School of Management and our MOOC
3. in quality engineering and management.
4. My name is Martin Grunow. I'm professor
5. in production and supply chain management here at the TUM School of
6. Management at Technische Universitt Mnchen.
7. Yes, hello and welcome. My name is Holly Ott
8. I teach in Martin's group, but I'm also a professor of Industrial Engineering
9. at the Hochschule der Bayrischen Wirtschaft, also in Munich.
10. We have developed this course for students here at the TUM School of
11. Management
12. as part of our operations program. The aim
13. is to introduce our students to
14. the basic concepts of quality, and to also
15. repeat some of their basic statistics necessary
16. for modern operations and quality management programs.
17. Quality management is cross-functional work
18. and a quality manager must not only have a sound understanding of the product
19. and the processes involved, and of the costs,
20. but a quality manager must also use leadership and managerial skills to
21. build
22. and motivate teams. She needs to interface
23. with the top management, with technical experts,

24. and with process experts, and last but not least,
25. also with the customer. For this course,
26. we will follow the well-known DMAIC process flow.
27. That is define, measure,
28. analyze, improve,
29. and control. This cyclic process
30. is the basis of a lot of quality
31. management systems such as Six Sigma.
32. And the course modules are organized--the statistics
33. are organized--to support each part of the DMAIC flow.
34. We have created interactive mini cases for you to apply
35. your statistics knowledge in quality engineering settings.
36. In the "define" phase of the process improvement project,
37. the project leader is responsible for gaining an
38. overview of the
39. process and an understanding of the customer requirements
40. for the product. And of course "customer" often refers to the end customer,
41. the one purchasing the product. The "customer" can also refer to an internal
42. customer,
43. the next stage in the production flow. In the "define" process, the project leader is
44. also responsible
45. for setting up the team, for defining a timeline,
46. and the project budget, i.e. the costs

47. of the project. In the next phase of the

48. DMAIC process, the "measure" phase, the
49. specific goal of the
50. project must be defined. This involves creating
51. a detailed process map, choosing the key parameters to measure
52. and collecting and analyzing the data. We want to establish a baseline for the
53. process performance
54. with respect to the goal of the process improvement project.
55. In this course we're using session two to review the concepts of
56. random variables and probability distributions,
57. and in session three we will review the normal distribution
58. and we will look at the central limit theorem,
59. which is the central part of sampling theory.
60. Session four is an introduction to measurement theory
61. and sampling plans. We will also discuss the difference between
62. descriptive and inductive statistics. In the "analyze" phase,
63. the project team identifies the factors that have a key
64. influence on the processes and comes up with a hypothesis
65. on how the processes can be improved.
66. In session five, we will look at two methods of inferential statistics:
67. confidence intervals and hypothesis testing.
68. In session six, we will learn how to
69. calculate the capabilities

70. of a process and look at the concepts

71. of regression and correlation. In the "improve" phase,
72. the project team identifies a solution, and then demonstrates
73. that this solution actually yields
74. the desired improvement effect. And in session seven,
75. we will learn how to design a two by two experiment
76. and learn how to check for the significance of the effects.
77. This will then allow us to evaluate the impact of a process change
78. on our product or process quality. In the final phase of the DMAIC process,
79. that is the "control" phase, we ensure
80. that the obtained gains are maintained for a long horizon.
81. We use standardized documentation.
82. We use employee training and we use
83. ongoing process monitoring. In session eight, we will introduce the concept of
84. control charts,
85. the key component for statistical process control.
86. We will learn how to construct control charts
87. and to calculate the correct 3- Sigma limits
88. for the sample average and the sample range.
89. And we conclude the course with various applications of this methodology.
90. We're looking forward to collaborating with you throughout this class.
91.

DMAIC:
1. Define Intro

1.
2. Which brings us to our first topic: define.
3. Holly, what do you expect when you're buying a helmet?
4. Well, the helmet, the bicycle helmet, should protect your head,
5. so it should have a hard protective shell and straps, and it should fit well.
6. Then you're defining quality as Dr. Juran does.
7. He defines quality as "fitness for use."
8. But I wouldn't like a helmet,
9. like a yellow helmet like yours, with flowers.
10. This is much more to my taste. I agree that
11. a helmet should obviously protect your head, but what else are we really looking
12. for when we are buying helmets?
13. I think the helmet should have the color and
14. the shape that I like. Exactly. Today's market is very competitive. So
15. consumers can choose from a large variety of different products.
16. For example, you want ahelmet to cycle
17. to work, so you want a bright helmet. What about
18. the competitive cyclists, right?
19. What type of criteria would he apply? Well, I'm not a competitive cyclist,
20. but what about weight
21. and air resistance, low air resistance? So let's agree to broaden our
22. definition

23. to "fitness for use

24. and meeting or exceeding customer expectations."
25. But isn't that obvious? Well, not necessarily.
26. The involvement of the customer is not obvious, especially not
27. in complex environments. One of the most difficult parts of a quality
28. improvement program
29. is to define the problem and to bring all the stakeholders together
30. to define the exact project that will be undertaken.
31. This is why the "define" part of the DMAIC process is so important.
32. Let's get back to our discussion. What else is important
33. in relation to quality? Well, we've agreed
34. that the helmet should protect our head, it should be suited for the use that we're
35. going to use it for, either
36. cycling to work or competitive racing, and it should meet the style
37. requirements. So the color or the shape that I want.
38. Exactly. We have left
39. out one important aspect of quality, though,
40. and that is we need to consider the value
41. of the quality to the customer. As Godfrey says,
42. "The most fundamental truth is, that quality is relative:
43. the customer simply focuses on value
44. seen as quality over price."
45. We can only succeed if we're able to

46. offer more value than our competitors.

47. And quality can have many different dimensions. For example,
48. product performance, the reliability of the product,
49. the durability of the product, service ability. Quality must be defined
50. according to what the customer wants
51. and this must be in terms of measurable characteristics,
52. within the limits of their variability.
53.
Go back to start of transcript.

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Show Discussion
2. Define defining quality

1.
2. Hello everyone. Welcome
3. to session 1.1 of Quality Engineering and Management.
4. In the last video,
5. we listened to Martin Grunow talk about
6. defining quality, and in this section what we'd like to do then,
7. as our learning objectives, we'd like to reiterate
8. how we define quality as relative to a set of requirements
9. and in terms of customer expectations. And we will compare the concept of
10. quality management

11. today to the way it was considered in the past,

12. and we'll list the major milestones in quality management
13. over the last century. So first, to reiterate again what
14. Professor Grunow said, to define quality.
15. Dr. Juran said it
16. could be defined as "fitness for use"-- customer specifications,
17. meeting specifications. To expand on that, we can say
18. "fitness for use and meeting or exceeding the customer expectations."
19. And then we have a
20. more recent definition by Professor Godfrey from North Carolina State
21. University,
22. and he says the most fundamental truth is that quality
23. is relative. The customer focuses on value
24. and it sees this value as a ratio
25. of quality to price, and
26. only when we offer more value than our competitors
27. do we truly succeed. So
28. we also mentioned quality means different things to different people.
29. Quality could be for you the fact that the product works, the performance of the
30. product.
31. It could be the reliability of the product,
32. it could be the features that the product had or,
33. maybe, the aesthetics of the product.

34. It could be also a perceived quality--how do you

35. perceive the quality as your product, or today we're talking a lot about
36. sustainability aspects of the product. Quality must be
37. defined for each product based on what the customer
38. wants in the product through-39. and this is important for our for our course-40. it must be defined through measurable characteristics
41. and their limits of variability. So
42. quality is always relative to a set of requirements, to a set of specifications.
43. These can be functional requirements, these could be
44. subjective requirements, and quality means
45. meeting or exceeding customer expectations
46. depending on what the customer sees as quality.
47. So we understand that now.
48. What is non-quality? What do I mean by non-quality?
49. Quote from Warren Buffett:
50. "It takes 20 years to build a reputation and five minutes to ruin it.
51. If you think about that, then you'll do things differently."
52. And I think this tells us what
53. we all know non-quality means. If you think
54. of some of the product recalls that have happened recently,
55. if you think of the fines that the big companies
56. who've had big recalls have to pay or the damage to their reputation or to their sales.

57. The past view of quality management

58. was that this is very much end-of-line testing.
59. The products would come out of the line and be tested, and either they would be scrapped
60. or they would be reworked. Quality was viewed as costly and very very reactive,
61. something that would add time and resources,
62. consumption to your process, but today that has changed. And what we'd like to do now
63. is to review
64. the main milestones in quality management
65. over the past 100 years or so.
66. So here we see then from our textbook
67. some of the major milestones, and we'd just like to highlight
68. the most important ones. And of course we start with the 1920s with Dr. Shewhart
69. from Bell Labs.
70. And Dr. Shewhart developed the fundamentals of the statistical methods
71. that are used today
72. for statistical process control and control charts.
73. And Drs. Dodge and Roming worked on statistical sampling plans, also a
74. key for quality management, and
75. we also had then the contributions of designed experiments.
76. So Sir Ronald Fisher,
77. he was working on agricultural yields,
78. and of course we have Dr. Taguchi, who was looking at
79. process and product D.O.E.s for engineers.

80. Now, in World War II the US military started using

81. statistical methods in order to produce goods
82. and ammunition, and after the war
83. there was many developments in the
84. science of reliability. But it wasn't until
85. after the war that the more exciting quality management
86. concepts were developed, then, for consumers,
87. for consumer production. And of course we start with
88. Edward Deming who went to Japan,
89. bringing Dr. Shewhart's ideas of statistical process control
90. to the Japanese automobile industry, and here we have the birth
91. of, with the Japanese, the worth of Toyota Production System,
92. also known as lean manufacturing. And this meant
93. that the Japanese automobile industry suddenly presented a huge
94. competition to the American
95. automobile industry. And it was understood
96. the power of these quality methods, and
97. in the 1980s, Motorola made a huge step
98. with their Six Sigma process,
99. a data-driven, systematic,
100.

problem-solving approach following also the DMAIC flow.

101.

In 1987, we saw the standardization

102.

of quality standards

103.

as part of the International Organization for Standardization.

104.

This was the ISO 9000 standards at the time.

105.

And today we see the acceptance of quality

106.

as a critical strategic parameter

107.

in business planning. And the customers--we are also interested in quality.

108.

Particularly as we're looking at a more global

109.

market and production, we're interested in quality,

110.

and even more so now we're starting to look at sustainability.

111.

So just to give you an example of Six Sigma.

112.

So here is a picture of

113.

the Mini. Now this is not a real example for the Mini but suppose you have an

114.

automobile

115.

with 10,000 parts

116.

and processes. So

117.

if you have in those 10,000 parts and processes a failure rate of 6,210

118.

parts-per-million. So for every million

119.

part every million parts you have one failure

120.

and you have 10,000 parts or processes. Then you can expect to have none

121.

of your automobiles fault-free. If you

122.

have a Six Sigma quality, if you have controlled your process to

123.

3.4 defects per million

124.

then you will have roughly 97 percent of

125.

your product defect-free. So

126.

this is showing us then

127.

that if you have complex processes, if you have complex products,

128.

if you use statistics in quality,

129.

you can push your production from being

130.

from having 0 good parts

131.

to having nearly defect-free parts. Now

132.

we wanted to talk again a little bit also about today's view of quality

133.

management, and this is from

134.

a presentation by Dr. Manfred Seiker here in Munich.

135.

He's worked many years in quality management, and I like the way

136.

he presents this. He looks at quality management

137.

as a set of enablers and a set of results.

138.

And across the bottom you see people, processes,

139.

products, and then people again. And

140.

at two different levels, you see subjective and objective. So

141.

what this means--let's start in the top corner. In order to have

142.

quality management in your organization, you need to have the leadership,

143.

the employees, the value and the culture,

144.

dedicated to quality. These subjective

145.

ideas that then can be used to enforce

146.

the objectives, strategy, management,

147.

and targets for a quality organization, quality in the organization.

148.

Now then, in order to

149.

realize these targets, you have to manage change.

150.

You have to manage change to change your processes, both your

151.

internal and your external processes, and processes to do with your suppliers,

152.

to develop quality processes.

153.

Those are all the enablers. Then we move to the results.

154.

Having quality processes, having the quality mindsets,

155.

brings, then, quality products. And again, quality products

156.

depends on what the customer expectations are.

157.

You are meeting or exceeding customer expectations.

158.

And then finally, who does this affect?

159.

What are the results? You have your customers,

160.

you have the society that is receiving your products,

161.

but also as Dr. Seiker points out,

162.

we have the stakeholders in the company, a very critical

163.

part of our entire quality

164.

management. These are the people interested in the success of the company.

165.

Now what does it take to realize this?

166.

Of course, we are looking at statistics in this course. We're going to be looking at

167.

the processes and products, we're going to be evaluating

168.

their performance and looking at ways to improve that, but

169.

what else does this involve? And here,

170.

in this next slide, Dr. Seiker has added

171.

all the different people that are involved.

172.

And you can see here finance, you can see here management.

173.

You have the quality engineers doing the statistics.

174.

You have the marketing. You have the product developers.

175.

You have the communication. You have customers. Everybody in the company

176.

is involved in the quality management. It is just not--

177.

it's no longer just the inspection team at the end of the line

178.

doing a sorting of the final products. It is a mindset,

179.

it is a philosophy, which then drives the company

180.

towards a goal of total quality management.

181.

So in lecture 1.2

182.

we're going to talk, then, about understanding

183.

customer expectations as part of the "define" flow.

184.

Thank you very much!

185.
Go back to start of transcript.

Download video

Download Handout

3. Define Understandin customer expectations

1.
2. Hello everyone. Welcome
3. to session 1.1 of Quality Engineering and Management.
4. In the last video,

5. we listened to Martin Grunow talk about

6. defining quality, and in this section what we'd like to do then,
7. as our learning objectives, we'd like to reiterate
8. how we define quality as relative to a set of requirements
9. and in terms of customer expectations. And we will compare the concept of
10. quality management
11. today to the way it was considered in the past,
12. and we'll list the major milestones in quality management
13. over the last century. So first, to reiterate again what
14. Professor Grunow said, to define quality.
15. Dr. Juran said it
16. could be defined as "fitness for use"-- customer specifications,
17. meeting specifications. To expand on that, we can say
18. "fitness for use and meeting or exceeding the customer expectations."
19. And then we have a
20. more recent definition by Professor Godfrey from North Carolina State
21. University,
22. and he says the most fundamental truth is that quality
23. is relative. The customer focuses on value
24. and it sees this value as a ratio
25. of quality to price, and
26. only when we offer more value than our competitors
27. do we truly succeed. So

28. we also mentioned quality means different things to different people.

29. Quality could be for you the fact that the product works, the performance of the
30. product.
31. It could be the reliability of the product,
32. it could be the features that the product had or,
33. maybe, the aesthetics of the product.
34. It could be also a perceived quality--how do you
35. perceive the quality as your product, or today we're talking a lot about
36. sustainability aspects of the product. Quality must be
37. defined for each product based on what the customer
38. wants in the product through-39. and this is important for our for our course-40. it must be defined through measurable characteristics
41. and their limits of variability. So
42. quality is always relative to a set of requirements, to a set of specifications.
43. These can be functional requirements, these could be
44. subjective requirements, and quality means
45. meeting or exceeding customer expectations
46. depending on what the customer sees as quality.
47. So we understand that now.
48. What is non-quality? What do I mean by non-quality?
49. Quote from Warren Buffett:
50. "It takes 20 years to build a reputation and five minutes to ruin it.

51. If you think about that, then you'll do things differently."

52. And I think this tells us what
53. we all know non-quality means. If you think
54. of some of the product recalls that have happened recently,
55. if you think of the fines that the big companies
56. who've had big recalls have to pay or the damage to their reputation or to their sales.
57. The past view of quality management
58. was that this is very much end-of-line testing.
59. The products would come out of the line and be tested, and either they would be scrapped
60. or they would be reworked. Quality was viewed as costly and very very reactive,
61. something that would add time and resources,
62. consumption to your process, but today that has changed. And what we'd like to do now
63. is to review
64. the main milestones in quality management
65. over the past 100 years or so.
66. So here we see then from our textbook
67. some of the major milestones, and we'd just like to highlight
68. the most important ones. And of course we start with the 1920s with Dr. Shewhart
69. from Bell Labs.
70. And Dr. Shewhart developed the fundamentals of the statistical methods
71. that are used today
72. for statistical process control and control charts.
73. And Drs. Dodge and Roming worked on statistical sampling plans, also a

74. key for quality management, and

75. we also had then the contributions of designed experiments.
76. So Sir Ronald Fisher,
77. he was working on agricultural yields,
78. and of course we have Dr. Taguchi, who was looking at
79. process and product D.O.E.s for engineers.
80. Now, in World War II the US military started using
81. statistical methods in order to produce goods
82. and ammunition, and after the war
83. there was many developments in the
84. science of reliability. But it wasn't until
85. after the war that the more exciting quality management
86. concepts were developed, then, for consumers,
87. for consumer production. And of course we start with
88. Edward Deming who went to Japan,
89. bringing Dr. Shewhart's ideas of statistical process control
90. to the Japanese automobile industry, and here we have the birth
91. of, with the Japanese, the worth of Toyota Production System,
92. also known as lean manufacturing. And this meant
93. that the Japanese automobile industry suddenly presented a huge
94. competition to the American
95. automobile industry. And it was understood
96. the power of these quality methods, and

97. in the 1980s, Motorola made a huge step

98. with their Six Sigma process,
99. a data-driven, systematic,
100.

problem-solving approach following also the DMAIC flow.

101.

In 1987, we saw the standardization

102.

of quality standards

103.

as part of the International Organization for Standardization.

104.

This was the ISO 9000 standards at the time.

105.

And today we see the acceptance of quality

106.

as a critical strategic parameter

107.

in business planning. And the customers--we are also interested in quality.

108.

Particularly as we're looking at a more global

109.

market and production, we're interested in quality,

110.

and even more so now we're starting to look at sustainability.

111.

So just to give you an example of Six Sigma.

112.

So here is a picture of

113.

the Mini. Now this is not a real example for the Mini but suppose you have an

114.

automobile

115.

with 10,000 parts

116.

and processes. So

117.

if you have in those 10,000 parts and processes a failure rate of 6,210

118.

parts-per-million. So for every million

119.

part every million parts you have one failure

120.

and you have 10,000 parts or processes. Then you can expect to have none

121.

of your automobiles fault-free. If you

122.

have a Six Sigma quality, if you have controlled your process to

123.

3.4 defects per million

124.

then you will have roughly 97 percent of

125.

your product defect-free. So

126.

this is showing us then

127.

that if you have complex processes, if you have complex products,

128.

if you use statistics in quality,

129.

you can push your production from being

130.

from having 0 good parts

131.

to having nearly defect-free parts. Now

132.

we wanted to talk again a little bit also about today's view of quality

133.

management, and this is from

134.

a presentation by Dr. Manfred Seiker here in Munich.

135.

He's worked many years in quality management, and I like the way

136.

he presents this. He looks at quality management

137.

as a set of enablers and a set of results.

138.

And across the bottom you see people, processes,

139.

products, and then people again. And

140.

at two different levels, you see subjective and objective. So

141.

what this means--let's start in the top corner. In order to have

142.

quality management in your organization, you need to have the leadership,

143.

the employees, the value and the culture,

144.

dedicated to quality. These subjective

145.

ideas that then can be used to enforce

146.

the objectives, strategy, management,

147.

and targets for a quality organization, quality in the organization.

148.

Now then, in order to

149.

realize these targets, you have to manage change.

150.

You have to manage change to change your processes, both your

151.

internal and your external processes, and processes to do with your suppliers,

152.

to develop quality processes.

153.

Those are all the enablers. Then we move to the results.

154.

Having quality processes, having the quality mindsets,

155.

brings, then, quality products. And again, quality products

156.

depends on what the customer expectations are.

157.

You are meeting or exceeding customer expectations.

158.

And then finally, who does this affect?

159.

What are the results? You have your customers,

160.

you have the society that is receiving your products,

161.

but also as Dr. Seiker points out,

162.

we have the stakeholders in the company, a very critical

163.

part of our entire quality

164.

management. These are the people interested in the success of the company.

165.

Now what does it take to realize this?

166.

Of course, we are looking at statistics in this course. We're going to be looking at

167.

the processes and products, we're going to be evaluating

168.

their performance and looking at ways to improve that, but

169.

what else does this involve? And here,

170.

in this next slide, Dr. Seiker has added

171.

all the different people that are involved.

172.

And you can see here finance, you can see here management.

173.

You have the quality engineers doing the statistics.

174.

You have the marketing. You have the product developers.

175.

You have the communication. You have customers. Everybody in the company

176.

is involved in the quality management. It is just not--

177.

it's no longer just the inspection team at the end of the line

178.

doing a sorting of the final products. It is a mindset,

179.

it is a philosophy, which then drives the company

180.

towards a goal of total quality management.

181.

So in lecture 1.2

182.

we're going to talk, then, about understanding

183.

customer expectations as part of the "define" flow.

184.

Thank you very much!

185.
Go back to start of transcript.

Download video

Download Handout

Define Understanding customer expetations

1.
2. Hello everyone, and welcome to session 1.2 of
3. Quality Engineering and Management. So, in the last section we talked about
4. defining quality, and now we want to look at
5. the important concepts of understanding customer expectations
6. to define the problem, the heart
7. of the "define" phase of our DMAIC flow.
8. So for the learning objectives, we'd like you to be able to explain
9. the relevance of the "define" phases in the DMAIC flow,
10. and discuss the differences between a problem
11. in the process outputs, and causes of the problem, which should be
12. in the process itself or the process inputs.
13. And then we will list the key
14. parts of the "define" phase in a DMAIC project.
15. So, first of all, what we're going to use
16. is an example here from Dr. Reiner
17. Hutwelker, who's one of our course contributors. He's a Six Sigma Black Belt,
18. and here he has this scenario for cookie baking.
19. So you have the inputs for your cookies.
20. You have flour, you have sugar, you have eggs,
21. you have salt. Those all go into the process.
22. Process: you have your cook,

23. the cook weighs the ingredients, mixes them together,

24. forms the cookies, and puts them in the oven. And your output
25. is a burnt cookie. What's your problem?
26. Clearly here you have a problem; you have a burnt cookie.
27. Now, this may seem very very obvious to you,
28. but, as we show in this cartoon, defining the problem is not always so easy.
29. This is from project cartoons, so you have
30. how the customer explained what they
31. wanted, how the project manager understood what they wanted,
32. and then what the customer finally received. In a complex organization
33. with a complex product, you may know the customer expectations,
34. but you may not have understood them--or you may know the customer expectations
35. and then they change, or you may know the customer expectations,
36. but your process is not capable of producing
37. to that level of quality. So
38. it's important to be able to define
39. the problem very, very clearly-40. clearly and accurately-- before you start any type of
41. project.
42. And this has been well-known in the literature.
43. You can see for many, many years people have discussed,
44. "What is a problem? How do you define a problem?"
45. And we can say

46. a problem is an undesirable state;

47. it is not meeting the customer expectations,
48. or it could be improved
49. in order to exceed the customer expectations.
50. It's a gap--a problem is a gap-51. in the actual state, the as-is state,
52. and the desired state, the to-be state.
53. But now we need to, as part of our project--as part of "define"-54. to define the problem, and here again
55. there's a lot of debate with scholars,
56. how to define a problem correctly.
57. How can you verbally state the problem,
58. how can you write down clearly what is the problem.
59. And the conclusion in general is that this depends on the circumstances.
60. It depends on the situation, it depends on the perspectives of the people.
61. But for our DMAIC project we need to clearly understand
62. what is the problem so that we can follow
63. our flow in order to effect
64. a process improvement. So
65. we're going back, then, just briefly to the cookie
66. scenario. Again you have inputs,
67. you have processes and then you have
68. and output. And here we have an output that the cookie is burnt.

69. And it's important to understand in this section

70. that problems
71. are always attributes of the
72. output a process. Here the example
73. is that the cookie is burnt. The problem is not that
74. we cooked too long, we baked too long, or we didn't use enough
75. eggs. The problem is that the cookie is burnt.
76. So, to restate this, and again this is from
77. Dr. Hutwelker, a problem is the deviation
78. of a required attribute in the product in the
79. output of a process. This attribute, then,
80. can be assigned to either a problem with the quality
81. of the product, a problem with the availability--maybe you don't have
82. enough,
83. or it's late--or a problem that the product consumes too many
84. resources. And you have a range, then-85. a target range you would like your quality,
86. your availability, and your resource consumption
87. to fall within a desired range.
88. And when you look at the output, you see if those
89. are achieved or not. So
90. in the "define" phase of the
91. DMIAC process--and this can be extended into Six Sigma--

92. you want to do at least the following steps:

93. Customers, employees, and managers
94. need to identify problems, or you can call them
95. potentials, in processes and in products.
96. These need to be evaluated,
97. the relevance of the output parameters need to be evaluated,
98. and the impact of these output parameters
99. need to be estimated on the fulfillment of the
100.

output quality. So how critical are these parameters for

101.

output quality? The information is to be summarized

102.

about the process, about the important outputs,

103.

and about the problems that are observed. And you need to

104.

indicate the relevance of this information on the customer expectations

105.

and on the business. And finally then to agree on an objective

106.

for the important critical-to-quality parameters,

107.

and on the scope of the entire project. And then, of course,

108.

as part of "define" in a real project, you would define the team,

109.

you define your deadlines, and that would all be then clarified

110.

before you move into the analysis,

111.
the improvement, and the control parts-- the measurement, analysis,
improvement,
112.

and control parts of your DMAIC

113.

flow.

114.

So, to do this in our course, we have developed a small

115.

project, the DMAIC project, and this is based on

116.

hiking boot production--loosely based on hiking boot production--

117.

and we use this, then, to help you

118.

go through each step of the DMAIC process.

119.

So, what we'd like you to do now--please complete the practice problem

120.

for defining quality and then start

121.

the DMAIC project in this section. We have the first part is the introduction

122.

and the second part is called

123.

defining customer expectations and basic process understanding.

124.

Next week,

125.

and then for the next seven weeks, we're going to be doing

126.

the statistics for quality. And in

127.

each section we're going to try to relate this, then, back

128.

to our DMAIC project

129.
with the hiking boots. And of course we have practice problems related to quality
in each,
130.

but from next week on we'll be looking in

131.

detail at the measure, analyze,

132.

improve, and control sections, and so it's very important to understand, then,

133.

that the "define" phase is your starting point.

134.

It's the define phase that then starts off

135.

everything else for the successful completion

136.

of your process improvement project. Thank you very much.

137.

Define -