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Ôection: 901
Times: Tuesdays and Thursdays 6:00 ± 9:15 p.m.
Classroom 203 Ôackett

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Name: Dr. Wesley E. Donahue
Email: wdonahue@psu.edu
Phone: 865-7074
Office: 240C Outreach Building, Innovation Park
Office Hours: By Appointment

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Name: Nai-Fen Ôu
Email: nzs5134@psu.edu
Phone:
Office Hours: by Appointment

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This course is a core requirement of the Engineering Leadership Development minor offered by the
College of Engineering. The course builds upon the introduction provided by ENGR 408 Principles of
Leadership ·personal leadership). This course, Leadership In Organizations, is intended to develop a
deeper global understanding of, as well as skills and ethical behavior associated with, the important
dimensions of leadership in organizations.

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üpon completion of this course, the student should be able to:
1. Recognize commonalities of leaders in organizations and implications for success in today¶s
global business environment.
2. Demonstrate fundamental knowledge in the following areas that are recognized as Criteria for
Performance Excellence ·Adapted from Baldrige National Quality Program Criteria):
A. Leadership
B. Ôtrategic Planning
C. Customer Focus
D. Measurement, Analysis, and Knowledge Management
E. Workforce Focus
F. Process Management
G. Results
3. Demonstrate proficiency in continuous improvement methodologies including problem
identification and application of gap analysis/ closure principles ·Lean-Ôigma Project).
4. Demonstrate effective oral and written presentation skills.

 Wesley E. Donahue - 2011 1

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Ôpecific course materials and readings are assigned in accordance with the course schedule. By design
this course offers a blended/ hybrid teaching delivery approach drawing from web-based Microlessons
and other relevant resources as well as face-to-face and online class sessions. There will be a split
between face-to-face class time and time spent using online and other educational resources. The split
of time from the students¶ perspective is outlined in the course schedule. For ease of tracking and
accuracy, all quizzes and most assignments will be submitted via Angel, the üniversity¶s course
management system ·https://cms.psu.edu).

In addition to the materials supplied, all students are expected to read the business news section of
various newspapers such as the call Street Journal or USA Today and come prepared to each class to
discuss current business news and happenings as they relate to the content covered in this course.
Ôupplementary course materials and reading assignments will be provided to the student when
applicable. The educational benefit of this course is to be gained through attendance, active
participation, group interaction and formal presentations with attendance mandatory.

Ôtudents are expected to actively participate in all class activities. {
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Penn State Angel site https://cms.psu.edu

Baldrige National Quality Program

- Criteria for Performance Excellence http://www.quality.nist.gov

SCORE - Free business analysis templates http://www.score.org/template_gallery.html

Financial Spreadsheets; Six Sigma; and

- Project Management tools - Free http://www.exinfm.com/free_spreadsheets.html

Break-Even Analysis Simulation - Free http://www.bored.com/lemonadegame/

Ôtock Market Ôurvivor ± Free option £££ callStreetSurvivor com

Lean Toolkit ± Free tools http://www.leankaizen.co.uk

Penn State Personal Web space http://www.personal.psu.edu/

Portfolios at Penn State http://portfolio.psu.edu

Digital Commons at Penn State

- Help with media http://mediacommons.psu.edu

College of Engineering Ethics Website http://www.engr.psu.edu/ethics/

Assertion- based PowerPoint slides http://www.engr.psu.edu/speaking/

 Wesley E. Donahue - 2011 2
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Ôession # / Date Topic Assignments Due

1 5/17/2011 $.&$%
·  !!: Review Criteria for Performance

Excellence and form ³Learning Activity
Teams´
!!/ Become familiar with Baldrige
Criteria and website:
http://www.quality.nist.gov
!!/ Review Module 1 PPs ·Angel)

!!/ Become familiar with Assertion ±
Based presentations ·Current Events):
http://www.engr.psu.edu/speaking/

2 5/19/2011 ."%0 ·  !!: Review Course Materials

!!/ Leadership Abstract Due
!!/ Complete On-Line Microlesson

 
  
!!/ Ôubmit Current Event PP #1

3 5/24/2011 ."%0
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http://www.engr.psu.edu/ethics/
!!/ Complete On-Line Microlesson




4 5/26/2011 ."%0 ·  !!: Answers to Case #GE ·p. 1-19)
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and GE Assessment ·Baldrige Criteria)
!!/ Interview of a Leader Due
!!/ Ethical Challenges Debate
!!/ Complete On-Line Microlesson


 
!!/ Complete On-Line Quiz #1
!!/ Form 1%

415 Teams
!!/ Ôubmit Current Event PP #2

 Wesley E. Donahue - 2011 3

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5 5/31/2011 $$
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!!/ Complete On-Line Quiz #2
!!/ Review Module 2 PPs ·Angel)
!!/ Review free Planning, Finance, Ôix
Ôigma, Lean, and Project Management
Templates at --
http//www.score.org/template_gallery.html
http://www.exinfm.com/free_spreadsheets.html
http://www.leankaizen.co.uk/lean.html

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³Ôtrategic Planning´ Learning Activity





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³Customer Focus´ Activity
!!/ Complete On-Line Quiz #3
!!/ Review Module 3 PPs ·Angel)
!!/ Ôubmit Current Event PP #3

7 6/7/2011 o"$
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·{   !!: Complete On-Line Microlesson

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http://www.bored.com/lemonadegame/

Spend 15 min practicing break-even /
profit forecasting and be prepared to
report your scores
!!/ www.WallÔtreetÔurvivor.com
Enter your stock selections and track for
3 £eeks; be prepared to report results
!!/ Complete On-Line Quiz #4
!!/ Review Module 4 PPs ·Angel)

 Wesley E. Donahue - 2011 4

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 !!: L-Ô VÔM and ÔIPOC Report-Out
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³Measurement and Analysis´ Activity
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³Workforce Focus´ Activity
!!/ Complete On-Line Quiz #5
!!/ Review Module 5 PPs ·Angel)
!!/ Ôubmit Current Event PP #4

9 6/14/2011 &""
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!!/ Complete On-Line Quiz #6
!!/ Review Module 6 PPs ·Angel)

10 6/16/2011 7"%""
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³Process Management´ Activity
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: Ôubmit Report & Conduct





³Business Results´ Activity
!!/ Review Module 7 PPs ·Angel)





!!/
Discuss Resume and ePortfolio
!!/ Report Ôtock Ôelection Results from
call Street Survivor
!!/ Your Resume and ePortfolio
!!/ Ôubmit Current Event PP #5

11 6/21/2011 o*
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!!/ L-Ô Informal Project Meetings






Activity Teams Prepare:
³Images of Exemplary Leadership´

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!!/ L-Ô Presentations

!!/ Course Reflection, Evaluation

!!/ Personal Action Plan

 Wesley E. Donahue - 2011 5

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Most class sessions will be conducted like an interactive business meeting. The agenda will typically
follow the following format:

M Current Business News Related to Ôpecific Course Ôession Topic

M Case Presentation and Discussion
M Topical Lesson Discussion / Mini-Meeting
M Learning Activity and Application
M Questions and Answers






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Points

Leadership Article Abstract ·individual) 50

Leadership ± Ethical Challenges / Ethical Decisions ·team debate) 100
Personal Interview of Leader ·individual) 50
GE Case Questions / Baldrige Assessment Ôubmission 50
Team Learning Activity and Research Report ·1) 100
Course Material Review / ePortfolio ·1 submission per student) 100
Course Material On-Line Quizzes ± 6 ·individual) 100
Microlesson On-line Quizzes ± 6 ·individual) 100
Major Project: Lean-Ôigma Continuous Process Improvement 200
Mini-Meetings: 5 Current New Events and Assertion-Based PP slides 50
Reflection Journal ± Personal Action Plan ·individual) 100

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 Wesley E. Donahue - 2011 6

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Class attendance is mandatory. 6%#$:
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00'! or a doctor¶s excuse. For an excused absence students need to submit a ³Make-up
Assignment.´ The assignment consists of selecting an organization you would like to learn more
about, and presenting a brief PowerPoint or overhead presentation to the class that includes: details of
the organization; the reasons you selected the particular organization; and your conclusion whether or
not you might like to work for them or invest in them.

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Pop quizzes may be given in class during the course of the semester in addition to those that will be
administered on-line. Pop quizzes missed without pre-approval or a doctor¶s excuse will not be
permitted to be made-up.

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Ôuccessful completion of this course with a minimum grade of "C" is required for students pursuing
the Engineering Leadership Development Minor. You will be evaluated on the quantity, quality and
timeliness of your efforts. Course grades will be assigned on the following basis:


Course points total 1000.

Letter grades will be assigned on the following basis:
Points Grade
940 ± 1000 A
900 - 939 A-
870 - 899 B+
840 ± 869 B
800 ± 839 B-
770 ± 799 C+
700 ± 769 C
600 - 699 D
599 or less F

Ôpecific requirements and evaluation criteria for each of these assignments are provided. All
assignments must be submitted on time in order to receive a grade. Any assignment submitted
late without prior approval of the instructor or a doctor¶s excuse will not be accepted.

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At the end of the course the instructor will administer the standard üniversity course evaluation. In an
effort to be responsive to the needs of the students, the instructor will periodically solicit written
feedback.

 Wesley E. Donahue - 2011 7

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1%
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Required: complete the following six online Microlessons ·in KELe) in accordance with the class
schedule. Take the online Microlesson quizzes ·in Angel) and upload a consolidated Action Plan ·1
page max. per Microlesson) in the appropriate Angel Drop Box.

1. Moving into Ôupervision

2. Managing Change

3. Customer Ôervice

4. Finance Fundamentals / How to Read an Annual Report

5. Developing Employees

6. Continuous Process Improvement

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·100 points)

During the semester students should maintain a weekly journal containing their thoughts related to
material covered in the course and how they might apply what they¶ve learned. The journal may take
any form that the student desires and include material covered in the class discussions, notebook
materials, Microlessons, etc. Near the end of the course, students are to review their journal data and
reflect on their personal aspirations; then prepare a one page ³Personal Career Action Plan´ for the
next 3 to 5 years based on everything covered throughout the course. The completed one page Action
Plan should be uploaded in the appropriate Angel Drop Box, and students should be prepared to share
the highlights of their plans with the class.

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One written publication abstract is to be submitted in accordance with the class schedule. The abstract
should be a maximum of 1 double-spaced typed page in length and include an attached copy of the
original article publication ·if applicable). The publication should focus on the topic of ³Leadership´
and be relevant ENGR 409 ³Leadership in Organizations.´ The abstract assignment is worth 50 points.
In addition to submitting the written abstract, you are expected to orally present and summarize the
publication to the class ·2 minutes max) in accordance with a schedule.


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M Demonstrate ability to search and review current literature
M Ôtimulate thinking related to leadership in organizations
M Demonstrate ability to summarize information in a concise manner
M Practice writing skills
M Practice presentation skills


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Locate recent articles or pertinent publications to the course from reputable literary sources. Ôelect one
and prepare an abstract beginning with a complete bibliographical citation ·author, year of publication,
title, journal or publication, volume, issue, and page numbers) like this:

Donahue, W. ·1996). A Descriptive Analysis of the Perceived Importance of Leadership

Competencies to Practicing Electrical Engineers in Central Pennsylvania. Doctoral
Dissertation, Penn Ôtate üniversity.

Donahue, W. and Park, J. ·2004). The 5-Ô Consulting Approach to Ôales. ßBook Chapter .
Linking Training to Performance Community College Press.

Rothwell, W., Donahue, W., Park, J. ·2002). Creating In-House Sales Training and
Development Programs. Greenwood Publishers.


Briefly summarize why the article or pertinent publication is important for students in ENGR 409.
·How does it relate to leadership in organizations? Why is the publication important for leaders in
organizations?) Ôummarize the content of the publication in a clear and concise manner. Be sure to
capture the essential points. Finally, discuss the practical applications ·if any) of the publication for
leaders in organizations. What should they be able to do after reading the publication? Be sure to
analyze the publication, pointing out any weaknesses in it or any occasions when you think the
author¶s ideas will not work.

 Wesley E. Donahue - 2011 9

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Did the Ôtudent: Points Comments

1. Begin the abstract with a complete bibliographic 1 2 3 4 5

citation?

2. Explain why the publication is important for students 1 2 3 4 5

in ENGR 409?

3. Ôummarize the content of the publication? 1 2 3 4 5

4. Reflect on the publication¶s content and discuss 1 2 3 4 5

Practical applications, if any, of the publication for leaders
in organizations?

5. Explain what leaders in organizations should be able 1 2 3 4 5

to do, if anything, after reading the publication?

6. Critique the publication, pointing out any weaknesses 1 2 3 4 5

in it or any occasions when the writer thinks the author¶s
ideas won¶t work?

7. Ôtay within the 1 page maximum limit? 1 2 3 4 5

8. Attach a copy of the article ·if applicable)? 1 2 3 4 5

9. Type and present abstract in professional manner? 1 2 3 4 5

10. Ôubmit abstract on time? 1 2 3 4 5

Other Comments?

Total Points ·50 max.) ________________

 Wesley E. Donahue - 2011 10

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Please review each of the six ethical challenges below. Then choose one to research and provide an example of an ethical
challenge that either you have experienced, observed, or anticipate possibly encountering related to leadership roles in
organizations. You may draw upon your own experiences or the experiences of others in order to prepare a one page ·max.)
summary submission. The submission should start with a description of the challenge in your own words followed by an
analysis based on research ·by you) of ³Ethical Decision Making´ to either support or debate actions taken. The research
should include: appropriate use of literature on ethical decision making ·properly cited); a discussion of legal versus ethical
behaviors; possible consequences of actions taken to stakeholders; support or debate of actions taken; and, your thoughts,
recommendations or conclusions for leaders in organizations who might experience similar challenges. As a starting point,
please review the College of Engineering¶s website on ethics at: http://www.engr.psu.edu/ethics/ The one page summary
is to be submitted in the appropriate Angel Drop-Box. The scoring criteria are indicated below.

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1. Relevance of the example to ethical decision making #/

2. Relevance to leadership roles in organizations #/

3. üse of appropriate ethical decision making literature #/

4. Demonstrate knowledge & importance of shared values #/

5. üse of ³Ethical Decision Making´ framework·s) #/

6. Ability to ³Ethics Ôpot´ #/

7. Ability to differentiate ³Legal vs. Ethical´ behaviors #/

8. Identified stakeholders or parties affected #/

9. Appropriate support or debate of actions taken #/

10. One page maximum #/

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Ôtudents are to individually research and select an organization that they are familiar with and conduct
a structured interview with one of its senior leaders. Ôtudents may select any organization other than
the ³Baldrige Case Ôituation´ organizations and ³Major Project´ organizations. If practical and
appropriate, the seven
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interview with the overarching purpose being to identify ³typical´ business practices within their
organization or specific work unit.

A written summary report is to be prepared including: (: the organization was selected; a
description of the ³$:0%&!
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the ³typical practices´ reported and various ³best practices´ such as those identified with organizations
winning the Baldrige; and, a summary paragraph indicating the '!!
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Engineering 409. The summary report should be a maximum of two ·2) double spaced typed pages in
length. Before writing the summary report each student is be expected
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contained in Module 7 of the course materials for the selected organization and attach
the assessment to the summary report. Additionally, each student should be prepared
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selection to the class during a 2 minute maximum presentation.

The summary report, completed assessment, and oral presentation assignment combined are worth 50
points. A copy of the summary report and completed assessment is to be submitted to the instructor in
accordance with the class schedule.


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M Demonstrate ability to research and analyze ³gaps´ in organizational practices
M Ôtimulate thinking related to leadership in organizations
M Demonstrate ability to apply course concepts using to a real organization
M Practice summarizing and reporting information in a concise manner
M Practice presentation skills

 Wesley E. Donahue - 2011 12

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Early in the semester according to the class schedule, students will form teams with 3-5 members.
Each team will be assigned one of the following ³Criteria for Performance Excellence´ to research
either relevant literature or conduct their own field research ·personal interviews). A 1-page synthesis
report, of the ³Ôpecific Findings´ is to be presented as part of a ³hands-on´ learning activity developed
by your team in accordance with the class schedule.

Ôtrategic Planning Customer and Market Focus

Measurement and Analysis Human Resource Management
Process Management Business Results

Each Learning Activity and Research Report should focus on the A:0%&!
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The Research Report Ôubmission should contain information from at least 3 sources. Articles from
reputable literary sources or from personal interviews may be used. The presentation should take the
form of a ³hands-on´ learning activity involving the entire class. The activity should be designed to
stimulate active discussion and be 20 minutes in length. The activity should also be designed to
supplement other class discussions on the particular topic.

In addition, to The ³À 
 
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each ³Activity Team´ is to present and submit six ³  +%1&À,2an assignment
where-by your team is to take pictures and/or secure images of items around Penn state that symbolize
exemplary leadership as determined by your team and present them to the class with your rationale for
selection. The ³Activity Team´ projects are worth a combined total of 100 points. All members of the
team will receive the same grade for the assignment. The written 1 page synthesis report is to be
accompanied by copies of the articles or sources cited. You are also expected to present your findings
and conclusions to the class and .%"$%)$
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M Demonstrate ability to conduct research relevant to leaders in organizations
M Ôtimulate thinking related to specific topical areas and aspects of leadership in organizations
M Demonstrate ability to synthesize information and communicate relevance in a concise manner
M Practice team skills and presentation skills
M Apply what you have learned

 Wesley E. Donahue - 2011 13

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# 1 -You are being interviewed for a leadership position at a major organization
# 2 -You are one member of a team interviewing a candidate for a leadership position at your organization
**Each person will be placed into both scenarios and thus must prepare accordingly.

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Leadership Workforce Focus
Ôtrategic Planning Process Management
Customer Focus Business Results
Measurement and Analysis Other: ________


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You will be put into groups at the beginning of the class period. To start, one person will be chosen to be interviewed and
the other people will be the interviewers. One of the topics will be picked at random. The group will then have 10 minutes
to conduct the interview and then 5 minutes to evaluate and provide feedback as to whether or not to hire the individual. At
the conclusion of the interview and feedback session, another person from the group will be chosen and another interview
session will be conducted with a different topic. No topic will be repeated.

As interviewee, each person should come to class prepared both to be interviewed and to interview another student on all
of the previous topics. You may bring all notes and any other materials to class, however, it is suggested that you do not
rely heavily on them. This is an interview; therefore you should bring your leadership portfolio which includes your
resume, Compact Disk ·CD) of your web-based ePortfolio ·see below), and any other support materials.

As interviewer, each person should come to class with a list of potential questions for you to ask. These questions should
also be submitted in the appropriate Angel Drop-Box. The minimum is three questions per topic ·21 questions total.) You
are encouraged to work with others in developing the questions, however, each person must hand in a question sheet and
no two questions sheet should be the same. The questions should be questions that you could imagine an employer asking
you at an actual interview, but should focus on the particular topics described above. It would be best to focus on general
concepts; some suggestions might be: the Interviewee's previous experiences, situational analysis of hypothetical situation,
and questions concerning their resume. It is the interviewers' job to ensure that there are enough questions to fill the times
allotted for the interview.

In addition to the review questions and a hard copy of your resume, each student is expected to develop a personal web-
based ! 
+  The personal! 
+  should start with a Homepage that summarizes your career goals and interests
and includes navigation to at least three appropriately labeled section links that contain: ·1) an updated, professional-
looking resume, ·2) a one-minute ·maximum) digital video clip presentation communicating why a workplace decision-
maker should consider you as a candidate for a leadership position, and ·3) at lease three samples of your work. Ôamples of
work should include items that illustrate your professional skills and competence.

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M List of Review Questions ·21) submitted in the appropriate Angel Drop-Box
·Also, bring the list to class with a hard copy of your resume)
M A personal web-based Portfolio. The ! 
+  should be posted to your personal PÔü web space located at:
http://www.personal.psu.edu/
·see http://portfolio.psu.edu/./about/index.shtml for additional information)
M In addition to the web-based ! 
+  , students are to also submit the ePortfolio to the instructor on a Compact
Disk ·CD) appropriately labeled and suitable for submission to a potential employer.

 Wesley E. Donahue - 2011 14

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Ôtudents of ENGR 409 may earn a ³Professional Lean-ÔigmaŒ Process Improvement ± Yellow Belt Certificate´ by
successfully completing and presenting a ³hands-on´ application project. The overarching objectives of this Major Project
are to provide participants with a basic understanding of process improvement methodologies, problem-solving tools, and
to emphasize the critical role that leaders must play in order to achieve sustained organizational success in today¶s global
business environment. There are three primary dimensions to the application project: Lean ·eliminating waste); Ôix Ôigma
·using ³data-based´ improvement tools); and, Project Management ·applying common PM tools.) The project results
should illustrate measurable cost reductions and/or increased efficiencies.

³Professional Lean-ÔigmaŒ´ utilizes concepts from the Toyota Production Ôystem to guide participants through the steps
of continuous process improvement, and where appropriate, utilize six sigma tools for data collection and analysis. Each
session focuses on improving the participants¶ ability to work from a process perspective, to work with others in ³mapping´
the process, to collect appropriate data, and to identify and eliminate unnecessary work and delays in the process and, in
doing so, improve the effectiveness, reliability, efficiency and profitability of the process.

During the course of the program, participants select a process they see as ³troublesome´ and work on it to create a new
process closer to the ³ideal´ they envision. The project becomes the focus of hands-on application exercises, ensuring
participants won¶t just learn ³about´ what they are taught; they learn how to apply concepts to their own situation.
Participant processes are examined and evaluated for problems, delays, unnecessary efforts and costs. A Cost/Benefit
analysis is developed for each project to prove the value of the application of the tools in the program. This approach
provides participants with these immediate benefits:
w builds competencies in documenting work and evaluating processes
w translates concepts to practical and useful learning and application
w elevates the impact of training by enhancing learner motivation to transfer learning to the job
w builds skills in problem identification, gap analysis, creativity, problem solving, cost analysis
w enhances ability to apply project management tools and to be a project team member or leader
w improves communication and coaching abilities between individuals and in teams
w develops relationships between individuals and other units that constitute the core of a ³learning community´

The instructional process for this program include brief lectures, discussions, participant workbooks, job aids, A3 Tool
sheets, PowerPoint presentations, case studies, homework assignments involving actual work done by participants, and a
reporting of results in the last sessions. The outline for this program is shown in the graphic below.

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Overview Report Out Report Out Report Out Report Out Report Out
Program summary
Continuous Process Instruction in Instruction in the Instruction for Instruction for Using continuous and participant
Improvement, Six Value Stream collection of completing the A3 completing the A3 improvement for
Sigma, Lean, and reports on
Project Management Mapping process data left side right side process perfection projects

Case Study #1 Case Study #2 Case Study #3 Case Study #4 Case Study #5 Case Study #6

Homework: Homework: Homework: Homework: Homework: Homework:

Observe a Map a process. Collect process Start the left side Complete left side Continue work on
process. data. of the A3. and start right implementing
side of the A3. process

 Wesley E. Donahue - 2011 15

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w Program/ Project Overview including purpose, schedule, and participant expectations and requirements
w Overview of Continuous Process Improvement, Ôix Ôigma tools, Lean, and Project Management
w Toyota Production Ôystem ·TPÔ) and its application to organizations in general
w The Concept of   and its application to work done in any professional area including administration, service and product lines and
support activities

w The Concept of ³Gemba´ and the power of direct observation for analyzing processes, issues and problems.
w The 4 Rules in üse in the TPÔ
w The Ôeven Mudas or types of waste

w Lean in Business Case Ôeries 1

w (;
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w Homework Review. Note: The Homework Review is the first part of this and each subsequent session and is designed to facilitate the
participants¶ application of the concepts learned in the program and ensure the participants complete their project in the scope of the
instruction.
w Developing a Value Ôtream Mapping ·VÔM) from request through satisfaction identifying both the work that is done as well as the delays in
the process.
w The Ôymbols for Value Ôtream Mapping
w The Measures of Value Ôtreams Maps
w Ôpecifying an Activity and what this means in the context of a process
w The Ôcientific Method of Problem Ôolving
w Lean in Business Case Ôeries 2

w (;
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w Homework Review.
w The Concepts of Ôuppliers, Inputs, Process, Outputs, and Customers in a Value Ôtream
w The Data to Quantify a Value Ôtream
w The Ôelection or Development of a data collection tool
w The Ôaw Tooth Tool for Value Ôtream Maps
w An Introduction to Future Ôtate Mapping for Value Ôtream Map problems
w Project Management Basics
w Your Role as Team Coach
w Lean in Business Case Ôeries 3

w (;
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Value Ôtream Map.

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w Homework Review
w Examining and Interpreting Value Ôtream Data
w The Average Value and Process Value Quotient
w An Overview of the A3 Improvement Tool

w The Left Ôide of the A3 Tool

w The Cause and Effect Diagram
w The 5 Why¶s and Other Questioning Techniques
w Team Management Basics
w Lean in Business Case Ôeries 4

w (;
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Tool including Target Process, Background Information, Current Condition and Problem Analysis.

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w Homework Review
w The Left Ôide of the A3 Tool

w The Ôpaghetti Diagram
w The 5Ô Ôite Assessment
w Redesigning Work Activities by specifying the content, sequence, and timing of individual steps and desired outcomes
w Brainstorming in a Lean Project Team
w The Right Ôide of the A3 Tool

 Wesley E. Donahue - 2011 16

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w The Future Ôtate Map and a Future Ôtate Plan
w Lean in Business Case Ôeries 5

w (;
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Countermeasures, and Project Plan.

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w Homework Review
w The Right Ôide of the A3 Tool ± Part II

w üsing six-sigma and other continuous improvement tools to enhance the process
w Lean Project Follow-üp
w Lean Cost/Benefit Analysis for Implementation; ROI
w Lean in Business Case Ôeries 6

w (;
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w Homework Review
w Review of Program Concepts/Open Question and Answer Ôession
w Report out on projects ·video-taped)
w Action Planning Ôheet for further implementation of program concepts
w Presentation of Program Certificates
w Program Evaluation.

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This project has a unique feature that provides the opportunity to see an almost instant payback or Return on Investment
·ROI). By design, the solutions the participants develop must cost less than the current process costs so management will
see either: an increase in productivity, a more reliable process, a more efficient process, or a reduction in efforts and costs.
Note: The magnitude of the improvement and therefore the Return on Investment can vary based on the current nature of
the process and the solution developed. But, in all cases, when a process is improved, it must meet at least one of the
conditions listed above. In addition, it should be noted that the Report Outs will be videotaped and may be used for
presentation purposes, for training or as reference points to follow up on the work started in class, and may be uploaded in
YouTube.
A checklist for completing and presenting Lean-Ôigma projects follows. The tools utilized and report format may be
modified based on individual projects, however it is expected that each team member will participate equally in the
activities and presentation. a

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uploading in YouTube. As a guideline, the formal presentation should last approximately 10 minutes with an additional 5
minutes reserve for questions. A formal bound report is to be to be given to the instructor that includes the required tool
submissions ·see checklists that follow), a copy of any PowerPoint slides or other submissions, along with an appropriate
cover page and table of contents. The presentation should also be electronically uploaded in Angel in the ³Major Project´
drop box.

 Wesley E. Donahue - 2011 17

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 Process Maps
 Observation Charts
 Ôpaghetti Charts
 Value Ôtream Map ·Before/After) - 6
 A3 - 6
 Workplace Organization / 5-Ô ·Ôort; Ôtraighten; Ôcrub; Ôtandardize; Ôustain)
 Just In Time ·JIT)
 Quick Changeover / Ôet-üp Reduction
 Cellular ± Modular Flow: Pull / Kanban ·Visible Record)
 Poka Yoke ·Mistake Proofing)
 Visual Management
 Total Productive Maintenance ·TPM)
 Other:

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efine:
 Flowchart
 Brainstorming
 Pareto Diagram and Analysis ·Greatest Issues from Customer¶s Perspective)
 Cause and Effect Diagram and/or Matrix- 6
 ÔIPOC Diagram ·Ôuppliers; Inputs; Process; Outputs; Customers) - 6
 QFD Diagram ·Quality; Function; Deployment)
 Project Charter
oeasure:
 Data Collection Plan / Ôampling ± 6·
 
3
 
 Measurement Techniques, and Integrity
 Description of Variables
 Run Charts and/or Control Charts
 Capabilities Ôtudies
nalyze:
 Gap Analysis / Current Ôtate vs. Future Ôtate - 6· 
 
 Hypothesis Testing / Confidence Intervals
 Analysis of Variance ·ANOVA) / Parametric Tests
 Correlation and Regression Analysis
 Reliability Estimates and Tolerencing Techniques
mprove:
 Implementation Plan - 6· 
 
 Design of Experiments ·DOE)
 Pilot Testing
 Failure Mode Effect Analysis ·FMEA)
ontrol:
 Monitoring Plan / Follow-up Actions - 6· 
 
 Ôtatistical Process Control ·ÔPC)
 Dashboard Metrics; Benefits / Costs ± 6· 
 
 Lessons Learned - 6

 Wesley E. Donahue - 2011 18

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All students are expected to actively attend and participate in class discussions and activities. Class
attendance is mandatory. 6%#$:
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doctor¶s excuse i.e. two unexcused class absences = 100 points deducted from your final grade point
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The purpose of the Mini-Meetings is to create incentives for students to keep up to date with current
events related to leadership in organizations, and the specific major topical areas covered in this course
i.e. leadership, strategic planning, etc. The Mini-Meetings will also provide opportunities for students
to practice effective meeting management and presentation skills. Typically, one or two Mini-Meetings
will be conducted each class. The Mini-Meeting presentations will last two minutes maximum and
follow a consistent agenda: Topic; Content Discussion; Applicability to You and Other Ôtudents of
409; Ôummary of Key Lessons Learned. Below are the instructions for the learning activity.

Mini-Meetings will be worth 5% of the overall grade. All student names are written down on a piece
of paper and placed into a hat ·or envelope, etc). At the beginning of each class, some names are
selected randomly from the hat. The order in which the names are selected create the following duties:

1th name drawn: Meeting-Leader / Presenter ·ML)

2st name drawn: Time-Keeper ·TK)
3nd name drawn: Note-Taker / Content Critic ·NT)
4rd name drawn: Presentation Critic ·PC)

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The Meeting Leader is instructed to come up in front of the class and deliver a 2-minute
maximum presentation on a specific current event related to leadership in organizations. The
presentation is to include one ³Assertion Based PP slide´ focused on the current event. At the
end of the 2 minutes, the presenter will be presented with critiques on both the content and on
their overall presentation slide and skills. They will then be rated on a scale of 1-10.

In accordance with the ³Course Assignments´, each student is to complete and submit in the
appropriate Angel Dropbox, 5 Assertion Based PP slides in accordance with the course
schedule and come prepared to class to present. For more information on assertion Based
presentations see: http://www.engr.psu.edu/speaking/


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The role and function of the Time-Keeper is to monitor meeting time and stop the student if
they reach the 2 minute barrier. The purpose of this position is to teach the students about
effective time usage and giving nonverbal cues to the presenter to denote the amount of time
past or time remaining.

 Wesley E. Donahue - 2011 19

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After the presenter is done, he/she is rated on the content they provided during the presentation
by the Note-Taker. The Note-Taker is responsible for capturing the important content points
and providing both pros and cons of the content provided. More specifically, the Note-Taker
should inform the presenter what content was covered effectively and also what content was
missed. The purpose of this is to also show that the Note-Taker has reviewed the material as
well. Once the Note-Taker is done critiquing the presenter, they are instructed to give the
presenter an overall numerical rating from 1-10.

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After the Note Taker has finished, the PC will have the opportunity to critique the speaker on
his/her overall presentation skills. The PC should give both pros and cons of the presentation
skills demonstrated by the student. This will allow the presenter to improve his/her demeanor
when presenting in front of an audience of his/her peers. Once the PC is finished with the
critique, they are instructed to give the presenter an overall numerical rating from 1-10.

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After the presenter is rated by both the NT and the PC, the instructor will solicit classroom ratings,
again on a scale of 1-10. Once an area of rating is established, it is put to a classroom vote of what the
score should be. For example: ³By a show of hands ·or other methods) how many think this student
deserves a 6? How many think they deserve a 6.5? How many think they deserve a 7?´ And so on.
The majority rule becomes the grade.

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At the end of the semester, each student that was a presenter for Mini-Meetings will have the average
grade given by the class as the number of points for that part of the course. For example, say a student
presented once, that student received an 8/10. His/her grade at the end of the semester would then be
an 80 for the 5% of the student¶s grade based on Mini-Meetings. Another example, a student is called
three times over the semester to present. The grades he/she received are as 8/10, 7/10, and 8/10. We
then take the average of the grades, which is a 7.7/10. His/her grade at the end of the semester would
then by a 77 for the 5% of the student¶s grade based on Mini-Meetings.

If the student manages to never get in front of the class to present, they are awarded the full 5% ·this is
unfortunately due to the luck of the draw factor). The reason behind this is as follows: Even though
the student never actually got up and presented in front of the class, the chance that his/her name being
pulled from the hat is as equal as anyone else. The randomness will still force the student to stay up to
date with the work even in the event that they are never called to present.

Once the activity is over, all names are returned into the hat for the next class. Let it be known that it
is theoretically possible to end up being the presenter more than once, and in some cases, even multiple
weeks in a row. This shows the importance of keeping up with the work each week.

 Wesley E. Donahue - 2011 20

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