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Presentations from 3 March 2010 Forum Event, STEM From Every Angle.
Citation preview
Forum Event: STEM From Every Angle
Wednesday 3 March 2010
3M Health Care Limited, Loughborough
WelcomeRob Pittam, Forum Event Chair
© 3M 2007. All Rights Reserved.
3M Health Care Business
3
Housekeeping• Fire Alarm is a continuous bell
• In the event of an evacuation, leave the room via the rear doors, turn
left and through the Fire Exit
• Assemble in the front Visitor Car Park for a roll call
• Cloakrooms, including disabled facilities, are in the corridor outside the
rear doors
• Please ensure you ‘swipe out’ with your security pass at the terminal in
Reception when leaving this afternoon. Please hand your pass back to
the Receptionist
• Smoking is only permitted in the smoking shelter in the main car park
• Please ensure your mobile phone is switched off / silent
© 3M 2007. All Rights Reserved.
3M Health Care Business
4
Keynote AddressDr Bryan Jackson emda
© 3M 2007. All Rights Reserved.
3M Health Care Business
5
The Development and Application of Problem Solving
Skills Within 3MAndy Turner, 3M Health Care Limited
STEM From Every Angle
© 3M 2007. All Rights Reserved.
Developing and Applying Problem Solving SkillsAndy Turner, Site Manager, 3M Health Care Limited
© 3M 2007. All Rights Reserved.
STEM from Every Angle
7
A diversified technology company, promising customer success delivered through practical ingenious solutions
2009 net revenues of $23 billion 75,000 employees Operations in 60+ countries, customers in 200 countries Global annual R&D spend > $1.4 billion
About 3M
© 3M 2007. All Rights Reserved.
STEM from Every Angle
8
Fiber Optic SolutionsFiber Optic SolutionsElectro and Communications
Consumer and Office
Display and Graphics
Health Care Industrial and Transportation
Safety, Security and Protection Services
Company Overview
Six Market Leading Businesses
UK and Ireland - one of the largest 3M subsidiaries outside the USA
17 locations including 10 manufacturing sites
© 3M 2007. All Rights Reserved.
STEM from Every Angle
9
Health Care Operations: Loughborough
Derby Rd Site: Drug Delivery Systems Manufacturing & Distribution. Cavilon Product Manufacturing. Inhalation Drug Delivery Research & Development
Morley St Site: Sales, Marketing & Administration. State-of-the-art Centre for Clinical Excellence
© 3M 2007. All Rights Reserved.
STEM from Every Angle
10
Why are Problem Solving Skills Critical to 3M’s Success?
To maintain and grow our position in highly competitive markets (pharmaceuticals/biotechnology, dentistry, medical devices) by solving critical business issues and improving business processes
To foster innovation in order to deliver practical, ingenious customer solutions
>25% of sales from new products in last 5 years, target is to increase to 40%
500+ patent applications every year
To develop a flexible, resourceful workforce, encouraged to collaborate internally and externally
creating “intrapreneurial “culture technical employees encouraged to spend <15% time on own projects
© 3M 2007. All Rights Reserved.
STEM from Every Angle
11
Introduction of Lean Six Sigma to 3M
First launched in 2001, Lean Six Sigma is a methodology for pursuing continuous quality improvement and reducing inherent variability in processes
Ensures focus on data-driven problem solving and decision making Over 70% of global employees trained in Lean Six Sigma
methodologies and tools Provides a ‘Toolbox’ of different processes and tools to meet specific
business objectives
© 3M 2007. All Rights Reserved.
STEM From Every Angle
12
What Types of Problems / Opportunities Do We Use Lean Six Sigma To Solve? Financial
Cost reduction Improving profitability Inventory turns
Manufacturing Optimising equipment performance Cycle time reduction Yield improvement Quality improvement
Safety Optimisation of Sales & Marketing Processes
Customer satisfaction indexes Improving market share
© 3M 2007. All Rights Reserved.
STEM From Every Angle
13
DMAIC Approach to Problem Solving
DMAIC: powerful tool in the Lean Six Sigma toolbox, used for improving existing processes
Methodology has 5 phases: Define-Measure-Analyse-Improve-Control
Provides a project management framework to problem solving Employs great detail in the Analyse and Improve phases,
using statistical tools to develop understanding of root causes of variation in processes, then how to make and control improvements
© 3M 2007. All Rights Reserved.
STEM From Every Angle
14
DMAIC Approach to Problem Solving
Define Problem / Opportunity
MeasurePerformance
Analyse Opportunity
Improve Performance
Control Performance
© 3M 2007. All Rights Reserved.
STEM From Every Angle
15
Defining Problem or Project Goals
Critical to problem solving to have clarity and agreement on the problem / project goals to be solved from outset, including resources and timelines
Listening & questioning skills as important as an analytical mindset
Although following a step-by step approach, requires willingness to let people explore and understand situation in their own way
© 3M 2007. All Rights Reserved.
STEM From Every Angle
16
Importance of Multidisciplinary Teams
Multi-disciplinary team approach – differing levels of seniority, skill mix, acceptance of knowledge and experience of others
Combining individuals with formal Lean Six Sigma training STEM degree level education
and those with vocational training e.g. engineering technician underlying mechanical empathy hands on approach
gives very powerful problem solving team in manufacturing environment
© 3M 2007. All Rights Reserved.
STEM From Every Angle
17
Measuring Performance
Gathering relevant quantitative and qualitative data, e.g. observation of manufacturing process by using high speed cameras Questioning operators – understanding how people interact with a
machine - not taking things at face value vital not to try to ‘fix’ at this stage
© 3M 2007. All Rights Reserved.
STEM From Every Angle
18
Analyse Performance
Utilises tools including Cause & Effect Matrix Scores and prioritises how multiple inputs to a process
affect the metric in question Supports identification of the root cause
© 3M 2007. All Rights Reserved.
STEM From Every Angle
19
Improving Performance
Utilise Design of Experiments to prove/verify potential causes & effects
e.g. variations in machine speed, machine settings, raw material conditions
Need to have confidence and credibility of experimental design, generate as much information for as little cost
raw material cost, time on manufacturing line, any manufactured material scrapped and disposed of
May require stage of inventiveness if bespoke solution required
Statistical analysis – Anova (Analysis of Variance), Minitab, Excel
© 3M 2007. All Rights Reserved.
STEM From Every Angle
20
Control Performance
Implement lasting solution to the problem Establish a control plan – becomes standard way of operating
in future Essential to check understanding and any training
requirements
© 3M 2007. All Rights Reserved.
STEM From Every Angle
21
Implications
Problem solving requires time to stand back and think Big challenge for both fast-paced manufacturing
environment and educational environment with large class sizes
Coaching individuals in how to identify and test their own hypothesis is essential for developing a problem solving mindset not for generating the ‘right’ answer
Problem solving enhances communication, negotiation and cooperation skills and a sense of personal responsibility
Successful problem solving requires an acceptance that mistakes will be made and learnt from
© 3M 2009. All Rights Reserved.
NHS Healthcare Innovation EXPO
22
“As our business grows, it becomes increasingly necessary to delegate responsibility and to encourage men and women to exercise their initiative. This requires considerable tolerance.
Those men and women to whom we delegate authority and responsibility, if they are good people, are going to want to do their jobs in their own way.
Mistakes will be made but if a person is essentially right, the mistakes he or she makes are not as
serious in the long run as the mistakes management will make if it is dictatorial and undertakes to tell those under its authority how they must do their job.”
William L McKnight 1941
100+ Year Tradition of “Permissive Management”
© 3M 2006. All Rights Reserved.
STEM Ambassadors can support development of problem solving skills in children by enhancing the curriculum with real-life examples faced by industry
© 3M 2009. All Rights Reserved.
STEM From Every Angle
Thank You!
© 3M 2007. All Rights Reserved.
3M Health Care Business
25
Why STEM Has Become the Key Theme of 3M's Community
Programme in the UKJohn Klee, 3M UK Plc
3M United Kingdom plc
3M’s community programme in the UK & Ireland
John KleeCorporate Communications Manager
27
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
3M Streetwise www.3Mstreetwise.co.uk
28
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Science - Light
29
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Science - Sound
30
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Science - Forces
31
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
3Mstreetwise.co.uk
Since launch, 31 October 2006
• 280,000 visits
• 1.6 million pages viewed
• 15,500 teacher registrations
• 90,000 PDFs downloaded (class worksheets, etc.)
32
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Community Programme – Review 2009
Issue - number and calibre of IP students and graduates
Population STEM graduates p.a. Per 10,000 pop
India 1.2 billion 2 million 16
China 1.3 billion 2 million 15
UK 60 million 25,000 4
• Help increase the total talent pool by encouraging more pupils to stay with STEM subjects beyond their GCSEs
• Make 3M an attractive proposition to STEM graduates
33
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Community Programme – Review 2009
Employee engagement
34
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Community Programme – Review 2009
Employee Engagement
• Employee volunteering - 5% participation (industry average)
• Barriers to STEM Ambassadors
• Preparation time
• When working with schools, a lack of confidence in meeting needs of curriculum
• Business relevance
35
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Community Programme 2009
7-11 year-olds
Our new leading theme:Supporting the teaching of STEM subjects in schools
11-16 year-olds
36
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
3Mworldlywise.co.uk
• Sustainable living in a virtual town…
• Initially focusing on science and maths (and ICT along the way…)
• Developing further into geography in 2010
• More than 60 off-the-shelf worksheets for teachers…
•…and 3M STEM Ambassadors
•…and other companies’ STEM Ambassadors
A special STEM Ambassadors’ area is currently being created
37
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
3Mworldlywise.co.uk
Official UK launch 25 November 2009
38
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
3Mworldlywise.co.uk
Use as a learning & development tool
• participants in our leadership and graduate development programmes…
• …doubled the number of 3M STEM Ambassadors from 40 to 80 overnight
39
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
Longer Term
Establish a relationship with students through their schools years and into university
Resource Launch Age group
• 3M Streetwise 2006 7-11
• 3M Worldlywise 2009 11-16
• 3M Healthwise? 2012? 16-18?
• 3M xxxxxwise? 2015? 18+?
… first graduate recruits 2017?
40
© 3M 2010 All Rights Reserved.
3M United Kingdom plc
3M Worldlywise Launch Event
3M United Kingdom plc
Thank youJohn KleeCorporate Communications Manager
© 3M 2007. All Rights Reserved.
3M Health Care Business
42
Problem Solving ActivityBreakout Sessions
Workshop Locations
Workshop 1 Training Room 1
Workshop 2 Video Conference Room 1
Workshop 3 Video Conference Room 2
Workshop 4 Swithland (upstairs)
N.B: Your workshop number is listed on the delegate list inside your delegate pack
© 3M 2007. All Rights Reserved.
3M Health Care Business
44
Changes to the Mathematics Curriculum
Barbara Linton, NCETM
Mathematics
Changes to the Curriculum in School
Workshop Tasks
Zin
Diluting solutions
Making tracks
Efficient cutting
Mathematics is...
• Seeing the mathematics in a situation
• Applying knowledge
• Exploring new situations
• Communicating ideas & findings
• Being stuck & getting unstuck
• Asking & answering questions
• Collaborating
Mathematics: Processes
• Representing
• Analysing
• Interpreting & evaluating
• Communicating & reflecting
Mathematics: Concepts
• Competence
• Creativity
• Applications and implications
• Critical understanding
Mathematics: Content
• Number & algebra
• Geometry & measures
• Statistics
Mathematics: Learning and Engagement
• Developing confidence
• Varying contexts
• Selecting mathematics
• Extending opportunities
• Engaging tasks
• Collaborating
• Including ICT
Mathematics is...
...a way of thinking
...fundamental to prosperity
...powerful
...wonderful
...creative
Curriculum developmentwww.qcda.org.uk
NCETM, East Midlands
Census 2011 and Census at School
John Marriott, Royal Statistical Societyfor Statistical Education
Census 2011 and CensusAtSchool Project
Dr John Marriott
Royal Statistical SocietyCentre for Statistical Education
Faculty of EducationUniversity of Plymouth
www.rsscse.org.uk
[email protected] 01752 585458
• Aims To promote the improvement of statistical education,
training and understanding at all ages.• Advocates
– the teaching of statistics through problem solving using real, relevant data
• Not for profit organisation• Funding model
– Core funders– Consultancies and contracts
The RSS Centre for Statistical Education
The RSS Centre for Statistical Education
rsscse.org.uk
Discuss
Process
Plan Collect Process Discuss
Plan
Collect
DHCycleThe Statistical Problem Solving Approach
You can build on the first try by
continuing here...
Have you got all the evidence
you want?
First you decide what problem to
solve and what data you need
Then you collect suitable data.
Working on the Three RsEmployers’ Priorities for Functional Skills in Maths and English
August 2006ISBN 0-85201-638-7
Why would this interest you?
The Foreword by Richard Lambert, Director-General, CBI
• “Weak functional skills … inhibit the ability of employees to contribute to business performance.
• “The time has come to ensure that school-leavers in future have the functional skills they need for work and daily life. In brief, British business sees concerted action on functional skills as a key priority.”
Key Conclusions
8. The ability to interpret and respond to quantitative data is a key part of modern working life. Data of this type is presented not only to keep employees in the picture, but employees are also expected to interpret it sufficiently to contribute to problem solving and quality improvement.
also 2. …The ability to put together a piece of writing that conveys meaning clearly and
accurately is an essential functional skill.
12. Spotting errors and rogue figures is an important element of functional maths. A functionally numerate employee will almost instinctively carry out a reality check and pause to check what may potentially be a rogue result.
13. Some basic understanding of odds and probabilities to enable people to make a more realistic assessment, rather than treating every risk as equally likely to happen, could form a useful element of functional mathematics.
14. Functional skills are skills that have a practical purpose. It is important to boost awareness of their potential application, particularly key elements of mathematical literacy, in real and different contexts.
CBI Employment Trends Survey 2006
The CBI Employment Trends Survey 2006 found that the majority of employers feel that school leavers lack skills vital for employment: 65% feel they lack self-management ability, 70% were dissatisfied with business awareness, and 47% believed they had a poor attitude to work. Just over half (52%) of employers were dissatisfied with school leavers key employability skills such as communicating, team working and problem solving.
RSSCSE flagship schools project
The classroom, pupils and teacher comprise the ‘census’ unit
Collects real data from & about pupils – stored in 30+ international databases
Returns data in raw form along with teaching and learning resources
Real, relevant data, real learning
CensusAtSchool (2000 - ) www.censusatschool.org.uk
The Problem Solving Approach
The Problem Solving Approach
CensusAtSchool International links
South Africa (2001 -)
Australia (2002 - )
New Zealand (2005 - )
Canada (2004 - )
Japan (2009 - )
UK (2000 - )
Ireland (2009 - )
census.gov.uk
Census 2011 – Paper Folding and Origami Theme
Environment Human Interest Education
CensusAtSchool to raise profile of Census 2011
48 Sheet Billboard
6 Sheet Bus stop
48 Sheet Billboard
Rehearsal Launch Events
Rehearsal launches were held in Anglesey and Lancaster
Giant origami shapes were revealed to the local press and general public
The events were attended by local children, ONS staff and local officials
Video footage was recorded at both events and released on Youtube
Census Online
• A CensusAtSchool for 2011
– Development of existing CensusAtSchool website and associated activities
– Use of the paper folding/Origami theme
• Learning materials– Develop case studies using Census data– School resources
RSSCSE Commission from the ONS
New CensusAtSchool Website
RSSCSE – the T-shirt
RSSCSE – the T-shirt
• The RSS Centre is a key player in improving numeracy and problem solving skills in tomorrow’s workforce
• The 2011 Census provides a golden opportunity to engage the interest of all pupils and adults
• Consider RSSCSE in your outreach activities• Pass on the message
RSSCSE – Concluding Remarks
“British business sees concerted action on functional skills as a key priority.”
Population, Consumption, and Exponential Growth
Rob Farr, The Energy MC
….is vital if we are to prepare for the INEVITABLE changes that will occur if
we are to develop….
a SUSTAINABLE ENERGY future.
An understanding of Maths
With Rob Farr: The Energy MC2
“Every twenty four hours, we burn 85 million barrels of crude--using it not simplyto heat, feed, move or defend ourselves, but to educate, entertain, construct our world then fill it with stuff. Everything we buy, from a McDonalds' hamburger to garden furniture to cancer drugs, represents a measure of energy produced and consumed…”
THE END OF OIL
EDUCATION
STEM
CHOICES
CAREERS
FIREMAN
ROCKET SCIENTIST
PHYSICS
CHEMISTRY
BIOLOGY
MATHS
MEDICINE
DISEASE
WAR
PEACE
PROCREATION
ABSTENTION
(Having babies…)
(Not having babies…)
POPULATION
Dr. Albert A. Bartlett's presentation on "Arithmetic, Population, and Energy.“
“… The best kept scientific secret of the century…”
Exponential increase
£100£102£104.04 £106.12
446,744, 073,709,600,00018,
grain of wheat
Exponential increase
T2 = 70
% growth rate
It is a mathematical function – for calculating the steady growth of anything!
A human life of 70 years
2% growth per year = factor of 4
3% growth per year – a factor of 8
4% growth per year – a factor of 16
At 4% the baby’s £100 will be worth 100 x 16 = £1600
Current World is 1.19% (58 years to double from 7 billion to 14billion)EU growth rate is 0.11%
USA is 0.88%China is 0.63%
India 1.58%
POPULATION GROWTH
Lets pretend that if this modest increase of 1.3% continued each years the population of the human race would reach a density of 1 for every square metre in only ……………………
World population in 1986 was 5 billion (growing at 1.7%) d-time 41 years1999 was 6 billion (growing at 1.3%) d-time 53 years
80 million new people each year….. WOW2012 will reach 7 billion……
780 years..!
Zero population growth will have to happen at some point.
Which and when do we choose… increase or decrease?
0%
Increase population
Procreation
Large families
Immigration
Medicine
Public Health
Sanitation
Peace
Law and Order
Scientific Agriculture
Accident prevention
Clean air
Ignore the problem
Decrease population
Abstention
Contraception
Small families
Stopping immigration
Disease
War
Murder / Violence
Famine
Accidents
Pollution
Smoking
EDUCATION?
Now let us examine the characteristics of
steady growth in a finite environment.
… a bottle of bacteria.
1 Bacteria at 11 o’clock
by 12 o’clock the bottle is
FULL
EXAMPLE: “…. 500 years of coal in the USA…”
Average U.S. coal consumption growth for 1971 to 1991 was 2.86%
500 years of US coal will only last 500 years if the US has 0% growth
If the growth rate is 1% it will be 174 years
If the growth is 2% it will be 117 years
3% = 91 years
4% = 75 years……
The statement….We have used more oil since 1985
than up to 1985
…is not so surprising!
We take 4 barrels of oil out of the ground for
every 1 found
Proven oil reserves = 1.2 trillion barrels (BP stats)
At CURRENT consumption rate = 40 years
Some oil stats……. USA and Gulf of Mexico
Shell discovered a new oil field in the Gulf of Mexico in 1993 Estimated 700 million barrels of oil
US consumption rate at that time = 16.6 million barrels per day
700 / 16.6 = 42 days
Gulf of Mexico – 2009 BP found perhaps 3 billion barrels of oil( 1 billion of which might be recoverable)
2010 - The Gulf of Mexico produces 2.2 million barrels per day..!
USA consumes 20 million barrels per day..!
Thunderhorse field Very big – produces 300,000 barrels per day
But took 10 years to get going..!
North Sea MAX6 million barrels / day
Hubbert’s Peak
His estimated figures were a little short…!
2010 – approx 30 billion barrels per year
Oil production since 1965
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
Figures are barrels of oil x 1000
Oil production per capita
0.00
0.50
1.00
1.50
2.00
2.50
3.00
Litres of oil per person
JOULE (J)
Question:
How much energy does everyone in the worldconsume in a whole year…?
424,000,000,000,000,000,000 Joules
A clue…. There are 6.8 billion people in the world!!
452,471,500,
The population of the planet consumesEnergy at the equivalent rate of about 1 and 2/3 of a tonne of oil ………per person ………per year.
or about 5 litres of oil (LOE) per person per day
Unit of energy used is LOE - litre of oil equivalent
Why do we consume so much energy?
Population is currently over 6.8 billion people
By 2050 world population will be over 9 billion.
India = 21 EJ
UK = 9.7 EJ
Denmark = 0.84 EJ
USA = 100 EJ
How much energy does each country consume? (Total was 424 EJ)
Germany = 13 EJ
If everyone used the same amount of energy as those in the rich developed world, global energy consumption would increase eightfold by 2050
Oil price 2008 $130 / barrel
Oil price 1998 $17 / barrel
Basic Economic Rule: Supply and Demand
What will happen if we can not meet the demandFor Energy?
$143$77 today…..
—17
of the world’s population currently consumes
—1
2of the world’s energy!
FACT
That means the average daily energy used by an individual living in the world’s 24 wealthiest countries is SIX TIMES that of people living in the rest of the world.
If everyone used the same amount of energy as those in the rich developed world, global energy consumption would increase eightfold by 2050
OilHydrogen + Carbon
Who has the oil reserves: -Middle East have the most oil
If we continue to consume it as we do now, how long will oil last?
40 years
FACT: We have consumed more oil since 1985 than up to 1985
Gas
“Clean” Natural Gas is over 90% Methane
Used for electricity generation and heating homes and factories
Who has the Gas reserves? – Middle East & Russia
If we continue to consume it as we do now, how long will Gas last?
60 years
FACT: UK is currently changing from self sufficient to NET Importer
Coal
Can be 400 million years to 100 million years old
Made from layers of plant material
Some coal can contain 3 x the amount of energy compared to other types
UK had only 12 mines left open by 2004
China: coal supplies ⅔ of the Primary Energy
A tonne of coal contains 746kg of carbon: burning it produces 2.7 tonnes of carbon dioxide.
UK had only 7 mines left open by 2006
Who has the coal?:- More evenly spread throughout the world
If we continue to consume it as we do now, how long will coal last?
200 years
FACT: Consumption of coal had doubled in the last 50 years
Thank You For Coming!