Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education
North Seattle College
Industry-driven Stackable
Certifications for
Advanced Technology
Equipment
2017 National Career Pathways Network Conference
October, 2017
James Hyder
Presentation Outline
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education 2
1. History behind the Training Within Industry (TWI) method (including its roots in “lean manufacturing”)
2. Incorporation into Standard Operating Procedures
3. Experience Deploying the Process
4. Results to Date
5. Questions?
Participants will receive a template of the SOP that any lab or routine process can adapt, a sample SOP, and a model certification tracker.
Experience Deploying the Process
Jim Hyder
• BS, Workforce Education and Development- 2000
• MS, Management in Science and Technology- 2003
• Lean Enterprise Certified
• Job Instruction Trained
Experience with SOPs
• ~100 certification packages written at Intel Corp
• ~30 Work Instructions for nanotechnology/semiconductors
• ~65 Work Instructions for Solar Industry
Converted 6 Penn State classes to Rio Salado’s on-line program
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 3
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education 4
History behind the TWI method
(including its roots in “lean
manufacturing”)
History of TWI
Wartime Mission accomplished!
Training Within Industry (TWI) emerged as a wartime effort from 1940-1945.
Of the 600 client companies monitored by the TWI Service throughout the war:
86% increased production by at least 25%
100% reduced training time by 25% or more
88% reduced labor-hours by over 25%
55% reduced scrap by at least 25%
100% reduced grievances by more than 25%
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 5
Applying TWI Principles and Concepts
The Learn Apply Reflect process is the basis of the TWI approach. It is a “Learn by Doing” process.
The TWI approach is not a matter of schools or classes or lessons –
it is individualized and/or group work on current day problems of output, quality, lost-time, scrap, re-work, maintenance, and working relations.
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 6
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 7
Do you have a lean/OJT system in place? Are you making incremental improvements based on Lean
and TWI principles and concepts?
• JR – Culture
• JI – Standard Work
• JM – Continuously Improve
Embedding a Lean culture is ongoing.
We have training skills we need to strengthen,
improve and revive based on JI concepts. We will also
be applying the Job Breakdown sheet for
knowledge capture and training.
A lean culture is about getting a little better
everyday.
“You CANNOT improve something that doesn’t have a standard!”
Job Instruction Terminology: The
Breaking Down of a Job
Important Steps A logical segment of the operation when something happens to advance the work.
Key Points Anything in a step that might—
• Injure the worker• Make or break the job• Make the work easier to do, i.e. “knack”, “trick”, special timing, bit of
special information, etc.That 5 or 10% of a the hard or tricky parts of a job.
Reasons The reason for each Key Point!
People learn better when they know why they do things
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 8
What
Why
Job Instruction Training Results In:
• Reduced training time
• Increased production
• Fewer accidents
• Less scrap
• Less rework
• Less tool and equipment damage
• Increased job satisfaction
• Improved quality
• Increased profits
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 9
Job Instruction Breakdown Sheet
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 10
REASONSKEY POINTSIMPORTANT STEPS
Reasons for each key
point
Anything in a step that
might—
1. Make or break the job
2. Injure the worker
3. Cultural considerations
4. Make the work easier to
do, i.e. “knack”, “trick”, special timing, bit of
special information
A logical segment of the
operation when something
happens to advance the
work.
Incorporation into SOPs
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 11
One on One Training with NSC Lab
Manager The following philosophies were conveyed throughout the orientation and development of SOPs:
• “You CANNOT improve something that doesn’t have a standard!”
• “Instruct clearly, completely and patiently, but don’t give them more information than they can MASTER at one time!”
• A model that structurally enables the worker to Prepare, Present, Practice, Perform
• “Certify to competency; proficiency will come!”
• “IF THE TRAINEE HASN’T LEARNED, THE TRAINER HASN’T TAUGHT!”
NO! This is not a philosophy exercise! However, these WILL be instilled in participants.
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 12
Training With TWI (and SOPs)
The training methodology is presented and then followed in the following format. Each train is 5 iterations* between the trainer and the trainee.
• Trainer – show first time, speaking to Important Steps (IS) and Key Points (KP)
• Captured in the breakdown sheet and work instruction.
• Trainer – show a second time speaking to the Key Points (KP) and Reasons Why (RW)
• Captured in the breakdown sheet and work instruction.
• Trainee – Perform task (Ask Questions/Process What Has Been Learned)
• Trainee – Perform task and repeat back IS/KP
• Trainee – Perform task and repeat back KP/RW
The trainee and trainer both have Job Breakdown Sheets available!
After the five iterations, the trainee knows how to perform the task and no further assessment is needed (although in some organizations a neutral assessor evaluates trainee performance for a “certification”).
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 13
Tracking Mechanism
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 14
User Name____________________________ Student?____ Industry? _____ SHINE Staff ____ Trainer______
Certification Certification Subsection Rev #/ Rev Date Reference Trainer IS/KPTrainer KP/RW
Trainee Practice Trainee IS/KP Trainee KP/RW Gap Closure Plan
Certified (Date)
01. Scanning Electron Microscope (SEM) Sample Preparation Rev -1 5/6/17
Aspex Explorer Scanning Electron Microscope Standard Operating Procedure
Cleaning Sample
Mounting Sample
02. Scanning Electron Microscope (SEM) Operations
Rev -1/ 9/21/16 Rev 0/ 11/9/16
Aspex Explorer Scanning Electron Microscope Standard Operating Procedure
Imaging
Navigation
Brightness & Contrast (i.e., exposure)
Magnification
Focus (i.e., sharpness)
Stigmator
Degauss
Saving Images
Experience Deploying the Process
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 15
SEM AFM Sputter Coater
Profilometer
LSCM
SOP Certification Opportunity
• Introduction(s)
• Build me an airplane
• Airplane Job 1
• Airplane Job 2
• Airplane Job 3
• Presentation
• Training Demo
• Student Exercise
• SOP Certification Opportunity
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 16
Orientation to MNT 230/250
5 tools
• SEM
• Sputter
• AFM
• Confocal
• Profilometer
$50 incentive per tool “full” certification (Startup, Shutdown, Sample Prep, Operation)/ $250 possible
$50 Peer Trainer/Tool $50 possible (Recommend you learn how to train on the first tool you learn…you’re learning to support each other with this model, so it’s up to you how to split up the work to maximize the opportunity).
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 17
Training with Joe
Revisiting Jim’s “Results of Job Instruction Training”:
• Reduced training time
• Confidence in SOPs as a function of robustness of SOPs
• Version 1.0 vs. Version 1.1 (trainee input) – and legacy
• Increased production time
• Reduce standard operation time to 20% so 80% of time can be focused on in-depth analysis/characterization
• Learn instruments’ capabilities, limitations, and applications
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 18
Training with Joe
Revisiting Jim’s “Results of Job Instruction Training”:
• Less rework
• A comprehensive and robust SOP requires little to no retraining
• Less tool and equipment damage
• SEM: too tall samples can result in $50,000 repair and downtime from several days to a couple weeks
• AFM: cantilever tips are extremely fragile, take a long time to replace and recalibrate, and cost $150/ea.
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 19
Training with Joe
Revisiting Jim’s “Results of Job Instruction Training”:
• Increased job satisfaction
• “This instrument is really cool!”
• “Wow – this is an amazing image!”
• “Look what I was able to do with this instrument!”
• “I have a suggestion for how this can be done better.”
• REMEMBER: an SOP is a “living” document
• Learn-Apply-Reflect (Learn by doing)
• Certify to competency; proficiency will come
• “I was really intimidated by this instrument at first, but now I can practically operate it with my eyes closed. What else can it do?”
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 20
Measurable (Quantitative)
Results to Date Key (230/250 Students):
• 29 Certifications for Initial 7 Students
• 57 Certifications Total to Date
• 5 Primary Toolsets: Scanning Electron Microscope
(SEM), AFM, LSCM, Profilometer, Sputter
Industry: 4 Certifications
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 21
Results to Date (Qualitative)
• Trainees’ confidence in abilities
• Changes in trainees’ behavior as a function of lowered
intimidation working with new instruments
• Comprehension of what makes an SOP “good” and
how to write one
SHINE: Seattle’s Hub for Industry-driven Nanotechnology Education User Access Model 22