industry-driven stackable certifications for advanced

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%


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.



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


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


Job Instruction Breakdown Sheet


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


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.


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”).


Tracking Mechanism


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


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


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).


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


Training with Joe


• 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.


Training with Joe


• 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?”


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


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


Questions?


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