St Petersburg College Kaizen Event Improvement Project This is a multi part project. Please read the first two part of the project and then work on assignm

St Petersburg College Kaizen Event Improvement Project This is a multi part project. Please read the first two part of the project and then work on assignment number 3.

1.Improvement Project (Kaizen Event) – This kaizen event or improvement project does not need to address all issues found in Assignment 2, but students are expected to coordinate and implement at least one kaizen or improvement to this process to tackle some of issues analyzed in Assignment 2. Follow this template to document this mini-kaizen event (Improvement Project (Kaizen Event) Template). This template includes some example entries to help students understand how to use it, as well as state a kaizen objective, ideal conditions, brainstorming potential actions (apply the lessons to this project), and prepare an implementation plan for this mini-kaizen event. Students should follow the steps on this template and edit the entries to support their own improvement project using this template (the action items from the course lessons provide further information to support this assignment).

·Students will develop a master improvement plan in Assignment 4 for additional improvements (beyond the scope of this class). While brainstorming improvement alternatives now some options may not fit this time period, but be good considerations for Assignment 4.

2.Review Impact – Students need to plan enough time to complete this kaizen event or improvement project in order to have time to measure the impact the improvement(s) had on the 3 process measures defined in Assignment 1. These 3 future metrics or measures should clearly show the impact these changes or improvements had on the performance of this process. Students need to structure 3 impact statements supporting these measures (see example on the template).

3. Identify Lessons Learned – Include challenges and experiences while doing this assignment. Generalize what you learned for use in later process improvement projects.

Treatment reception process is Assignment #1

Waste Audit is assignment #2 (keep in mind I didn’t get the best grade on that cause I was missing a lot of data) Name: PUT NAME HERE
Process: PUT NAME HERE
IMPROVEMENT PROJECT (KAIZEN EVENT)
1. Review process definition, measurements, and waste audit completed with process
owners (or team members).
2. Develop a statement on what everyone wants to accomplish with this kaizen.
a. Organize area and tasks done to reduce time delays and improve quality.
3. Describe the conditions that everyone wants to achieve.
a. Awareness and support by process owners.
b. Ability to juggle additional work easier.
c. Less stress by working together better.
d. Better flow and distribution of activities.
e. x.
4. Brainstorm and list potential actions to take for improvements.
a. Organize area finding a place for everything needed for process and define a system
for making sure everything is kept or returned to that place.
b. Standardize how activities are done across all process owners.
c. x.
d. x.
e. x.
5. Prioritize and select first actions to take. Develop an implementation plan.
(last course assignment will be a master plan for further improvement needs)
Task Description
1. Throw out/remove not
needed items
2. Review process definition
and reassign tasks
3. Rearrange and organize
area to support activities
4. x
Person Responsible
Target Date
Completion Date
6. Identify how these actions impacted performance measures for this process.
a. Prior Measures: 15 min. total
b. Improved Measures: 10 min. total
c. Impact Statement: 33% reduction in time, resulting in additional capacity to do more
things and more consistent work.
7. Identify lessons learned during this kaizen event.
a. Need to better define process owners upfront to get more support.
b. Minor changes had measureable improvement results that motivated us to come up
with more improvement ideas.
Running Head: WASTE AUDIT
1
Waste Audit
Name
Institution
Date
WASTE AUDIT
2
Name: PUT NAME HERE
Process: PUT NAME HERE
WASTE AUDIT
Typical Waste Categories
Describe Issues Identified
Overproduction
• Wastage of material resulting from producing more capacity
than the demand
• There is also a waste of machinery since the health clinic
overworks equipment during production.
• The capital which could otherwise become useful in other is
also held up in stock i.e., medicine
Excess Inventory
• Here, there is wastage of storage space which can be used for
other purposes.
• The clinic is also forced to hire additional space. The
finances for this would be useful for other ventures in the
organization.
• There is also environmental pollution from wasted resources.
Waiting or Idle Time
• Wasted labor and energy as these two components are on
standby as they await the next production batch.
• Material wastage may also arise here when medicines spoil
and expire in the course of waiting.
• Equipment damage due to the inefficient workflow as they
await the next production batch.
WASTE AUDIT
3
Excess Transport or
• There is plenty of human resource wastage- time, financial,
Movement
and human resources arising from handling material that is
sometimes not useful for the company.
• There is also the waste of waiting resulting from one
production part waiting for the materials to arrive.
• The other issue is the waste as a result of damage of products
on transit which is avoidable.
Non-Value Added
• Wastage of human resources as their creativity and
Processing
innovativeness is hardly utilized.
• The other issue is under-utilization of equipment and
machine, which sums up to wastage in the end.
• Wastage of financial resources as the company could use
plenty of resources for advertising while the main problem lies
within the lack of value addition.
Defects, Mistakes, Rework,
• Waste of human resources due to the repetition of work.
Corrections, Queries,
• It also sums up to wastage of raw materials due to the non-
Inspect Others
usage of the faulty product.
• Waste of energy due to re-production of the faulty product.
Excess Motions
• One issue is the health issues of the employees resulting
from excessive motion.
• Additional wear and tear on machines, which is wastage and
a loss to the company
WASTE AUDIT
4
• Environmental pollution due to the replacement of worn-out
equipment and material
Underutilized People
• Waste of resources as there is payment of employees who are
not of maximum benefit to the company.
• The dissatisfaction of staff as they feel under-exploited while
most of them need growth.
• There is also a wastage of intellectual abilities.
Resistance to Change
• Employees refuse to reduce wastage even after training
leading to more wastage.
• There is also the risk of putting products on hold as the
decision-makers attempt to reverse the implemented change.
• The issue of mismanaging change also arises here, which
leads to wastage of financial and human resources.
Customer/Other Risks
• Customer dissatisfaction due to defects in the production line
• Loss of brand reputation as a result of customer
dissatisfaction
• Loss of customers due to the negative reputation that the
company gains from wastage leading to environmental pollution
Analyze a Waste:
The waste under analysis in this section is the defects, mistakes, rework, corrections, queries,
inspect others. The process analysis tool is mistake-proofing. This is a concept introduced to
make it impossible for errors in the production process to occur. In case the error occurs, it is
WASTE AUDIT
5
prevented from reaching the next stage (Thareja, 2016). Mistake proofing has three levels of
application. Level 3 is the level where the process cannot allow the performance of mistakes. In
this level, it is impossible to produce non-compliant parts. Level 2 is where the handler of the
process receives notifications in case of the occurrence of a defect (Zhang, 2014). The last level,
1, is where the defective product cannot reach the customer (Thareja, 2016). The process
analysis tool ensures this does not happen. All the high levels become more effective when used
hand in hand with the five why’s. for instance, in the treatment process, the health managers
would ask why there is a problem in the delivery of optimal treatment services to the students.
Let us say the answer is due to the lack of enough health practitioners. Why? Because some
practitioners intentionally skip duty. Why? Because there is a lack of proper supervision. Why?
The lack of appropriate management of employee information system. Mistake proofing will,
therefore, attempt to remove all the defects in the five why’s.
Review Audit
The process review was completed through the administration of questionnaires to the relevant
stakeholders. Further, there was an observation of the behavior of the staff by external auditors.
The students blamed the lack of optimal care to miscommunication among medical practitioners
and the management, which led to a breakdown in the flow of information increasing cases of
absentia. The parents and administration blamed the laxity of the school’s management in
disciplining the staff. They suggested that there is a proper staff management plan to allow for
accountability. The health workers cited de-motivation. The faculty laid the blame on the health
managers for failing to implement strict measures to enhance the adoption of professional ethics
in medicine. All these complaints boiled into the lack of a proper staff management system
affecting the whole process of health delivery.
WASTE AUDIT
Lessons Learned:
Health care facilities call for teamwork to avoid unnecessary repetition of work which leads to
wastage. It is also imperative to have clear communication channels to prevent a breakdown in
the health delivery process. To achieve this, health providers should make the whole system as
lean as possible. For instance, they can cut down the number of methods by reducing
bureaucracy.
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WASTE AUDIT
7
References
Thareja, P. (2016). Poka-Yoke: Poking into Mistakes for Total Quality! OmniScience: A Multidisciplinary Journal 6(2), pp 1-8
Zhang, A. (2014). Quality improvement through Poka-Yoke: From engineering design to
information system design. International Journal of Six Sigma and Competitive
Advantage, 8 (147)
RUNNING HEAD: TREATMENT RECEPTION PROCESS
Treatment Reception Process
Course Title:
Name:
1
TREATMENT RECEPTION PROCESS
2
Treatment Reception Process
Process mapping involves giving an insight into processes and systems whereby
interventions for improvement can be introduced (Damelio, 2011). This assignment defines
the process of receiving treatment at the school clinic, process mapping is a useful tool in
improving the quality of provision of health care. The definition will include a description of
process owners or stakeholders and the boundaries that must be ensured in the process. A
SIPOC diagram will be provided on the process to aid in identifying the relevant elements of
the process improvement.
Ownership and Roles
The key stakeholders involved in the process of treatment at the clinic include:
•
Students
They come in as patients seeking treatment at the clinic, they may be in critical condition or
in pain, and they go to the school clinic expecting to find relief from the medical workers at
the clinic.
•
Faculty
The role of the faculty is to ensure the safety and wellbeing of students so that they are in
good shape to attend their classes, and perform all their roles as students. The faculty,
therefore, ensures that the school health facility is well equipped to attend to the needs of
students and serve them accordingly.
•
Parents and Guardians
The parents and guardians of the students are most concerned about the health status of their
children, this is to ensure that the students are well placed to fully concentrate on their studies
TREATMENT RECEPTION PROCESS
3
and also for their own peace of mind. The school clinic is therefore supposed to have the
capability of attending to all students without straining its resources.
•
Health Workers
These include doctors, nurses, laboratory technicians, and pharmacists, among others, who
work at the clinic and attend to students who go to the clinic with health issues. They play a
key role since they ensure that the place remains running all through, they work together at
different stages of the process of treatment to ensure great outcomes. The stakeholder map
shown in Figure 1 illustrates the interrelationship of stakeholders in the functioning of the
clinic.
Faculty
Clinic
Students
Parents/
Guardians
Health
Workers
Treatment
Figure 1: Stakeholders
Process Boundaries
The process of treatment begins when a student walks into the clinic, they are ushered in
at the front desk for registration then they visit the nursing station, here their blood pressure
and weight is noted before they head to the doctor for consultation. Depending on the
condition reported, if the patient requires any lab tests, they visit the laboratory for tests
before going back to the doctor for a prescription. The last stage is at the pharmacy, where
the patient is given the prescribed medication and instructions on administration. The process
ends here and the patients then walk out of the clinic. Some interfaces or rules that govern the
treatment process and ensure its completion include:
TREATMENT RECEPTION PROCESS
•
4
The student must show proof of being a student in the school, this is in the form of a
student identification card.
•
Students in critical condition or who come in with emergent cases should be attended
to immediately without question.
•
Nurses at the clinic should be well qualified to serve patients.
•
All health workers should be friendly to the students to ensure they feel welcome at
ease in the environment.
•
The students’ parents and guardians are to entrust the health of their children to the
school health workers without question.
•
The students must be respectful to the workers at the clinic.
•
The process of treatment should pay attention to the needs of every individual patient.
Map Process
The process map is shown in Figure 2 clearly illustrates the process of receiving
treatment at the school clinic; it needs to be completed for a conclusion to be made that a
patient has been well attended to.
TREATMENT RECEPTION PROCESS
Suppliers
Inputs
Faculty
Process
5
Outputs
Customers
Great health
Students
status
Pharmaceutical
Industries
Medical
Career
Industries
Opportunities
Smooth studies Faculty
Knowledge &
Parents and
skills for the
guardians
required
positions
TREATMENT RECEPTION PROCESS
6
The Process is as shown in the figure below.
Patient in
Registration Desk
for registration and
details
Patient
Out
Pharmacy
for
Medication
Waiting Room
Nurse’s Station
for weight and
Blood Pressure
measurements
Waiting
Room
Waiting
Room
Doctor’s
Consultation
Room
Laboratory/
Examination
Room
Yes
Lab Test/
Exam
Needed?
No
Figure 2: SIPOC Diagram
The SIPOC diagram above illustrates the key metrics used in defining the process of
treatment and the key tasks that need to be completed. The metrics indicated are used to
gauge the performance of the process and then evaluate how and where improvements can be
TREATMENT RECEPTION PROCESS
7
incorporated. Performance improvements will boost the process by enabling it to be better
placed to achieve its goals effectively and efficiently. For example, the process could be
fastened so that it takes less time and serves more people.
Verification of Accuracy
The accuracy of this process was reviewed with some of the health workers at the
clinic. Their feedback was then incorporated into this assignment, further interactions helped
to inform the performance improvement areas that could be looked into. Other students, for
instance, gave their input on how the treatment process could be made better for them. The
process could keep improving constantly given that the situation at the school clinic is not the
same every day, different approaches can therefore be taken to ensure quality service is
delivered to patients.
Lessons Learnt
Despite the process of treatment at the school clinic being simple, it consists of
several procedures that can be individually improved if they are looked at in depth. When the
key stakeholders are made to understand the process, there are several input points that could
be made towards improving the process and ensuring that it serves the students adequately.
Involving stakeholders ensures that they learn about the treatment process and helps them
understand the process better in order to identify opportunities that can attract great
improvements. Also, new practices could be introduced that are highly likely to be valuable
and useful in process improvement assignments. The process could be improved through
spotting redundancies and thereafter restructuring, organizing, and visualizing changes that
can eliminate the redundancies (De Mast et al, 2011). Communication issues were spotted to
be a challenge, reducing communication issues would lead to improving functionality
through a streamlined communication model (Trebble et al, 2010). This assignment has
TREATMENT RECEPTION PROCESS
highlighted the versatility and benefits of process mapping and also provided suggestions
towards the improvement of its use even in practice.
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TREATMENT RECEPTION PROCESS
9
References
Berwick, D. M. (2003). Improvement, trust, and the healthcare workforce. BMJ Quality &
Safety, 12(6), 448-452.
Damelio, R. (2011). The basics of process mapping. Productivity Press.
de Mast, J., Kemper, B., Does, R. J., Mandjes, M., & van der Bijl, Y. (2011). Process
improvement in healthcare: Overall resource efficiency. Quality and Reliability
Engineering International, 27(8), 1095-1106.
Trebble, T. M., Hansi, N., Hydes, T., Smith, M. A., & Baker, M. (2010). Process mapping the
patient journey: an introduction. Bmj, 341, c4078.

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