Logo Name of Institution

Eliminate and Prevent Muda

NTQF Level III

Unit of Competence: Eliminate and Prevent Muda

Module Title: Eliminating and Preventing Muda
LG Code: ---3 M04 LO4-04
TTLM Code: ---3 TTLM 0715v1

LO 4: Prevent Occurance of
Wastes/Muda

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 1 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Instruction Sheet Learning Guide #4

This learning guide is developed to provide you the necessary information regarding
the following content coverage and topics –
 Methods for waste prevention
 TPM concept and its pillars
 Reporting method and formats/checklists for improvement gained by waste
elimination
Reporting methods and formats for improvements gained by waste/Muda prevention.This guide will
also assist you to attain the learning outcome stated in the cover page. Specifically,
upon completion of this Learning Guide, you will be able to –

Prepare plan for preventing Muda.

Discuss and prepare standards required for machines, operations, defining
normal and abnormal conditions, clerical procedures and procurement.
 Use visual and auditory control methods to prevent occurrences of
wastes/Muda.
 Use 5W and 1H sheet to create waste-free work area.
 Complete the required operation in accordance with standard procedures and
practices.
 Update standard procedures and practices.
 Align the capability of the work team with the requirements of the procedure.
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 13.
3. Read the information written in the “Information Sheets 1”. Try to understand what
are being discussed. Ask your trainer for assistance if you have hard time
understanding them.
4. Accomplish the “Self-check 1” in page 8.
5. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-check 1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet 2”.
However, if your rating is unsatisfactory, see your trainer for further instructions.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
8. Read the information written in the “Information Sheet 2”. Try to understand what
are being discussed. Ask your trainer for assistance if you have hard time
understanding them.
9. Accomplish the “Self-check 2” in page 23.
Learning Guide for Eliminate and Date: July 2015
Prevent Muda Level III Page 2 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
10. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-check 2).
11. Read the information written in the “Information Sheets 3. Try to understand what
are being discussed. Ask you trainer for assistance if you have hard time
understanding them.
12. If you understand what are being discussed satisfactorily proceed to “Operation
Sheet 1” in page 10. However, if you don’t understand it, see your trainer for
further instructions.
13. Do the “LAP test” in page 28 (if you are ready). Request your trainer to evaluate
your performance and outputs. Your trainer will give you feedback and the
evaluation will be either satisfactory or unsatisfactory.If unsatisfactory, your trainer
shall advice you on additional work. If satisfactory you have completed the Kaizen
training prepared for level III.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 3 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Information Sheet-1 Methods for waste prevention

We have discussed how you discover waste and what to do to remove it; but it
doesn’t end there. Unfortunately, problems always crop up, and we prevent them
from becoming sources of waste we will be right back where we started in no time at
all. That is one reason why one of the very first things mentioned about discovering
waste adopting the right attitude. If everyone is paying attention to keeping waste
from taking hold, then you have a good chance of sustaining production flow. There
are four important methods you can use for maintaining a waste-free production
environment:
 Standardization
 Visual controls
 Auditory controls
 5W and 1H Sheet

Standardization
The primary purpose of standardization is to create and sustain a waste-free process.
Standardization means establishing standard procedures for every operation so that
anyone can understand and use them – and everyone does. There are many aspects
to standardization. Standards must be created, documented, well-communicated,
adehered to, and regularly re-assessed.
Standards are required for:
 Machines
 Operations
 Defining normal and abnormal conditions
 Clerical procedures
 Procurement

Visual and Auditory Controls

One way waste enters into operations is when standards are not improved to meet
changing conditions. Even standardization fails to sustain waste-free production if not
systematically updated to take advantage of new materials, new technology, and
worker improvement ideas. If the slightest defect occurs, the standard must be
reconsidered.
The factory is a living thing and must constantly be adjusted to stay responsive to
changes in the environment. Responsiveness must be systematic so that problems
are addressed without losing the solid foundation of the waste-removing methods
already established. The best way to do this is through visual and auditory controls.

Red-tagging – You probably did this at the beginning of your improvement activities
when you implemented 5S. If not, do it now: put a red tag on everything in the factory
that is not necessary to the current operations of the production process. After
everyone has had time to notice red-tagged items and claim any that are needed in
their area, remove the remaining red-tagged items from the environment.
Learning Guide for Eliminate and Date: July 2015
Prevent Muda Level III Page 4 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
Management can decide what to do with them: they can be sold, thrown out, or
moved to a location where they are needed. Always keep the production floor free of
any thing that is not directly part of the production peocess.
Signboards- The purpose of workstations and the names of the workers who operate
them should be displayed at every processing point. Signboards can also identify
equipment and processes so that everyone knows what things are and what they are
used for. Standard quanities should be included on supply bins or carts. The products
produced on each line or in each cell can be displayed, and so on.

Outlining- Boarders around tools and equipment, big and small, help people find and
return things. Outlining can also create patterns of work-flow by using the floor to
indicate where and where not to place things, where to walk, safety zones and
danger zones. Outlining to indicate goods to be processed or parts that have been
processed becomes a signal to material handlers for replenishing or for delivery to
the next process.

Andons- Different colored lights can report the status and needs of a system and
signal when defects or abnormal conditions occur so that problems can be solved
immediately.

Kanban- These little signs accompany work-in-process. They are the flexible
production instructions or work orders that trigger materials supply and production in
a pull system, the hallmark of lean manufacturing.

Pitch and Inspection Buzzers- These indicate when operations get out of sync with
demand or when defects are around. They keep awareness focused on solving
problems and keep waste from taking root.

The 5W and 1H Sheet

The 5W and 1H (five “whys” and one “how”) is a powerfull method and one that never
stops being wasteful in sustaining a waste-free production environment. The 5W and
1H sheet is a tool that will help you systematically apply this method.
Figure 1 shows one sheet filled out.(Use the side columns when multiple questions or
answers arise at any step of solving a single problem).
Figure 2 shows an example of an improvement idea that resulted from the use of the
5W1H Sheet in figure 1.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 5 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Figure showing 5W and 1H Sheet

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 6 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
Figure showing Improvement in Drill Bit Storage

Five Key Concepts for Asking “Why” and “How”

Following these principles suggested by Hiroyuki Hirano when you are asking the
5”whys” and 1”how”:
1. Look with the eyes of a child- All improvement begins with the first why. Never
cease looking and never cease asking that first why. As you practice this, the result
will follow.
2. Remember three essentials for fact finding- (1) Go to where the problem
occurred.(2) See the problem first-hand. (3) Confirm the facts based on your own
observations.
3. Be a walker and an observer- Supervisors and managers must continually work
through the factory to see that standards are being followed and to practice seeing
waste. Operators need to continually examine their own operations to stay alert for
new problems and new ideas for solving them that may come to mind as they do their
jobs.
4. Break down fixed thinking- If you ask “why” and “how” often enough you will
eventually run out of “known” answers. At this point you may reach internal mental
resistance to the discovery of what you don’t know. Get in the habit of asking why
and how beyond this point of fixed thinking. That is when you will make the big
discoveries about waste and how to solve it.
5. Do it now- Don’t wait. Put your ideas into practice immediately!

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 7 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Self-Check 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided
in the next page:

1. What are the four methods for maintaining a waste free production
environment? (4 Points)
2. How does standardization maintains a waste free environment? (4 Points)
3. How does visual and auditory controls maintains a waste free environment? (4
Points)
4. How does 5W and 1H sheet maintains a waste free environment? (3 Points)

Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

You can ask you trainer for the copy of the correct answers.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 8 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Answer Sheet Score = ___________
Rating: ____________

Name: _________________________ Date: _______________

1. ________________________________________________________________

________________________________________________________________

2. ________________________________________________________________

________________________________________________________________

3. ________________________________________________________________

________________________________________________________________

4. ________________________________________________________________

________________________________________________________________

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 9 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Operation Sheet 1 Planning and procedure for Preventing Muda

1. After implementing improvement idea and confirming the result establish a new
standard procedure.
2. Document the new standard procedure.
3. Train the workers the new standard procedure.
4. Prepare action plan to implement and follow up the standard procedure.
Follow
Counter
up
No. What When Where Who How Why point

Always Operator
1

Team Leader
At the time
of Leader
2 purchasing

Always Leader

Leader
Once every and
6 months maintenan
3 ce head
Every 6 Leader &
months members

When Leader &

necessary trainers

Once a
Leader
year
4

When
Operators
necessary
5
Sample action plan

5. Follow up the workers to correctly apply the standard procedure according to the
action plan.
6. Improve the standard procedure when conditions change.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 10 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Information Sheet-2 TPM concept and its pillars

Total Productive Maintenance (TPM)

Total means All individuals in the organization working together.

Productive means Production of goods that meet or exceed customer’s
expectations.
Maintenance means Keeping equipment and plant in good condition at all times.

What is Total Productive Maintenance ( TPM ) ?

It can be considered as the medical science of machines. Total Productive

Maintenance (TPM) is a maintenance program which involves a newly defined
concept for maintaining plants and equipment. The goal of the TPM program is to
markedly increase production while, at the same time, increasing employee morale
and job satisfaction.

TPM brings maintenance into focus as a necessary and vitally important part of the
business. It is no longer regarded as a non-profit activity. Down time for maintenance
is scheduled as a part of the manufacturing day and, in some cases, as an integral
part of the manufacturing process. The goal is to hold emergency and unscheduled
maintenance to a minimum.

Why TPM ?

TPM was introduced to achieve the following objectives. The important ones are
listed below.

 Avoid wastage in a quickly changing economic environment.

 Producing goods without reducing product quality.
 Reduce cost.
 Produce a low batch quantity at the earliest possible time.
 Goods send to the customers must be non defective.

Types of maintenance

1. Breakdown maintenance

This refers to the maintenance strategy, where repair is done after the equipment
failure/stoppage or upon occurrence of severe performance decline. This concept
has the disadvantage of unplanned stoppages, excessive damage, spare parts
problems, high repair costs, excessive waiting and maintenance time and high
trouble shooting problems.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 11 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
2. Preventive maintenance

PM comprises of maintenance activities that are undertaken after a specified

period of time or amount of machine use.This type of maintenance relies on
the estimated probability that the equipment will breakdown or experience
deterioration in performance in the specified interval.The preventive work
undertaken may include equipment lubrication, cleaning, parts replacement,
tightening, and adjustment.The production equipment may also be inspected
for signs of deterioration during preventive maintenance work.

It is further divided into periodic maintenance and predictive maintenance. Just

like human life is extended by preventive medicine, the equipment service life
can be prolonged by doing preventive maintenance.

A. Periodic maintenance ( Time based maintenance - TBM)

Time based maintenance consists of periodically inspecting, servicing and

cleaning equipment and replacing parts to prevent sudden failure and process
problems.

B. Predictive maintenance

This is a method in which the service life of important part is predicted based
on inspection or diagnosis, in order to use the parts to the limit of their service
life. Compared to periodic maintenance, predictive maintenance is condition
based maintenance. It manages trend values, by measuring and analyzing
data about deterioration and employs a surveillance system, designed to
monitor conditions through an on-line system.

3. Corrective maintenance

This is a system in which the concept to prevent equipment failures is further

expanded to be applied to the improvement of equipment so that the equipment
failure can be eliminated (improving the reliability) and the equipment can be easily
maintained (improving equipment maintainability).

The primary difference between corrective and preventive maintenance is that a

problem must exist before corrective actions are taken.

The purpose of corrective maintenance is improving equipment reliability,

maintainability, and safety; design weaknesses (material, shapes); existing
equipment undergoes structural reform; to reduce deterioration and failures, and to
aim at maintenance-free equipment.

Maintenance information, obtained from CM, is useful for maintenance prevention

for the next equipment and improvement of existing manufacturing facilities. It is
important to form setups to provide the feedback of maintenance information.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 12 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
4. Maintenance prevention

It indicates the design of a new equipment. Weakness of current machines are

sufficiently studied ( on site information leading to failure prevention, easier
maintenance and prevents of defects, safety and ease of manufacturing ) and are
incorporated before commissioning a new equipment.

History of TPM

TPM is innovative Japanese concept. The origin of TPM can be traced back to 1951
when preventive maintenance was introduced in Japan. However the concept of
preventive maintenance was taken from USA. Nippondenso was the first company to
introduce plant wide preventive maintenance in 1960. Preventive maintenance is the
concept wherein, operators produced goods using machines and the maintenance
group was dedicated with work of maintaining those machines, however with the
automation of Nippondenso, maintenance became a problem as more maintenance
personnel were required. So the management decided that the routine maintenance
of equipment would be carried out by the operators. ( This is Autonomous
maintenance, one of the features of TPM ). Maintenance group took up only essential
maintenance works.

Thus Nippondenso which already followed preventive maintenance also added

Autonomous maintenance done by production operators. The maintenance crew
went in the equipment modification for improving reliability. The modifications were
made or incorporated in new equipment. This lead to maintenance prevention. Thus
preventive maintenance along with Maintenance prevention and Maintainability
Improvement gave birth to Productive maintenance. The aim of productive
maintenance was to maximize plant and equipment effectiveness to achieve optimum
life cycle cost of production equipment.

By then Nippon Denso had made quality circles, involving the employees
participation. Thus all employees took part in implementing Productive maintenance.
Based on these developments Nippondenso was awarded the distinguished plant
prize for developing and implementing TPM, by the Japanese Institute of Plant
Engineers ( JIPE ). Thus Nippondenso of the Toyota group became the first company
to obtain the TPM certification.

TPM Targets:

Productivity
Obtain Minimum 80% OPE ( Overall Plant Efficiency )
Obtain Minimum 90% OEE ( Overall Equipment Effectiveness )
Run the machines even during lunch. ( Lunch is for operators and not for machines! )
Quality - Operate in a manner, so that there are no customer complaints.
Cost - Reduce the manufacturing cost by 30%.
Delivery time - Achieve 100% success in delivering the goods as required by the
customer.
Safety - Maintain accident free environment.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 13 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Moral - Increase the suggestions by 3 times. Develop Multi-skilled and flexible
workers.

Motives of TPM 1. Adoption of life cycle approach for improving the overall
performance of production equipment.
2. Improving productivity by highly motivated workers which is
achieved by job enlargement.
3. The use of voluntary small group activities for identifying the
cause of failure, possible plant and equipment modifications.

Uniqueness of TPM The major difference between TPM and other concepts is that the
operators are also made to involve in the maintenance process.
The concept of "I ( Production operators ) Operate, You (
Maintenance department ) fix" is not followed.

TPM Objectives 1. Achieve Zero Defects, Zero Breakdown and Zero accidents
in all functional areas of the organization.
2. Involve people in all levels of organization.
3. Form different teams to reduce defects and Self
Maintenance.

Direct benefits of 1. Increase productivity and OPE ( Overall Plant Efficiency ) by

TPM 1.5 or 2 times.
2. Rectify customer complaints.
3. Reducethe manufacturing cost by 30%.
4. Satisfy the customers needs by 100 % ( Delivering the right
quantity at the right time, in the required quality. )
5. Reduce accidents.
6. Follow pollution control measures.

Indirect benefits of 1. Higher confidence level among the employees.

TPM 2. Keep the work place clean, neat and attractive.
3. Favorablechange in the attitude of the operators.
4. Achieve goals by working as team.
5. Horizontaldeployment of a new concept in all areas of the
organization.
6. Share knowledge and experience.
7. The workers get a feeling of owning the machine.

Factors affecting equipment effectiveness

• Equipment failure (breakdown)

• Setup and adjustment downtime
• Idling and minor stoppages
Learning Guide for Eliminate and Date: July 2015
Prevent Muda Level III Page 14 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 • Reduced speed
• Process defects
• Reduced yield

Cycle Time and Set-Up Reduction

The amount of time that elapses between the completion of two parts completed on the
same line. Cycle time may also be defined as the amount of time it takes for a single
operation to complete a single part. Both working definitions are based on shop floor
observation. The general term “Cycle Time” should be specified as “Observed Cycle
Time”. It is important to note that with all variations of “Cycle Time” definitions, the
starting and ending point of each cycle must be exactly the same point to ensure a
complete cycle.

Shorter runs produce customer orders with less lead time.However, equipment
breakdowns, idling and minor stoppages will make it very difficult to reduce cycle
times. Hence, cycle time reductions result in shorter and more frequent production
runs. Suddenly, set-ups and adjustments become crucial in reducing cycle times.
Past OEE (Overall Equipment Efficieny) studies show that set-up and adjustments
can consume up to 50% of total production time.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 15 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
The Equipment Losses (you can and must measure)

Set up and adjustments including:

 Changeovers
 Programming
Equipment Availability  Test runs

Equipment Failures:

 Sporadic breakdowns.
 Chronic breakdowns.

Idling and Minor Stoppages

 Jams and other short

stoppages.
Equipment Efficiency  No parts, no operator.
 “Blocked”.

Reduced Speed

 Equipment worn out.

 Lack of accuracy.

Quality Process defects

- Scrap
- Rework
Others Equipment warm up etc.
No parts, no operator.

Availability

Loading time = Total available time per day (or month) – Planned downtime

Planned downtime: amount of downtime officially scheduled in the production

plan.

OEE ( Overall Equipment Efficiency ) :

OEE = A x PE x Q

Possibly there are three ways that failure may occur.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 16 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 1. A - Availability of the machine. Availability is proportion of time machine is
actually available out of time it should be available. (the equipment can stop
working completely known as a total failure),

total time available  downtime

Availabili ty (%)  * 100%
total time available

2. The equipment can work slower than it is capable of known as the partial
failure (throughput rate/Performance), and

number of units manufactur ed

Performance (%)  * 100%
possible number of manufactur able units

3. The equipment or product can lose quality known as quality failure (Quality).

number of units produced  number of defects

Quality (%)  * 100%
number of units produced

OEE Exercise

Calculate Availability, Performance, Quality and OEE based on the following

information.

Item Data
Shift Length 8 hrs = 480 min
Short Breaks 2@15 min = 30 min
Meal Breaks 1@30min=30min
Down Time 47min
Ideal Run Time 60 pieces per min
Total Pieces 19,271 pieces
Reject Pieces 423 pieces

a. Availability = Operating time

Planned production time

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 17 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 = 373 minutes / 420 minutes

= 0.8881 = 88.81%

b. Performance = (Total pieces /Operating time)

Ideal Run Time

= (19,271 pieces/373 minutes)/60 pieces per minute

= 0.8611 = 86.11%

c. Quality = Good Pieces

Total Pieces

= 18,848 / 19,271 pieces

= 0.9780 = 97.80 %

d. OEE = Availability X Performance X Quality

= 0.8881 X 0.8611 X 0.9780

= 0.7479 = 74.79%

The 8 Pillars of TPM

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 18 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
PILLAR 1 - 5S :

TPM starts with 5S. Problems cannot be clearly seen when the work place is
disorganized. Cleaning and organizing the workplace helps the team to uncover
problems. Making problems visible is the first step of improvement.

PILLAR 2 - Autonomous maintenance (JISHU HOZEN)

This pillar is geared towards developing operators to be able to take care of small
maintenance tasks, thus freeing up the skilled maintenance people to spend time on
more value added activity and technical repairs. The operators are responsible for
upkeep of their equipment to prevent it from deteriorating.

PILLAR 3 - KAIZEN :

"Kai" means change, and "Zen" means good ( for the better ). Basically kaizen is for
small improvements, but carried out on a continual basis and involve all people in the
organization. Kaizen is opposite to big spectacular innovations. Kaizen requires no or
little investment. The principle behind is that "a very large number of small
improvements are morTPMe effective in an organizational environment than a few
improvements of large value. This pillar is aimed at reducing losses in the workplace
that affect our efficiencies. By using a detailed and thorough procedure we eliminate
losses in a systematic method using various Kaizen tools. These activities are not
limited to production areas and can be implemented in administrative areas as well.

The Six Big Loses

Down Time

1. Breakdowns due to equipment failure.

2. Setup and adjustment (e.g. exchange of dies in injection molding
machines, etc.)

Speed Losses

3. Idling and minor stoppages (abnormal operation of sensor, etc.).

4. Reduced speed (discrepancies between designed and actual speed of
equipment)

Defects

5. Defects in process and rework (scrap and quality defects requiring

repair)
6. Reduced yield between machine startup and stable production.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 19 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
Classification of losses :

Aspect Sporadic Loss Chronic Loss

Causes for this failure can This loss cannot be easily

be easily traced. Cause- identified and solved. Even if
Causation
effect relationship is simple various counter measures
to trace. are applied
This type of losses are
Easy to establish a caused because of hidden
Remedy
remedial measure defects in machine,
equipment and methods.
A single cause is rare - a
Impact / Loss A single loss can be costly combination of causes
trends to be a rule
The frequency of
Frequency of The frequency of loss is
occurrence is low and
occurrence more.
occasional.
Specialists in process
Usually the line personnel
engineering, quality
Corrective action in the production can attend
assurance and maintenance
to this problem.
people are required.

PILLAR 4 - PLANNED MAINTENANCE :

It is aimed to have trouble free machines and equipments producing defect free
products for total customer satisfaction. This breaks maintenance down into 4
"families" or groups which was defined earlier.

1. Preventive Maintenance
2. Breakdown Maintenance
3. Corrective Maintenance
4. Maintenance Prevention

With Planned Maintenance we evolve our efforts from a reactive to a proactive

method and use trained maintenance staff to help train the operators to better
maintain their equipment.

Target :

1. Zero equipment failure and break down.

2. Improve reliability and maintainability by 50 %
3. Reduce maintenance cost by 20 %
4. Ensure availability of spares all the time.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 20 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
PILLAR 5 - QUALITY MAINTENANCE :

It is aimed towards customer delight through highest quality through defect free
manufacturing. Focus is on eliminating non-conformances in a systematic manner,
much like Focused Improvement. We gain understanding of what parts of the
equipment affect product quality and begin to eliminate current quality concerns, then
move to potential quality concerns. Transition is from reactive to proactive (Quality
Control to Quality Assurance).

QM activities is to set equipment conditions that preclude quality defects, based on

the basic concept of maintaining perfect equipment to maintain perfect quality of
products. The condition are checked and measure in time series to very that measure
values are within standard values to prevent defects. The transition of measured
values is watched to predict possibilities of defects occurring and to take counter
measures before hand.

Target :

1. Achieve and sustain customer complaints at zero

2. Reduce in-process defects by 50 %
3. Reduce cost of quality by 50 %.

PILLAR 6 - TRAINING :

It is aimed to have multi-skilled revitalized employees whose morale is high and who
has eager to come to work and perform all required functions effectively and
independently. Education is given to operators to upgrade their skill. It is not sufficient
know only "Know-How" by they should also learn "Know-why". By experience they
gain, "Know-How" to overcome a problem what to be done. This they do without
knowing the root cause of the problem and why they are doing so. Hence it become
necessary to train them on knowing "Know-why". The employees should be trained to
achieve the four phases of skill. The goal is to create a factory full of experts. The
different phase of skills are

Phase 1 : Do not know.

Phase 2 : Know the theory but cannot do.
Phase 3 : Can do but cannot teach
Phase 4 : Can do and also teach.

PILLAR 7 - OFFICE TPM :

Office TPM should be started after activating four other pillars of TPM (JH, KK, QM,
PM). Office TPM must be followed to improve productivity, efficiency in the
administrative functions and identify and eliminate losses. This includes analyzing
processes and procedures towards increased office automation.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 21 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
Office TPM and its Benefits :

1. Involvement of all people in support functions for focusing on better plant

performance
2. Better utilized work area
3. Reduce repetitive work
4. Reduced inventory levels in all parts of the supply chain
5. Reduced administrative costs
6. Reduced inventory carrying cost
7. Reduction in number of files
8. Reduction of overhead costs (to include cost of non-production/non capital
equipment)
9. Productivity of people in support functions
10. Reduction in breakdown of office equipment
11. Reduction of customer complaints due to logistics
12. Reduction in expenses due to emergency dispatches/purchases
13. Reduced manpower
14. Clean and pleasant work environment.

PILLAR 8 - SAFETY, HEALTH AND ENVIRONMENT :

Target :

1. Zero accident,
2. Zero health damage
3. Zero fires.

In this area focus is on to create a safe workplace and a surrounding area that is not
damaged by our process or procedures. This pillar will play an active role in each of
the other pillars on a regular basis.

To create awareness among employees various competitions like safety slogans,

Quiz, Drama, Posters, etc. related to safety can be organized at regular intervals.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 22 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Self-Check 2 Written Test

Instructions: Perform the following tasks. Write your answers in the answer sheet
provided:

1. What is Total Productive Maintenance (TPM)? (3 Points)

2. What are the four types of maintenance? (4 Points)
3. Describe the four types of maintenance. (8 Points)
4. What are the disadvantages of breakdown maintenance?(write at least four)
(4 Points)
5. What are the advantages of preventive maintenance over breakdown
maintenance? (3 Points)
6. What are the activities carried out on the machine during preventive
maintenance? (write at least four) (4 Points)
7. What is the primary difference between corrective and preventive
maintenances? (2 Points)
8. What is cycle time? (2 Points)
9. What are the factors affecting Equipment Effectiveness? (At least three) (3
Points)
10. What are the eight pillars of TPM? (8 Points)
11. What are the aims of each pillars of TPM? (8 Points)

Note: Satisfactory rating - 38 points Unsatisfactory - below 38 points

You can ask you trainer for the copy of the correct answers.
Learning Guide for Eliminate and Date: July 2015
Prevent Muda Level III Page 23 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Answer Sheet Score = ___________
Rating: ____________

Name: _________________________ Date: _______________

1. ________________________________________________________________

________________________________________________________________

________________________________________________________________

2. ________________________________________________________________

________________________________________________________________

3. ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. ________________________________________________________________

________________________________________________________________

________________________________________________________________

6. ________________________________________________________________

______________________________________________________________
Learning Guide for Eliminate and Date: July 2015
Prevent Muda Level III Page 24 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 ________________________________________________________________

7. ________________________________________________________________

________________________________________________________________

8. _______________________________________________________________

_______________________________________________________________

9. _______________________________________________________________

_______________________________________________________________

10. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

11. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_____________________________________________________________

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 25 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Reporting method and formats/checklists for
Information Sheet-3
improvement gained by waste elimination.

Kaizen Effect Evaluation Sheet

Name of the process:
Work Place፡___________________________________________________________________________________
Problem Solving Title፡____________________________________________________________________________________

Part one –Quantitative Results

S.No Improvement Indicators Before Improvem
Kaizen Target After Kaizen ent Remark
(%)
1 Muda Elimination Indicators
1.1 Tools& Equipment
1.2 Parts Saving
1.3 Raw Material saving
1.4 Transportation
1.5 Motion in Meter
1.6 Transaction Time
1.7 Excess
Stock/Inventory
1.8 Expired
material/Stock)
2 Productivity indicators
2.1 Lead time
2.2 Machine down time
2.3 Frequency of
Machine failure
2.4 Production volume
per day
2.5 Labor saving
2.6 labour productivity
2.7 Delivery Time
3 Quality Indicators
3.1 Defect rate
3.2 Raw Material
damage in %
3.3 Number of
Customer complaints
4 Other Indicators
4.1 Number of New
inventions
4.2 Minimized Cost of
Production

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 26 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 Part Two –Qualitative Results
1. Describe the Qualitative results and change that are achieved by Muda
Elimination/Reduction based on the indicators listed below
S.No Improvement Indicators Description of the Result

1 Muda Elimination capacity of

workers

2 New inventions and Improvements

by workers

3 Motivation of workers

4 Awareness about Safety

5 Corporate culture of kaizen

6 Team work

7 Transaction Time

Name of Worker፡ ____________________________________

Signature፡ ____________________________________

Date _______________________________________________________
Name of Leader :___________________________________________

Signature ፡________________________________

Date ፡________________________

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 27 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 LAP Test Practical Demonstration

Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________

Instructions: Given necessary templates, workshop, tools and materials you are
required to perform the following tasks within ---hours.

Task 1: After confirming the result, prepare a new standard procedure that is
capable of preventing reccurance of Muda eliminated.

Task 2: Prepare action plan to implement and follow up the standard procedure
using the given template.

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 28 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
 List of Reference Materials

 Reference Book: Identifying Waste on the Shopfloor (1996).

 Ethiopian Kaizen Manual (2011)
 Journals/publications/magazines

Learning Guide for Eliminate and Date: July 2015

Prevent Muda Level III Page 29 of 29
Author: EKI/MoE – TVET Outcome Based Training Core Process
Version: 1 Revision: 0