DMAIC Process Case_Study_3.docx 6-2 Case Study Three: The DMAIC Process Southern New H

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DMAIC Process Case_Study_3.docx 6-2 Case Study Three: The DMAIC Process Southern New Hampshire University When a company wants to work on how efficient it operates by refining processes many comp... anies will choose to work within the Six Sigma framework of DMAIC. Define, measure, analyze, improve and control make up the 5 phase method of problem solving and are the tenants of DMAIC.(Foster, 2020) The first stepto solve any problem with DMAIC is to identify a problem that already exists.In or biomed shop there are 7 employees and we all have basic transferable electronics troubleshooting skills but all of us also work within specific areas of specialty as well. There are two instances where someone might have to work on something outside their area of specialty. First: The tech is on call and must be self-sufficient, especially in the wee hours of the night. Second: a tech is sick/gone/otherwise indisposed,so another tech has to cover a call outside their area of specialty. The two areas that have the most problems based on work orders opened on call andtrepidation from co-workers are radiology and nurse call.Specifically, the problem is that when a surrogate for the expert has to handle a problem it is not uncommon for much more time to be spent on that problem.Customers expect a quick resolution and time is money.After some discussion and agreement, the shop agreed that we would all like to develop a plan to streamline response to problems that require special knowledge even if that knowledge is not . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [Show More]

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