Prof. Dr. Frank Bertagnolli

 

Overview
The topic of “rapid setup,” a well-known term from the world of Lean Production, was introduced as part of a joint project between Pforzheim University and a corporate partner. This involved changing tools on production machines safely, rapidly, and with the least amount of waste possible.
I used a learning project in a workshop to help the process optimizers working at the various plants of the international company gain a better understanding of the method, the procedure, and its deployment. This would give them the opportunity to learn without having to work on the machines themselves. Away from the production environment, any mistakes they make would be reversible and would not cause safety concerns or hinder production. For the workshop, I combined CataPults and Team². The aim was for the participants to be able to deploy the method themselves on their own projects back at their own factories.

 

Topic: Rapid changeover on the CataPults with dies using Team²
One of the potential focuses of Lean activities is on the rapid changeover of dies on production machinery while minimizing the amount of waste created. This is achieved with “Single Minute Exchange of Die,” or SMED for short. This refers to the changeover in a period of less than ten minutes, where the time the machine stands still is in the single-digit minute range.
To achieve this goal, the participants need to recognize and understand how to improve, speed up and simplify setup processes while eliminating waste in the process. The participants need to learn how to differentiate between “internal setup” (machine is stopped) and “external setup” (machine is still running).
In addition, the participants are taught the “ECRS” method. This acronym stands for “Eliminate, Combine, Rearrange, and Simplify” and is used to reduce or remove wasteful steps in the setup process.

 

Staging
a. Preparation
The CataPults represent the machines or production lines where changeover takes place. They are built by the participants who can also choose names matching the names of the real machines or lines in their own factories on which setup operations are performed.
Additionally, we deploy one Team² set for up to three teams. The Team² parts are placed on a table nearby, which is given the name “Die Storage Area” and labeled accordingly.
Depending on the sizes of the groups, I form two to three similarly sized “Setup Teams” of two to four members. The individual teams can be of different sizes if teams of equal size are not possible. One person in each team acts as the time recorder. This person uses his/her smartphone as a stopwatch. Each Setup Team is given one CataPult and two balls of different colors (red and yellow).
Three CataPults and one Team² are needed to carry out the learning project for a group of up to 12 participants. Adding further CataPults and a further box of Team² parts makes it possible to scale up the project to accommodate more participants. In this case, the Team² parts are not mixed but placed on another separate table allocated to the additional groups (e.g. designated as “Die Storage Area 2”).Two different target areas are established, which are located in different directions; these symbolize the customers. The two different target areas are identical for all Setup Teams and can be marked with the colors of the balls (yellow and red). They do not have to be hit exactly.

 

b. Performance
In the case study I describe here, I introduced the task and explained the rules, which were also displayed on a flip chart: “Welcome to your production line. The CataPults represent your machines, which each manufacture one version of the product. The ball represents the product and the different colors represent the product versions. Your task is to pass on this product, that is, the ball, correctly by catapulting it into the first, yellow target area of the customer. To transition from the first yellow product for customer 1 to the second red product for customer 2, you need to retool your machines. To do so, three settings need to be changed on your machines: the rear screw connector is to be moved one position to the front. The screw connector located there is likewise to be moved one position to the front. The elastic band is to be placed on the front hook.
But, before the machine can be retooled, you need to have the right die. You can fetch this die from the Die Storage Area in the form of two equal size squares joined together. Your task is, firstly, for each team to assemble two squares of the same size. But be careful: all teams need a fully operational die. Without this fully operational die, no changes can or may be made to the machine.”
I used pacing at the start of the simulation: “We will now see how quickly, but also how safely you will rise to the challenge.”
After the first round, I gave them some input on the theories surrounding rapid setup, how to reduce setup times and waste, and internal and external setups. I also explained ECRS. I also asked them where they noticed problems of this type occurring in the first round.
“Now, please go back to your machines and think about ways to implement improvements. Re-plan your setup procedure. Once you’ve done that, in the second round, starting with the red product, we will change back to the yellow product. This means that all three settings will be shifted back one step. But, like before, the same rule applies: no changes can or may be made to the machine unless you have a fully operational die.”
In the second round, all changes were permitted and possible. In the case of dies, this included storing them closer to the point of use, pre-sorting them and creating a template. Likewise, they were allowed to prepare the retooling before firing the first ball (external setup) or to only insert the screws without countering with the wing nut (internal setup).
A critical moment was when the stipulated rules were contravened, such as when work was started on the machine although a die was not in place. In this case, I intervened by saying that this was not allowed. Another problem arose when a team took many of the square parts and nothing was left for other teams. I addressed this separately and asked them what it meant in practice as regards the concept of “team setups”?

 

Transfer to the real world (CataPults und Team²)

Elements in the learning project	Elements in the real world
CataPults	Production lines, machines
Colored balls	Different products
Different target areas	Downstream processes, customers
Settings for the screws, rubber band	Machine settings, parameters
Complete Team2 squares	Suitable, operational die
Table with Team2 parts	The Storage Area
Participants in the teams	Employees in setup teams and process optimizers
Performance round 1	Pre-existing initial state prior to an improvement workshop
Performance round 2	Improved state after an improvement workshop
Time between both balls	Setup time on the machine between two products
Critical situations on the CataPults	Hazards and workplace accidents

 

c. Finish
At the end, we evaluated what happened by comparing the times from the two rounds, which were recorded in a table. The difference was calculated and visualized.
Finally, we also focused on the topic of work­place safety because the CataPult or the screws could cause injuries. We discussed the topic of “safety first”: it was not wise to put safety at risk for the sake of speed.

 

Reflection
I first asked all the participants in the different groups the same question: “What contributed to achieving an improvement between the two rounds?” I collect­ed and visualized the factors that led to success. As we had the final version of the Cata­Pult in front of us, they could use the tool to directly explain how the improvement was developed. I focused on real-­life processes: “How would this be implemented in the factory?” By evaluating everything as a whole group, I encouraged the individual groups to share their different solutions.
Tip: What they experienced when they perform­ed the learning project can be reinforced through a visit to the production facility to observe a setup process. This focuses attention on the key instruments of rapid setup and enables the learners to refresh and intensify the elements from the simula­tion and the insights they gained. Alternatively, I show them a video of a good setup process or a Formula 1 pit stop.

 

Conclusion
By doing things themselves, the learners internalize the procedure in a simplified yet challenging process comparable to setting up dies in real life. It allows them to make mistakes and facilitates successful learning in a “safe space” away from the actual ongoing production process.
In some cases, the learners’ prior experience may result in significant effects being achieved in the very first round. This is by no means bad or to be negated. The difference in the resulting time will then be smaller, but there will always be potential for further improvement.
It is always a good idea to first find out what experience they already possess. This enables you to better estimate and leverage their technical knowledge. Those participants with expertise can be deliberately deployed as time recorders.
What is remarkable about the tool is that it can be so easily used in training to represent a machine without needing to use any truly complex production equipment. CataPults is complex enough for this purpose, because it needs to be assembled and re-assembled and settings need to be adjusted. Additionally, it is linked to a typical aspect of the learners’ real world, namely, the dies they most need to use. The Team² squares add the right amount of variation to the learning project.