Syllabus - QFD

By Robin Phillips,2014-05-05 21:41
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Syllabus - QFD

    SYLLABUS: Bus OTM 860

    This syllabus describes course logistics and overviews the course. See also the course web page at:

A. How to contact the professor

    Phones: 262-1998 (W) Office: 4250D Grainger Hall

     223-0076 (H)

    Fax: 263-3142 Office hours: T & Th: 12:30 1:30

     and by appointment E-mail:

    975 University Avenue Madison, Wisconsin 53706 Address


B. Biographical sketch

    Professor Mark P. Finster is a faculty member in the Graduate School of Business and the College of Engineering at the University of Wisconsin-Madison, and a contributing member in the Center for Quality and Productivity Improvement, the Consortium for Global Electronic Commerce, the Center for Quick-Response Manufacturing and the Gaylord Nelson Institute for Environmental Studies. He also serves on the executive boards of the Center for Manufacturing and Technology Management and the Center for Manufacturing Systems Engineering.

    Dr. Finster designed, teaches and directs the Graduate School of Business master's and Ph.D. programs in the management of improvement and quality, and is active in executive and outreach education. He has received the Gaumnitz Distinguished Faculty Award and the Mabel W. Chipman Excellence in Teaching Award and has helped improve the management systems of more than 150 businesses, government agencies, and nonprofit organizations from four continents.

    Mark received his Ph.D. from the University of Michigan and has served as a professor at Cornell and Johns Hopkins Universities. He is a five-time National Science Foundation (NSF) Scholar and chaired the NSF session that established a national research agenda in organizational excellence and quality. He also serves as an associate editor of the American Society for Quality's journal on Quality Management, and on the Board of Directors at Home Savings Bank.

    Teaching and research interests include customer-focused improvement of complex systems, environmental management, sustainability, creativity and innovation, strategic breakthrough management, quality and productivity improvement, new product and service development, e-business design, system-wide performance management, quality function deployment, employee involvement and empowerment, policy management and deployment, cross-functional management, quality control, learning organizations,

     Page 2 SYLLABUS

    standardization, benchmarking, quality assurance, quality planning, cycle-time reduction, and service management.

    C. Course Description

    This hands-on project-based course emphasizes "how-to" methodologies and mechanisms for customer-focused conceptualization and design of services and products, and of the processes and job functions that will produce the products and deliver the services. An example is Design for Six Sigma, the cutting-edge design system used by GE, Motorola and Allied Signal. Emphasis is on upstream conceptualization and design since typically they lock-in most of the value (i.e., quality and cost) that a product or service delivers. The products and services may be targeted either externally to markets or internally to the organization (i.e., job design).



     CustomerProduct/serviceidentification,development processessegmentation &Quality planningprioritizationHouse of qualityCollecting customerQuality designinformationService gap analysischaracteristicsDeterminingService qualitySeven planning toolsdemanded qualityassurance & QFDBenchmarkingStructuring customerTeamworkneedsFour phase QFDCustomer focusReliability deploymentPrioritizing customerContinuous improvementneedsComprehensive QFDUnderstanding variation includingTRIZKano model deployment ofProcess management technology,Total qualityEngineeringSystem managementCreativity reliability,creationfunction capability,Scientific method cost,Empowerment etc.Creativity &MarketingInnovationfunctionTrust

    Parallel processing

    Quality assurance

    Quality improvement

    Quality control



    The first part of this course uses tools and techniques to identify the critical benefits that add the most value to customers, often in areas that customers cannot articulate and do not understand. The second part of this course discusses creativity and innovation, as well as mechanisms and tools for design planning, and for identifying and linking critical design elements, parts, functions and delivery systems to enhance their value to the customer.

    The second part of the course involves Quality Function Deployment (QFD), which is currently used to develop services and products cheaper, better and faster by many leading organizations including Baxter Health Care, Procter & Gamble, Kodak, IBM, AT&T, Hewlett Packard, Eastman Chemical, Texas Instruments, Rockwell, Ford, GM, Chrysler, Toyota, Polaroid, Florida Power and Light, Hughes Aircraft, Johnson Controls, Oscar Mayer, Home Savings Bank, CUNA and Affiliates, Barneveld K12 School District, Beloit-Turner K12 School District, and numerous other large and small cutting-edge organizations. QFD has been successfully applied in many industries including health care, education, defense, recreation, automotive, electronics, processing, construction, retail sales, and government.

Topics include

    • Collection, use and prioritization of lead, volume, loyal and critical

    customer information for conceptualization and design purposes

    • Customer benefit prioritization and profiling including identification of

    critical benefits unknown to the customer

    • Voice-of-the-customer translation technology for turning customer

    information into customer profiles and value elements, including

    methodologies for analyzing customer settings, uses and critical events,

    leading to attractive features

    • Creativity techniques and mechanisms for identifying attractive features

    and creating breakthrough designs

    • Design planning that incorporates market and engineering benchmarking,

    sales and product strategy and competitive analysis

    • Development and design that will not only satisfy important customer

    needs, but will further delight the customer by exceeding expectations on

    critical needs

    • Concept development: Identification of the desirable features that will add the

    most value to the market place and clarification of the type of service or

    product to design.

    • Understanding of the appropriate market segments who might want this


    • Describing the service/product options that might be offered.

    • Identification of the attractive features of the design than can be used to

    promote and market the service.

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    • Customer-focused quality deployment, cost deployment, reliability

    deployment, safety deployment, capability deployment and technology


    • Architectural considerations and mechanisms for design of a system for

    putting the customer focus into new services and products

    • Integration of quality deployment, cost deployment, reliability deployment,

    etc. with the basic components of a management system including daily

    management, system management and strategic management.

    • Applications in service and nonprofit organizations

    • Both management and planning tools

    Prerequisites: A course in either design, market research or improvement, such as

    BUS OIM 770.

D. Projects

    Applied learning will occur during hands-on project. There are several options for projects. You may participate in a design project that either develops a new product or service prototype/concept, or that improves the process by which customer needs are deployed into a product or service. Alternatively, you may form a project to study an applied topic of your choice. More information on projects is found in the next chapter.

Biweekly team meeting with the professor Meet with me to discuss project plans after each Report Content biweekly planning report. In addition, schedule • Team composition meetings with me whenever needed to discuss • Goals and expectations plans and to address difficulties. • Design process • Targeted customers and Planning reports their needs Each team's planning report describes your plans • Competitive and market to complete your project and summarizes your analysis, key design accomplishments. In each report, include your characteristics, and other current best set of recommendations for key design information improving the product/service and the design • Description of product or process that will produce the product/service. service being developed The main purpose of these reports is to provide • Process that will produce information necessary to support your project. the product or service The reports should be brief (about three to five • Leverage areas in the typed pages plus charts, pictures, graphs and design process check sheets). Reports are due every two weeks • Plans for rest of project beginning the first week of February. After each • Difficulties or bottlenecks report, schedule a meeting with me to further

    discuss your project plans.

Final reports


    There is a final written report and an oral presentation. The oral presentation is made to the participating organization and to the whole class. A draft of the executive

    summary is due the 13th week.

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    E. How the Course Flows

    The map below describes regular flows of learning that occur during this course.

F. Weekly Reading Reports

    On each Thursday, e-mail to me one-page providing your personal insights on how the readings might apply to your project, and on what you might do to help move your team forward. Please do not use an attachment. The reading reports provide a channel by which I can personally discuss your project with you as an individual. With that regular weekly communication I am better connected to you as an individual, I have another opportunity to receive your personal insights, and I am better able to share my thoughts with you as an individual. I believe that enhances the learning process and accelerates your learning. Each reading report has three distinct sections. The last two sections are most important. Name 1. Identify the reading's most important point that Reading applies to your project. Project Date 2. Describe how this point applies uniquely and directly to your project or study topic. Include 1. Important point examples specific to your project that show how the 2. Application to project reading's key point applies to your project. Write & examples about issues the professor does not know. 3. Action you as an individual will take to 3. Indicate a plan of action you, as an individual, will help your team bring initiate to help your team make the application in this important point (2) above occur. Share your report and integrate alive. these ideas into your project. Report Format


    Example: Reading report

    An example of a reading report is given below.

Rachel Phang

    Reading 6: Johnston & Danniel, Chapter 6

    State Historical Society of Wisconsin

    October 17, 2000

Important Point

    In the chapters by Johnston and Daniel, the authors discuss the importance of ongoing review processes, and the need to treat differences between goals and actual performance as defects! Defects must be tracked and addressed with great urgency as early in the deployment process as possible.

Application to project and examples

    It appears that the review process in the SHSW does not involve as many people in the organization as during the planning process. Review sessions are normally conducted between the Director and the various implementation groups separately, and updates or lessons learned are generally not circulated within the organization for learning. In fact, there have been cases where initiatives were dropped but few in the organization were aware of it. Also, there is currently no review process in place to review the success or failure of past initiatives as input into the current planning cycle. Hence, many of the past Strategic Areas have just been carried forward to the current planning cycle without actual implementing improvement.

    SHSW should therefore reexamine their review process, and treat it as critical as the planning process itself. Implementation plans should be finalized and circulated as part of the strategic plans document, with milestones, measures and budgets. Furthermore, as the article suggests, it is easy for inertia to set in once the formal planning process is over. Hence, the SHSW should plan for at least bi-monthly review sessions to ensure that assumptions made and targets set continue to be realistic, and to allow management to have early signs if initiatives are not being met, so that they can take timely actions to remedy it. More importantly, the review sessions should be considered as sources for lessons learned and identification of best practices, and can be considered critical input for action between review sessions, and for the next planning cycle.

Individual Action

    The article gives great examples of simple and short tables that are used for summarizing review results. This ensures that review processes are efficient in gathering necessary data, and focus dialogue between management and implementers on key issues and hindrances. I will draft a rough prototype of similar tables and, during the next team meeting, suggest we use these at key points in the process. If this is chosen as an area of leverage, I will then design a glossary of terms and suggested methodologies for their use.

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G. Grades

    Grades will be determined on the following basis.

    Projects 70%

    Class participation 15%

    Reading assignments 15%

Reading Assignments

    Reading assignments will be assessed in terms of how well they are applied to your project or study topic. A reading assignment with a high score would provide 1) good examples that show specific application of the readings key points to your project, and 2) indications of what you as an individual might do to implement these ideas. In other words, a good reading report constructs examples specific to your project that exhibit how you can use the reading's key points to contribute to the team's project or study

    topic. Ideas in reading reports that are integrated into your project are very highly regarded.

Class participation

    Class participation refers to involvement in the class discussion. Attendance is required for participation.


    Projects will be assessed according to the following criteria:

    Evaluation of service/product-development and process improvement projects:

    1. Participation (team and professor meetings, etc.) 15%

    2. Effort (planning reports, special contributions, teamwork, etc.) 25%

    3. Understanding (approaches, methods, tools) 30%

    4. Results (product or service prototypes, or process redesign) 30%

    The criteria above are further described below.

    1. Participation involves attendance and participation at meetings with the

    organization, with the team and with the professor.

    2. Effort refers to the quality of the planning reports and special contributions made

    to the team. Teamwork is also reflected here.

    3. Understanding approaches, methods and tools

    Understanding involves exhibiting knowledge and application in some of the

    following activities:

    Understanding customers

    • Identification and segmentation of key customer groups

    • Collection, prioritization and use of lead, volume, loyal and critical

    customer information for conceptualization and design purposes

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    • Analysis of customer settings, uses and critical moments; understanding critical

    benefits unknown to the customer that may suggest attractive design features • Prioritization and profile of customer benefits

Preliminary development of a design plan

    • Understanding customer perceptions and satisfaction levels.

    • Benchmarking competitor products

    • Assessing sales points and incorporating product strategy

     Clarifying high value-added benefits that the design will deliver

Establish important design characteristics

    • Turning the voice-of-the-customer profiles into design requirements • Examining the relationships between design characteristics

Further development of the design plan

    • Identification of the desirable features that will add the most value to the

    market place.

    • Clarification of the type of service or product to design.

    • Understanding of the appropriate market segments who might want this


    • Describing the service/product options that might be offered.

    • Identification of the attractive features of the design than can be used to

    promote and market the service.

    • Generating and evaluating design alternatives utilizing creativity

    techniques and mechanisms for identifying attractive features and

    creating breakthrough designs

    • Benchmarking design characteristics

    • Examining regulatory and safety issues

    • Studying reliability data

    • Determining design targets

    • Identifying bottlenecks

Designing details of product and service parts

    Designing processes to product the products and services Customer-focused quality deployment, cost deployment, reliability deployment, safety deployment, capability deployment and technology deployment

    4. Results are evaluated by the value of the product, service or redesigned process

    to the organization, and the degree of improvement made.

    Evaluation of study projects:

    Participation (team meetings, etc.) 20%

    Written and oral reports (see evaluation criteria in report 4) 80%

     Page 10 SYLLABUS H. Schedule

    The schedule below is flexible. Class notebooks are the main source of class material. The

    reading assignments provide necessary background information for the class notebooks and

    are available through MyUW. Supplementary readings provide greater depth as needed.

    Week Topics Note-Reading Supplementary

    book Assignment Readings


    1, 2 Juran: Ch. 1 Introductions, overview syllabus, projects,

    3 1 overview of customer-focused new product

    Kahn: development, basic concepts and principles

    Chs. 1 - 2


    Ch. 1

    3 Juran: Ramaswamy 2 Components of a customer-focused

    Ch. 2, 3 Ch. 11 management system, daily management,

    Rama-Kahn: strategic management, cross-functional

    swamy: Ch. 3 management, new product and service

    Ch. 2 Brunetti: development, quality function deployment

    Chs. 3, 4 (QFD), project teams

    3 Identifying and segmenting customers, 4, 5 Juran: Burchill:

    sources of customer information, collecting Chs. 4, Chs. 1-13

    customer information, surveys and 13 Brassard: Ch 4

    interviews, analyzing customer behavior, Kahn: Dickson:

    case study: development of the point-and-Ch. 4 Chs. 2, 3

    shoot 35mm camera Kahn: App A

    Urban: Ch. 4

    4 Dimensional approaches to service quality, 5, 6 Zeithaml et Ramaswamy

    determining demanded quality, translating al: Ch. 2

    the voice of the customer

    5 Use analysis, voice-of-the-customer 6, 7 Akao: Ch. 1 Mazur

    translation tables, turning demanded items Rama-Mizuno:

    into demanded quality, quality swamy: Chs. 1-3

    characteristics, functions, means, Ch. 3

    mechanisms, costs, reliability, etc.,

    introduction to the seven management and

    planning tools


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