Tag: SPC

Video Tip: Darden Restaurant’s Quality “From Farm to Fork”

What I really like about this 12 min. video on Darden Restaurants (Olive Garden and Red Lobster) is that the VP-Quality comes right out and says “we use SPC charts, Pareto charts, process flow diagrams, fishbone charts, and scatter charts”. When you are teaching Ch. 6 and Supp. 6, it’s good for your students to hear that a real company is employing all the tools they see in the text (as in Figure 6.6).

Darden calls its quality program “From Farm to Fork”, since the inspection process begins at the food source (be it farm or pond), continues with inspections throughout the supply chain, and ends with a final check by the chef and server before the customer is served. Fifty scientists and health specialists work in QA throughout the world, most close to the food source outside the US. With 50 million pounds of seafood coming into the US for Darden each year, it is clear that quality cannot be considered just at the end of the supply chain.

The video presents real data in the form of x-bar and R-charts and capability histograms and shows what happens when specs are not met on products like steaks, salmon fillets, and chicken breasts.

Before showing the film, you may want to ask students where they think inspections are taking place on a fish that is caught in Thailand and served 48 hours later in say, Dubuque, Iowa.

Teaching Tip: Building an SPC Chart with Airline Safety Data

A very interesting article just came out in US News and World Report (Jan.25,2011) that deals with airline safety “incidence reports”. I thought the data might make a good in class example of how to build and interpret a p-chart when you teach SPC in Supp.6. Here is the scenario US News reports:

 All the major US airlines are very, very safe, to begin. Rarely do they end with a fatal crash (the last one was Feb.12, 2009 when Continental Connection #3407 killed 50 people when it crashed in Buffalo). But safety incidents do occur. (Recall the plane that landed in the Hudson River not long ago).  Using FAA and other sources, documented incidents (such as mechanical issues) for the 8 largest carriers follow.

Jet Blue: 17 incidents per 219,000 flights in 2010. This averages to a p- value of .0000776

American Airlines: 87 per 1,241,000 or p=.0000701

United Airlines: 49 per 1,204,500 or p=.0000407

Delta Airlines: 77 per 1,994,725 or p=.0000386

Continental Airlines: 23 per 884,395 or p=.0000260

US Air: 24 per 1,131,865 or p= .0000212

Southwest Air: 23 per 1,131,500 or p=.0000203

Air Tran: 5 per 255,500 or p=.0000196

Take these 8 observations and have the class create a p-chart using these timely, real-world data.  Are any of the major airlines “out-of-control”? ( I computed that the overall p-bar =.000038 (at 95% confidence). The UCL=.000042, and the LCL=.000033. Only two airlines are “in control”, but 4 are better than the LCL. I did this by computing the total sample size to be 8,062,985 with no. incidences =305).

 Thanks to Prof. Kevin Watson at Iowa State for today’s link and idea.

Video Tip: SPC at Frito-Lay

Of the 30+ videos Jay and I have produced to accompany our books, I would have to say my favorite is the one called “Frito-Lay’s Quality Controlled Potato Chips” (to accompany Supp.6, SPC). Why is it top of my list?

There are a few reasons. First, its the only video we ever made where I got to star! Normally, our films are narrated, then Jay and I come on at the end to summarize a few points. But in this one, I act as narrator. Second, this is a pretty exciting topic…watching how chips are made and seeing how critical a role SPC and TQM take.  Third, because my older son and some of his friends were given a cameo eating chips (early in the video).

But the most important reason I like to show this 10 minute video in class is because it shows the SPC process from start to finish. We see how the chips are inspected and tested at 9 checkpoints. Even better, we create, from scratch, an X-bar chart. This means setting the upper and lower control limits in a real company, for a real process that every student can relate to. So this video is a tutorial of sorts.

When I teach SPC, I stop the video at each math step along the way and recreate the numbers in the video on the board. I like to take my time and make sure the students comprehend each calculation in the video. Supp.6 takes on a more important role when the class sees that an everyday firm has to use all the tools we talk about.