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WHAT HAPPENED: LT I UPPER VALLEY 2007-2008--Reporter At Large: Mike Anikis

LT I UPPER VALLEY 2007-2008
SCIENCE/BIOTECHNOLOGY DAY
STRYKER BIOTECHNOLOGY, WEST LEBANON, NH
NOVEMBER 15, 2007

Stryker Biotechnology
o Margaret Worden – Director Manufacturing Sciences
Presented an overview of OP-1 and how it is manufactured at Stryker
o Basically, it cost millions of dollars to produce OP-1 and changes and innovations are difficult in a highly regulated industry such as manufacturing human proteins.
o Mike St. Louis -- Capital Project Manager
Oversees all the systems that are involved in making OP-1. Knowledge of federal, state and local regulations is required. Reviewed the construction of the Stryker facility and how the facility interacts with the local and national utility companies.
o Tours of the facility: we toured the quality assurance labs, the bioreactor areas and the new bioreactor area that is currently being tested for approval to go online.
o Lunch: We met employees from different groups at Stryker. We learned of their backgrounds and job responsibilities and skills. They all seemed very happy to work there.
o Dave Dufort: Operational Excellence Manager
Discussed the process of bringing change into this highly regulated manufacturing plant. These changes are all based on how to make the process better. All decisions are data driven and prioritized. 95% of their business is non-value driven, so any improvements to the process are very beneficial. They also analyze mistakes and how to prevent future
mistakes.
o The group then discussed how we could implement what we had learned today in our classrooms. Ideas included, guest speakers, applied math in quality assurance, career path knowledge for guidance counselors workplace skills necessary in a science industry, and tours for small groups of tech ed students.
o Dave shared an article on using quizzes often to maximize learning. It was very similar to the Stryker presentation where they test for quality assurance all along the manufacturing process – not just at the end. This article says to do the same thing in the classroom.
o Gretel shared with us the OPEN – NH course offerings. These are online courses run by the NH State Department which you can get graduate credit for.


LT I UPPER VALLEY 2007-2008
ENGLISH/COMMUNICATION DAY
HYPERTHERM, HANOVER, NH
DECEMBER 11, 2007

Hypertherm
We were welcomed to Hypertherm by founders Barbara and Dick Couch. Barbara gave us an overview of Hypertherm's culture where people matter, culture and climate are enjoyable, and values are upheld and who then gave us a brief history of the business. The 924 people who work there are all associates who work together in teams. They want their associates to have honesty and uncompromising integrity, to take pride in what they do, and to enjoy coming to work. They are committed to employees sharing in the profits of the company and giving back to the community.
Kim Smith, the Corporate Improvement Manager, shared how Hypertherm continuously improves its operation. They expect all their associates to offer small and big improvements in their area of work. They have a process in place from the conception of an idea to its implementation, rejection or re-working; teams oversee the process for their area. Kim mentioned that metrics are kept for each team. People are recognized for their ideas.
Kim Smith also coached us through Language Processing; “a systematic process for understanding complex situations.” First we identified a real, weakness-based, specific theme, “What are the barriers to students taking ownership of their learning experience?” Then we brainstormed; each person had three sticky notes to post. Without talking, we grouped the ideas. Each card was read (and scrubbed-clarified for meaning and intent if needed.) Then we titled each group. This is just a start. (See Notes from this exercise below.) We would want to continue by showing relationships among the groups and evaluating and summarizing. We ran out of time. At lunch we added dots to vote for what we thought was most important. This process clearly delineates the barriers. Then what to do to overcome them is another whole process.
Dennis Kulakowski talked to us about “Lean Enterprise and Continuous Development.” Lean enterprise involves minimizing the non-value added part of the processes. The seven wastes are inventory, transportation, waiting, motion, processing, defects and overproduction. Like Stryker, people don’t make mistakes. Instead the systems in place are not supporting the worker. How can the system be made mistake-proof? He showed us a value-stream map; 65% waste per product is considered good.
We participated in a lego-building activity to show how to eliminate waste and improve profit. On our first two production tries, we lost money even though the second time we moved the assembly closer together and eliminated the transporters. On the third try, we streamlined the process so that the manufacturers only made the parts they needed as they went along (only one part ahead; when a spot was empty, fill it.) This time we finally made some profit.
After a wonderful box lunch from Panera, Charlie showed us around the facility. We finally got to see what they made and how they made it. We saw the inventory placed right next to where the workers were assembling the products. We saw the areas promoting continuous improvement and their metrics and the offices where everyone has the same kind of office space.
After the tour, Ross Smith and Izi Shim led us in an activity to assemble an electrode torch tip. On the first attempt, only the person looking at the diagram could speak, and the person assembling had their back to the speaker so could only follow the verbal instructions; no completed nozzles. The second time the assembler could ask questions; no completed nozzles. The third time the assembler could also look at the diagram. This time parts were placed correctly and finished.
Izi talked about the four different working styles and how they support each style at Hypertherm. Driver-type people just need bullet-point instructions because they are direct and decisive. Influencers are fast-paced, creative and encouraging; they need other people. Steadiness workers are dependable and loyal; they want things done correctly not quickly. Compliant workers are accurate and analytical; they need all the details spelled out. We were asked to consider, “Are teams of the same style or mixed styles more helpful for me?”
We finished our day reflecting on what we’d seen and sharing. Jeff Dailey talked about an article on bullying and Shannon Johnson on a school that uses cell phones as a way to motivate students to learn. Marlene Allen shared how students communicate while working out problems together at the board, and Gabe Meerts presented a way to keep organized in knowing when students are in class and what work they have completed. What a full day!

Hypertherm Update:

Also, here are a couple more resources that folks from Hypertherm wanted to pass along if you’re interested.

Izi Shim forwarded the link to a Plasma Cutting Demo:
http://www.youtube.com/watch?v=4WU96QAkyDw

Ross Smith forwarded the link to a DiSC presentation:
http://www.resourcesunlimited.com/DiSC_Training.asp

OUTCOMES OF LANGUAGE PROCESSING EXERCISE AT HYPERTHERM:
What are the Barriers to students taking more ownership of their learning experience?

(19 points)
Disconnect between educational curriculum and what students feel is relevant.
Students do not see how a certain assignment contributes to their learning.
Students not asked to help create the criteria they will be graded on.
Students do not see education as a priority, but something they must do. Need meaning.
The work is not created by students (buy into aspect).
How does topic help me? (relevance)
Students strive for minimum output to “please” teacher. Goal is minimum, not to learn something.
Students often in the dark about why they are doing what they are asked to do.
Inability of students and teachers to actively listen to each other and determine what is a valuable learning experience.
Students often don’t have input as to what they are asked to learn – schools are curriculum driven.
A barrier to students’ ownership of their learning experience is a lack of ability to relate immediate goals to long-term benefits.
A barrier is students feel the assignments are not asking for their thoughts on what the product could look like.
I am not successfully communicating to the students the value of doing excellent school work.

(19 points)
Students’ lack of skill and ability.
Differing levels of ability in the classroom.
A barrier to students’ ownership of their learning experience is a lack of adequate prerequisite skills (reading, writing, math, etc.)
Brain development (mental age, maturity) keep students from owning their learning.
I can’t read well (I hate school).
Differences between teaching styles and learning styles.
I feel torn between sending inappropriate students out of classroom (for other students’ sake) or keeping in classroom for their sake.

(11 points)
Basic needs not being met (home environment).
A barrier to students’ ownership of their learning experience is a difficult/stress-filled home environment.
My mom and dad are mad at each other.
No one cares what or how I do.
Students come to school hungry.
Students have lack of parent support/encouragement to foster ownership in the classroom.
Students do not see education as contributing to their lives after school.
Negative experiences in school by parents affect students’ perception of school and encouragement student receives outside of the school building.
Parents don’t follow through at home.


(4 points)
Grade-focused evaluation system.
Parents put pressure on kids to get good grades.
Parents only value the letter grade.
Letter grades are given out each quarter and grade point averages matter to colleges.
Grades are emphasized which takes away from the focus of learning and places it on “completing tasks correctly”.
Schools give out rewards for making honor roll: discount cards, free things at local businesses.

(6 points)
Lack of understanding of work ethic is barrier to ownership.
“Work” is a dirty word at home and at school.
Too little respect for the merits of hard work.

(1 point)
Students have a lot of things to juggle, multiple priorities – school is not a priority.
Social interaction trumps need to learn.
Students need a lot of individual time and space.
Students have other responsibilities outside of school that take priority over learning. They work or are involved in other school activities.

NECAP test sets page template for answer length.
Language/term crossover from a different subject “write a 3-paragraph essay” – size is definitely defined.


LEADERSHIP TEACHER NOTES
MATH/ENGINEERING DAY
TELEATLAS

Cheryl Ulz, (Training Coordinator – Human Resources) welcomed the group and spoke of Tele Atlas Mission, Vision and values.

Company is in the business of collecting geographical data – not necessarily mapping in and of itself

Tele Atlas is looking for all attributions on a map

“Making geography come alive” – real time data supplied to provider (i.e. Garmin, Tom-Tom, Google Earth, etc.). Provider then creates software to make sense of the data for the end user or customer (i.e. personal, Fed-Ex, Insurance companies, federal government, BMW, etc.)

Current Reality – What data is accurate at the present time = Don’t react, Think!


Keynote Address: Fostering Innovation: The Value of Critical Thinking and Trial & Error (Joanna Nikka, VP Human Resources)

Employee characteristics: (for more detailed notes please refer to Power Point Presentation)

Need to think outside the box.

Need to think beyond the model and see what is desired in the future

Comfortable with Trial & Error – Tele Atlas utilizes their data as well as competitors (Navitek) to improve data collection for clients

Tele Atlas fosters Innovation and Critical Thinking; how?

o Asking questions

o Challenging status quo – employee must have high level of self confidence to achieve this

o Able to take risks

o Realize there is more than one answer

Critical thinking is never universal in any individual

Self guided, self disciplined (Exercising your brain – must be encouraged through self)

T/A Hiring for Critical Thinking and Trial & Error:

Analytical - skilled in using analysis to draw conclusions from data: systematic & rational

Judgment - able to formulate opinions, compare and decide; has good sense

Problem Solver - effective at solving problems, not just defining or complaining about them

(Handles) Ambiguity - interprets unclear situations; deals confidently with paradox; copes with change

Innovative – able to introduce new ideas; being open to a revolutionary conclusion

Reference: www.criticalthinking.org

History of Mapmaking (Andrew Bump, Quality Testing Manager): a rough timeline (please feel free to fill in any gaps)

1964 - Survey techniques only means for creating maps (military based)

1967 – Donald Cook Census used studies (rudimentary for population mapping)

D.I.M.E – Dual Independent Map Encoding (Paper basic method)

Mapping census and local data

1973 – Business market – census use study – data used in the private sector

1980 – GDT Geographic Data Technology – the first DMT (Digital Mapping Technician)

1984 – Digitizing for Catalyst Technologies

ETAK – another company – DMT for gov’t. & police (California Co.)

1993 – “Advance” System

2004 – Denso System – Tech company that creates systems for Toyota, GM, et. al.

1986 – 88 TIGER (simplistic map built by census bureau) Digitizing

1987 – Mapping becomes affordable

1989 – R.L. Polk funds building Dynamap – basis for delivery to Denso

2004 – Tele/Atlas buys GDT! Tele/Atlas – European portion of company who bought out ETAK (Californian Co.)

2004 – Tele/Atlas & GDT blend technologies

2008 – Tele/Atlas acquired by Tom-Tom

LEADERSHIP TEACHER NOTES
SCIENCE/ENGINEERING DAY
TIMKEN
FEBRUARY 14, 2008
Submitted by: M.T. QUINN

7:45- Idle chatter in lobby, liability waiver, goggles. Mike and Joyce absent.
Walked to conference room, crossed over Lebanon and West Lebanon border.

Introductory comments from Tom Truman, Training Coordinator. (Speaker Sean Brown absent; Ohio)

Next speaker was Kit Armstrong, Plant Manager @ Timken in Leb. Has worked for Timken 28 years, mostly in Ohio in 20 different roles, in Leb. 6 months, since July.
Distributed handout on Timken Company, talked about bearings being main product. Every commercial aircraft in world lands on a front wheel using a Timken bearing. Monopoly?
VERY HIGH production standard for bearing in Canton, OH factory, employees hate building the bearing, high degree of quality control, much documentation.

Discussed company philosophy, employee family very important, Co very supportive.

Lebanon facility does $100,000,000 in annual business. Kit ends presentation at 8:50 am.

Next speaker Tom Truman, Training Coordinator, 36 years @ Timken. Reviewed today's schedule. 8:45.

Looked at document on Process Flow for manufacturing ONE BEARING for Pratt & Whitney bearing;
154 steps in operations, 408 steps in process inspections, 249 steps in quality control
for a total of 657 different features and characteristics in documentation for ONE BEARING.

Did activity on Decimal Point movement, accuracy and tolerances, learned to read decimal down to millionths. To read the small numbers more easily they magnify the small numbers.

Tolerances: Small Machine Shops = 1/1000 = 0.0010000

Timken = 1/10,000 => 1/100,000 => 1/100,000,000 One millionth of an inch off may = rejection.

Timken uses inches for measurement but can easily convert to metric at customers' requests.

Hands-On Activity; measure thickness of human hair with micrometer in inches.
Min = .00150, max = .0035, avg = .0020 Average hair thickness in world = .003000 inches.
The thickness of bearings may change 6 millionths of an inch / degree F from thermal influence.
End activity at 9:25 for brief break. Reconvene at 9:30 am with Matt Carl.

Matt Carl – Principal Application Engineer, mostly Customer Support for very technical issues.
14 years at Timken, 7 years at Lebanon. Native of Pittsburgh, PA. (Penn State Alum, YEAH!)

Matt supports others in company to implement process changes. Discussed requirements for military helicopters of “30 minute lube-off;” Bearing must operate in emergency without lubrication for 30 min.

Q: Why not use ceramic bearings? A: Magnetic sensors detect metal fragments in housing from failing bearings, this failure detection process won't work with ceramic bearings.

Matt discussed a sample school curriculum that is useful for someone in his role:
Linear Algebra, Calculus (Differential and Integral), Differential Equations, Statistics, Chemistry, Physics, Statics and Dynamics. ALSO, Critical Thinking Skills and Problem Solving important.
Communication (Written and Oral) Skills, Team Skills, Project Management, Business sense.
Business knowledge plays a VERY BIG role in Engineering career.

Bearings: Reduce friction support loads. First example by Assyrians, move stones, 1100 B.C.
Leonardo DaVinci is considered as having demonstrated first “modern” use of bearings, ca 1500.

Timken's biggest competitor is a German company called F.A.G. (Canada.) A Swedish Company called MRC, (NY) is also competitor. US Military: bearings must use US-melted steel and be made in USA.
Types of bearings: Ball, cylindrical, needle, spherical, tapered.

Things to consider when designing a bearing: Loading, Lubrication, Material Properties, Machining Tolerances, Cost.

We were assigned a Bearing Application Engineering Activity. SEE HANDOUT for Bearing Life Formula.

Even after running the numbers through the equations, Engineer must decide which bearing to use.
Matt showed, via computer, a program that Timken uses to choose which is the best bearing to use.

Matt's College Professor: “An Engineer is hired for his/her judgment.” End at 10:50 am. Break to 11:02.

11:02 am – Mike Babcock and Tom Austin (38 years @Timken) – Handout – Intro. to Princ. of Grinding.

Mike explained Materials Flow Chart for Manufacturing.
Start with M50 metal, 4” round, very expensive, $179.00/foot. 58-64 on Rockwell Hardness Scale.

Hard Grinding. Hone down to 5,6,7 AA (???). Mike explained Turning vs Grinding.

Grinding Use Cubic Boron Nitride, very hard material; We were told to Google it.
http://en.wikipedia.org/wiki/Boron_nitride

Discussed parts used for turning, grinding. Lifetime of turning material is “short.” May last only 1 day.

Surface Grinding. Discussed formulae for calculating material removal.

Went through the handout on grinding via Power Point.

Sometimes Timken just cannot manufacture a part to the specifications requested by the customer. May not be able to get the finish requested because it is beyond capabilities of grinding wheel.

New technology is moving toward integrating bearing into the housing for the bearing.

11:45 am Began activity – Grind Cycle Calculations – Side 2 of Handout – Break for Lunch 12:02 pm.
Tammy Ayers and Carrie Goodwin briefly spoke with us over lunch about Personnel issues.

Lunch ends 12:35 pm – Divide into two groups – Goggles on, hit the manufacturing floor for tour.

Todd Laquerre explained plans for new Ring Finishing Area, how/where/why of equipment installation.
New French machine will cost 1.2 million Euros, expect full operation by mid next year.
Groups individually viewed and discussed a variety of manufacturing processes throughout Timken.

Back at Conference Room at 1:25 pm – Holly Amoth, Human Resources, 1.5 years at Timken, 20 years in HR elsewhere. Substituting for Sean, who is still in Ohio.

Timken runs 24/7 & holidays (voluntary) Shifts 7-3, 3-11, 11-7. Fri-Sun, Sat-Mon straight shift 10, 12, 6.

Q for us from Holly: How to get students to learn more about Timken?
Timken has very generous Educational Package, great Retirement Program. A: Job fair? Video?
Recruitment need good balance of hands-on in classroom and visit to the manufacturing floor.

Gabe – Reading from THE Journal on Linux Operating System.
Jeff – Discussed Advisory system at Lebanon High School, trying to build connections, internships.
Susan – Painted Essay – Handout and detailed explanation.

End 2:40 pm – Completed Evaluations – Next class March 6 – DHMC – Will receive directions via e-mail.

LEADERSHIP TEAWCHER
TECHNOLOGY AND HEALTHCARE DAY
DARTMOUTH-HITCHCOCK MEDICAL CENTER AND VIDEOCONFERENCE SERVICES
MARCH 6, 2008

Arrival/refreshments
Overview of distance learning technology (Raymond P. Kulig, Manager of distance learning)
o Two-way Videoconferencing
o Web meetings with PowerPoint and other Desktop Applications
o Video Streaming
o Podcasting
Ray was very informative and inspiring. His approach was with a plethora of information, enthusiasm, interest in sharing and helping others to learn. He will be sending his PowerPoint document to all attendees. This was especially powerful information for teachers to learn. He presented technology tools that might be more easily accessible than we realized. Ray then demonstrated applications using the different techniques of distance learning and communication. His sense of humor added to the presentation. Ray offered to go out to schools to help demonstrate the usefulness of the tech tools. Great offer!!!!

Behind-the-Scenes Tour of DHMC
(Sherry Calkins, Community Health Improvement Coordinator)
Sherry connected us with various department supervisors for a tour.
Waste Management Center:
o Received national awards 160 employees in distribution
o Floors 3 and up, public view Floors 2 down, service areas
o 6 FTE personnel in recycling/trash Data on weights of trash (usage/cost info)
o Food waste goes to composting 1.9 million sq ft facility
o Zero dollars spent with balance of cost doing versus cost saved
o Occupational hazards are far larger than public hazards
o Engineering controls prior to reaching employees

DHMC Panelists:

Recruitment (Mark Pageau and Rachel Keyser)
o 7,000 employees; “mini-city”
o All types of jobs; want lots to apply
o Cover letter extremely important (“sell self”; address job description
qualifications in detail)
o Positions as orderlies available with high school diploma-see all areas of DHMC
o Nursing positions/careers higher paying but demanding job

Clinical Operations (Mary Evanofski, Director, General ambulatory Service)
o 26 front desks: reception, processing
o Entry level: “float” position able to advance to many different career options
o Average of ½ staff turn-over each month (change to another position)
o Access jobs through web-site (cover letter: detailed qualifications, interest in
hospital, and “people skills”)

Emergency Services (Friedrich M. von Recklinghausen, Trauma Program Manager)
o Trauma= emergency injury
o Program Manager from patient pick-up to discharge
o Interact with many other DHMC personnel and labs
o Can start as EMT and move into more intense/involved medical services
o High school grads up to doctors involved
o DHART tours and workshops are available

Surgery (Ruth Dixon Vestal, Director, School of Surgical Tech Program)
o In top 20 schools in U.S.
o High school level applicant must have anatomy and physiology at college level
o DHMC employee goes tuition-free ($4,000, 11 month program)
o Can work as they go to school
o Jobs available worldwide
o 6 positions open per year at DHMC
o Director has “virtual” laparoscopic fake person for school workshops

Pediatrics (Auden McClure, M.D.)
o “LivinHealthy” Program introduction
o Invite for collaboration from/with schools

Other:
o Arborist/landscaping architect
o Maintenance
o Grounds keeping
o Facilities personnel
o Construction
o Food services

Group Reflections:

Attendees seemed to feel pretty invigorated and inspired by the technology tools presentation and surprised by all the opportunities for employment in such a wide range of careers and at many different educational back-ground levels. Gabe provided good suggestions about trying to establish some technology net-working in the Hartford School District. Helpful web site resources were shared by several attendees.

Educational Article Sharing: Cathy Newton, Marlene Allen, Joyce Moore

Teacher’s Toolbox Sharing: Shannon Johnson, Joyce Moore

Respectfully submitted by: Joyce M. Moore




Related Link: Plasma Cutting Demo

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