Thursday, November 10, 2016

World Class Manufacturing - Yamashina Way

On 24.10.2010, I participated in the presentations of Operations Management - On the Job Achievement Event of NITIE's IE organized event Lakshya.
There one of the jury members from FIAT India pointed out that WCM has Yamashina way. That leads to the inquiry - What is Yamashina Way?

Some sources to start with

Presentation by Fiat Executive -
The presentation refers to total industrial engineering.
(I collected some ideas on Total Industrial Engineering in Total Industrial Engineering - H. Yamashina )
Scott Garberding
Senior Vice President - Manufacturing/World Class Manufacturing, Chrysler Group LLC

“World Class Manufacturing: Agent of Cultural Change”
CAR Management Briefing Seminars
Grand Traverse Resort & Spa
Traverse City, Mich.
Aug. 2, 2010

The World Class Manufacturing has 10 pillars

1. Safety, Hygiene and Working Environment'
2. Customer service
3. Cost deployment
             Cost Deployment Tool for Technological Innovation of World Class Manufacturing
Luan Carlos Santos Silva, João Luiz Kovaleski, Silvia Gaia, Manon Garcia, Pedro Paulo de Andrade Júnior
Department of Production Engineering and Technology Transfer Research Group, Federal University of Technology—Paraná (UTFPR), Ponta Grossa, Brazil
Journal of Transportation Technologies
Vol.3 No.1(2013).

4. Focused improvement
5. Quality control
6. Autonomous activity
7. Professional maintenance
8. Early products/Equipment management
9. People development/
10. Environment


Papers, Articles and Presentations by H. Yamashina

A Detailed presentation by Yamashina

Cost-optimized maintenance of the elevator – single unit case
Hajime Yamashina, Shunsuke Otani, (2001) "Cost-optimized maintenance of the elevator – single unit case", Journal of Quality in Maintenance Engineering, Vol. 7 Iss: 1, pp.49 - 70

Japanese manufacturing strategy and the role of total productive maintenance
H Yamashina - Journal of Quality in Maintenance Engineering, 1995

The service parts control problem
Engineering Costs and Production Economics
Volume 16, Issue 3, June 1989, Pages 195-208

A brochure of training program coordinated by H. Yamashina for European Managers in Japan

Related Material
Chrysler group business plan 2010-2014

Update 13 November 2016

I came across total industrial engineering once again. WCM of Yamashina is still under active implemenation and more articles are available on internet now.

New Holland Agriculture in Basildon is getting the benefit of 8% reduction in operating costs using the WCM methodology.

Cost deployment is described in more detail in the article

Cost Deployment Tool for Technological Innovation of World Class Manufacturing
Luan Carlos Santos Silva, João Luiz Kovaleski, Silvia Gaia, Manon Garcia, Pedro Paulo de Andrade Júnior
Department of Production Engineering and Technology Transfer Research Group, Federal University of Technology—Paraná (UTFPR), Ponta Grossa, Brazil
Journal of Transportation Technologies
Vol.3 No.1(2013).

Updated 13 November 2016,  23 October 2012

Originally Posted in Knol by Me

A comment on the Knol by a Fiat executive

1.s & wo (two diffrent activities&presentations during audit but one mark)
7.log & cs

By us i mean fiat europe.
Best regards
Bartosz.Dabrowski  at

World Class Manufacturing Blog by Oskar Oloffson

Thursday, October 6, 2016

CEO's First 100 Days - 5 Myths - HBR Blogs Post

Myth 1. Find out short coming
Better alternative: harmonize with the the company

Myth 2. Do something and go for quick wins.
Better alternative: Find out what ticks in the company.

Myth 3. Establish new team by identifying the best functional specialists.
Better alternative: Focus teamability.

Myth 4. Define and communicate performance standards
Better alternative: First communicate how you want to be evaluated.

Myth 5. Show that you are the smartest man.
Better alternative: Recognize the functional specialization and expert knowledge of other. Only show ability to assess the key assumption behind the analysis.

Authors of the post
Roselinde Torres
Peter Tollman
Senior Partners, Boston Consulting Group.

CEO Talk Radio: Path to CEO




Updated 9 October 2016,  31 January 2012

Wednesday, August 31, 2016

Management Articles and Concepts Directory (Aa to Az)

 Index of concepts
  1. Aa to Az 
  2. Ba to Bz
  3. Ca to Cz
  4. Da to Dz  
  5. Ea to Ez 

  6. Fa to Fz 
  7. Ga to Gz
  8. Ha to Hz
  9. Ia to Iz
Articles by Narayana Rao

=> Articles on the Web

Advertising - Lecture notes - Alex Brown

Key Management Models and Concepts - Google Book Link

Wednesday, August 10, 2016

68 Responsibilities of a CEO - Link for a List

1. Understand the primary goals set for you by the the Board
     A newly recruited CEO has to look at the objectives and goals set by the board of the company.

2. Meet all first-reports, discuss the game plan and initiate implementation of action items on this list.
    CEO has to establish the relation with the first recruits. Inform them them the board agenda and learn from the various issues related to the implementation of the agenda. Some barriers to implementation may come in the discussion. CEO has to understand first the nature of the barriers to come out the plans to overcome them.

     Company capabilities, competences, resources and relationships have to be ascertained.

3. Request all first-reports prepare the Agenda for the Future.

4. Discuss the dozen biggest problems and opportunities from perspective of all first-reports.

5. If survival is the key issue, prepare a cost cutting plan immediately which is prudent and is in accordance with the Board's short and intermediate term goals.

6. Identify and implement top six action items that could measurably increase short term revenues.

7. In addition to this action list, formulate short-term game plan for company, get board approval and communicate plan to key personnel, suppliers, lenders, etc.

8. Prioritize top ten action items for the whole company and begin implementation.

9. Identify top goals for the company for the current month, quarter and year.

Financial Issues

10. Within the first week, get full understanding of the detailed financial statements, itemized payroll, payables and receivables list.
11. Review budgets of all departments or divisions for reasonableness of assumptions, quality of projections and relevancy in light of recent corporate changes and goals.
12. Evaluate obvious, and not so obvious, problems and strengths revealed by the financial statements.
13. Do realistic cash forecast for the next 90 and 180 day periods.
14. Evaluate asset utilization.  and make  re-deployment plans.

Liabilities and Problems

15. Find and out Deal with the six largest crises within the first three weeks.
16. Review banking and debt obligations for next 90, 180 and 365 day periods and ensure no technical or major defaults, if possible.
17. Determine which critical suppliers have suspended support due to lack of payment, or other problems and initiate discussions with them
18. Identify and take steps to immediately defuse all visible and foreseen problems.

Regulatory / Legal / Litigation

19. Ensure all payroll taxes are paid and properly reported.
20. Determine what, if any, problems exist with other tax authorities and state agencies.
21. Ensure the company is in compliance with all required regulatory and licensing agencies, etc. and if not, take action to resolve these issues.
22. Identity all outstanding legal issues and litigation risks along with probable, and possible, associated costs.
23. Ensure no securities law violations have occurred -- and if they have, take immediate steps to remedy them, or mitigate their impact.
24. Review all legal issues related to patents, trade secrets, trademarks and copyrights.

Product lines / Marketing / Sales / Distribution

25. Analyze product delivery schedules and takes steps to improve meeting commitment dates.
26. Evaluate product development timetables, related budgets  and quality of project management systems, procedures and controls.
27. Evaluate sales, marketing, distribution, forecasts and trend lines for improvement opportunities in all areas, so as to generate more cash in the short-term.
28. Identify both the best customers and the most unhappy customers, as well as the company's image in the marketplace.
29. Complete competitive analysis for each product line.
30. Evaluate pricing models for each product line and adjust accordingly.
31. Identify product line strengths and weaknesses and develop short-term action plan to solve the most glaring problems.
32. Identify potential products -- 6, 12 and 24 months into the future -- and their possible impact on revenue and expenses.
33. Establish / update / expand web presence.
34. Evaluate expenditures and effectiveness of marketing and advertising for media, trade shows, market research, focus groups and public relations and adjust accordingly.
35. Evaluate sales force, sales-related incentives, sales targets, sales personnel training, special offers, dealerships, telemarketing and sales support.
36. Evaluate and optimize short-term inventory.
37. Evaluate customer / technical support, warranties, guarantees and after-sales service.

Personnel Issues

38. Upon arrival, candidly communicate with all company personnel for introduction and conveyance of immediate game plan.
39. Set up suggestion boxes, and invite anonymous email, to gain insight into less obvious underlying problems.
40. Review major Human Resource department aspects of company for legal compliance, competitiveness of benefits package, diversity, clarity of policies and potential costs savings.
41. Evaluate strengths and weaknesses of all first reports.
42. Develop 30/60/90 day performance plans for all first reports.
43. Evaluate organizational structure and effectiveness -- and reorganize if appropriate, adjusting total payroll if necessary.
44. Identify best and worst five percent of employees in the company -- probably replacing worst five percent and ensuring the best five percent are motivated enough to stay.
45. Analyze employee turnover rates to identify fundamental problem areas.
46. Identify key personnel and unfilled job functions, define criteria and initiate search, within budget constraints.
47. Identify personality issues / company policies that may be creating negative impact on company morale and productivity.
48. Review / modify written delegation of authority for all first reports.
49. Review all employment contracts or agreements, oral or written, including any severance or termination compensation agreements with salaried, hourly, or collective bargaining employees.
50. Review all bonus, deferred compensation, stock option, profit sharing, retirement programs or plans covering salaried, hourly, or collective bargaining employees.

IPO / Merger / Acquisition / Disposition / Dissolution

51. Identify which mergers, acquisitions, dispositions and investments make the most sense for the company.
52. Identify the growth issues regarding acquisitions, spin offs, expansion, downsizing, establishing new, and/or closing existing branches and stores.
53. If decision is to sell the company, establish price and terms, subject to Board approval, prepare sales summary and develop game plan and methodology for sale.
54. Complete three year pro forma, based on realistic assumptions, to determine future valuation potential of company and likelihood of IPO or merger/acquisition potential.
55. If Board decision is to dissolve company, develop game plan for liquidation of assets and/or follow up on bankruptcy filing.

General / Administrative

56. Evaluate and control travel, entertainment and all discretionary expenditures and implement new written policies for these issues.
57. Review facilities and real estate issues, including a review of current lease requirements.
58. Review all equipment leases for cost cutting / improved technology opportunities.
59. Create / update business plan for current internal clarity and banking or capital formation needs.
60. "Manage by roaming around" -- gaining insights into attitudes and problem areas from within all levels of the organization.
61. Evaluate in-place systems and procedures and streamline where appropriate.
62. Evaluate technology implementation and optimize within budget constraints.
63. Visit all branch offices and evaluate their needs, performance, personnel and cost-effectiveness.

Stockholder Status / Investor Relations

64. Evaluate investor and stockholder relations and communication status and initiate appropriate action.
65. Generate updated lists of all current shareholders and percentage ownership of each.
66. Review stock options or purchase plans and agreements, as well as lists of outstanding warrants and options, including date of grant, exercise price, number of shares subject to option, and date of exercise.

The Next Steps

67. Report to the Board: the objective status, evaluation, recommended modifications to the short-term game plan and any cash needs.
68. start implementing updated and approved game plan.

Updated  13 August 2016,  31 March 2012

Sunday, July 31, 2016




adopted by the


Higher Education in the Twenty-First Century:
Vision and Action

9 October 1998

Owing to the scope and pace of change, society has become increasingly knowledge-based so that higher learning and research now act

as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and


Recalling also the Universal Declaration of Human Rights which states in Article 26, paragraph 1, that ‘Everyone has the right to

education’ and that ‘higher education shall be equally accessible to all on the basis of merit’, and endorsing the basic principles

of the Convention against Discrimination in Education (1960), which, by Article 4, commits the States Parties to it to ‘make higher

education equally accessible to all on the basis of individual capacity’,

Convinced that education is a fundamental pillar of human rights, democracy, sustainable development and peace, and shall therefore

become accessible to all throughout life and that measures are required to ensure co-ordination and co-operation across and between

the various sectors, particularly between general, technical and professional secondary and post-secondary education as well as

between universities, colleges and technical institutions,


Article 1 - Mission to educate, to train and to undertake research

Article 1 - Mission to educate, to train and to undertake research

We affirm that the core missions and values of higher education, in particular the mission to contribute to the sustainable development and improvement of society as a whole, should be preserved, reinforced and further expanded, namely, to:

(a) educate highly qualified graduates and responsible citizens able to meet the needs of all sectors of human activity, by offering relevant qualifications, including professional training, which combine high-level knowledge and skills, using courses and content continually tailored to the present and future needs of society;

(b) provide opportunities (espace ouvert) for higher learning and for learning throughout life, giving to learners an optimal range of choice and a flexibility of entry and exit points within the system, as well as an opportunity for individual development and social mobility in order to educate for citizenship and for active participation in society, with a worldwide vision, for endogenous capacity-building, and for the consolidation of human rights, sustainable development, democracy and peace, in a context of justice;

(c) advance, create and disseminate knowledge through research and provide, as part of its service to the community, relevant expertise to assist societies in cultural, social and economic development, promoting and developing scientific and technological research as well as research in the social sciences, the humanities and the creative arts;

(d) help understand, interpret, preserve, enhance, promote and disseminate national and regional, international and historic cultures, in a context of cultural pluralism and diversity;

(e) help protect and enhance societal values by training young people in the values which form the basis of democratic citizenship and by providing critical and detached perspectives to assist in the discussion of strategic options and the reinforcement of humanistic perspectives;

(f) contribute to the development and improvement of education at all levels, including through the training of teachers.

Article 2 - Ethical role, autonomy, responsibility and anticipatory function

In accordance with the Recommendation concerning the Status of Higher-Education Teaching Personnel approved by the General Conference of UNESCO in November 1997, higher education institutions and their personnel and students should:

(a) preserve and develop their crucial functions, through the exercise of ethics and scientific and intellectual rigour in their various activities;

(b) be able to speak out on ethical, cultural and social problems completely independently and in full awareness of their responsibilities, exercising a kind of intellectual authority that society needs to help it to reflect, understand and act;

(c) enhance their critical and forward-looking functions, through continuing analysis of emerging social, economic, cultural and political trends, providing a focus for forecasting, warning and prevention;

(d) exercise their intellectual capacity and their moral prestige to defend and actively disseminate universally accepted values, including peace, justice, freedom, equality and solidarity, as enshrined in UNESCO’s Constitution;

(e) enjoy full academic autonomy and freedom, conceived as a set of rights and duties, while being fully responsible and accountable to society;

(f) play a role in helping identify and address issues that affect the well-being of communities, nations and global society.


Article 3 - Equity of access
Article 4 - Enhancing participation and promoting the role of women
Article 5 - Advancing knowledge through research in science, the arts and humanities and the dissemination of its results
Article 6 - Long-term orientation based on relevance
Article 7 - Strengthening co-operation with the world of work and analysing and anticipating societal needs
Article 8 - Diversification for enhanced equity of opportunity

Article 9 - Innovative educational approaches: critical thinking and creativity
(a) In a world undergoing rapid changes, there is a perceived need for a new vision and paradigm of higher education, which should be

student-oriented, calling in most countries for in-depth reforms and an open access policy so as to cater for ever more diversified

categories of people, and of its contents, methods, practices and means of delivery, based on new types of links and partnerships

with the community and with the broadest sectors of society.

(b) Higher education institutions should educate students to become well informed and deeply motivated citizens, who can think

critically, analyse problems of society, look for solutions to the problems of society, apply them and accept social


(c) To achieve these goals, it may be necessary to recast curricula, using new and appropriate methods, so as to go beyond cognitive

mastery of disciplines. New pedagogical and didactical approaches should be accessible and promoted in order to facilitate the

acquisition of skills, competences and abilities for communication, creative and critical analysis, independent thinking and team

work in multicultural contexts, where creativity also involves combining traditional or local knowledge and know-how with advanced

science and technology. These recast curricula should take into account the gender dimension and the specific cultural, historic and

economic context of each country. The teaching of human rights standards and education on the needs of communities in all parts of

the world should be reflected in the curricula of all disciplines, particularly those preparing for entrepreneurship. Academic

personnel should play a significant role in determining the curriculum.

(d) New methods of education will also imply new types of teaching-learning materials. These have to be coupled with new methods of

testing that will promote not only powers of memory but also powers of comprehension, skills for practical work and creativity.

Article 10 - Higher education personnel and students as major actors


Article 11 - Qualitative evaluation (Quality Evaluation
(a) Quality in higher education is a multidimensional concept, which should embrace all its functions, and activities: teaching and

academic programmes, research and scholarship, staffing, students, buildings, facilities, equipment, services to the community and

the academic environment. Internal self-evaluation and external review, conducted openly by independent specialists, if possible with

international expertise, are vital for enhancing quality. Independent national bodies should be established and comparative standards

of quality, recognized at international level, should be defined. Due attention should be paid to specific institutional, national

and regional contexts in order to take into account diversity and to avoid uniformity. Stakeholders should be an integral part of the

institutional evaluation process.

(b) Quality also requires that higher education should be characterized by its international dimension: exchange of knowledge,

interactive networking, mobility of teachers and students, and international research projects, while taking into account the

national cultural values and circumstances.

(c) To attain and sustain national, regional or international quality, certain components are particularly relevant, notably careful

selection of staff and continuous staff development, in particular through the promotion of appropriate programmes for academic staff

development, including teaching/learning methodology and mobility between countries, between higher education institutions, and

between higher education institutions and the world of work, as well as student mobility within and between countries. The new

information technologies are an important tool in this process, owing to their impact on the acquisition of knowledge and know-how.
Article 12 - The potential and the challenge of technology
Article 13 - Strengthening higher education management and financing
Article 14 - Financing of higher education as a public service
Article 15 - Sharing knowledge and know-how across borders and continents
Article 16 - From ‘brain drain’ to ‘brain gain’
Article 17 - Partnership and alliances