Skill strengthening for Intel manufacturing supervisors

It re-examines the current COS program objective, inputs role of the manufacturing supervisors, COS organization, and COS Curriculum, activities training methodology, outputs safety, qua

UNIVERSITÉ LIBRE DE BRUXELLES

MASTER FINAL PROJECT

Tutor’s name: Dr Jacques Martin

Ho Chi Minh City (2014)

and are not the official position of Intel Corporation or Vietnam Assembly and Test

Ho Chi Minh City, 06/2014

Do Hoang Tram

ACKNOWLEDGEMENTS

First, , I would like to give my greatest appreciation to my thesis tutor, Dr Jacques Martin, for his expertise in guiding me to select the right research’s analytical

framework and for his continuous coaching to make the flow of the research smooth

Second, I would like to thank the Intel manufacturing management for their precious time during the interviews and surveys

Third, I would like to thanks the untiring support of my family

Most of all, I thank God for His goodness in giving me strength to pursue this program

Do Hoang Tram

TABLE OF CONTENTS

STATEMENT OF AUTHENTICATION i

ACKNOWLEDGEMENTS … ii

LIST OF ABBREVIATIONS vi

LIST OF FIGURES vii

LIST OF TABLES .vii

INTRODUCTION 1

1.1 Problem Statement 1

1.2 Scope and Delimitation 1

PART I: RESEARCH OBJECTIVES AND BACKGROUND 2

Chapter 1: Methodology and Design 3

1.1 Research Question 3

1.2 Objectives 3

1.3 Research Methodology 3

1.4 Research Method 3

1.5 Research Design 4

Chapter 2: External and Internal Environments Linkages 6

2.1 Technological Business Environment 6

2.2 Vietnam Assembly and Test Organization 6

2.3 Manufacturing Operations 8

2.4 Roles of the Manufacturing Supervisors 9

PART II: THE COLLEGE OF SUPERVISORS: ACHIEVING THE EXPECTED RESULTS 11

Chapter 1: College of Supervisors Program Overview 12

1.1 Organization of College of Supervisors Program 12

1.2 Program Objectives, Outputs and Expected Results 13

1.3 Curriculum 14

1.4 Training Methodology 16

Chapter 2: Output Indicators 17

2.1 Safety Output Indicators 17

2.2 Quality Output Indicators 17

2.3 Productivity Output Indicators 18

2.4 Controls Output Indicators 18

2.5 Lean Output Indicators 19

2.6 Cycle Time Output Indicators 19

PART III: PERFORMANCE ANALYSIS AND IMPROVEMENT OF COLLEGE OF SUPERVISORS PROGRAM 21

Chapter 1: Measurement of College of Supervisors Program 22

1.1 College of Supervisor Objectives versus the Result Measurement 22

1.2 Roles of Manufacturing Supervisors Measurement 23

1.3 College of Supervisor Organization Measurement 24

1.4 Curriculum Measurement 25

1.5 Training Methodology Measurement 26

1.6 Safety Output Measurement 27

1.7 Quality Output Measurement 28

1.8 Productivity Output Measurement 29

1.9 Controls Output Measurement 30

1.10 Lean Output Measurement 31

1.11 Cycle Time Output Measurement 32

Chapter 2: Discussion and Analysis of College of Supervisors Program 33

Chapter 3: Improvements for College of Supervisors Program 45

3.1 Objective as Against the Expected Results Continuous Improvement 45

3.2 Roles of the Manufacturing Supervisor Continuous Improvement 46

3.3 Curriculum Continuous Improvement 47

3.4 Training Methodology Continuous Improvement 49

3.5 Safety Continuous Improvement 51

3.6 Quality Continuous Improvement 52

3.7 Controls Continuous Improvement 52

3.8 Lean Continuous Improvement 53

3.9 Cycle Time Continuous Improvement 53

CONCLUSION 55

LIST OF REFERENCES 56

APPENDIX 1: Management Feedback Survey 58

APPENDIX 2: Manager Feedback Tool Questions 59

APPENDIX 3: Program Assessment Form 60

LIST OF ABBREVIATIONS

BAM – Ball Attach Module

CAM - Chipset Attach Module

COS - College of Supervisors

CPU - Central Processor Unit

DM - Department Manager

EHS - Environmental Health and Safety

FM - Factory Manager

EOC – Emergency Operations Center

ERT - Emergency Response Team

FUR - Found Unit Report

GM - General Manager

HRD - Human Resource Department

MMS - Manufacturing Management System

MRB - Material Review Board

MUR - Missing Unit Report

ODM – Original Design Manufacture

OEM – Original Equipment Manufacturer

PC - Personal Computer

PTR - Problem Tracking Report

RIMS - Reject Inventory Management System

SoC - System-on-Chips

TPT – Through Put Time

USB - Universal Serial Bus

VNAT - Vietnam Assembly and Test

WS - Workstream System

LIST OF FIGURES

Figure 1: Analytical Framework 4

Figure 2: Vietnam Assembly and Test Organization 7

Figure 3: Factory Organization 7

Figure 4: Manufacturing Operation Process Flow 8

Figure 5: COS Organization 12

Figure 6: COS Program Framework 14

Figure 7: College of Supervisors Curriculum Overview 16

Figure 8: Management Feedback 23

Figure 9: COS Program Assessment Results 25

Figure 10: Safety Output Indicators 27

Figure 11: Quality Output Indicators 28

Figure 12: Productivity Output Indicators 29

Figure 13: Controls Output Indicators 30

Figure 14: Lean Output Indicators 31

Figure 15: Cycle Time Output Indicators 32

Figure 16: VNAT Safety Management System 38

Figure 17: Proposed Supervisor Framework for Continuous Learning and Development 46

Figure 18: Proposed COS Curriculum 49

LIST OF TABLES Table 1: COS Curriculum Overview 15

Table 2: Output Indicators 13

Table 3: Result of the Manager’s Feedback Tool 20

Table 4: Summary of Findings on COS Program 44

Table 5: Proposed Correction for the Questions on Program Assessment Form 50

INTRODUCTION

1.1 Problem Statement

The manufacturing supervisors are the front line supervisors of the factory They are the cutting edge of Intel manufacturing operation which is the core business of the Vietnam Assembly and Test (VNAT) VNAT hiring strategy is to source candidates from the pool of recent college graduates with and without technical background They are required to take a unique tailor-made program called College of Supervisors (COS)

to develop them to become competent supervisors in Vietnam’s manufacturing

environment

There are some doubts about the relevance and effectiveness of the program for the manufacturing supervisors to become word class in leading their manufacturing technicians towards flawless line execution With that, this research attempts to re-examine the relevance of the program based on its objectives, training process, outputs

and the expected results This is because the supervisor’s skills are directly the result of

the training process

1.2 Scope and Delimitation

The research covers the COS Program in VNAT facility only Being the youngest manufacturing site of Intel Corporation (INTC), VNAT has not yet achieved the required institutional maturity and competency as compared to the older sites like Malaysia, China and Costa Rica to make it more responsive to Intel Corporation’s

direction towards manufacturing excellence

PART I

RESEARCH OBJECTIVES AND BACKGROUND

Chapter 1: Methodology and Design

1.1 Research Question

Is the current COS program adequate in strengthening the manufacturing foundation skills for the supervisors to successfully manage the manufacturing technicians towards flawless line execution?

1.2 Objectives

The research attempts to assess the current COS program with an end in mind to make it

more responsive to Intel factory’s direction towards manufacturing excellence

1.3 Research Methodology

The research uses inductive approach, starting from collecting and analyzing the data and understanding the phenomenon The research paper likewise uses the combination

of the following studies: Exploratory to find out what is happening and understanding

a problem, Descriptive to portray an accurate profile of a situation and Explanatory to

establish causal relationships between variables

1.4 Research Method

The research collects data from Intel manufacturing practices, COS program which includes the current COS curriculum and the COS Program Assessment Results as primary source of data The research likewise conducts surveys and interviews to the manufacturing staff and management to get their feedback on the effectiveness of the program in strengthening the skills of the manufacturing supervisors Data collected are subjected to quantifiable measurements (either qualitative or quantitative) in terms of

acceptable cost, quality, and delivery The research uses Table, Pie Chart, Pareto

Diagram, and Bar Graph to present the data for quick analysis and easy

understanding

1.5 Research Design

The research uses the audit approach methodology, an auditing approach for process

quality, to determine gaps on the COS program and its related processes (Martin, 2013)

It re-examines the current COS program objective, inputs (role of the manufacturing supervisors, COS organization, and COS Curriculum), activities (training methodology), outputs (safety, quality, productivity, controls, lean and cycle time) and the expected result as excellent people management towards flawless line execution by the manufacturing technicians Likewise the research presents the technological landscape of the business and VNAT manufacturing organization and processes

Figure 1 below presents the Analytical Framework of the research

Phase 1 is the diagnostic of the present situation, i.e what are the objectives of the COS

program, what are the activities to deliver the training, what are the expected outputs, what are the expected results, are objectives met the expected results, how much level of acquired competencies and skills

The research attempts to find gaps between the objectives and the results Identifying gaps is crucial so that the “strengthening of skills” is possible to achieve The research

gathers relevant data to understand the business environment through technological analysis of the market against the current COS program It then discusses the activities which is the training methodology, then maps it out against the outputs of such activities

Phase 2 is the re-designing of the process to improve the acquisition of the required

skills of the manufacturing supervisors This is to analyze any unacceptable quantifiable measurement in terms of costs, quality, and delivery Finally it determines the dysfunctions, the risks and the causes and recommends actions to correct the notable dysfunctions

Chapter 2: External and Internal Environments Linkages

2.1 Technological Business Environment

INTC is a Santa Clara, United State, based company founded in 1968 and it designs, manufactures, and sells microprocessors that process system data and controls other devices in the system; and chipsets, which sends data between the microprocessor and input, display, and storage devices, including graphics, audio, and video onto a single chip (Yahoo Finance, 2014) INTC also provides mobile phone components and mobile phone platforms (Yahoo Finance, 2014) INTC sells its products to original equipment manufacturers (OEM), original design manufacturers (ODM), and industrial and communications equipment manufacturers in the computing and communications industries (Yahoo Finance, 2014)

The advent of mobile technology requires devices to be able to connect all the time, and this paves the way to system-on-chips, known as mobile processors, which are used for the smartphones and tablets As pointed out by Bamden (2013), this innovation disrupts the personal computers (PC) with central processor units (CPUs) on them and impacted most of the OEMs and ODMs that assemble and design computers like Dell, HP, Sony, Asus, among others

Companies shifted to this new business trend to get shares from the total available market This new technology has a shorter product life-cycle of every six months instead of two years as compared to the PC This could be attested with the activities of companies like Apple, Samsung, Goggle and Intel where they launch next generation smartphones and tablets every six months which could be seen in the stores

2.2 Vietnam Assembly and Test Organization

VNAT is an Assembly and Test manufacturing facility started operations in July 2010

It is the newest and largest manufacturing site of Intel in terms of floor area and capacity

Figure 2 below presents the VNAT organizational set up

At the helm is the General Manager (GM) who is equal with the Factory Manager (FM) The support departments (Finance, Human Resources, Corporate Services, Law and Corporate Affairs, Logistics, Material, Planning and Information Technology) directly report to the Intel Corporate group and they are matrix to the GM and FM At the site level, they are managed by the GM

Figure 3 below presents the Factory organizational set-up

The FM directly manages the Manufacturing, Assembly Engineering, Test Engineering, Yield, Quality and Reliability, and Technical Training departments

Manufacturing Department is headed by a Department Manager (DM) with 4 shift managers that run the manufacturing in a 24x7 operation Each shift manager has five manufacturing supervisors Each manufacturing supervisor has to have an average of

18 manufacturing technicians The current number of manufacturing technicians is 344

The employees inside the red rectangle are the shift employees under the manufacturing department Inside the green dotted rectangle are employees from other departments that support manufacturing department in a shifting scheme Those areas outside the red and green dotted rectangles are the regular office employees working eight hours a day, five days a week

2.3 Manufacturing Operations

Manufacturing department assembles and tests units (chipsets and mobile processors) that are being supplied to the customers Chipset is one of the components of the CPU for PC while mobile processor is used for tablets and smartphone In 2010, VNAT produced chipsets but starting 2014, it has shifted to producing mobile processors known as system-on-chips (SoC) for tablets and smartphones

Figure 4 below is the manufacturing operation process flow with five major modules: Chip Attach, Epoxy, Ball Attach, Test and Finish This is the reason why the

manufacturing organization requires five shift manufacturing supervisors

The Chip Attach Module (CAM) attaches the die to the substrate then to the die side

capacitors (Technical Training, 2012) It consists of three major equipments connected

together using the Material Handling Systems to transfer metal carriers packages to plastic trays (Technical Training, 2012)

The Epoxy Module seals the area between the substrate and the die to prevent moisture

in the package (Technical Training, 2012) This provides mechanical support for the die-to-package to interconnect and distribute the stress generated by the mismatch in Coefficients of Thermal Expansion between the die and the substrate, and remove residual moisture from the die and the package (Technical Training, 2012)

The Ball Attach Module (BAM) attaches solder balls to substrate land-side pads to

allow substrate to be attached to printed circuit board (Technical Training Department, 2012) These balls will form the connection between the substrate and the circuit board and ensure a good electrical and mechanical contact (Technical Training, 2012)

The Test Module stresses the units at high temperature and voltage in order to screen

out the infant mortality parts (Technical Training, 2012) It performs 100% electrical test to isolate manufacturing defects, ensure product meets performance specifications

per product data sheet, categorize components according to unit’s performance, and

provide yield analysis and improvement (Technical Training, 2012)

The Finish Module marks product identification data on to the package surface,

inspects the packages for any case or warping, identifies any mechanical and visual defects (Technical Training, 2012) This module also includes transferring of units into tape and reel, measuring the outgoing quality levels of the quality, protecting fully assembled and tested components from damage, and ensuring the quality of the unit lots before shipment to the customer (Technical Training, 2012)

2.4 Roles of the Manufacturing Supervisors

Manufacturing supervisors must demonstrate business and strategic acumen (Human Resource, n.d.) They must understand the team’s role in the success of the business to

drive continuous improvement They must interpret and communicate trends and issues and to make data-based decisions as informed risks

Manufacturing supervisors must build strong and vital organization (Human

Resource, n.d.) They must listen, coach and develop the team to deliver the required results They must foster direct and open communication and establish mutual trust and respect environment Critical part of this role is managing performance firmly and fairly

by rewarding achievements

Manufacturing supervisors must set the pace and execute (Human Resource, n.d.)

This is done by setting aggressive goals and defining how success is measured though planning, organizing, and monitoring the work It also calls for delegating with clear expectations and accountability and role modeling accountability to achieve results and demonstrating initiative and proactively addressing issues

Manufacturing supervisors must manage internal and external stakeholders (Human

Resource, n.d.) This is executed by listening to and engaging with team’s stakeholders

It also calls for clearly representing team’s interests and influencing when necessary

Manufacturing supervisors must lead with integrity (Human Resource, n.d.) This is a

foundation of becoming successful They must be honest, ethical, sincere, fair, and principled Integrity is also adapting to and learning from different styles and cultures and promptly recognizing and resolving ethical dilemmas Most of all, manufacturing supervisors must role modeling business excellence

PART II

THE COLLEGE OF SUPERVISORS PROGRAM: ACHIEVING THE EXPECTED RESULTS

Chapter 1: College of Supervisors Program Overview

VNAT has started its manufacturing operation in July 2010 The units being produces were chipsets During that time up to early 2013, majority of the manufacturing supervisors were expatriates from matured sites like Malaysia, China, Costa Rica and the Philippine Hence, it was only in 2013 that the COS program was implemented to prepare local employees in managing the manufacturing operations

1.1 Organization of College of Supervisors Program

The program is under the Technical Training Department’s organization A principal

directly manage the COS program The program has an operating model of partnering with Human Resource Department (HRD), Manufacturing Management, and Quality Department

Figure 5 presents the COS Organization

The Factory Manager leads internal and external teams in building products from the

concept phase to high volume production and delivers cost-effective and scalable manufacturing solutions to meet or exceed market requirements for product functionality, delivery, reliability, and quality and the entire supply chain and manufacturing system (Technical Training, 2012)

The Program Coach, being the Manufacturing Manager and a senior staff from the factory, integrates feedback, helps to identify and overcome challenges, provides

support and facilitates learning to the manufacturing supervisors basing from the current and past experiences or issues that the factory had encountered so as not to commit the same issues (Technical Training, 2012)

The Program Principal manages the COS Program and responsible in the detailed

organization of the school; the development of the instructional program; the assignment of duties to and the supervision of staff members; and the general operation

of the school facility (Technical Training, 2013)

The Dean of HRD School assesses organizations, defines and implements the best HR

solutions for supervisor development needs, and develops training needs for manufacturing supervisors (Technical Training, 2012)

The Dean of Manufacturing Operations and Technical School partners with

Program Principals to identify and develop manufacturing supervisor competencies in project management, effective employee relations, and management practices (Technical Training, 2012)

The Dean of Quality School partners with Program Principal to identify and develop

required quality training needs for manufacturing supervisors to ensure continuous quality process is adhered to (Technical Training, 2012)

1.2 Program Objectives, Outputs and Expected Result

The objectives of the program are to develop world class manufacturing supervisors that demonstrate Intel high standards of excellence in people management and line execution and to create an interactive and safe environment that enables the learning and development of excellence in people management and line execution (Technical Training, 2012)

From the objectives above, one component of the program is people management This

is strengthening their supervisory skills Another component is the flawless line execution that involves critical outputs to be delivered by the manufacturing supervisor through the manufacturing technicians The first component is an enabler while the second component is the result Though the line execution by the manufacturing technicians determines the success of the factory in delivering the quality products to the customers, the people management plays an equally important role to ensure that the result is achieved

Figure 6 is the COS Program framework for flawless line execution

Source: Technical Training

1.3 Curriculum

The curriculum is an instructor-led training scheme It has three modules: Quality, Manufacturing, and People 101 It has 32 courses with a total of 150 training hours The training is done onsite with 19 days of 8 hours per day The manufacturing supervisors are in a 24/7 shifting operation mode Their primary duty is supervising their respective teams and only during their off-shift duty that the training is conducted

With the shifting scheme, the training is conducted in two separate sessions to accommodate the schedules of the four shifts

Table 1 presents the general COS Curriculum

 Quality Module

The quality module has six courses with 28 training hours The module has quality

goals to continuously strive to be better by improving the customer perceived values of Intel products, processes and people; to be faster by reducing the time to perform every activity; and to be cheaper by reducing the total cost of doing business (Technical

Training, 2012)

 People 101 Module

This module has 19 courses with a total of 78 training hours It is designed to build a

solid foundation for the manufacturing supervisors’ long-term success (Technical

Training, 2012) This module is an enabler component in driving the manufacturing technicians towards flawless line execution and a critical component to achieve the desired outputs of the factory

 Manufacturing Module

This module has two parts with a total 44 training hours The first part is a four-day learning experience course (32 training hours) that immerses the students in a simulated factory environment (Technical Training, 2012) The instructors divide the group into team and give a variety of challenging yet realistic tasks through which the team to work on

The second part is the manufacturing supplemental with 6 courses with 12-training hours (Technical Training, 2012) This includes knowledge on production equipment, physics foundation, and statistics This module is geared to equip the manufacturing supervisors to achieve the required output of the factory

Figure 7 presents the College of Supervisors curriculum overview

Source: Technical Training

1.4 Training Methodology

The training methodology includes the following: (1) Instructor-led lecture inside Intel classroom; (2) Program Assessment for the students to rate the content of the curriculum and the instructors; (3) Graduation Thesis to improve safety, quality, productivity, controls, lean, and cycle time; and (4) Offsite graduation ceremony with

one significant others being invited (Technical Training , 2012)

Chapter 2: Output Indicators

This chapter discusses outputs in terms of Safety, Quality, Productivity, Control,

Lean, and Cycle Time indicators They are critical areas in the production of units and

they are tracked in a quarterly basis The manufacturing supervisors submit an after shift report for the weekly trending analysis for management intervention if the goals are not met

2.1 Safety Output Indicators

Safety indicator is tracked by the number of early report, first-aid, and day-away case

with goals as “not applicable” (Manufacturing Department, 2009) Though the safety

ideal state is zero, such result is difficult to achieve due to the large number of employees working in a 24x7 operation environment with numerous and complex tools

to operate The early report indicator is logged in the Manufacturing Management System (MMS) while first aid and day- away cases are logged in the Environment Health and Safety (EHS) database

The early report is a positive indicator because the more number of early reports known by the site, the more incidents can be prevented The first aid case is a negative

indicator but the site encourages employees to report for the needed intervention in order not to aggravate the health condition of the employee

The number of day-away case is a negative indicator because the situation has not been

proactively addressed Day-away case negatively impacts the factory operations due to lack of headcount to process the unit lots or to maintain the equipment In most cases, the supervisor asks for help from other shifts to cover for the headcount but charge as overtime

2.2 Quality Output Indicators

Quality indicator is measured on the number of early reports, problem tracking report

(PTR), Material Review Board (MRB) and violation of the through put time (TPT)

(Manufacturing Department, 2009) The goal for the early report is “not applicable” for

it depends on the actual potential issue For the other indicators the goal is zero The manufacturing supervisors log, monitor and track these indicators in the MMS

The early report is a positive indicator and the manufacturing supervisor tracks submission on the trend, participation in making factory free from potential quality issues The PTR and MRB are negative indicators that are mainly due to process violation cause by human behavior

The indicator for the number of violation on the TPT to close early report is a check mechanism to proactively address a potential quality issue The numbers of days to close the issue is 14 days

2.3 Productivity Output Indicators

VNAT is loaded 11,000,000 pieces of substrates with a goal to convert that number to 10,999,700 processors (Manufacturing Department, 2009) This is about 99.9973% goal of loaded units Productivity indicator is gauged by the number of processed units from the time the production starts up to the time they are ready for shipment to the customers

From the start of the production, each manufacturing supervisor in the modules (Chip Attach, Epoxy, Ball Attach, Test, and Finish) logs, monitors and tracks the number of units that pass to every module though the Workstream System (WS)

2.4 Controls Output Indicators

Controls indicator is gauged terms of numbers of violations in the reject unit management that calls for 1000 days disposition, number of violations pertaining to

unauthorized bringing camera or Universal Serial Bus (USB) to the production floor, Missing Unit Reports (MUR) and Found Units Reports (FUR) (Manufacturing

Department, 2009)

The processors, even though rejected due to quality issue, are susceptible to theft even the area where they are kept is secured Once these stolen processors got to the

customers illegally, it negatively impacts Intel’s reputation due to the quality issue The

manufacturing supervisors log and track the reject units in the Reject Inventory Management System (RIMS)

The prohibition of the camera and USB is needed in order to protect Intel’s Intellectual

Property rights and its trade secrets Control of this information is needed in order for Intel to have a competitive advantage The manufacturing supervisors log and track this indicator in the security database

The MUR and FUR ensure that both reports are reconciled otherwise they are considered as theft related cases rather than process violation Moreover, not reconciling these data impacts the inventory of Intel as well The manufacturing supervisors log and track this indicator in the security database

2.5 Lean Output Indicators

Lean indicator is gauged in terms of numbers of accepted and rejected submission of lean proposal by the employees with a goal of 80% acceptance rate of the total lean proposal (Manufacturing Department, 2009) The manufacturing supervisors log and track the lean indicator in the manufacturing lean database

2.6 Cycle Time Output Indicators

Cycle time indicator has a total cycle time goal of 72 hours (Manufacturing Department, 2009) This is gauged in terms of number of hours that the substrates are processed from the time the production starts up to the time they are ready for shipment to the customers The manufacturing supervisors log and track the production processing time

of each module in the WS

Chip Attach, Epoxy and Ball Attach Modules have 15 hours cycle time goal respectively while Test Module has 20 hours cycle time and Finish Module has 7 hours

cycle time (Manufacturing Department, 2009) This sums up to 72 hours cycle time (3 days cycle time)

Table 2 summarizes the output indicators as a measurement of the COS program

PART III

PERFORMANCE ANALYSIS AND IMPROVEMENT

OF COLLEGE OF SUPERVISORS PROGRAM

Chapter 1: Measurement of College of Supervisors Program

This portion measures, when appropriate, the COS program objective as against, inputs, activities and outputs through cost, quality, and delivery as an attempt to come up with observable dysfunctions of the program

1.1 College of Supervisors Objectives versus the Result Measurement

One of the objectives of the COS program is to develop world class manufacturing supervisors that demonstrate Intel high standards of excellence in people management towards flawless line execution (Technical Training, 2012)

The Quarterly Manager’s Feedback Tool, a system generated and a corporate-wide

survey, gives managers relevant data related on how well they communicate with, motivate and develop their staff Employees rate their manager on ten key questions with scale of 1 to 5, 5 being the highest score The goal is 85% satisfaction rate

2014 There are 344 manufacturing technicians with 20 manufacturing supervisors

The response rates are the following: Q1 2013 = 86%; Q2 2013 = 93%; Q3 2013 =

91%; Q4 2013 = 90%; and Q1 2014 = 88% Color green is pass while red is fail

The result shows that the manufacturing technicians consistently rate their supervisors

below expectaion in areas of listening to them, connecting them to the organization

objective, making use of their strength, and giving them career guidance (shaded

yellow area of the table) This is 4 out of 6 specific questions (40%) which is statisticaslly significant to indicate that the manufacturing supervisors are not performing well to the end result of the program which is excellent supervisory skills in people management

Specifically for Q1 2013, all scores failed; 84% being the highest (gives feedback) while the lowest is 64% (gives carreer guidance) For Q2 2013, only one meets the goal (meets to set expectation) which is 85%; the lowest is 66% (gives career guidance) For Q3 2013, only one meets the goal (meets to set expectation) which is 87%; the lowest is 76% (connects me to the organization strategy) For Q4 2014, 4 meet the goal: meets to set expectation as the highest (92%) followed by appreciates my contibution (90%), then gives me feedack and connects me to organization strategy (both 85%) The lowest is give career guidance (79%) For Q4 2014, 6 meet the goal with meets to set expectation being the highest (90%)

1.2 Roles of the Manufacturing Supervisor Measurement

A management survey was conducted to measure the effectiveness of the manufacturing supervisors on their role There are six targeted respondents (four shift managers, manufacturing DM and the FM.) The score is from a scale of 1 to 5, where 5 being the highest score

Figure 8 presents the management feedback to their manufacturing supervisors on their

effectiveness in performing their role

GOAL = 4

a Cost Measurement: There is only indirect identifiable cost measurement for the

role of the manufacturing supervisor The result indicates that 3 out 5 questionnaires pass the cost measurement with scores of 4 points and above However, 2 questionnaires score below 4.0 points This means that there is a needed intervention such as re-training and extra coaching from the manager This entails indirect cost though it is minimal

b Quality Measurement: The results show that the manufacturing supervisors are

not effective on their role in building a strong and vital organization (3 points) and in demonstrating business strategic acumen (3.4 points)

c Delivery Measurement: The management is satisfied on the delivery of their roles

in setting the pace and execute (4.0 points), managing internal and external

stakeholders (4.0 points) and leading with integrity (4.7 points)

1.3 College of Supervisors Organization Measurement

a Cost Measurement: There is only indirect identifiable cost measurement for the

COS organization The COS organization cost measurement is excellent It is lean with the key players functioning in their collateral or expanded roles This saves VNAT indirect cost due to potential additional headcount to run the program

b Quality Measurement: The COS organization measurement is excellent quality

It has the right people supporting the program The FM oversees the program for the much needed management support The manufacturing DM acts as program coach who is the real customer of the COS program

c Delivery Measurement: The COS organization delivery measurement is

excellent The COS principal directly reports to the Technical Training Department and it delivers its services through a strong partnership with the Deans

of HRD, Organization and Technical Schools and the Quality Department

1.4 Curriculum Measurement

a Cost Measurement: The curriculum meets the cost measurement for it operates

with a lean budget of $150 per students It is conducted yearly with 12-20 students from the manufacturing department

Figure 9 presents the COS program assessment results for 2013 COS program which

the research uses to measure the quality and delivery of the curriculum

Twenty manufacturing supervisors took the course in 2013 The survey score is from a scale of 1 to 5, where 5 being the highest score The program assessment includes 2

open ended questions on modules that helped them most in their role as supervisor and suggestions to improve the curriculum The score goal is 4.0 points

b Quality Measurement: The curriculum fails in the quality measurement Out of 7

questions, only 1 question gets a score above 4 points This is about 15% passing

rate The lowest score is in the area of the opportunity to learn all the knowledge

GOAL = 4

and skills they need as supervisor (3.55 points) The following were suggested to

be included in the program: New Product Introduction (20 students), Lean

subject (11 students), more time in people management subject (11 students)

On a positive note, the highest is in the area of skills and the knowledge learned in

the program were relevant to their job (4.07 points)

c Delivery Measurement: The curriculum did not meet the delivery measurement

The students rated the curriculum lowest in the area of the training materials are

points) In the evaluation, 15 students suggested for a soft copy of the training

material while 12 suggested for the instructors to be more interactive

1.5 Training Methodology Measurement

a Cost Measurement: The training methodology exceedingly meets the cost

measurement It does not need cost for the instructors because they are employees

of Intel from Training Department, HRD and Technical groups Moreover, training materials are readily available in the shared drive of the Training Department where students are given access to it The only cost, which is minimal, is to support the graduation thesis and offsite graduation ceremony with one significant

others being invited by every student

b Quality Measurement: The training methodology fails on the quality

measurement The evaluation has 3 main parts (program assessment with specific rating and two open ended questions: modules that helped them the most and suggestions to improve the program) The students rate their instructors on the program evaluation low in instructor’s knowledge on subject matter

c Delivery Measurement: The training methodology fails on the delivery measurement The survey shows that 11 students suggested for an offsite

benchmarking with other companies On a positive note, students are required to

present the graduation thesis to the factory management The offsite graduation ceremony with one significant other being invited by every student