lean principle
lean-4
Adopt Lean
• Build vision • Establish need • Foster lean learning • Make the commitment • Obtain senior. management buy-in
Prepare
• Integrate with Enterprise Level • Establish an Operations Lean Implementation Team(s) • Develop implementation strategy • Develop a plan to address workforce changes • Address Site Specific Cultural Issues • Train key people • Establish target objectives (metrics)
Expand Internally/Externally
ENTRY
IMPROVED COMPETITIVE POSITION
Definition of Value价值的定义 价值的定义
Specify value: value is defined by the customer in terms of specific products & services with linkages to other principles. 价值： 价值：客户按照具体产品或服务及其它一些原则的考虑所定义的价值
At the end of this module you will be able to:单元结束，你将可以 单元结束， 单元结束
Define of value as it applies to lean定义价值在精益中的运用 Understand value from the eyes of the customer确定客户眼中的价值 Identify characteristics of value确定价值的特征 Understand the customer requirements of both the internal and external customer了解内部客户与外部客户的需求 Create a SIPOC diagram建立SIPOC图
论《逻辑哲学论》的简单性原则
第12卷第2期2021年4月哲学分析Philosophical AnalysisVol.12，No.2Apr.，2021论《逻辑哲学论》的简单性原则张志平摘 要：在写作《逻辑哲学论》时，维特根斯坦崇尚的是简单性原则。
他不仅根据简单性原则表述其思想，形成独特的写作风格，而且还从简单性入手切入对世界本质的形而上学建构，认为世界归根结底是由所有简单对象的内容及形式所共同决定的事实的总和，通过极简的［p，ξ，N（ξ）］揭示命题、语言、描述和世界的共同本质，并通过语言批判和思想划界对哲学思考本身提出简单性要求。
在某种意义上，简单性原则也是作为形而上学的哲学的根本原则，因为哲学从诞生起就带有还原论倾向，在多中寻求一，在时间性中寻找永恒性。
这样的探寻是通过对纷繁复杂的现象世界加以透析、过滤、简化来达到使世界充满秩序并容易为我们所理解的目的。
但简单性原则本身存在诸多困难。
维特根斯坦在简单性原则上前后期思想的转变，实际上也是哲学从现代性向后现代性转变的一个缩影。
只有认识到简单性与复杂性的辩证统一，保持两者之间合理的张力，才不会在现代性和后现代性之间偏执一端，哲学思考也才能更贴近事情的真相，为人的生活实践贡献更多智慧。
关键词：维特根斯坦；简单性原则；形而上学；张力中图分类号：B5 文献标识码：A 文章编号：2095-0047（2021）02-0067-81在写作《逻辑哲学论》时，追求完美写作形式的维特根斯坦崇尚的是简单性原则。
a有关简单性原则，维特根斯坦在《逻辑哲学论》中多次提及。
在5.4541中， 作者简介：张志平，上海师范大学哲学与法政学院教授。
a有关简单性，维特根斯坦用的是“einfach”一词，英译者翻译为“neat”（干净的、整洁的，名词为neatness），似乎不妥（参见Ludwig Wittgenstein，Tractatus Logico-Philosophicus， London， Boston and Henley：Routledge & Kegan Paul Ltd， 1981， p. 125）。
LEAN&Six sigma
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16
“5S——成为精益组织的第一步!”
整理 (Sort) 整顿 (Set in order) 清扫 (Shine) 清洁 (Standardize) 素养 (Sustain)
清理所有 工作场所 中无用的 工具、材 料等
组织所有 必要的工 具、材料 等于工作 有关的东 西
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8
何为6s ?
• 过程能力或产品性能的统计测量法；
• 使性能达到几近完美的目标；
• 实现持久经营领导能力和世界级业绩 的管理系统
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9
性能的经典观点
“99％好”的实际意义
每小时遗失20000件邮件 每天约15分钟的不安全饮用水 每周5000例错误的外科手术 大多数机场每天2次或不足或过长的着陆 每年200000张错误药方 每月停电约7小时
Proprietary & Confidential
7
七种浪费
6.Waiting 等待 等待…人,设备,物料,信息等 - 工作量不平衡 - 无计划的停机时间 - 工作场所无纪律
7. Motion 动作 生产过程中,不必要的人员,工件或机器的移动 - 不好的工厂布局 - 工作场所缺乏组织 - 缺乏标准化,不一致的工作方法 - 增加作业员疲劳造成浪费,如缺陷 - 工效问题对健康的影响,如重复的动作性伤害
3. Inventory库存 一个流之外的任何供给品 -” 常常是”过量生产”的结果 - 工作量不平衡 - 不适当的计划 - 不可靠的供应商
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pragmatic principles
Hedges(Cautious notes)
There are certain kinds of expressions speakers use to mark that they may be in danger of not fully adhering to the principles. These kinds of expressions are calld hedges.Examples: 1.I'm not sure if this is right, but I heard it was a secret ceremony in Hawaii. 2.He couldn't live without her, I guess. 3.So, to cut a long story short, we grabbed our stuff and ran. 4.I won't bore you with all the details, but it was an exciting trip. 5.I don't know if this is important, but some of the files are missing. 6.By the way, are you coming tomorrow? 7.This may be a bit confused, but I remember being in a car. 8.I don't know if this is clear at all, but I think the other was reversing. Hedges are good indications that the speakers are not only aware of the maxims, but that they want to show that they are trying to observe them.
精益领导力12范式
Plan quickly, act slowly 快计划，慢行动
Experts & specialists solve problems 专家解决问题
Lean Leadership Paradigm 精益领导范式
Long-term focus on purpose 关注长期目的
精益领导12范式
Traditional Leadership Paradigm 传统领导范式
Short-term results focus 关注短期结果
Get the product out (push) 产出导向（推动）
Local optimization (speed things up) 局部优化 （加快节奏）
Plan slowly, act quickly 慢计划，快行动（强调共识）
Everybody solves problems 全员解决问题
精益领导12范式 关注短期结果
关注长期目标
精益领导12范式
赶快把漏 水的地方 补好
拿个袋子罩在 桶里不就不漏 水了么
局部优化
整体优化
精益领导12范式
桥主梁要断了 怎么了？
Market-in (flow & pull) 市场导向（流动&拉动）
Overall optimization (reduce waste) 总体优化（减少浪费）
Standards enable continuous improvement 标准促进持续改善
Make the problem visible 暴露问题
Standards limit creativity 标准限制创造力
Hide the problem 掩盖问题
金字塔原理(完整版)
However, major cause of disappointing sales is Dynamo抯 unfocused marketing effort 然 而 ， 真 正 使 得 销 售 不 振 的 主 要 原 因 则 在 于 贵 公 司 市 场 营 销 的 重 点 不 集 中
*
雪 莉 吾 友 ： 我 恨 你 ！ 因 为 … …
*
Dear Shirley . . . 雪 莉 吾 友 …
I hate you 我 恨 你
Reason #1 第 一 个 理 由
Reason #2 第 二 个 理 由
Reason #3 第 三 个 理 由
WRITING BACKWARDS (PYRAMID PRINCIPLE) 从 结 论 说 起 (金 字 塔 写 作 原 则 )
Key line support 主 要 理 由
Governing thought 中 心 思 想
Non- controversial statement about situation 以 无 可 争 议 的 说 法 来 陈 述 情 况
Comment on situation 对 情 况 的 评 论
Implication of situation and comment ("therefore" point) 情 况 所 代 表 的 涵 义 及 评 论 (「 因 此 」 … … )
虚拟语气和主谓一致
主谓一致⏹“一致”（concord或agreement）指句子成分之间或词语之间在语法形式上的协调关系。
主谓一致指主语和谓语动词之间在“人称”和“数”的方面的一致关系，这又叫做“主-动一致”（Subject-verb Concord ）。
指导原则⏹1.语法一致原则（Grammatical Concord)⏹主语为单数形式，谓语动词用单数形式；主语为复数形式，谓语动词也用复数形式。
⏹The number of errors was surprising.⏹Jane and Mary look alike.⏹2. 意义一致原则（Notional Concord）⏹1）主语形式虽为单数，但意义为复数，谓语动词为复数。
⏹The crowd were running for their lives.⏹单数形式代表复数内容的词有：people, police, cattle, militia等。
⏹2) 主语形式为复数，而意义上却是单数，谓语动词用单数。
⏹The news was very exciting.⏹形复意单的单词有news, works （工厂）和一些以ics结尾的学科名称，physics, economics等。
⏹3. 就近原则（Principle of Proximity）⏹谓语动词的单复数形式取决于最靠近它的词语。
如用连词or,either…or, neither…nor, not only…, but also等连接的并列主语，如果一个是单数，一个是复数，谓语动词与靠近它的主语一致。
⏹Either your students or Mr. Wang knows this.I. 以S结尾的名词作主语的主谓一致⏹1.以S结尾的表示疾病的名词作主语时谓语用单数⏹arthritis:关节炎bronchitis :支气管炎⏹mumps:腮腺炎diabetes:糖尿病⏹phlebitis:静脉炎⏹但是measles(麻疹)，rickets(软骨病) 谓语可用单/复数⏹2.以S结尾的表示游戏名称的名词谓语常用单数⏹darts:投镖游戏dominoes:多米诺骨牌⏹marbles:打弹子游戏billiards:台球⏹但cards(打纸牌)用复数；⏹当它们表示所用工具时谓语用复数⏹Darts is often played in English pubs.⏹Two darts are thrown at every turn.⏹3.以ics结尾的学科名称通常用单数⏹mathematics:数学physics:物理学⏹optics:光学 statistics:统计学⏹politics:政治学acoustics:声学/音响效果⏹economics:经济学athletics:体育学⏹mechanics:机械学semantics:语义学⏹linguistics:语言学tactics:兵法/策略⏹当这类名词表示学科以外的其它意义时用作复数⏹Statistics is not as difficult as some people think.⏹The latest statistics on crime are beyond description.⏹注:下列以ics结尾的名词仅用作单数⏹classics:杰作,著作comics:连环图画⏹ethics: 伦理学cosmetics:化妆品⏹4.以S 结尾的地理名称如山脉，海峡，瀑布，群岛等谓语动词通常用作复数⏹the West Indies西印度群岛⏹the Bahamas巴哈马群岛⏹the Himalayas喜马拉雅山脉⏹the Straits of Gibraltar直布罗陀海峡⏹the Niagara Falls 尼亚加拉瀑布⏹the Rockies 落基山脉⏹但如果是国名，则用作单数，如:the United States, the UnitedNations, the Netherlands（荷兰）。
VI.-礼貌原则Politeness-Principle
VI。
Leech’s Politeness PrincipleContentsI. The Theoretical BackgroundII. The Politeness Principle ＆its MaximsIII。
Interpretation of the Politeness PrincipleIV. Violation of CP out of PolitenessV. Humor Created by Flouting PP MaximsVI. Comprehensive Floutings of CP and PP MaximsVII.Pragmatic Analysis of Deliberate MisinterpretationReading: Leech，G. N。
Principles of Pragmatics ［M］. London: Longman. 1983.I. The Theoretical BackgroundPoliteness Principle （PP for short）was proposed by Leech in 1983.Leech:The Gricean framework itself cannot give a sufficient explanation of the following questions:✓Why do people so often convey their meaning indirectly？✓Why do people deliberately violate the CP maxims?Therefore, Leech (1983) puts forward his Politeness Principle to rescue the CP from the serious trouble it is in:Cooperative Principle can not explain the dilemma that people fail to fulfill Cooperative Principle while at the same time observing it。
教育学原理英文翻译
Education Principles: English Translation IntroductionEducation is a fundamental aspect of human society, playing a crucial role in shaping individuals and fostering their development. The principles that underpin education are essential to create effective learning environments and guide educational practices. In this document, we will provide an English translation of the key principles in the field of education.Principle 1: Learner-Centered ApproachThe learner-centered approach emphasizes the importance of placing the learner at the center of the educational process. This principle highlights the need to consider the individual characteristics, needs, and interests of learners to facilitate meaningful learning experiences. By tailoring educational activities to the learner’s unique profile, educators can better engage and motivate students, leading to enhanced learning outcomes.Principle 2: Active LearningActive learning encourages learners to actively participate in the learning process. This principle suggests that learners acquire knowledge and skills through hands-on activities, problem-solving exercises, and interactive discussions, rather than passive reception of information. By engaging learners in active learning tasks, educators promote critical thinking, collaboration, and independent learning.Principle 3: Differentiated InstructionDifferentiated instruction acknowledges that learners have diverse learning needs and preferences. This principle involves adapting teaching methods, materials, and assessments to accommodate various learning styles, abilities, and interests. By providing personalized instruction, educators can accommodate the diverse needs of learners, promoting inclusivity and ensuring that every student has the opportunity to succeed.Principle 4: Assessment for LearningAssessment for learning focuses on using assessments as a tool to support and enhance the learning process. Rather than solely relying on summative assessments to measure final outcomes, this principle emphasizes the importance of formative assessments throughout the learning journey. By providing feedback and guiding students’ progress, educators can identify areas of improvement and adjust their teaching strategies accordingly.Principle 5: Social and Emotional LearningSocial and emotional learning recognizes the significance of developing students’ social skills, emotional intelligence, and well-being. This principle highlights the importance of fostering a positive and supportive learning environment that promotes social interactions, empathy, self-awareness, and responsible decision-making. By cultivating social and emotional competencies, educators prepare students for future success in both academic and personal aspects of their lives.Principle 6: Lifelong LearningLifelong learning emphasizes the idea that education is a lifelong process that extends beyond the classroom. This principle encourages individuals to continuously seek knowledge, acquire new skills, and adapt to changing circumstances throughout their lives. By promoting a culture of lifelong learning, educators instill a sense of curiosity, self-motivation, and a growth mindset among students, enabling them to become independent and resilient learners.Principle 7: Cultural ResponsivenessCultural responsiveness recognizes the importance of acknowledging and valuing cultural diversity within educational settings. This principle encourages educators to incorporate diverse perspectives, experiences, and cultures into the curriculum and instructional practices. By celebrating diversity, educators create inclusive learning environments that foster respect, understanding, and appreciation for different cultures and perspectives.Principle 8: CollaborationCollaboration emphasizes the value of collaboration among students, educators, and other stakeholders in the educational process. This principle promotes cooperation, communication, and teamwork to encourage a supportive and enriching learning environment. By creating opportunities for collaboration, educators prepare students to effectively work in teams, develop interpersonal skills, and engage in meaningful dialogues.ConclusionUnderstanding and applying these principles of education can contribute to the design of effective learning experiences, promote student engagement, and lead to improved learning outcomes. The learner-centered approach, active learning, differentiated instruction, assessment for learning, social and emotional learning, lifelong learning, cultural responsiveness, and collaboration are all vital aspects of a holistic and inclusive education system. By embracing these principles, educators can nurture the growth and development of learners, preparing them for success in a rapidly changing world.。
礼貌原则
version of the Gricean maxims, while
politeness serves to avoid conflicts
between participants. She proposes her
own three rules of politeness:
1)formality: don’t impose/remain
proposed by Brown and Levinson (1978) is related to the folk expression ―lose face‖. They suggest two kinds of face.
What is face?
Face (Goffman 1955, 1967) ‗the public self image‘ or reputation, self-esteem of a person ...face is something that is emotionally invested, and that can be lost, maintained, or enhanced, and must be constantly attended to in interaction. In general, people cooperate (and assume each other‘s cooperation) in maintaining face in interaction, such as cooperation being based on the mutual vulnerability of face. … (Brown and Levinson, 1987: 61)
• 2. Positive Politeness: FTA performed with redressive action. Strategies oriented towards positive face of the hearer. e.g. strategies seeking common ground or co-operation, such as in jokes or offers: ‘Wash your hands, honey’
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我们不能 •生产废品 •接受废品 •让废品流入过程中
满足外部客户的关键是 满足内部客户的要求
从设计及行政管理流程思考一下，有没有浪费的现象！
七种浪费（在设计过程中）
•废品－错误传达信息，图纸错误 •过量生产－设计但永不生产，不能实现标准化的设计 •运输－数据转手 •等待－为了满足其它作用或纪律的等待 •库存－不能组合或不能完全利用的设计数据 •动作－不必要的分析或测试 •处理－重新设计，效率低下的小组会议，没有需求的发放或打印设计图纸
7 种浪费
•废品 •过量生产 •运输
•等待
•库存 •动作 •处理
7 种浪费
•废品 •过量生产 •运输
•等待
•库存 •动作 •处理
精益生产的基本思想 “从客户出发”
•目标： 消除浪费
过程效率的定义
产出时间
过程效率＝增值时间/定货至到货的时间*100%
新的思考方法
我们必须象客户和供应商地思考 这意味着：
•废品－输入不准确的数据 •过量生产－准备过多的汇报，空洞的报告，有多份拷贝的数据存档 •运输－管理过程中步骤过多，距离过远 •等待－每月定时处理而不及时处理（工作服的更换或清洗，帐单的处理，文档的整理） •库存－不及时处理的事务
•动作－过多的步骤和过多的数据输入
•处理－
3. 由客户拖动价值链
4. 员工参与，员工授权 5. 持续改进，追求卓越
商务组织变迁的4 个年代（汽车工业)
产 量
产品种类
1：手工作坊（19世纪） •根据客户标准制造 •单件生产 •质量波动大 •低库存 •高消费（有钱人享有） 2：批量生产（19世纪末） •可交换的部件 •劳动者的分工 •装配线 •产品种类少 •员工争斗 3：精益生产（今天） •产品种类多 •小批量 •质量考核指标:PPM •员工参与 4：多种模式结合的企业
流
程
市场和销售
设计
供应商
制造
装配
客户的价值
价值流
信息流
物流
是与客户一致的信息， 还是被过滤的或是噪音 的信息
生产节拍
节拍时间
根据客户需求，单件产品所需的工作时间
节拍时间＝可利用的工作时间/客户需求数
工艺循环时间 和 节拍时间
推动和拖动
由客户拖动
推向客户/商店
批量式生产
产品堆放在每个操作工位直至达到规定的数量，然后才一批移至下一 道工序。
代表性的结果：精益生产 和 传统生产模式
生产周期减少 中间库存减少产品开发 •订单的接受和时间进度
•制造
•物流 •行政管理系统
•人力资源
•………………………
1. 从客户的眼光，定义价值 2. 明确价值流，消除浪费 3. 由客户拖动价值链
制造业的思想历程
可交换的部件
标准成本
多品种
自动报警装置 JIT思想
装配线 消除浪费 同步系统 超市体系 员工分工 质量 批量生产 福特公司
数量/批 丰田生产体系
员工参与
精益企业－基本要素
客户
准时 交货 人员
优秀 质量
稳定生产
精益企业－工具
客户：
•质量功能展开 •节拍时间 •客户的声音
JIT
物料系统 平稳生产 拖动式物流 － 过程设计
可以！可以！但真实的 情况又如何哪？
通过改革改变我们的习惯
－ Kanban
员工：
•目标分配 •高效组织机构 － 价值观 － 高效组织的设计 － 持续改进 － 可从事多种工种的操作工 • 注重员工工作环境的改善
－ 减少产品切换时间 － 使用点
质量：
•报警自动装置 •防错设计
稳定：
•减少波动 •视觉管理 •标准作业 •设计的工艺性 •全生产力的维护
精益企业－工具
1. 从客户的眼光，定义价值
定义价值
增值的行动：
通过一种行动改变了零件的大小，形状，配合，排列 或材料的性能来达到客户的需求 （行动直接反映客户的需求）
不增值的行动：
指这些消耗了时间或资源但并不是客户的需求的行 动
思考：下面哪些步骤是增值的？
库存
焊接
库存
货运仓库
原料入库
冲压
维修 装配 发货
2 明确价值流，消除浪费
单件物流
产品在本工序完成后， 立即被移至下一工序
•在准确的时间，在规定的地方，有准确的数量的产品/物料/信息
4。 员工参与，员工授权 5。 持续改进，追求卓越
精益生产 和 传统生产模式
• • • • • •
员工工作量减少50％ 废品减少50％ 设计开发周期是原来的1/3 相同的产出，一半的场地 半成品量是原来的1/10 良好的工作环境