| |
| |
| Foreword | |
| |
| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| Prologue | |
| |
| |
| Who Is Dr. Deming | |
| |
| |
| More on Dr. Deming's Background | |
| |
| |
| Background-Japan after World War II | |
| |
| |
| Dr. Deming Teaches in Japan | |
| |
| |
| Why Should I Read This book | |
| |
| |
| How to Read This Book | |
| |
| |
| Overview | |
| |
| |
| Day One | |
| |
| |
| |
| The Need for Transformation of Western Management | |
| |
| |
| Dr. Deming Lectures to a Packed Convention Hall | |
| |
| |
| Why Are We Here | |
| |
| |
| Historical Perspective | |
| |
| |
| Is America Prosperous or Are We in Trouble | |
| |
| |
| America Is in Trouble-More Is Going out than Coming in | |
| |
| |
| Aren't We Still Leaders in Agriculture | |
| |
| |
| What American Industry Brings in the Most Dollars | |
| |
| |
| What Factors Have Led to American Prosperity in the Past | |
| |
| |
| What Is the Definition of a Colony | |
| |
| |
| Something Has Happened to America | |
| |
| |
| Reflections During Coffee Break | |
| |
| |
| To Achieve Quality There is No Substitute for Knowledge | |
| |
| |
| Quick Fix-Machinery and Automation | |
| |
| |
| Quick Fix-Just In Time (JIT) | |
| |
| |
| Quick Fix-Cost Cutting | |
| |
| |
| Quick Fix-Suboptimization of People and Technology | |
| |
| |
| Quick Fix-Management by Results | |
| |
| |
| Quality Is Made in the Boardroom-Not on the Factory Floor Forces of Destruction | |
| |
| |
| Story of the Art Class | |
| |
| |
| The Prison | |
| |
| |
| Comments Overheard in the Prison Compound | |
| |
| |
| Escape from Prison | |
| |
| |
| |
| A System of Profound Knowledge | |
| |
| |
| What Is a System of Profound Knowledge | |
| |
| |
| What Is a System | |
| |
| |
| The Importance of Interdependence in a System | |
| |
| |
| An Example of the Systems Concept-Customer/Supplier Flowchart | |
| |
| |
| How to Suboptimize a Firm | |
| |
| |
| Theory of Variation | |
| |
| |
| Variation Is So Easy to Understand | |
| |
| |
| Theory of Knowledge | |
| |
| |
| There Is No Such Thing As a True Value | |
| |
| |
| Psychology | |
| |
| |
| Reflections During Lunch | |
| |
| |
| |
| Obligations 1 through 5 | |
| |
| |
| Obligation 1-Constancy of Purpose | |
| |
| |
| Obligation 2-Adopt the New Philosophy | |
| |
| |
| Obligation 3-Cease Dependence on Mass Inspection | |
| |
| |
| The Hazard of 100 Percent Inspection | |
| |
| |
| When to Use Mass Inspection | |
| |
| |
| Three Worlds-Rules for Inspection | |
| |
| |
| Inspect the Process-Not the Product | |
| |
| |
| Obligation 4-End the Practice of Awarding Business on the Basis of Price Tag Alone-Instead Reduce Cost by Reducing Variation | |
| |
| |
| Buying on Price Tag Alone | |
| |
| |
| Comparison of Suppliers | |
| |
| |
| Taguchi's Use of the Loss Function | |
| |
| |
| Three Worlds for Purchasing | |
| |
| |
| Reduce Variation through Long-Term Relationships | |
| |
| |
| What About the Purchase of a Commodity | |
| |
| |
| Single Supplier Policy | |
| |
| |
| What If Your Supplier Has a Fire | |
| |
| |
| Obligation 5-Continual Improvement | |
| |
| |
| Innovation and Improvement | |
| |
| |
| Where Does Innovation Come From | |
| |
| |
| The Shewhart Cycle for Learning and Improvement | |
| |
| |
| Evening Study Group | |
| |
| |
| Reflections on Day One | |
| |
| |
| Day Two | |
| |
| |
| |
| Obligations 6 through 9 | |
| |
| |
| Dr. Deming Autographs His Book | |
| |
| |
| Hands against the Wall | |
| |
| |
| Obligation 6-Training for a Skill | |
| |
| |
| Why a Leader Must Be a Trainer | |
| |
| |
| Obligation 7-Leadership | |
| |
| |
| Doing Your Best is Not Good Enough | |
| |
| |
| Obligation 8-Drive Out Fear | |
| |
| |
| Blaming the Worker | |
| |
| |
| Obligation 9-Break Down Barriers between Staff Areas | |
| |
| |
| Why Don't People within an Organization Cooperate | |
| |
| |
| Independent Kingdoms versus Cross-Functional Teams | |
| |
| |
| We Need a Theory of Cooperation | |
| |
| |
| Cooperation Will Lead to More Standards | |
| |
| |
| Cooperation and Darwin | |
| |
| |
| |
| The Red Beads | |
| |
| |
| The Workers Are Instructed | |
| |
| |
| The Red Beads-Production-Day | |
| |
| |
| |
| The Red Beads-Production-Day | |
| |
| |
| |
| The Red Beads-Production-Day | |
| |
| |
| |
| The Red Beads-Production-Day | |
| |
| |
| |
| Keeping the Plant Open with the Best Workers | |
| |
| |
| The Red Beads-Production-Day | |
| |
| |
| |
| Red Beads Chart | |
| |
| |
| The Light Goes On | |
| |
| |
| Day Two-Afternoon | |
| |
| |
| It Is So Easy to Be Fooled by Figures | |
| |
| |
| What Can We Do to Reduce the Proportion of Red Beads | |
| |
| |
| How Did This Come About | |
| |
| |
| Two Kinds of Mistakes | |
| |
| |
| How Do You Make Red Beads | |
| |
| |
| As a Result of the Red Bead Experiment-the Japanese Went to Work Straight Away | |
| |
| |
| I Am Learning | |