|
THE COMPETITIVE SEMICONDUCTOR MANUFACTURING HUMAN
RESOURCES PROJECT:
Second Interim Report
CSM-32
Clair Brown, Editor
APPENDIX 6-1
Summary of Figures 6-1 to 6-4
Figure 6-1 | Figure 6-2 | Figure
6-3 | Figure 6-4 | Generalizations
FIGURE 6-1. Initial Training
• The number of days of initial training is positively correlated
with defect density and direct labor productivity for all three
job categories.
• Additionally, there is a positive association between initial
training days and line yield for engineers and operators. For operators,
cycle time is positively correlated with initial training days.
| Figure 6-1. The Correlation
Between Initial Training |
| and The Performance
Metrics |
| |
|
|
|
| |
Number of Days of |
Number of Days of |
Number of Days of |
| |
Operator Orientation |
Technician Orientation |
Engineer Orientation |
| Defect Density |
positive |
positive |
positive |
| Stepper Throughput |
|
|
|
| Line Yield |
positive |
|
positive |
| Cycle Time Per Layer |
positive |
|
|
| Direct Labor Productivity |
positive |
positive |
positive |
| |
| ïSignificance is
at the 10% level. |
FIGURE 6-2. Operators
• Using both methods of training in cleanroom procedures and
problem solving is positively correlated with the performance metrics.
• On-the-job training or classroom alone is negatively associated
with high performance.
| Figure 6-2. The Correlation
Between Specific Skill Training |
| and The Performance
Metrics |
| |
|
|
|
|
| OPERATORS |
Either Method of Training
|
Only On-The-Job Training |
Only Classroom Training |
Both Methods Of Training |
| |
|
|
|
|
| Defect Density |
F (-) |
|
I (-) |
|
| Stepper Throughput |
|
|
G (-) |
H,K (+) |
| Line Yield |
F (-) |
|
|
|
| Cycle Time Per Layer |
I (+) |
|
D (-) |
H,K (+) |
| Direct Labor Productivity |
|
K (-) |
|
K (+) |
| |
| ïSkill Legend:
(A) basic skills, (B) basic science, (C) SPC, (D) company-specific
orientation, (E) machine operation, (F) machine maintenance,
(G) teamwork/communication, (H) problem solving methods, (I)
design of experiments, (J) safety procedures, (K) cleanroom
procedures. |
| ïA '+' means there
is a positive correlation. A '-' implies a negative correlation.
|
| ïSignificance is
at the 10% level. |
FIGURE 6-3. Technicians
• Technicians respond positively to solely classroom training.
• Either classroom or on-the-job training effectively increases
the skills of technicians in seven of the eleven categories.
• Both methods of training is positively correlated with high
performance for some skills.
| Figure 6-3. The Correlation
Between Specific Skill Training |
| and The Performance
Metrics |
| |
|
|
|
|
| TECHNICIANS |
Either Method of Training
|
Only On-The-Job Training |
Only Classroom Training |
Both Methods Of Training |
| |
|
|
|
|
| Defect Density |
|
|
H (+) |
E,F (+) |
| Stepper Throughput |
|
|
|
C,G,H,I,J,K (+) |
| Line Yield |
A,D,E,F,H,J,K (+) |
|
A (+) |
F (+) |
| Cycle Time Per Layer |
|
|
|
|
| Direct Labor Productivity |
C,E,F,G,H,J,K (+) |
|
|
C,G,J,K (+) |
| |
| ïSkill Legend:
(A) basic skills, (B) basic science, (C) SPC, (D) company-specific
orientation, (E) machine operation,
(F) machine maintenance,, (G) teamwork/communication,
(H) problem solving methods, (I) design of experiments, (J)
safety procedures, (K) cleanroom procedures.
|
| ïA '+' means there
is a positive correlation. A '-' implies a negative correlation.
|
| ïSignificance is
at the 10% level. |
FIGURE 6-4. Engineers
• Only on-the-job training is ineffective with respect to high
performance.
• Only classroom training is mostly negatively correlated with
the performance metrics.
• Both methods of training in SPC and cleanroom procedures
is correlated with high performance.
| Figure 6-4. The Correlation
Between Specific Skill Training |
| and The Performance
Metrics |
| |
|
|
|
|
| ENGINEERS |
Either Method of Training
|
Only On-The-Job Training |
Only Classroom Training |
Both Methods Of Training |
| |
|
|
|
|
| Defect Density |
|
|
A (-), H (+) |
|
| Stepper Throughput |
|
|
C (-) |
C,G,H,I,L (+) |
| Line Yield |
|
|
|
|
| Cycle Time Per Layer |
|
|
D (-) |
|
| Direct Labor Productivity |
|
|
C (-) |
C,L (+) |
| |
| ïSkill Legend:
(A) basic skills, (B) basic science, (C) SPC, (D) company-specific
orientation, (E) machine operation, (F) machine maintenance,
(G) teamwork/communication, (H) leadership/supervision, (I)
problem solving methods, (J) design of experiments, (K) safety
procedures, (L) cleanroom procedures. |
| ïA '+' means there
is a positive correlation. A '-' implies a negative correlation.
|
| ïSignificance is
at the 10% level. |
Generalizations
• It appears that using OJT training alone isn't useful with
respect to increasing performance across all three job categories.
• For operators and engineers, using only classroom training
hinders the goal of high performance while it helps technicians.
• There is a positive correlation between the use of both types
of training and the performance metrics across all three job categories.
• Training in cleanroom procedures is highly correlated with
high performance.
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