What is the DMAIC method?

The ets Six Sigma DMAIC Method is a way to reduce gaps whether they be opportunities for growth or reductions in defects. It was designed to effectively guide you through gap reduction, set the stage for continuous improvement, and enable you to communicate your approach to others–all while facilitating quick understanding and decision making. You can think of the DMAIC method as a step-by-step procedure with checkpoints that helps a team understand a gap and its causes and find the best permanent solution. DMAIC (and other formal problem solving methodologies) are dynamic processes that are continually being improved and revised. Although the steps and checkpoints may evolve over time, the general logic will remain the same: use data to understand a gap and find the most significant cause, correct it, and continue until performance meets requirements.

The ets Six Sigma DMAIC Method is composed of 5 steps and 33 checkpoints, each of which represents an activity in the gap reduction process. These steps and checkpoints are used to help segment the gap closing process into a logical series of actions. By using a series of steps, teams can complete the gap reduction process by following step-by-step instructions. In the context of this course, “steps” refer to the major operations in the DMAIC process: Define, Measure, Analyze, Improve, and Control. The term “checkpoints” refers to the smaller actions that make up the larger steps. “Step 1: Define” has 5checkpoints, “Step 2: Measure” has 6 checkpoints, “Step 3: Analyze” has 5 checkpoints, “Step 4: Improve” has 7 checkpoints, and “Step 5: Control” has 10 checkpoints.

1. Step 1: Define
   The first step in DMAIC, “Define” contains checkpoints that help a team demonstrate the significance of a particular improvement need, with data, and develop a theme statement and a schedule for completing the DMAIC method.
2. Step 2: Measure
   Whereas the objective of Step 1 was to quantify the significance of a particular improvement need or theme, the objective of Step 2 is to focus more closely on the theme that you selected and find a specific problem within it to improve. During Step 2 you investigate critical features of the theme and select a specific problem to improve. The theme must be examined, stratified, and analyzed from various viewpoints before your team can discover the most significant problem and create a problem statement.
3. Step 3: Analyze
   Step 3 is composed of activities that help illustrate the reasons why the selected problem exists, and guide improvement teams through the process of finding the most significant, or root causes, of the problem. Just as selecting the root or most significant causes of the problem is critical to efficiently improving the theme, selecting the most significant cause will also generate the most efficient gap reduction. Remember that much of the DMAIC process involves sorting through the “trivial many” to find the “significant few”, hence the need for analytical tools and data.
4. Step 4: Improve
   In Step 4, “countermeasures” are selected, tested, and evaluated for use in correcting the root causes identified in Step 3. A countermeasure is a refined idea that your team feels will reduce or eliminate the root cause. The term “countermeasure” is a carefully selected word because it implies that its purpose is to counter a verified root cause. The term “solution” often suggests a more general, less disciplined action.
5. Step 5: Control
   Step 5 of the DMAIC process is the step in which a team confirms that its improvements are successful, their efforts remain effective, and the theme of the project is completely addressed. The key phases of this step are Results, Standardization, and Future Plans.

FAQ: what is P-D-C-A?

Proactive thinking and the desire to achieve a shared vision should drive the strategic planning process. Coupled with collaboration, coordination, and facts, an organization can create sufficient strategic leverage to achieve dramatic results. Organizations that achieve this capability can better accelerate the degree, and pace, of the achievement of their success.

The Plan-Do-Check-Act (PDCA) principle is an adaptation of the Deming Wheel, popularized by Dr. W. Edwards Deming, and based on the work of Walter A. Shewhart, a statistician and Quality Control engineer with Bell Laboratories from 1918 – 1956. The PDCA principle asserts that any action, regardless of scope, can be improved through the disciplined application of plan, do, check, and act. In some organizations, the C (check) is substituted with S (study) to emphasize the importance of understanding the effects of interventions designed and implemented to improve performance.

FAQ: what is process management?

Process Management, the third ets six sigma component, and which, along with DMAIC (Define-Measure-Analyze-Improve-Control), is one of the two major, structured processes used daily in ets six sigma. Process management is a series of steps that are followed in which the Analytical and Decision-Making Tools are used to understand and improve processes throughout the organization. DMAIC is often used to support process management efforts, and process management itself has many features similar to the DMAIC process.A basic familiarity with process management will help you better understand the purpose of DMAIC projects, indicators, and linkages to organization-level KPIs and objectives. ets process management is performed using seven (7) major steps, and 25 checkpoints.

The 7 Steps of ets Process Management

1. Step 1: Select Process
   Determine which process should be better managed, based on priority, stakeholder impact, and improvement need.
2. Step 2: Construct Process Flow chart
   Flow chart (map) your process, review its efficiency, and assign accountability for on-going process management.
3. Step 3: Identify Indicators
   Create a process control system by establishing measures of success for your process that reflect customer requirements. Ensure that measures are documented and data is available. Assign indicator accountability and develop contingency plans for each measure.
4. Step 4: Implement Process Control System
   Document your process management improvement efforts and maximize their value through replication (i.e. Sharing Sessions) and P-D-C-A.
5. Step 5: Monitor Process Control System
   Review indicators for performance issues focusing on the stability and the capability of processes.
6. Step 6: Improve Process
   Improve processes when they are not meeting targets. The DMAIC methodology may be required if contingency plans are insufficient to reduce variation permanently.
7. Step 7: Standardize Process
   Document your process management improvement efforts and maximize their value through replication (i.e. Sharing Sessions) and P-D-C-A.

Figure 1: ets Process Management Methodology Steps and Checkpoints–A Systematic Approach for Process Design and Innovation

For breakthroughs in student achievement–look beyond the classroom

Breakthroughs in approaches to student achievement are being pursued from most every angle. Advanced research in learning and delivery methods yield promise but sporadic results. A review of the fundamental principles of human needs may offer strategies for reaching a tipping point regarding breakthroughs in student progression and achievement.Robert H. “Bob” Seemer is a management consultant whose mission is to transform communities by empowering children and families to achieve self-determined goals – providing them the tools, and improving the productivity and capability of social services networks and education systems. Mr. Seemer has been helping organizations in the private and public sectors improve productivity for almost 40 years.

Introduction

What’s wrong with education in America? Regardless of the poll, America ranks poorly. Experts, the media, and futurists want us to believe that students’ problems stem mostly from generational differences to learning, and that new approaches in the classroom are the answer. While we all want answers to the problem of student performance, the solutions proposed may not be attacking the root causes, well, at least not all of them.

Current trends in student performance

By almost any measure, America’s kids are lagging their peers in most other developed countries. The most recent data published by the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA) showed that 15 year olds in the United States ranked 25^th of 30 in Math, 24^th in Problem Solving, 21^st in Science, and 15^th in Reading as compared to their peers in other industrialized countries. Furthermore, in most subjects, most countries ranking higher than the U.S. ranked significantly higher on average. Narrowing the view to just the 50 states, an even darker picture emerges. The most recent EPE Research Center data indicate, for example, that 31.7% of 4^th graders are proficient in Reading, 31% of 8^th graders are proficient in Math, and the national high school graduation rate is 70.6%. Recent studies also suggest that as many as 75% of college students require some remedial education, and ACT scores are flat (Associated Press, August 2008). With education representing a lion’s share of every state’s budget, is it an efficiency issue, an effectiveness issue, or are other factors driving these results?

Are all children ready to learn?

In 1943, Dr. Abraham Maslow published his landmark paper entitled A Theory of Human Motivation. In it he proposed that people seek to fulfill “basic” core level needs and, when met, continue to seek the fulfillment of successively higher needs. Today, Maslow’s Hierarchy of Needs consists of eight (8) levels:

1. Physiological Needs
2. Safety Needs
3. Belongingness and Love Needs
4. Esteem Needs
5. Need to Know and Understand
6. Aesthetic Needs
7. Self-Actualization
8. Transcendence

According to Maslow, if there are deficiencies in the first four basic needs, they must be addressed and those needs sufficiently fulfilled before a person is ready to act upon Level 5 and higher needs.

In America today, these basic needs are not being fulfilled for many of our children, as suggested by the following indicators:

• 11%, or over 8 million children do not have health insurance.
• 14% have special healthcare needs.
• 66% of youth who are in custody are there for non-violent offenses.
• 40% of children are living in families in which income is below 200% of the poverty level; 8% are living in extreme poverty.
• 22% of children are living in immigrant families, many of which are non-English speaking.

Numerous studies have established the link between economic well-being and student achievement, with economics being the key factor for access to services which help address the most basic needs of children and families.

Schools partially address these needs and social issues through free and reduced price meals, English language coaches, school nurses, and partnerships with local health and public safety agencies. But these programs are reactive and do not get to the root, and are little more than a band-aid on a patient needing a heart transplant. How can children aspire to learn when such gaps exist in the four basic level needs?

Community Social Services Networks

Communities are composed of public, private, and not-for-profit agencies (service providers) whose missions are to address the basic needs of children and families. Try as they might, these networks fail miserably at satisfying the holistic needs of the community for the following reasons:

• Providers react to those who request a specific service, often failing to understand the holistic needs.
• Many families are unaware of available services or for what services they may qualify.
• If the needs are known, families don’t know how to access the services.
• Providers are at capacity and don’t want more clients, thus discouraging a proactive approach to understanding the total community’s needs.
• Providers, even when at capacity, are often reluctant to refer those in need to providers with similar missions.
• Providers lacking a holistic view of a client’s needs are unable to refer the client to other providers that may address other needs this is known as service fragmentation.
• Fragmented service delivery networks consist of hundreds of organizations which operate as silos, the inability to collaborate cross-functionally, a key factor in resource underutilization and waste in any organization, public or private.
• Funding organizations allocate resources on outputs because those are easy to track (i.e. immunizations given, meals served, etc.), and less so on outcomes (i.e. student achievement or improved quality of life resulting from services); rarely on prevention.

In summary, community-based social services networks are reactive, fragmented, inefficient, and underfunded. As the economy worsens, scarce resources are focused more on reactive, output type services, thus widening the gap of fulfilled needs for our children and their families.

Solutions are emerging

Technology has been identified as a driver of the change in how kids learn, and a key to solutions in the classroom. Technology is also proving to be a source of empowerment for families and capability for social networks to satisfy the basic needs, offering a complementary solution to advances in the classroom.

A comprehensive solution to learning will require education and social services systems that meet the holistic needs of each child, ensuring each child’s basic needs are satisfied so that he or she is ready to learn; a Whole Child, if you will. A Whole Child is defined as one whose basic needs have been fulfilled in the following six dimensions:

1. Health
2. Education
3. Economics
4. Environment
5. Social well-being
6. Spiritual well-being

Each dimension consists of risk factors, which, if allowed to persist, put the child at risk of undesired outcomes in the respective dimension. For example, risk factors identified in the Health dimension include mental and physical well-being, access to regular medical care, learning and visual ability, and so on. A total of 35 basic risk factors compose the six dimensions. Satisfy them all and we have a Whole Child.

Empowerment through technology

In 2001, a partnership of Electronic Training Solutions, Inc. (ets), the Lawton Chiles Foundation, and local communities in Florida, created the Whole Child initiative, assisting communities to ensure that all children thrive. A “Whole Child community” is one that provides all children with the opportunity to be healthy, contributing members of society, based on the belief that parents have primary responsibility for raising their children, and the community is a partner in this endeavor. It is not just another program but a philosophy that uses strategic planning, web-based technology, performance measurement and broad-based community engagement to build communities where everyone works together to make certain their children thrive. The Whole Child initiative to-date has focused on families with children ages 0-5 years and uses ets’ Whole Child Connection™ web-based technology to do the following:

• Assist parents in identifying needs and connecting with providers.
• Assist providers in building holistic and more productive service delivery networks.
• Assist policy makers, community leaders and advocates to identify critical issues related to the well-being of children 0-5 and develop the capacity to address these issues.

Three Whole Child communities (counties) have been operating in Florida for three to seven years. Seven additional counties in Florida and North Carolina are in the design stages with implementation scheduled by Spring, 2009. In two counties, the system has been expanded to include prenatal and children aged 0-18 years. While each of these communities has adopted the Whole Child philosophy and ets’ Whole Child Connection web-based technology, they have implemented their projects in fashions that are compatible with their environments and local circumstances.

There is growing recognition at the national level that investment in early childhood, beginning with prenatal care and focusing on ages 0-5, is critical to the health and well-being of every community. Similarly, there is increased recognition that single strategy programs are not effective; a holistic approach is needed for nurturing infants and young children which engages parents and incorporates all six dimensions of the Whole Child.

Few proven models demonstrate how services can be provided in a holistic manner. Because communities are organized differently and may have different cultures and capacities to deliver services, holistic service delivery models require local customization; one size does not fit all. Thus, each of the Whole Child communities has had to adjust the system’s development and implementation process to meet its specific needs. The following concepts behind holistic service delivery, however, are common to all Whole Child communities:

• Seeking collaboration, not competition.
• Networking, not fragmentation.
• Ensuring dollars follow the child, not the program.
• Initiating service with screening and assessment.
• Beginning with prevention, not treatment.
• Addressing all dimensions of the whole child.
• Building a “no wrong door” culture with service providers.
• Capitalizing on technology to engage families and to improve the quality of services.

Additionally, a self funding feature is being incorporated by ets in order to build in sustainability for the Whole Child Connection systems, making them resistant to county, state, and federal funding reductions.

Conclusion

Single strategy programs focused on the student and classroom environment do not constitute a comprehensive solution. School districts, admirably, are applying innovative approaches to educational technology, student progression analysis, professional teacher development, and various inclusion scenarios for students with disabilities. Pockets of excellence are evident; however, in the end, and on the national level, education in America is not systemically producing high achievers. The results are what they are.

To have a more significant effect on student achievement, we must develop strategies that prepare kids to learn and that reinforce newly acquired knowledge. Approaches developed which address the basic needs, coupled with advances in the classroom, will likely have better chances for success. In a recent American Productivity & Quality Center (APQC) education initiative meeting in Houston with the superintendents of seven of the highest performing school districts in the United States, one said, “if we were able to double spending in the classroom, student achievement might increase, but only incrementally. The greatest impact must come from beyond the classroom, in the home and community ensuring that all children are ready to learn.”

To learn more about the Whole Child philosophy and initiative, go to www.etsfl.com.

EZSHS™ v 3.2 is now available

ets is proud to announce the release of EZSHS (Easy Self Help System) v. 3.2, a key component of the ets connections™ framework.

EZSHS is a unique solution for providing pro-active, online information and referral services to not only address existing needs, but help prevent developing issues, educate the community on available services, and dramatically increase the efficiency and utilization of available services– all with a “no wrong door” approach.

ets connections is a comprehensive management system approach designed for community leaders to implement and sustain positive change. The nucleus of ets connections is the EZ Self Help Systems (EZSHS), which enables families to understand their holistic needs based on proven risk factors and directly access the appropriate community services.

EZ Self Help System

The EZ Self help System is composed of three ets proprietary software programs. Together, they enable families, and individuals of any age to:

• Understand their holistic needs, known or unknown using research-based survey instruments, and create a unique family profile.
• Identify potential community service providers capable of meeting the family’s or individual’s needs, and directly access the best choices.
• Create a personalized success plan enabling the family to manage its transition to self-determined success.

Supporting System

Six supporting modules form the management system which helps ensure the EZ Self Help System becomes the nucleus of the community by engaging and aligning businesses, government and service providers to the needs of families.

The Management Reports and Leadership Scorecard module provides ongoing status of system performance and family and community outcomes. Effective use of these reports enables community leaders to evaluate and improve service quality and resource allocation in the areas of:

• System Performance
• Family Outcomes
• Community Outcomes

The Community and Network Self-Assessment module, based on the Malcolm Baldrige and the Florida Governor’s Sterling Award Criteria for Performance Excellence, enables community leaders and individual network member organizations to evaluate capability and performance, and to develop plans for systematic improvement of the service delivery network.

The Strategic Planning and Leader Engagement module enables community leaders to develop aligned strategic goals, objectives and tactical action plans to efficiently address the quantified gaps identified in the community-level profiles.

The Funding Stream Generator module helps ensure that funding is not a barrier to improving the quality of life for a community’s citizens. The Funding Stream Generator is key to strengthening and sustaining the network of services available to meet the holistic needs of citizens.

The Best Practices Sharing module is an accessible web site that ensures all ets connected communities can learn from each other, thereby eliminating the waste that results from “re-inventing the wheel.”

The Training module ensures that the best approaches and standard practices are in place to promote improvement and sustained performance excellence. Web-based and classroom trianing are available for leaders, administrators, advisors, managers and providers.

Whole Child Connection

The ets partnership with the Lawton Chiles Foundation is focused on improving the quality of life for all children aged 0 to 5 years and their families. Communities that make the commitment to their youth by ensuring their holistic needs are identified and met, can begin the journey to becoming a certified Whole Child Connection Community.

The Whole Child Connection System is powered by ets’ proprietary ets connections and EZSHS programs. ets is the chief strategist for the Whole Child and implements the Whole Child Connection in all committed communities.

Whole Senior Connection

Citizens 55 years and older benefit from ets connections by understanding barriers to their achieving and maintaining self sufficiency and independence. By developing personalized success plans and connecting directly to necessary services, seniors can achieve the highest quality of life, and remain vital members of their communities. The Whole Senior Connection version of ets connections is designed to comply with Section 508 of the Americans with Disabilities Act, helping ensure access and usability by most people.

FAQ: what are key performance indicators?

This is currently a hot topic, and every book has a different definition for Key Performance Indicators, or KPIs. Some authors include all high level organizational measures as KPIs, including strategic planning goal and objective measures, and other measures, as well. Another author refers to anything on the “scorecard” as a KPI.

Following is how I have been using the terms KPI since 1991 and scorecard since 1984. At ets, we define KPIs as measures which represent the mission of the organization. Very large companies may only have 6-10 KPIs which reflect the most important aspects of their purpose. Typical KPIs may include:

1. Market Share
2. Profitability
3. Customer Satisfaction
4. Customer Penetration/Loyalty
5. Workforce Engagement/Satisfaction
6. Environmental Impact
7. Community Engagement/Responsibility

Many other measures might drive the above KPIs, but they would not necessarily be called KPIs. The KPIs should reflect the mission and the ultimate outcomes which prove that the mission is being accomplished. As such, the KPIs should set the stage for the focus of the strategic plan, which is designed to close KPI gaps with breakthrough performance initiatives. For example, if there were a gap between current and targeted profitability (KPI #2, above), the strategic plan may include objectives with measures and targets that focus on increasing sales per customer, reducing scrap, or reducing cycle time in product development. These are all KPI #2 drivers and should certainly be measured and monitored. But they would not be KPIs themselves. However, they may be included on the scorecard.

The scorecard consists of measures from three (3) sources:

1. KPIs;
2. Strategic Plan (Goal and Objective Measures);
3. Key Processes (Particularly the core/value creation processes).

The scorecard provides a summary of the KPIs and the primary measures that are affecting them. This provides immediate analytical insight at the highest levels of an organization. The KPIs and the scorecard are very important tools for aligning and engaging the workforce and ensuring effective resource utilization. An organization may have 6-10 (or even a few more) KPIs, however, the scorecard may have as many as 75-100 measures. This depends on how much leaders want to monitor the scope and pulse of the organization. In some cases, scorecards are further broken down into “dashboards”. These are composed of measures which drive the scorecard measures. Whichever definition you chose for any of these terms is up to you. However, once decided, be consistent to avoid confusion in your own organization.

FAQ: how many versions of six sigma are there?

This is an easy question with a controversial answer.

There is really only one “six sigma.” Whether your organization is involved in Lean, Transactional, or Six Sigma for Service, these terms like the name six sigma itself, were coined to refresh the concept they hoped to replace. For example, Management By Objectives (MBO), Zero Defects, Total Quality Control, Total Quality Management and then six sigma represent successive concepts building on their predecessor. What they all have in common is the goal of improving organizational performance. While all claim to be better than the other, they share the same analytical and collaboration tools. The bottom line with any of these concepts is that they all require leadership engagement, collaboration and management by fact. None of these approaches can stand alone and must be complemented by a holistic management system, which is where the Baldrige Criteria for Performance Excellence comes in. The Baldrige addresses the scope of “what” an organization should do to be successful, but is not prescriptive. Six sigma is prescriptive in terms of “how” things should be done. By combining the “what” and the “how,” organizations can achieve and sustain success. By doing only one or the other, gains may be achieved but not sustained.
The danger presented by these various approaches to organizational improvement is their focus. By emphasizing defect and waste reduction, organizations cannot help but to put quality and customer value on the back burner, despite claiming they don’t. What needs to be remembered is the following:

1. By improving quality and customer value, costs will be reduced.
2. The organization’s mission and Key Performance Indicators should drive the improvement philosophy. If leaders are focused only on costs, then that’s another problem.
3. Customer satisfaction and revenue growth do not result from defect and waste reduction, which are intended to remove customer dissatisfaction and expenses.

A successful approach to management will focus above the line (revenue growth) and below the line (costs). Many of the large banks, insurance companies, and other organizations which fell victim to the recent economic crisis had extensive six sigma initiatives in place. Where was the emphasis on growth, customer value and retention, and prevention?

FAQ: what are some of the approaches to six sigma?

Since its adaptation from Total Quality Management in 1985 by Motorola to address manufacturing quality issues, the six sigma movement has had an emphasis on defect and cost reduction in manufacturing. While reducing defects and customer dissatisfaction are good, this focus does not necessarily generate growth or increase customer satisfaction. Furthermore, organizations in the education, government and service industries continue to struggle as they try to adapt manufacturing and corporate service examples to their operations. Hence, this philosophy has resulted in two diverging six sigma camps: a traditional one focused on reacting to and removing defects and costs, and an evolved approach that includes a proactive focus on growth, increasing capacity and its utilization, and increasing customer satisfaction.

FAQ: what is six sigma?

Six sigma is a philosophy, a methodology, and a standard of excellence. As a philosophy it implies the relentless pursuit of excellence. As a methodology, it stresses the systematic application of logic, analytical tools, and decision techniques to develop fact-based solutions to problems. As a standard of excellence, it means that operations should attain no more than 3.4 defects out of a million opportunities. Sigma (σ) is the Greek letter used in statistics to denote the standard deviation for a set of data. Six sigma represents a quality level of six standard deviations from the statistical mean of a data set, or how well the process variation meets the customer’s requirements. Six sigma, therefore, represents a process with very little variation and almost zero defects.

Brevard County to become a Whole Child Community

Brevard’s leaders voted today to implement the ets, Inc. EZ Self Help System (EZSHS) software solution and become Florida’s eighth Whole Child Community. The unanimous decision was prompted by continued concerns regarding the economy, unemployment, and the increasing cost of living – all of which are threats to the quality of life for Brevard’s citizens.

“Brevard’s leaders made an important decision today” said ets President and Chief Operating Officer, Bob Seemer. “Their decision was to give families the opportunity to better understand their own needs and more easily navigate a fragmented system to obtain the services they need.” Children’s advocate, Bunny Finny added, “If the EZ Self Help System were in place five years ago, it would have been much easier for me to find the necessary services for my grandson.”

The Whole Child System is based on the concept that a “whole” child must be fulfilled in six dimensions:

• Health
• Education
• Economics
• Environment
• Social Well-being
• Spirit / Self-esteem

Each dimension consists of risk factors, which are listed in a self-administered survey completed on a computer by the family. Once submitted, the EZSHS informs the family of their service needs and enables them to review and select the most appropriate providers, thus developing their personalized Whole Child Plan. “The Whole Child Connection, powered by ets’ EZSHS, empowers families to define success and assume responsibility for achieving it,” said Florida State Representative Loranne Ausley of Tallahassee. “It’s innovative, and gives families an alternative that has never before been available.”

Rob Rains, Executive Director of The United Way of Brevard County added, “The self-help concept, and the ability of a family to take responsibility for obtaining the services they need are exciting features provided by the EZ Self Help System.”

The Brevard Whole Child System will be adapted to serve children aged 0-18 years, expectant mothers, and young adults through age 25. The system is expected to be operational by January, 2009.

About ets, Inc. ets’ mission is to serve every person, community, and organization with excellence as the standard for consulting, training, and technology solutions. Its core areas of focus include:

1. Community Building by providing citizens access to services and improving the efficiency of community resources by integrating fragmented service delivery networks.
2. Organizational Improvement by improving the effectiveness and efficiency of government, not-for-profit, and corporate organizations through the disciplined application of proven management and leadership approaches.
3. On-line Training by delivering leading edge business approaches, including six sigma methodologies, via the internet.

Since 1990, ets’ clients have successfully employed its approaches and have received one Deming Prize, four Malcolm Baldrige National Quality Awards, and nine Florida Governor’s Sterling Awards, including Brevard Public Schools in 2007.

Additional information on the EZ Self Help System and other ets services is available from ets, inc., 501 Delannoy Avenue, Cocoa, Florida 32922, Phone (321) 636-2212, email: info@etsfl.com, website: www.etsfl.com.