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A. DAY ONE A.M. STARTUP - 45 MINUTES

|Topic | |Teaching Method |

| | | |

|1. Welcome | |OVERHEAD: Welcome to CI Team Training |

|Ice breaker(s)/ participant introductions (15-30 min.) | |3 Post It Name & Information Share; |

| | |each participant takes three post-its and puts one number on each (1, 2, 3) |

| | |On post it # one, write your name and your department |

| | |On post it # two, write your name and the number of years you've worked at ASU |

| | |On post it # three, write your name and tell us something about yourself we may not know (4 to 5 words only) |

| | |Trade your post its with three people you do not know, introducing yourself in the process |

| | |One at a time, have each participant stand and give their name. Those having that person's post-its quickly read them in order. |

| | |(criteria for selection of icebreaker: no paper, gets participants out of their seats, works with 20-40 people, handicap |

| | |accessible) |

| | | |

|2. Housekeeping details (2 min.) | |session will be informal |

| | |each person is responsible for their own comfort |

| | |lunch breaks - 1 hour; participants on their own |

| | |circulate participant sign in sheet (sign name as you want it to appear on certificate) |

| | |discuss parking/tokens if appropriate |

| | |encourage full participation throughout the session using the "100 mile rule." (Scenario: Emergency back at the office. If it's |

| | |important enough that you would drive back from Tucson/Flagstaff to take care of it, then take care of it. If you would not drive|

| | |back from Tucson/Flagstaff to take care of it, it will wait.) |

| | |certificates will be distributed the last day |

| | | |

|3. Session Objectives Pg. 1.2 (3 min.) | |OVERHEAD: |

| | |describe the history and philosophy of continuous improvement |

| | |describe the ASU initiative (see reference material) |

| | |explain the roles and responsibilities of the team participants |

| | |demonstrate effective small group communication skills |

| | |outline the steps of ASU's CI model |

| | |identify the appropriate tools and techniques to use at each step of the CI model |

| | |apply the CI tools to a case study |

| | |improve the CI training session and materials through feedback |

| | | |

|Issue Bin / Parking Lot | |ask table/group for any issues not covered; put in issue bin to capture (defined in manual under Section 6: Tools) |

| | | |

|4. Review Manual, Class Procedures | |manual review; highlight tools and glossary sections |

|(10 min.) | |using "cooperative learning" (participation - Rule of 1/3) techniques |

| | |OVERHEAD: Code of Cooperation (Pg. 6.7) |

| | |quiet/hands up signal (signifies bringing group back to attention) or AIf you can hear me, clap once.@ -CLAP- AIf you can hear |

| | |me, clap twice.@ -CLAP-CLAP- |

| | |purpose of excercises is to experience using the tools, not to produce a final product |

| | |we will be asking you to model good team behavior throughout the 3 day training through simulation of team meetings |

| | | |

| | | |

B. LAYING A FOUNDATION OF UNDERSTANDING

9:15 - 11:00

|Topic | |Teaching method |

| | | |

|Exercise (Optional) | |Table teams brainstorm (on flipchart) responses to, AWhat they know of CI (TQM)?@ |

| | | |

|1. CI History: General / ASU; (5-7 min.) | |OVERHEAD/lecture (see WWII article and paper by Jack Pfister) |

| | |many companies institute CI processes because they are dealing with a "burning platform" |

|Working definitions * | |Peter Ewell in an article on change suggests that universities face "changed times" not just "bad times" |

| | |most organizations use a top down approach in that the initiative is mandated by top management |

|Process: | |in the university, there are many individuals who are willing to experiment with new concepts |

|a transformation of input into outputs | |organic approach - much like the "clear water" approach. White water rafters are trained to steer for the "clear water" and not |

|group of business activities that together create customer value.| |concentrate on looking for rocks. There are many rocks in the stream for those trying to navigate continuous improvement in the |

|emphasis on customer and outcome, not on mechanism; what gets | |university environment. Success is most likely to be found in the clear water. |

|done rather than what we do. | | |

| | |Information on use in universities (refer to articles) |

| | | |

|2. Defining Quality | |Exercise (5-7 min.): Define Continuous Improvement (Quality) |

|Cultural Transformation | |have tables teams define what Continuous Improvement (quality) is report out |

|Quality Is/Is Not | | |

|Service Quality Cycle | |Instructions: Assign each of the three primary points identified in the video to tables (Identify as point one, two, three.) Discuss|

| | |at conclusion of video. |

| | |[pic] |

| | | |

| | |Quality the Big Picture (17 minutes) |

| | | |

| | |Exercise: Video Major Points |

|BREAK (?) | |Have each table discuss their given issue and identify the major points |

| | |1. customer driven |

| | |2. continuous improvement |

| | |3. total involvement |

| | | |

| | |OVERHEAD(S): TQM Definition (Pg. 1.4) / (Key Elements - Optional) |

| | | |

| | |Exercise: Cultural Transformation (15-20 min.) |

| | |Worksheets completed by table discussion: |

| | |cultural transformation |

| | | |

| | |Exercise: CI Is...........Is Not.............OVERHEAD (Partial Disclosure) |

| | | |

| | | |

| | |Exercise: Customer Service Cycle - WIIFM (what's in it for me? Everyone=s favorite radio station) |

| | |Table groups flip chart discussion questions: |

|BREAK (?) | |(1) what's it for the customer and |

| | |(2) what's in it for the employee |

| | |OVERHEAD (Pg. 1.9): Summarize Customer Service Cycle (optional) |

| | |(by explaining what=s in it for Customers/Employees) |

| | | |

| | | |

| | |Tables report out from discussion questions |

| | | |

|3. Juran Quality Trilogy *NEW page | |OVERHEAD: Trilogy - Quality Planning, Quality Improvement, Quality Control |

|Pg. 1.11 | |- idea is to continually move to a lower zone, minimizing chronic waste |

| | | |

| | |- OVERHEAD: 99.9% good enough - distribute as handout (six sigma=3 defects per mil) |

| | |- get examples from group/table (as class time allows) |

| | |- have preset examples in the facilitator guide |

| | |- waste/rework |

| | | |

|4. Cost of Quality Pg. 1.12 | |OVERHEAD: Cost of Quality (see WWII article) |

| | |- idea is to focus on prevention rather than fixing problems after they occur (costs increase almost 10 fold at each level...$1 - |

| | |$100 - $1000 - etc., etc.) |

| | |- Develop examples of cost of quality (change from Defect Detection to Defect Prevention!) |

| | |OVERHEAD: Finished Files (inspection Ano good@- prevention the only way to go!) |

| | | |

C. Continuous Improvement at ASU

11:00 - 11:50

Topic

Teaching method

1. ASU's CI Initiative / Organizational Structure

Pg. 1.14- 1.16

OVERHEAD(s): ASU's CI Initiative / Organizational Structure

Recently has been moved organizationally under the Provost's Office; done for the following reasons:

- increases perceived level of President Coor's support for CI by the campus community

- clarifies that CI is a university wide initiative, not just Administrative Affairs

- keeps the President better informed

2. CI Teams

Pg. 2.1

OVERHEAD(s): CI Teams / Team Definitions

3. Team Roles/Responsibilities

Sponsor (Pg. 2.7);

facilitator(Pg. 2.6);

leader (Pg. 2.4); member (Pg. 2.3)

4. Personal Style Inventory (Optional)

Pg. 2.22-25

LUNCH BREAK 11:50a.m.

Exercise: assign a role to each table; without referring to manual, have participants list on the flip chart 5 key responsibilities for your table's role; upon completion, table groups review the written material and supplement/correct/delete from the original list using the right side of the flip chart page. Teams report out on assigned roles.

OVERHEAD: Team Composition

Review instructions. Have participants complete the style inventory during lunch.

D. TEAM / INTERPERSONAL DYNAMICS

12:50 - 4:30

|Topic | |Teaching Method |

| | | |

|1. Stages of Team Development | |OVERHEAD: Stages of Team Development |

|Pg. 2.11-2.20 ( 30-45 min.) | |Jigsaw method; |

| | |have team members number off in fours; |

| | |assemble participants according to their number (all 1's together, etc.) each number will represent an expert group for an |

| | |assigned stage of team development; |

| | |each expert group will review and discuss their assigned material and prepare a tutorial on the topic; |

| | |participants divide into groups of four again, having a representative from each expert table in the group; each person then |

| | |presents their tutorial to the non-experts (it=s possible that not all participants will need to present). See diagram. |

| | |* Time each expert (2 mins.) so that all have time to present. Process with whole group after all experts are finished. Ask: "Do|

| | |you recognize these stages in past or present teams/groups you have been in?" "What are key learnings from this discussion of |

| | |stages of team development?" |

| | | |

| | | |

|BREAK - 5 minutes | | |

| | | |

|2. Communication Styles | |* When people work together in groups, they bring with them their individual characteristics and styles. |

|Pg. 2.21 (45 - 60 min.) | |* People view things in very different and personal ways. We all respond to the world as we see it. PERCEPTION IS REALITY!! |

| | |* It's important to appreciate that people will see things from their viewpoint, not ours. |

| | | |

| | |OVERHEAD: Important points for Team Leaders, Facilitators and Team Members to remember include: |

| | |- Have clear idea |

| | |- Avoid jargon; match words to your intent |

| | |- Clarify with feedback: two-way communication |

| | |- Recognize that people filter information based on their own experiences |

| | |- Never assume others will see things the way you do. |

| | |- Encourage active listening |

| | |- Create a distraction-free environment |

| | | |

| | |* Personal Style Inventory (Option A) / QuikDISC (Option B) |

| | |- Just as every person has different fingerprints from every other person, so we all have different personal styles. Purpose of |

| | |this inventory/ exercise is to give you a picture of the shape of your preferences/behaviors. Just as no person's foot shape is |

| | |"right" or "wrong," so no person's personal style is right or wrong. |

| | | |

| | |* Directions for Personal Style Inventory: 32 behavioral characteristics arranged in pairs. Score each statement of the pairs |

| | |using a scale of 0 to 5 for each choice. 0 means the statement does not describe your behavior at all, while 5 means the |

| | |statement describes your behavior completely. The score for the two statements must equal 5, so if you score one statement 4 the |

| | |other statement is scored a 1. Do not use fractions. Describe yourself the way you are at work. Take about 5-7 minutes, and do |

|Personal Style Inventory | |not agonize over any pair. Go with first thoughtful response. When finished, go to page 2.25 and score your inventory by |

|Pg. 2.22-24 | |following the directions closely. That will take about 5 minutes also. |

| | | |

| | |* What it means (Pg. 2.26): |

| | |- I-introversion E-extroversion |

| | |S-sensing N-intuition |

| | |T-thinking F-feeling |

| | |J-judging P-perceiving |

| | | |

| | |* Strength of Preference: |

|Write on Flipchart | |- 20-21 = balance in preferences |

| | |22-24 = some preference in the dimension |

| | |25-29 = definite preference in the dimension |

| | |30-40 = considerable preference |

| | |- Your preference combination is made up of those four dimensions for which you had scores of 22 or more. Your over-all profile, |

|Write on Flipchart | |however, includes the relative strengths of all the dimensions. |

| | | |

| | |- Descriptions of Dimensions (Pg. 2.26-27): All dimensions in all of us to some degree. Here is how each dimension looks when it |

| | |is strongly preferred.... |

| | | |

| | |- Exercise (Pg. 2.29) 5 min.: The purpose here is to see the value of each preference style, and also think of ways to flex to |

| | |opposite style. Divide the eight preference styles among the group. Each small group answers 1 through 3, and then develops |

| | |hints for their preference style (left circle) working with its opposite (right circle). Be prepared to share hints with group so|

| | |all can take note (on Pg. 2.30) of good ideas. |

| | | |

| | |* Directions for QuikDISC: QuikDISC is a unique, fast and simple way to introduce |

| | |the concepts of behavioral differences in people and is based on the most popular, reliable, and valid learning instrument |

| | |(Personal Profile System) for understanding yourself and others. |

|Exercise | | |

| | |1. Shuffle the deck thoroughly and distribute six cards to each player. Ask participants to select the card that is least like |

| | |them and place it face down on the table in an open area. Explain that the first step is to keep the five cards that they feel |

| | |are the most accurate self-description -- as they see themselves. |

| | | |

| | |2. With five cards in hand, participants are asked to mingle in the group, introduce themselves to other participants (if not |

| | |already having done so), and trade cards to get an increasingly accurate description of themselves reflected in their cards. |

|QuikDISC (Option B) | | |

| | |Note: If you prefer to work with smaller groups, divide the group into small groups of 5-7 people so that they can interact more |

| | |intensely with each other. |

| | | |

| | |3. When they have five cards that describe them well, participants are asked to discard the two cards in their hands that are |

| | |least like them by placing them on a table, or tables if the group is large. |

| | | |

| | |4. When participants discard their cards, they put them face up on the table so other participants can trade any card in their |

| | |hand for any card on the table that they believe more accurately describes them. After all the trading is done, the cards on the |

| | |table are collected. |

| | | |

| | |5. With the three remaining cards that they feel best describe them, participants are asked to gather in groups of three to seven |

| | |people where each relates an incident from his or her life experience that incorporates each of the self-selected, personal |

| | |characteristics. |

| | | |

| | |QuikDISC Debriefing: |

| | | |

| | |1. Ask participants to look at the distribution of colors throughout the room. Each color represents a unique view of the world |

| | |and a way of responding to it. A wide variation in colors indicates a very diverse group. You can point out the potential |

| | |synergistic power within the group. |

| | | |

| | |2. If one color predominates, it is an indication that the group is fairly homogeneous and alike in significant ways. The |

| | |diversity is there, but it is reflected primarily in the intensity of the style or dimension of behavior. Have participants |

| | |compare the various descriptive words and point out the wide range of colors in their hands to reveal the diversity within the |

| | |predominant behavioral style of the group. |

| | |Note: Complete QuikDISC background and instructions (e.g., Applications for Specific Training Situations, etc.) can be found in |

| | |the company literature that is kept with the cards themselves. |

| | | |

| | | |

| | | |

| | |* Generalizations (Pg. 2.27[bottom] - 28) -paraphrased from guidebook- |

| | | |

| | |- People with similar styles "click" and reach decisions quickly, -- but they may have blind spots that other styles will see. |

| | |Reverse is also likely. |

| | | |

| | |- People with similar styles tend to gravitate toward each other, but sometimes opposite styles attract because characteristics of|

| | |other style admired and needed e.g., attention to detail. |

| | | |

| | |- People's styles cannot be changed to opposites, but people can learn to strengthen opposite dimensions, can flex to other styles|

| | |(best if Aflexing@ done by both/all parties), and resolve conflicts with opposite styles. e.g., introvert/extrovert: talk, not |

| | |talk |

| | | |

| | |- Task-oriented groups benefit from mixture of styles. |

| | | |

| | |- Remember that many differences in style do not have to do with right and wrong, but only style. e.g., talk, not talk |

| | | |

| | |- Label preferences as preferences, and proceed to examine facts and forces involved without defending the preference position. |

| | | |

|VIDEO REVIEW: Team Player (21 min.) | |Post Video Discussion Questions: |

| | |1) Which team Aroles@ were shown in the video? Who played what role? |

|BREAK - 7 minutes | |2) Were Stages of Team Development portrayed in the video? Give examples. |

| | |3) What tools were used in the video scenario? (Answers: Code of Coop; Rules of Brainstorming [roundrobin vs. popcorn]; etc.) |

| | | |

| | | |

| | | |

|3. Constructive Feedback | |Review material is in the manual for study as needed; don't cover the information in class. |

|Pg 2.31-2.32 (5 min.) | | |

| | |* Constructive feedback based on two facts: |

| | | |

| | |1) You are an expert in observing other people's behavior and experiencing your feelings about that behavior. |

| | |2) You are not an expert in observing your own behavior and understanding other people's feeling about your behavior. |

| | | |

| | |* So, constructive feedback results when you express your feelings about someone else's behavior as objectively as you can. |

| | |Positive: "When you spoke up I felt relieved because it cleared the air and helped us to move on." (Also see bottom Pg. 2.31) |

| | |[pic][pic] |

| | | |

| | |* Note Guide on Pg. 2.32: "I Statements." Invites solution through give and take. |

| | | |

| | | |

| | | |

| | | |

| | | |

|4. Types of Team Decision Making | |OVERHEAD: Decision Making Continuum |

|pg 2.33 (10) | |* examples of different types (pg. 2.33) |

| | |* consensus: may not get exactly what you wanted, but you are able to say: "I might take a different course if it were entirely up|

| | |to me, but I commit my support to the plan we have all agreed upon.@ Everyone presents his/her position as effectively as |

| | |possible. After discussion and compromise everyone should have at least a 75% comfort level with the decision. |

| | | |

| | |Use outline on these pages to organize and set-up a team. Register team (optional); get assistance in set-up and communication of|

| | |initiative. |

| | | |

| | | |

| | | |

| | | |

|4b. CI Team Start-up (Optional) | | |

|Pg. 2.34-2.37 | | |

| | | |

|5. Effective Meetings | |* Summary of Guidelines for Effective Meetings: |

|Pg 3.1-3.5 (45 minutes) | |- Productive meetings serve as hub of effective teams. |

| | |- Goal of productive meetings may be as difficult to achieve as improvement goals set for the project. |

| | |Exercise: index cards with statements; |

| | |* Divide participants into three groups. Count off in 3's. |

| | |* Assign each group a category of MUST, WANT or NOT. |

| | |* Divide the index cards between the tables (10 per table). |

| | |* The "Must" table will be looking to keep cards that identify characteristics that MUST be present for effective meetings to |

| | |occur. |

| | |* The "Want" table will be looking for desirable, but not essential, characteristics conducive for effective meetings. |

| | |* The "Not" table will keep those cards outlining characteristics that should NOT be present in an effective meeting. |

| | |* If a card falls into the table's assigned category, they keep the card. If not, the card is passed to either of the other |

| | |tables. Tables should only decide if the card fits their category. It is the responsibility of the other two tables to take it |

| | |from there. |

| | |* Once all cards have "found a home", have tables put their cards in numerical order. |

| | |* Divide flip chart page into three sections titled MUSTS, WANTS, NOT. Have each table put their cards in numerical order and read|

| | |off the numbers on their cards. Record on flip chart. |

| | |* Use cheat sheet handout for participants to record Acorrect@ answers. Prepare for disagreement on several statements. |

| | | |

| | |- To have productive meetings, use these guidelines from the start when members expect to learn new ways of working together. |

| | |- Note Pg. 3.4 for sample agenda: time, item, presenter, (item type: decision, report, etc.) Also, note suggested minute-taking |

| | |format: who attended, summary of action items: who, what, when, next meeting agenda. |

| | | |

| | |Review the day using competency matrix (Pg. 6.8-9). Go through first three outcomes in left column: CI teams, and meetings. |

| | |Read across left to right and check off the level of skill you have achieved. e.g. knowledge, know-how, application, etc. |

| | | |

|Competency Matrix | | |

|Pg. 6.8-9 (10 min.) | | |

| | | |

|7. Homework | |Instructions: Participants read the first section of the case study for tomorrow. |

|Section 7 (Pink Sheets) | |Make comparison that this assignment relates to actual team work in that preparation outside of team meetings is often required. |

| | | |

| | | |

|8. End of day process check | |Issue Bin and Plus/DeltaE. DAY TWO - A.M. |

|(15 minutes) | | |

| | | |

| | | |

|Topic | |Teaching method |

| | | |

|Icebreaker: Learning Styles | |Introduce selves further by describing preferred learning style: I learn well when: |

| | |-I can read concepts in writing |

| | |-I can see models, pictures, diagrams |

| | |-I can practice ideas through exercises |

| | |-I can discuss ideas with others |

|+ ^ Review from Day One (Optional) | |-I can quietly think about the concepts |

| | | |

|1. Brief Review and | |Review yesterday in present groups; use books: think, pair/compare, share: 2 minutes per |

|Overview of Day | |-History and philosophy of continuous improvement |

| | |-Definition of CI and its key principles |

| | |-ASU's CI organizational structure, and four key roles in CI teams |

| | |-Key learnings about stages of team development and personal styles |

| | |-Key learning for having effective meetings |

| | | |

| | |OVERHEAD: Reminder of Code of Cooperation |

| | | |

| | |Shift of focus today: yesterday we looked at history and concept of CI, plus team skills. |

| | |Today we focus on CI as practiced at ASU through the 7-step process. |

| | | |

|2. Day Two Overview | |Overview of today: |

| | |- "Business of Paradigms" video and discussion: because CI is paradigm shift. |

| | |- Introduction of the 7-step CI model used at ASU. |

| | |- Start the case study to be used throughout the 7-step process. |

| | |- Study of steps 1-3 and application through case study. |

| | | |

| | |VIDEO: Business of Paradigms (35 min.) Source: The Structure of Scientific Revolutions by Thomas S. Kuhn |

|[pic] | |* Assign table groups learning points to capture from the video: |

| | |- What is a paradigm, giving some examples from video? |

| | |- What is the paradigm effect, or how do paradigms affect us? |

| | |- How does video suggest we get ready to move beyond our present paradigms? |

| | |- What can we learn from the video that applies to ASU's CI efforts? |

| | | |

| | |* If time, flipchart Paradigm effects that they have witnessed. |

| | | |

| | | |

|BREAK (?) | | |

| | | |

|3. CI Model Overview | |OVERHEAD: 7-Step Cycle |

|Pg. 4.1-4.3 | |* While there are many problem solving models, ASU has outlined a standardized 7-step model based on proven CI tools used by many |

| | |private and public organizations. Advantage: everyone speaks same quality improvement language. |

| | | |

| | |Activity: Hand Ascrambled@ steps on slips of paper to each table team and have them put them in the order they think the steps |

| | |should occur. |

| | |* 7-step model accomplishes three objectives: |

| | |- Identifies problems as customers see them |

| | |- Analyzes work process so everyone has clear idea how it is done now, and can compare that to improvement expected by customers. |

| | |- Solves the process problems based on facts, analysis, and and verification of success. |

| | |* Step One: Define process, identify customers |

| | |- What work process will your team study? Decide on its start and end points. |

| | |- Identify customers affected by this process. Gather information from them on how well they feel served by this process. |

| | |* Step Two: Write an issue statement and determine performance measures |

| | |- Based on customers feedback, team decides how they will improve the process. |

| | |- Team clarifies how customers measure performance, to use this as guide. |

| | |* Step Three: Collect/analyze date on causes |

| | |- Team studies process for causes of less effective service. |

| | |- Verify causes by gathering further data. |

| | |* Step Four: Develop potential solutions |

| | |- Team uses various tools to identify and evaluate potential solutions: brainstorming, benchmarking, multi-voting, prioritization |

| | |matrix, nominal group technique, etc. |

| | |* Step Five: Select solutions and create a plan to apply them |

| | |* Step Six: Implement the planned solutions |

| | |* Step Seven: Evaluate results and monitor |

| | |- Ask customers for feedback. |

| | |- Apply performance measures from early on. |

| | | |

| | |* Teams should be able to complete the 7-step process in 6-12 months. Later improvements will take less time, and indeed will be a |

| | |daily process. Remember, you do not always have to include every step. Also, the tools exercises are simply to acquaint you with |

| | |their use -- NOT solve the problem! |

| | | |

| | |Milestone Checkpoints: special feature of ASU's CI. Sponsor receives minutes of meetings, but also, at important milestones during |

|Milestone checkpoints | |7-step process, team leader shares activities and decisions of team with sponsor, who can then support the team more fully, or |

| | |negotiate with the team if necessary. Team needs sponsor's fullest support for success. Make milestone checks at end of each step,|

| | |and more often as team judges best. |

| | | |

|4. Step 1 | |OVERHEAD: Step 1 of 7 - Step Model |

|Define Process | |OVERHEAD: Critical Process |

|Pg. 4.4 | |Overview Process Map |

| | |describe as identifying the major functions/activities that have to take place for the process to be carried out. |

| | | |

| | |Exercise:have participants do a process map on Healthy Foods. |

| | | |

|Identify Customers | |OVERHEAD: Customers - Internal/External |

|Pg. 4.5 | |have participants identify primary customers/consumers for Healthy Foods. |

| | |who are the consumers of my service/product that I would want to interview? |

| | | |

| | | |

|Interview Customers Pg. 4.7-4.8 | |information gathering / not data collection |

| | |ask the questions outlined in the book. |

| | |use surveys as a last resort. |

| | |may not interview ALL of the customer base; ex. parking; many different processes for different customer groups. |

| | | |

|Step Plus Delta | | |

| | | |

|BREAK (?) | | |

| | | |

|5. Step 2 | |OVERHEAD: Step 2 of 7 - Step Model |

|Issue Statement: Quantify Customer Concerns | |Objectives of this step: (flipchart optional) |

|Pg. 4.8-4.14 | |* Identify most important customer concerns |

| | |* Put customers' concerns into categories |

| | |* Determine how customers measure improved performance |

| | |* Write a one-sentence issue/problem statement |

| | |Information from the individual customer interviews now needs to be tabulated in order to find out what is important to them and how|

| | |well the process is meeting their expectations. Both positive and negative information and customer concerns should be reviewed by |

| | |the team. |

| | | |

|Exercise: Affinity Diagram | |Assign roles (dots) |

|Pg. 6.2 | |Exercise: Refer to pg. 6.2 and review steps of Affinity Diagram.Have case study responses on index cards; one set of cards per table|

| | |group; |

| | |* Have participants do an affinity diagram; put cards in columns of like items (quietly). Then make header cards: name the |

| | |categories. Use steps 3, 4, & 5 of Affinity Diagram on p. 6.2. Enter headers/categories on pink sheet 10A. |

| | | |

| | |OVERHEAD: Pareto Chart 1 & 2 |

|Exercise: Pareto Chart pg. 6.24 - 25 | |* Another tool, the Pareto Chart, helps team determine which concerns are most critical. Explain transparency showing how Pareto |

|A80% of problems due to / result from 20% of causes@ | |Chart is made. Using your headers or category names, develop a Pareto chart for Healthy Foods on pink sheet 10 / flipchart. |

|Concentrate on the Avital few@ | |* Debrief group process asking about consensus and other group process issues. |

| | | |

|Performance Measures Pg. 4.9-4.10 | |Purpose is to identify how the customer measures quality (this information will be taken from customer interview answers). |

| | |* Discuss "Types of Process Performance Measures" page 4.10 in participant manual: |

| | |- Quantity: rate, timeliness and volume |

| | |- Quality: accuracy, service |

| | |- Cost: value |

| | |* Look at the affinity diagram headers and Pareto chart to identify which type of performance measure their highest category fits |

| | |into. |

| | |* What you think is the problem, may not be. |

| | |* This highlights areas we will collect data on. |

| | | |

|Develop an Issue Statement / Milestone Checkpoint | |Issue Statement is a clear, concise and measurable statement of the problem the team plans to work on. |

|Pg. 4.11-4.12 | |- Avoid jumping to conclusions or looking at causes. |

| | |- Issue statement identifies the problem. |

| | |- (Optional: Use three statements from 4.11) |

| | |Issue statements have three parts: |

| | |- Direction: increase, decrease, reduce |

| | |- Measure: number of days, wait time, turnaround time |

| | |- Process: the system you want to improve: food service, registration, advising, etc. |

| | |- Note examples on p. 4.13 |

| | | |

|Exercise (Switch Roles!): | |Exercise: Develop an issue statement for Healthy Foods. |

| | |OVERHEAD: Criteria to Evaluate an Issue Statement |

| | | |

|Milestone Checkpoint | |Team takes issue statement to sponsor. Very important since all follows from this. |

| | | |

|Step Plus/Delta | | |

| | | |

LUNCH

F. DAY TWO - P.M

| | | |

|Topics | |Teaching method |

| | | |

|1. Step 3 Collect/Analyze Data | |OVERHEAD: Step 3 of 7 - Step Model |

|Examine Causes and Effects | |Objectives of this step (Pg. 4.14): (flipchart optional) |

|Pg. 4.15 | |* Examine causes of problems |

| | |* Collect data about current process as related to causes of problems. |

| | |* Analyze data using common CI tools. |

| | | |

| | |Team seeks root causes of problems that occur in the process. |

| | | |

| | |OVERHEAD: Tools |

| | | |

| | |Helpful tools: |

| | |* Brainstorm all possible causes |

| | |* Use affinity diagram |

| | | |

| | |OVERHEAD: Berry=s World |

| | | |

|Process Flow Diagram | |OVERHEAD(s): Process Flow Diagrams 1 & 2 |

| | |* Process flow diagram 6.29-31: provides display of major steps of process |

| | |- Identify what is, warts and all (Later, with solutions in mind, make diagram of how it would be if it worked correctly.) |

| | |- Stay within process covered by issue statement |

| | |- Use symbols |

| | |- Be patient and courteous during this process |

| | | |

| | |Exercise: have participants process flow diagram the portion of the Healthy Food's process that relates to their issue statement. |

|Exercise | |NOTE: Modify main cafeteria line with stantions to prevent Acutting@ in line. |

| | |HANDOUT(S): Sample of Process Map; Picking Up Food at Healthy=s Food Service |

| | | |

|OVERHEAD: Wizard of Id Identify Causes and Effects | |OVERHEAD (Pg. 6.15-16): Fishbone Diagram |

|Pg. 4.15 | | |

| | |VIDEO (1 min.): Quality Minute - Bird Droppings on Jefferson Memorial |

| | |Exercise: structured brainstorm using post its and fishbone (pg. 6.15) to identify causes; describe five levels of why. |

| | | |

|Data Collection | |Exercise: Do exercise on 5 W's and 1 H to determine what data to collect. |

|Pg. 4.16-4.17 | |Possibly do an M&M candy defect checksheet. |

| | | |

|Data Analysis Pg. 4.18 | |Lecture |

| | |- Data computation does not need to be done as a team. |

| | |- What technology is there? Question the experts. |

| | | |

|Milestone Checkpoint Pg. 4.19 | |OVERHEAD: Real Life Adventures (Pie Chart) |

| | | |

|Homework / Process Check of Day | |Instructions: read section 2 of the case study - Issue Bin / Plus, Delta |

| | | |

G. DAY THREE - A.M.

|Topic | |Teaching method |

| | | |

|1. Review Days One and Two | |JEOPARDY |

| | | |

|2. Data Collection (continued) | |Exercise: complete questions in part two of case study |

| | | |

| | |debrief group process; include discussion of consensus |

| | | |

|Step Plus/Delta | | |

| | | |

|3. Step 4 - Identify Solutions | |OVERHEAD: Step 4 of 7 - Step Model |

|Review Flow Chart | |use a flow chart of the process to help identify areas that are unneccessarily complex, contain multiple decision points, |

|Pg. 4.21 | |excessive loops, etc. |

| | | |

|Creative roles: | |Discuss creative brainstorming guidelines; |

|explorer | | |

|artist | |Exercise: brainstorm uses of a coat hanger; once groups start to slow down, identify a specific viewpoint for each table from |

|judge | |which to approach the brainstorming; i.e. one table could brainstorm from the perspective of being circus employees, one table |

|champion | |farmers, ASU Stores, Mechanics, Salt River Tubing Co., Theatre, etc. This tool is designed to help participants "think outside |

| | |their box". |

| | | |

| | |Exercise: brainstorm areas for Amanaging flow@; brainstorm solutions; negative/N3 vote |

| | | |

|Analyze Solutions | |OVERHEAD: Criteria Matrix |

|Pg. 4.22 | |Exercise: Teams do a criteria matrix |

| | | |

| | |OVERHEAD: Impact / Changeability (think of as multiple items on one shelve. |

| | |explain impact/changeability analysis; |

| | | |

|Exercise: teams do an analysis on their solutions | |OVERHEAD: Wizard of Id |

| | | |

|Benchmarking | |OVERHEAD: Benchmarking / lecture |

|Pg. 4.23 or 6.4 | |Instructions: Benchmark Abest@ practices (applicable to Healthy Foods) during lunch. |

| | | |

|Step Plus/Delta | | |

| | | |

|LUNCH | | |

| | | |

H. DAY THREE - P.M.

Topic

Teaching method

1. Benchmark "Lunch" Experience

Group discussion

|2. Step 5 -Develop Implementation Plan - Shewhart Circle | |OVERHEAD: Step 5 of 7 - Step Model |

|Pg. 4.25-28 | |OVERHEAD (Pg. 4.26): The Shewhart Circle |

| | |Explain how it represents the last three steps. |

| | |Objectives on Pg. 4.25 |

| | | |

|Implementation Plan | |Effective planning can make a huge difference in the ease of implementation and how well the solutions work once they are |

| | |implemented. |

| | | |

| | |Exercise: Using case study part C (purple page), have participants develop an implementation plan for the following solution(s):|

| | |OVERHEAD: Reverse entry & exit and direction of cafeteria line. Move salad bar/dessert shelves away from wall for dual access. |

| | |Use the "checklist" found on Pg. 4.27 as a guide to what should be discussed and incorporated into the plan. |

| | | |

| | |* Special mention should be made of item #6 - the contingency plan. Table groups should include contingencies as part of their |

| | |plan. |

| | | |

| | |Be prepared to report to whole group |

| | | |

| | |Debrief the implementation plan exercise by asking each table what issues they determined needed to be dealt with as |

| | |contingencies. Emphasize the importance of the process of planning for contingencies: |

| | | |

| | |will help identify "forgotten" areas to cover in the implementation plan. |

| | |will prepare team for the fact that things don't always work out as planned. |

| | |group will have a back-up system prepared for major contingencies. |

| | | |

|Monitor Performance Measures Pg. 4.25 | |The team should continuously collect data. |

| | | |

|Milestone Checkpoint | |Consider formal presentation. Sponsor/leader put Awheels in motion@ to implement. Team members assist. |

|Step Plus/Delta | | |

| | |OVERHEAD: Step 6 of 7 - Step Model |

|3. Step 6 - Implement Solutions | |OVERHEAD: Berry=s World - Paralyzed by Fear |

|Pg. 4.29-30 | | |

| | |OVERHEAD: The Shewhart Circle... |

| | |This step represents the "DO" portion of the Shewhart Circle. |

| | |Objectives on Pg. 4.29 |

| | |Thorough planning lays the groundwork for implementation. Teams should EXPECT that changes and adjustments will need to be made|

| | |to their solutions. The emphasis of this step is to implement the solutions and to manage issues as they arise. Remember, |

| | |we're talking about continuous improvement. |

| | |ASK: What common failures toward a successful implementation might occur in carrying out your (case study) plan? (See Pg. 4.29)|

| | | |

|Milestone Checkpoint | |On-going communication with Sponsor. |

|Step Plus/Delta | | |

| | | |

|4. Step 7 - Evaluate/Monitor Results | |OVERHEAD: Step 7 of 7 - Step Model |

|Pg. 4.31-33 | |OVERHEAD: The Shewhart Circle... |

| | |Shewhart Circle - checking & acting portions of the circle. |

| | |Objectives on Pg. 4.31. |

| | |Highlight the importance of timing. |

| | |Review manual text (e.g., 10 questions on Pg. 4.31). |

| | | |

|Milestone Checkpoint | |Communicate with the Sponsor and Ainstitutionalize@ new process. |

|Step Plus/Delta | | |

| | | |

|5. Facilitation: Dealing with Team Behaviors Pg. 3.6-3.7 | |Exercise: assign questions to tables for discussion; report out. |

| | | |

|6. Time Frame Guidelines | |Refer participants to page 4.34 in their manual. Indicate that various conditions will affect their team's time frame, |

|Pg. 4.34 | |particularly in step 3. (e.g. seasonal activities, ease of collection of data/processing). Emphasize that steps realistically |

| | |can be completed in the time frames given. |

| | | |

| | |OVERHEAD: Summary Slide |

|Q & A | | |

|Issue Bin | | |

|Graduation | | |

|Evaluations | | |

| | | |

|ADJOURN | | |

| | | |

NEW MATERIAL NOT COVERED IN THE TRAINING

Instructor - point out that the following material is covered in the manual.

Topic

1. Management presentations

pg 5.1-5.6

2. Glossary of Terms

8.1

3. CI Team Self-Evaluation Instruments; pg 8.5

4. CI Team Start-Up

pg 2.25

COST OF QUALITY

Cost of quality equals the sum of the cost of prevention plus appraisal plus internal failures plus external failures. The cheapest cost of quality is prevention and the most expensive is external failure. The cost of quality increases almost 10 fold at each level. For example, on the overhead write in each of the costs under the type of activity. There is a ten-fold increase in the cost of problems at each level from prevention ($1) to External Problems ($1000.) Appraisal will still be necessary in a total quality organization, but to a lesser extent.

As you can see we must change management philosophy from one of defect detection to defect prevention. Earlier it was mentioned that the cost of quality in American organizations is about 20%; it can be as high as 40% in some organizations. Can anyone guess what the cost of quality is in Japanese companies? (3-5%)

99% GOOD ENOUGH

Some organizations have set their quality goal at a level called "six sigma." This level allows only 3 defects per million. You might be thinking "that's not important or attainable in our business." Let's look at some examples of what a quality level of 99.9% means to other businesses and to us as their customers. (show overhead)

DO IT RIGHT THE FIRST TIME

Prevention of problems is one of the principles of CI. Inspecting for problems after-the-fact is not only costly as shown in the Cost of Quality overhead, but its also not foolproof thereby resulting in internal and external problems.

Show the overhead "Finished files". Count the number of "f's" in the sentence. Ask how many got 1 - 2 - etc. through 7. (there are six). Show it again and have them count a second time.

The problem with inspection is that it's not necessarily effective and it's too late. Remember: It costs much more to do something over as it did to do it right the first time!

IF CI ISN'T.......

A. If it's not a new program..........

B. If it's not the "same old way"...........

C. If it's not fire fighting..............

D. If it's not conveyed by slogans.............

E. If it's not short term.............

F. If it's not driven by statistical tools...............

G. If it's not a quick fix ............

ORGANIZATIONAL CULTURE FOR CONTINUOUS IMPROVEMENT

Rate the following behavioral characteristics for their impact on a culture for CI. Give a "+" to those items that contribute to a CI culture, a "0" to those that have a neutral impact and a "-" to those that have a negative impact.

_____ 1. Doing things perfectly

_____ 2. "Going along" with others

_____ 3. Thinking in unique and independent ways

_____ 4. Helping others to grow and develop

_____ 5. Waiting for others to act first

_____ 6. Outperforming one's peers

_____ 7. Following orders -- even when they're wrong

_____ 8. Thinking ahead and planning

_____ 9. Never being the one blamed for a mistake

_____ 10. Cooperating with others

_____ 11. Personally taking care of every detail

_____ 12. Being supportive of others

_____ 13. Accepting the status quo

_____ 14. Using the authority of one's position

_____ 15. Taking on challenging tasks

_____ 16. Always trying to be right

_____ 17. Never challenging superiors

_____ 18. Opposing new ideas

_____ 19. Doing things for the approval of others

_____ 20. Never relinquishing control

_____ 21. Maintaining one's personal integrity

_____ 22. Not "rocking the boat"

_____ 23. Sharing feelings and thoughts

_____ 24. Being hard to impress

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