1. Essential Knowledge and Tools for Continuous Improvement at Eastern Michigan University Training presented by John C. Dugger III, Ph.D. on behalf of the Continuous Improvement Advisory Committee October 13, 2006

2. Sequence of Activities Assess knowledge of training participants Share Assumptions and Reasons for Training Reveal Roots of IDEA Model Present Example of AQIP Project Reveal the Components of the Identify Step Break Reveal the Components of the Develop Step Present Evaluation and Action Steps Apply IDEA Model to proposed CI: Ex. AQIP project Assessment of Learning Assessment of Training

3. Pre-assessment Use the next ten minutes to complete the test that is being distributed. Please do not discuss this instrument until today’s training is complete.

4. Are you confused about all the jargon from the "experts”?

5. An expert is a man who has made all the mistakes which can be made in a very narrow field. Niels Bohr (1893)

6. Assumptions You are motivated and are high performers. A basic understanding of the “schools” of management thought is useful to leaders and teams. Some background information enhances understanding and the capacity to apply new concepts. You like to learn and apply what you learn. You will question things that you do not understand.

7. Continuous Improvement Program Requires commitment of top management Process focused Utilizes teamwork Requires controlled experimentation before formal change

8. Brief History of Management Thought Scientific Management Bureaucratic Management Administrative Management Human Relations Management Contingency Management

9. Two approaches to designing a management system Product/Service focus Quality checks at end Process focus Quality checks throughout

10. Product/Service-Focus 1.Work is checked at end. 2.Rework/interventions occur frequently. 3.Groups work in silos—little communication. 4.Large group sessions consist primarily of finger-pointing. 5.Example—Admissions decision at East Bahaman State U. InputProcess IProcess 2 Quality Control Rework Output

11. Process Focused InputProcess IProcess 2Output Quality Control 1.Work standards are developed and are checked at every step. 2.Rework occurs only in rare instances. 3.Groups periodically meet to promote better service. 4.Large group work is focused and systematic. 5.Example—Admissions decision at Perfect U.

12. Historical Development Shewhart Proposed stopping “end check” approach (Product/Service focus) and replacing it with a process focused approach. Deming Embraced Shewhart and proposed the “Shewhart” cycle as a tool to guide a process-focused approach The cycle included four steps (Plan, Do, Check, and Act) This has since been expanded by some to the FOCUS- PDCA Approach

13. Shewhart FOCUS-PDCA Cycle FFind a process that needs improvement OOrganize a team that knows the process CClarify knowledge of the process by charting UUncover causes of poor performance SStart the P-D-C-A cycle PPlan a pilot to test the improvement DDo what is necessary to implement CCheck whether performance improved AAct to adopt, adjust, or abandon the change

14. Comparison of Shewhart Cycle and EMU IDEA Model Shewhart CycleEMU IDEA Model F Find a process that needs improvement CIAC and/or Administration O Organize a team that knows the process C Clarify knowledge of the process by charting I Identify issues and areas of opportunity for improvement. U Uncover causes of poor performance S Start the P-D-C-A cycle P Plan a pilot to test the improvement D Develop and assess potential solutions and implement best alternative. D Do what is necessary to implement C Check whether performance improved E Evaluate the results against the initial goals. A Act to adopt, adjust, or abandon the change A Act to adopt, adjust or abandon.

15. Teamwork Tools Code of Cooperation/Charter (Handout) Mission and Goals Roles Meeting Record Agenda control Action items

16. Our EMU Model

17. First Step Identify issues and areas of opportunity for improvement.

18. Identify Step Process analysis tools–systems model, cause and effect, charting, mapping Problem Identification Designing Data Collection Activities Use of Pareto Diagram Histograms Identification of Measures Using qualitative and quantitative measures

19. Analyzing Processes InputProcessOutput

20. Process Variables People Methods Materials Output Machines Environment Input

21. Process Variables to Analyze VariablesAdmissions Example PeopleApplication clerks MaterialsForms MethodsOperation sequence MachinesComputer/Software EnvironmentPhysical, psychological, emotional, etc.

22. Fishbone Diagram The Fishbone diagram was invented by Japanese quality guru Kaoru Ishikawa, and is named "Fishbone" because the diagram looks like a fish's skeleton. The Fishbone diagram is a tool for identifying as many root causes of quality or other problems as possible.

23. Fishbone Diagram Example

24. Pareto Charts Purpose Of A Pareto Chart A Pareto chart is used to graphically summarize and display the relative importance of the differences between groups of data. Sample Pareto Chart for rejections due to incomplete application forms

25. What Questions the Pareto Chart Answers What are the largest issues facing our team or business? 80/20 Rule - What 20% of sources are causing 80% of the problems? Where should we focus our efforts to achieve the greatest improvements?

26. Brief Exercise An analysis of the East Bahaman State University admissions area suggests that there is a problem with employee tardiness. Data were collected regarding reasons for tardiness and 168 cases of tardiness were documented. What reasons do you think were given by employees for their tardiness?

27. East Bahaman State U. Chart

28. What is a performance measure? A tool to help you control the outcomes of your association. It enables you to be the driver rather than a passenger on your organization’s journey. It establishes parameters for the “end” that you desire for your organization.

29. Why are performance measures important? If it can't be measured, it can't be managed. What gets measured gets watched. What gets watched gets done.

30. Second Step Develop and assess potential solutions and implement best alternative

31. Develop strategy for improvement Brain-storm possible interventions/improvements List criteria for success Select the best intervention Design the experiment Carry out the experiment

32. Third Step Evaluate the results against the initial goals.

33. Evaluate Design data collection approach Collect data that will be used to compare pre and post intervention. Analyze data Compare results with what was expected/desired.

34. Fourth Step Act to adopt, adjust or abandon.

35. Act Based on the results of the evaluation, adopt, adjust or abandon the intervention. If the intervention is adopted, do the following: Standardize the intervention (new process) Carefully document Error proof the process If the decision is to adjust, then start the IDEA cycle again.

36. Exercise Review the exercise sheet Complete the sheet Get into your AQIP groups Review each item to determine the level of agreement Report the level of agreement

37. Test and Training Evaluation Complete the test. Complete the training evaluation

38. Thank you for your attention and participation!