Quality Toolkit
Table of Contents
Jackson Community College has adopted quality tools as an ongoing effort to further Academic Quality Improvement Program (AQIP) initiatives to maintain accreditation and improve processes. The Quality Toolkit provides real examples of the application of the tools necessary in the improvement process. This document is focused on improving work processing to better serve both internal and external stakeholders. The desired outcome while using these tools is to enhance data-informed decision-making, which leads to accountability at all levels. JCC investigated tools from various organizations and the AQIP Coordinating Team worked diligently to compile the tools that are best suited to the culture at Jackson Community College. The expectation is to improve processes through use of these tools.
Plan-Do-Check-Act... 3
This section provides insight into the improvement process at JCC. Section 1 – Meeting Management ... 4
Quick Reference ... 4
Agendas ... 5
Minutes ... 7
Section 2 – Planning, Consensus Building, & Decision Making ... 8
Quick Reference ... 8 Brainstorming ... 9 Consensus ... 10 Affinity Diagram ... 11 Multi-Voting... 12 Weighted Voting ... 13
Section 3 – Problem Solving Tools ... 15
Quick Reference ... 15 Benchmarking ... 16 Check Sheet ... 16 Expert Advice ... 17 Fishbone Diagram ... 18 Flowchart ... 19
Force Field Analysis ... 20
Gantt Chart ... 21
Interview/Survey ... 22
Pareto Chart ... 23
Section 4 – Steps for Facilitating Improvement ... 24
Quick Reference ... 24
Charter ... 26
Executive Summary Form ... 27
Evaluation Form ... 28
Bibliography ... 29
Plan-Do-Check-Act
One of the continuous quality improvement processes that JCC utilizes is the
Plan-Do-Check-Act (PDCA) cycle.
The Plan stage defines the current process and analyzes the current situation and
outcomes. The Plan stage also develops an improvement plan and an implementation plan.
The Do stage implements the improvement plan.
The Check stage studies the results of the implementation, determines efficacy of
improvement, and identifies potential modifications to plans.
The Act stage integrates plan modifications into improvement efforts and into the
culture, and provides an opportunity to plan further continuous improvement, thus restarting the cycle.
The chart below suggests which quality tools to apply in each stage of continuous quality improvement at JCC. These tools are not exclusive to each stage and can be used throughout all stages if appropriate. Additional tools will be added to the PDCA cycle as more tools are adopted by JCC.
Revised 4/19/2009 Page 4
Meeting Management Tools
Section 1
Effective and Efficient Meeting Practices Using Quality Tools:
A Quick Reference
PROBLEMS TO SOLVE TOOL USE
What’s going to happen? Who’s responsible? How can we prepare?
Agenda
(see page 5)
Creates consistent format, identifies individuals responsible for particular agenda items. Should be distributed prior to meeting.
How can we listen and understand each other? Ground Rules
(see page 6)
Helps a group work together, keep on track, and avoid misunderstandings.
How can we stay on task? Issue Bin
(see page 6)
Records side issues or stray conversations; honors individual input that is not on the agenda.
How can we constructively reflect on meeting issues, processes, and environment?
Plus/Delta Evaluation
(see page 6)
Identifies what went well and what we can work on improving.
How can we capture what happened and follow up?
Minutes
(see page 7)
Easily helps organize minutes, assuring that all items are addressed.
1.1 Agendas
One of the best tools to assist both the facilitator and the participants in keeping a meeting on track is a well-developed agenda. Many agendas are simply a list of items that should be discussed. A well thought through agenda can direct the flow of the discussion, clarify the discussion objectives, and list who is responsible for an agenda item or information. A well thought through agenda can help the team to accomplish much and result in a productive meeting.
The meeting convener or the team leader publishes and distributes the agenda ahead of the meeting, giving sufficient time for individuals to prepare for the meeting; some may have reports to make, others may need time to reflect on any major decision that may be made during the session.
Agendas should always include ground rules, objectives, responsibilities, an issue bin, and a plus/delta evaluation.
Sample Agenda – templates can be modified for best use by the group.
Sample Department Meeting AGENDA
Meeting Date: August 15, 2007 Chair/Meeting Convener: Charlie Chair
Meeting Time: 9:00 am – 11:00 am Location: Conference Room Purpose: To further department efforts in reaching established goals.
Required Materials: Copy of agenda.
Preparation: Review materials and be prepared to discuss and offer suggestions.
Membership: Charlie Chair, Daryl Doyle, Dave Douglas, Dora Daniels, Don Dennis, Danielle Dorsey, Doug Drift
Item Who/How Desired Outcomes
1. Ground rules All Set guidelines and expectations for the group. 2. Review minutes from last meeting All
Address previous actions to ensure accuracy and accountability.
3. Prepare for review
a. Volunteers to champion efforts? All Determine forward movement of efforts. b. Determine goals for efforts All Determine expectations for outputs. 4. Plus/delta Charlie Chair
Identify strengths/weaknesses; reflect on what worked well and what did not work well.
Issue Bin (from last meeting):
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Ground Rules: These help work groups keep on track and avoid misunderstandings
within the group. This can help maintain efficient and effective meetings. Work groups and committees should develop and agree to their own ground rules. These are just some examples:
• This is a safe zone; there is no rank in the room. • Only one person speaks at a time.
• Agree only if it makes sense to do so. • Support consensus decisions.
• Be on time to meeting and come prepared; print and read all materials prior to meeting.
Start by listing some common ground rules, ask for discussion of them, then list others that may arise. Ground rules appear on all agendas.
The basic elements of an agenda are:
Desired Outcomes: All agenda items have specific descriptions of what the team
wants to accomplish within the time frame of the meeting.
Responsibilities: Agenda items are assigned to those who have the expertise or
responsibility for seeing that item through to completion. If the item is brand new and is not the responsibility of a particular participant, the team leader should assign the item to him/herself.
Issue Bin: A place where previous meeting agenda topic suggestions can reside and
where new ideas not on the agenda are recorded for later discussion or agendas. The issue bin can help deflect side issues or stray conversations from holding the agreed-upon agenda hostage. It is also a way to honor individual input without negatively putting a person down for bringing up a burning issue.
Plus/Delta Evaluation: At the end of the meeting, evaluate the effectiveness of the
processes used, the participation of the group, and what was accomplished. Are there ways to improve the meetings? This tool helps review what needs to be improved in the future and incorporates those items into future meeting processes.
Sample Plus Delta
+
What Went Well Today
∆
What Could Have Been Improved Today? • Everyone was on time
• Everyone participated • We identified tasks to be
performed
• We assigned tasks to specific team members
• There was too much rank in the room
• Some members were not here • We sometimes stray from the
topic
• We need a more detailed agenda for the meeting
• Room was too cramped— we need a larger space
1.2 Minutes
Meeting minutes reflect the basic points of the conversation and track the conclusions or decisions that were made as well as any action items that result from the meeting. The minutes ensure that action items result in follow-through by identifying the person responsible for the item and the deadline for completing that action item.
Sample Minutes – templates can be modified for best use by the group.
Sample Department Meeting MINUTES
Meeting Date: August 15, 2007 Chair/Meeting Convener: Charlie Chair
Meeting Time: 9:00 am – 11:00 am Location: Conference Room Purpose:To further department efforts in reaching established goals.
Required Materials: Copy of agenda.
Preparation: Review materials and be prepared to discuss and offer suggestions.
Membership: Charlie Chair, Daryl Doyle, Dave Douglas, Dora Daniels, Don Dennis, Danielle Dorsey, Doug Drift
Item Who/How Outcome
1. Ground rules All Set guidelines and expectations for the group.
Discussion: Group agreed that ground rules are appropriate for this group.
Additional rules: Added rule that “all action items must be completed by stated deadline.” 2. Review minutes from last meeting All
Address previous actions to ensure accuracy and accountability.
Discussion: Group discussed action items from previous meeting minutes. Group members who had action items listed gave an update on each item. The group gave feedback regarding the action items. Discrepancy was found in item #4; minute-keeper will update errors.
Action Items
Person(s)
Responsible Deadline Update errors in minutes
Mary
Minutekeeper 9/19/07 – next meeting 3. Prepare for the review
a. Volunteers to champion efforts? All Determine forward movement of efforts. b. Determine goals for efforts All Determine expectations for outputs.
Discussion: Discussion ensued regarding the review scheduled for next month. Don suggested creating a subcommittee to champion efforts of the review and to compile research. Group nominated Don to lead this subcommittee and decided that goals will be to meet once a week until the review is complete and to complete review information/research with enough time to have the committee evaluate before submission. Other volunteers for the subcommittee are Dora, Daryl, and Dave.
Action Items Responsible Deadline Person(s)
Organize subcommittee meeting Don 9/7/07
Develop the review and present at
next meeting Subcommittee 9/19/07 – next meeting
4. Next meeting August 27, 2007
Issue Bin:
Department policy manual Members Present:
Charlie Chair Daryl Doyle Dave Douglas Dora Daniels Don Dennis Danielle Dorsey Doug Drift
Plus (+)/Delta (∆)
+
What went well today? What could have been improved today?∆
Meeting was productive Too many items on agenda Made good progress with agenda Agenda not distributed on time
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Planning, Decision Making, & Consensus
Building Tools
Section 2
Quality Tools for Planning, Decision Making, & Consensus
Building: A Quick Reference
PROBLEMS TO SOLVE TOOL USE
What’s our thinking about this issue? Is everyone contributing?
Brainstorming
(see page 9)
Generates open thinking about ideas from the entire team.
How can we come to closure on issues? Consensus
(see page 10)
Finds sufficient agreement although not necessarily unanimous on issues.
After brainstorming: How do we make sense of all these ideas?
Affinity Diagram
(see page 11)
Organizes ideas and issues around common themes.
After brainstorming: How can we reach consensus about what is most important?
Multi-Voting
(see page 12)
Focuses on most important issues by using consecutive straw polls.
After brainstorming: How do we decide priorities?
Weighted Voting
(see page 13)
Looks at relative importance of ideas. Uses votes, tallies, averages to get the weighted vote. Helps determine greatest impact.
2.1 Facilitator
Another quality improvement resource/tool is the Facilitator who can help a group/team/committee work through these consensus building tools. A Facilitator remains neutral so that all participants, including the Chair, have the opportunity to participate fully. The Facilitator keeps the committee on track and explains and helps the committee use consensus building tools. If a committee would like to have a Facilitator, please contact an AQIP Coordinating Team member.
2.2
Brainstorming
Brainstorming generates a high volume of ideas on any topic by using a process that is free of criticism and judgment. It encourages open thinking and gets all team members involved so that a few people don't dominate the whole group. Brainstorming also allows team members to build on each other's creativity while staying focused.
Process
1. The central brainstorming question is stated, agreed on, and written down for everyone to see.
2. Each team member, in turn, offers an idea. No idea is criticized. Record each idea.
3. To achieve consensus on a few key ideas or strategies follow up with an affinity diagram, multivoting or weighted voting.
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2.3 Consensus
Consensus is:
• Finding a recommendation sufficiently agreeable that all members of the team can support it and that no member opposes. Complete unanimity is not the goal, but each team member can accept the team’s decision based on feasibility and logic.
Consensus is not:
• A unanimous vote—a consensus may not represent everyone's first priorities. • A majority vote—in a majority vote, only the majority gets something they are
happy with; people in the minority may get something they don't want at all, which is not what consensus is all about.
• A process where everyone is totally satisfied. Consensus requires:
• Time.
• Active participation of all group members.
• Skills in communication—listening, conflict resolution, discussion facilitation. • Using consensus-building tools that reference a set of criteria around which
consensus will be reached.
• Creative thinking and open-mindedness. When to move to consensus?
Not every decision needs to have the support of every member—in fact, it is impossible to have such agreement in any group. A group decides ahead of time when to push for consensus. Decisions that may have a major impact on the direction of the project or conduct of the team—such as which problem to study or what ground rules to
2.4 Affinity Diagram
An affinity diagram organizes a large number of ideas or issues into groupings. It encourages creativity by everyone on the team and breaks down communication barriers. Affinity diagrams also allow breakthroughs to naturally emerge.
Process
1. Phrase the issue under discussion in a full sentence.
2. Brainstorm ideas or issues—use sticky notes for each idea or issue. 3. Move sticky notes where they fit best for the team.
4. Create a header card that states each grouping theme.
Sample Affinity Diagram
Where is the best place to go out to dinner in Jackson?
Mexican Chinese Family Fine
Los Tres Amigos Yen King Apple- Bees Daryl’s El Ranchito Lucky Cafe Cici’s Bella Notte Fazoli’s Knight’s Steak House Olive Garden Outback Lone Star
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2.5
Multi-Voting
Multi-voting uses a series of straw polls or votes to select the most important or popular issues or ideas. Each vote reduces the list by half until a workable number of issues is reached. This process helps identify the few items worthy of immediate attention. Process
1. From the issues brainstormed, combine similar items, if the group agrees. 2. Number all items.
3. Team members choose several items they would like to discuss or address by writing down the numbers of these items. Allow each member a number of choices equal to at least one-third of the total number of items on the list. 4. After all the members have silently completed their selections, tally votes.
Members can vote by a show of hands as each item number is called out. If there is a need for secrecy, conduct the vote by ballot.
5. Eliminate items with the fewest votes. Group size affects the results. (A rule of thumb: For a group of 5 or fewer, cross off items with 1 or 2 votes. For a group of 6 to 15 eliminate items with 3 or fewer votes. For a group of more than 15,
eliminate items with 4 votes or fewer.)
6. Continue rounds of voting until only a few items remain. If no clear favorite
emerges by this point, the group discusses which item should receive top priority or takes one last vote.
2.6 Weighted Voting
Weighted voting builds consensus by focusing on criteria the group will use to test ideas and assigning them numerical values.
Process
1. Frame the question. The facilitator frames the question to be answered through the process. The group agrees to the question, and it is posted for all members to view throughout the process.
2. Framing the criteria. This step focuses on developing a list of criteria that the team finds critical, significant, and/or relevant. An initial brainstorming brings all ideas into consideration, and multivoting establishes the final list of criteria and their relative importance (value). Post this list for all to see.
3. Each criterion is assigned a weight (value). 4. Gather and organize the data.
5. Each item is assigned a score based on the criteria. 6. Apply criteria weights to item scores.
Sample Weighted Voting
A long term faculty member announces her retirement which will free up a large office. As department chair you need to decide which of the existing faculty will get to move into this office. You decide to involve the other department members in the process of making this decision. First you frame the question to be answered through the process as -- Which faculty member would most effectively utilize this space to benefit students? The group agrees to the question and it is posted for all members to view as you move through the process.
Framing the criteria – You utilize a brainstorming technique to identify the criteria and then a multi-voting technique to narrow the list and determine the final list of criteria the group will utilize in making this decision. The group decides on the following criteria; number of student advisees, number of sections taught and seniority. However, the group also decides that each of these criteria should not receive equal weight. The group decides that the most important criterion is the number of advisees; the second most important is the number of sections taught and the least important is seniority. The group then determines how each criteria will be weighted (1= low; 10=high).
Revised 4/19/2009 Page 14 Criteria Value # of Student Advisees 10 # of Sections Taught 7 Years of Seniority 3
The data on each professor is then gathered and displayed below.
Item # of Student Advisees # of Sections Taught Years of Seniority Professor Green 10 4 15 Professor Plum 25 5 10 Professor Mustard 8 7 8 Professor White 30 6 6
Recall that the group decided that each of the criteria would not be equal so now we apply the weighting that was agreed to earlier.
Item # of Student Advisees (Value = 10) # of Sections Taught (Value = 7) Years of Seniority (Value = 3) Total Score Professor Green 10 x 10 = 100 4 x 7 = 28 15 x 3 = 45 173 Professor Plum 25 x 10 = 250 5 x 7 = 35 10 x 3 = 30 315 Professor Mustard 8 x 10 = 80 7 x 7 = 49 8 x 3 = 24 153 Professor White 30 x 10 = 300 6 x 7 = 42 6 x 3 = 18 360 Based on the results Professor White would be assigned the vacant office.
Problem Solving and Data Analysis Tools
Section 3
Quality Tools for Problem Solving and Data Analysis:
A Quick Reference
PROBLEMS TO SOLVE TOOL USE
How can we view trends or set target goals?
Benchmarking
(see page 16)
Establishes internal benchmarks based on history or researches external benchmarks based on data at similar organizations.
How do we capture all the data we
have? Check Sheet
(see page 16)
Creates a form, providing an easy way to record and analyze data.
What is the best thinking on an issue or how can we get unstuck?
Expert Advice
(see page 17)
Experts help identify problem, course of action, and next steps.
How do we identify and organize potential causes of a problem?
Fishbone Diagram*
(Cause & Effect) (see page 18)
Creates easy-to-organize graphical view of potential causes of a problem.
How can we identify the actual paths of any process?
Flow Charts*
(see page 19)
Creates a pictorial representation and documents all the steps of a process and their relationships.
How do we identify and weigh pros and cons of an issue?
Force Field Analysis
(see page 20)
Highlights forces for and against a goal or proposed change; focuses on strengthening positive forces and removing negative forces.
How do we plan time and tasks to improve a process?
Gantt Chart*
(see page 21)
Identifies in a bar chart the components in process planning and approximate timelines for each stage.
How do we find out how people are thinking about issues?
Interview/Survey
(see page 22)
Identifies needs and requirements of end users to establish priorities.
Which problems most need solving and in what order?
Pareto Chart*
(Bar Chart) (see page 23)
Depicts in a bar graph the relative importance of issues.
*Microsoft Word™, Visio™, Project™ and/or Excel™ contain templates that can be used to create many of these tools.
Revised 4/19/2009 Page 16
3.1 Benchmarking
Benchmarking is a tool to examine the same or similar processes in the same or similar institutions. It can increase creativity in thinking about improving processes.
Internal benchmarking sets a baseline of information which documents change over time. For instance, Foundation Studies reports in Fall 2004 that 348 students spent 2172 hours in the Center for Student Success (CSS). In 2005 Fall 703 students spent 2935 hours in CSS. The Fall 2004 numbers may be considered a benchmark that Foundation Studies strives to exceed in following Fall terms.
External benchmarking also establishes a baseline of information but also may set a target or goal to achieve. If, as an example, students in community colleges of similar size across the state report in Fall 2004 that 1400 students spent 4000 hours in tutoring situations. This could be a benchmark to measure JCC’s effectiveness in tutoring. At the least, that kind of external benchmark would initiate conversation about the differences.
3.2 Check Sheet
A Check sheet provides an easy way to answer the question, “How often are certain events happening?” It starts the process of translating opinions into facts. Constructing a Check Sheet involves:
1. Determining what to observe and for how long.
2. Constructing a form that records observations or events as previously agreed on. 3. Collect the data consistently.
Sample Check Sheet
Ticket sales during a specific period of time: name of event and method of sale.
Event
Month of July 2007
Totals Internet In Person Phone Mail
Shakespeare 20 45 3 1 69 Cosby 149 259 30 16 454 Weird Al 27 38 14 5 84 Clint Black 30 32 3 0 65 Peter Pan 18 21 0 2 41 Totals 244 395 50 24 713
3.3 Expert Advice
Simply put, this is information supplied by someone knowledgeable in a particular field. For best results, the question would be framed clearly, identify a time line for response, and include a follow-up question such as, “if this issue is not your area of expertise, could you direct us to someone else whose might help us?”
Sources of expert advice might be identified by word of mouth, in house expertise, a literature search, or through a reference librarian. Experts would include advisory committees and institutions of distinction such as the Vanguard Schools of the League for Innovation in the Community College and the Baldrige National Quality Award recipients.
3.4 Fishbone Diagram (Cause and Effect Diagram)
A fishbone diagram is used to identify, explore, organize and graphically display possible causes of problems or factors needed to insure success of some effort. The major purpose of the CE Diagram is to act as a first step in problem solving by generating a comprehensive list of possible causes. It can lead to immediate
identification of major causes and point to the potential remedial actions or, failing this, it may indicate the best potential areas for further exploration and analysis. At a minimum, preparing a CE Diagram will lead to greater understanding of the problem. Constructing a fishbone diagram involves:
1. Writing an effect (the problem, situation or event) in a box on the right side of the paper. Be sure everyone agrees on the effect or problem statement before beginning.
2. Drawing a horizontal line to the left of the effect.
3. Determining categories of causes for the effect (Note: you can use brainstorming and affinity diagram to help). Categories often used are materials, methods, equipment, environment, and people. Each category is a branch off the central arrow.
4. Placing individual causes within a major cause category and then ask the question for each individual cause, "Why does this cause happen?"
5. After developing the cause and effect diagram the next step is to determine
which causes have the greatest impact, e.g. late pizza delivery in example below.
Revised 4/19/2009 Page 18 Late Pizza Delivery Machinery People Methods Materials Ovens too
small Drivers Get Lost
Poor handling of large orders
Run out of ingredients
Late Pizza Delivery
No capacity for peak periods Poor use of space Poor training Unreliable cars Kids own junk Low pay No money Don’t know town High turnover Get wrong information Rush Poor Training
People don’t show up No teamwork No training High Turnover Low pay Lack of experience High turnover Poor dispatching Many new streets Don’t know town High turnover Poor dispatching High turnover Poor use of space Lack of training
3.5 Flowchart
A flowchart is a graphic illustration of the steps and sequence of a process. A flowchart helps users understand a particular process. It can communicate and train others in the process, helping each individual or work group identify their part in the process. A flowchart can also be useful for examining and identifying inefficiencies, resulting in a “new” more effective and efficient process.
Revised 4/19/2009 Page 20
3.6 Force Field Analysis
Force field analysis is a useful technique for looking at all the forces for and against a decision. The analysis weighs the positives and negatives. The analysis can lead to an action plan that minimizes the restraining forces and maximizes the driving forces.
• Find ways to strengthen or add positive forces • Find ways to weaken or remove negative forces
• Recognize that the negative forces are too strong and abandon the idea
Sample Force Field Analysis Diagram
Goal or proposed change: To eliminate illegally parked cars in student parking.
Driving Forces (positive forces) Why should we do it?
Restraining Forces (negative forces)
What’s keeping us from doing it?
Employees and students favor obeying parking rules
Safety/security Revenue generation
Respect for other people’s needs Fewer complaints
Lack of parking Cost of enforcement Cost of towing
Increase in complaints from policy enforcement
3.7 Gantt Chart
Gantt charts are useful tools for analyzing and planning complex projects. • Help you to plan out the tasks that need to be completed.
• Give you a basis for scheduling when these tasks will be carried out.
• Allow you to plan the allocation of resources needed to complete the project.
• Help you to work out the critical path for a project that must be completed by a particular date.
3.8 Interview/Survey
Interviews and/or surveys are used to acquire information from end users. The intention of using interviews and/or surveys is to identify the needs and requirements of the end users.
During process improvement, the direct input of others, beyond the team studying the process, may be beneficial. Soliciting this input via an interview and/or survey can be official or unofficial, planned or unplanned, however in either case the results will be very valuable.
The interview and/or survey is prepared by first brainstorming ideas of questions to include, creating the actual interview/survey, distributing the document, then analyzing the results. The process of conducting the interview and /or survey should be organized and the purpose should be clearly defined. The organization of the data and analysis should be determined before conducting the interview and/or survey.
Sample Survey (for Students)
1) Do you live on-campus student housing or in off-campus housing?
On-Campus Housing Off-Campus Housing
2) Do you feel the availability of housing on or near campus is Poor, Adequate, or Excellent?
Poor Adequate
Excellent Don't Know
3) Do you feel the availability of parking on or near campus is Poor, Adequate, or Excellent?
Poor Adequate
Excellent Don't Know
Please tell us how much you agree or disagree with the following statement.
4) University bus transportation is convenient and timely.
Agree Strongly Disagree
Strongly Agree Disagree
Undecided
3.9 Pareto Chart
A Pareto chart is a special form of vertical bar graph used to graphically summarize and display the relative importance of the differences between groups of data. The chart helps determine which problems to solve and in what order. A Pareto Chart, based upon either Check Sheets or other forms of data collection helps direct attention and efforts to the truly important problems. Generally, more is gained by working on the tallest bar rather than tackling the smallest bars.
A Pareto Chart helps display the relative importance of all of the problems or conditions in order to: choose the starting point for problem solving, monitor success, or identify the basic cause of a problem.
Sample Pareto Chart Depiction
A Pareto chart can be constructed by segmenting the range of the data into groups (also called segments, bins or categories). For example, if JCC were investigating the delay associated with processing enrollment applications, the data could be grouped into the following categories: no signature, residential address not valid, illegible handwriting, already a customer/student, other.
The left-side vertical axis of the Pareto chart is the frequency (the number of counts for each category), the right-side vertical axis of the Pareto chart is the cumulative
percentage, and the horizontal axis of the Pareto chart is labeled with the group names of the response variables.
Then determine the number of data points that reside within each group and construct the Pareto chart. Unlike the bar chart, the Pareto chart is ordered in descending
Revised 4/19/2009 Page 24
Steps for Facilitating Improvement
Section 4
Quality Tools for Facilitating Process Improvement:
A Quick Reference
PROBLEMS TO SOLVE TOOL USE
How can we determine objectives and parameters?
Charter
(see page 26)
Communicates objectives and parameters of a process improvement event to all stakeholders.
How do we summarize group activities?
Executive Summary Form
(see page 27)
Creates a report, providing an easy way to organize and present outcomes.
How do we know we are improving process? How do we, as facilitators, continuously improve?
Evaluation Form
(see page 28)
Determines effectiveness of improvement process and facilitation.
Initial Contact
1. Facilitator in collaboration with sponsor (person or team who puts forth an initiative for improvement) will:
a. Identify who needs to be at the table (consider both internal and external stakeholders)
b. Develop a charter with sponsor
c. Identify if there are data available, and collect data, to establish current state
d. Ensure communication with participants to create an understanding of goals
Conducting Event
I. PLAN
1. Introduction, review agenda and goals 2. Review Principles of Quality Improvement
a. Plan-Do-Check-Act cycle (PDCA) b. PowerPoint on Process Management c. Focus on process, not people
3. Validate Problem Selection / Solicit Participants’ View on Problem Selection a. What are the problems?
b. Why was this project chosen? c. What are the desired outcomes?
d. How will we know we’ve accomplished the outcomes? 4. Define Current State
a. Consider what data are available, what do they tell us about the problem b. Use a simple flowchart to map the current process state at the macro level c. Identify those items that the group can control (a deployment flowchart
5. Imagine Ideal State
a. Identify GAP between current state and ideal state i. Common Problems in planning #6
1. Actions (tasks) planned but purpose (goals or objectives) not discussed
2. Responsibilities and deliverables specifics not clear 3. Planning done in silos
4. Taking more time than expected to develop plans 6. Create Concrete Plans
a. Action Plan (Prioritization - 4 quadrant chart) i. Who
ii. What iii. When b. Resource Plan
i. What resources are needed to accomplish the action plan c. Assessment Plan (concrete evidence – document)
d. Communication Plan
i. Include all stakeholders
ii. Identify methods of communication
iii. Differentiate between those who participate and those who perform 7. Creating the Overall Evaluation/Assessment Plan
a. How the success of the planning and improvement activities be judged? b. What likely follow-up activities will be needed?
8. Closing the Loop - Report Out (present to sponsor) a. Report to AQIP Coordinating Team
i. Executive Summary Form b. Report to sponsor
i. Use comparison to report changes in metrics from current state to ideal future state (time/dollars saved)
ii. Document future-state learnings iii. Implementation goals
II. DO
1. The team implements the plans, the facilitator/sponsor meets once during this phase to check-in with their progress
a. Review progress of each plan – Action, Resource, Assessment, Communication
b. Identify/anticipate barriers to implementation
i. Getting caught up in daily ‘fires’ and other priorities ii. Participants unwilling to change behaviors
iii. Participants unwilling to root out and address resistance to change (use leverage to combat, not force)
iv. Participants not good at problem solving in teams v. Leadership’s hesitation to hold associates accountable III. CHECK
1. MAP Evaluation Form completed by participants
2. Progress check: compare progress of Action, Resource, Assessment, and Communication plans to the original charter to ensure objectives are being met IV. ACT
1. Make changes to plans and/or continue with implementation for improvements. 2. Continue PDCA cycle as plans become a way of doing business.
4.1 Charter
Sample MAP Team Charter
MAP Team Charter
MAP Facilitators: Frank Facilitator MAP Title: AV Requests for Events
Sponsor: Sally Sponsor Date of Report:June 2, 2008
Objective: To improve the process for requesting, expediting, and setting up AV equipment for various events at JCC.
MAP Participants: Daryl Doyle, Dave Douglas, Dora Daniels, Don Dennis, Danielle Dorsey, Doug Drift
Project Management
1. One meeting is scheduled to review quality rationale and tools; to identify current state processes; to brainstorm ideal state and discuss the gap between them. 2. A subsequent meeting (or meetings) will be scheduled to create action, resource,
assessment and communication plans.
3. The team members will participate in all meetings or ensure that invested individuals’ roles and responsibilities are represented.
4. The facilitators will assist team members in identifying IT/AV expertise, talents and strengths.
5. The facilitators will assist in generating an action plan to accomplish the objective, complete with timeline, resource plan, assessment plan, and communication plan.
6. The facilitators will provide technical support for the project documentation. 7. A report out will be incorporated to share the project successes and/or
challenges with AQIP or other campus community members. Parameters
1. Improvements should strive to be budget neutral (or create a savings – time or staffing resources).
2. The new process must include an evaluation of progress and whether further improvements are needed.
3. Ensuring that the process meets all stakeholders’ needs will be ongoing.
4.2 Executive Summary Form
MAP Executive Summary Form
MAP Facilitators: Frank Facilitator MAP Title: AV Requests for Events
Date of Report: June 20, 2008
Instructions: Facilitators will use this report form and submit to the AQIP Coordinating Team
MAP Participants: Daryl Doyle, Dave Douglas, Dora Daniels, Don Dennis, Danielle Dorsey, Doug Drift
I. Initial Summary: Please complete this section after the new Action Plan is designed. (Attach all documents of the MAP work team.)
a. Please summarize the work of the MAP team.
The participants focused on drafting a non academic process that defines, track, and responses to expressed concerns and complaints. The team defined the charge, determined a definition of complaint, mapped current complaint process, identified ideal state, and established
recommendations.
b. Please list dates and times you met with the MAP team.
July 8, 2008, 9:00 am – 11:00 am
c. Estimate the facilitators’ time spent in planning and developing of documents (charge, agenda items, flowcharts, etc,).
Two hours for MAP meeting
Six hours to complete: flow charts, minutes, and Executive Summary
d. Was your facilitator training adequate? If not, explain where more training is needed.
Yes. I have facilitated two MAPs previously, and feel comfortable with my knowledge and skills as a facilitator.
II. MAP Follow Up: Please complete this section using the team’s MAP timelines to guide
you. (May have to be completed several times, dependent on the phases/timeline of project.)
a. Describe this team’s status regarding resources, timelines, assessment, and communication plans.
The team has met the timelines established, and resources have been fully utilized. Communication plans are in being used efficiently.
b. If additional follow-up is necessary, please list next steps.
4.3 Evaluation Form
MAP Evaluation Form
MAP Facilitators: Frank Facilitator MAP Title: AV Requests for Events
Date of Evaluation: June 20, 2008
Instructions: Please complete this assessment to evaluate your impressions, experiences, and overall value of the
MAP process, as well as the facilitators’ planning, guidance and interactions.
Participants: Daryl Doyle, Dave Douglas, Dora Daniels, Don Dennis, Danielle Dorsey, Doug Drift
Please return your evaluation to your MAP facilitators.
1. Would you recommend this process to others? a. If no, why not? Explain
2. Would you use these tools to improve other areas within your department? a. If yes, what areas would you like to work on improving?
b. If no, why not? Explain.
3. Would you like more training in using Quality Tools?
4. Was the Charge adequate to guide your team’s work? a. If no, why not? Explain.
5. What surprises did you have about the current state or your new action plan?
6. Do you have concerns about your team’s determined plans of action? (You might consider: resources, timelines, assessments, and communication areas)
a. If yes, please discuss.
7. Please list any suggestions that can help improve your facilitators’ roles in the MAP process.
8. Would you consider leaning how to become a MAP facilitator to help improve processes in other work areas? Name:______________________________
Bibliography
Datatel. Facilitating teams. A PowerPoint presentation. Jackson Community College, Jackson, MI. June 2007. Information in this presentation can be used
by institutions to aid in the facilitation process. Viewers will learn to identify the behavior of a good facilitator and help in the development of facilitation
techniques. These techniques will “assist groups in reaching consensus.”
Executive Learning. (2002). Handbook for improvement: a reference guide for
tools and concepts (3rd ed.). Nashville, TN. This handbook was developed to
aid organizations in the areas of performance improvement and customer service. This manual targets organizations wanting to improve customer service by providing the tools needed for improvement. Readers will gain a “deeper knowledge and understanding of its customers. This understanding can then be used to improve the quality of the organization’s products and /or services to better meet the needs and exceed the expectations of customers.”
Goal/OPC. (1991). The memory jogger: pocket guide of tools for continuous
improvement (2nd ed.). Salem, N. H. The authors at GOAL/QPC facilitated the
creation of a pocket size quality tool guide that targets companies wanting to “improve quality by removing the cause of problems.” This guide helps the reader enlist problem-solving techniques by providing practical descriptions, instructions, and examples of various techniques. The mission for this publication is to “help you and every person in your company improve daily procedures, systems, quality cost, and yields related to your job.”
Jensen, S. E. (2003). Continuous process improvement/AQIP team development for colleges and universities. Iowa: McMillen Publishing. Jensen provides a
comprehensive look at 30 process improvement tools used to improve key processes, teamwork, and leadership. The overall rationale is to instill the concept that processes are constantly evaluated and enhanced to improve efficiency. The author emphasizes the need of “improving processes to better meet customer and stakeholder needs and expectations.”
LEI. (2007). Mapping to see: value-stream improvement for the office and services. Cambridge, MA. This guide was designed to help organizations
increase efficiency and effectively by eliminating waste through the practice of Value-Stream mapping. Value-Stream mapping is based on five basic principles that promote a notion of lean thinking. Lean thinking is a process that examines “each step and every action and every practice that does not create value.”
Shewhart, Walter A. (1930). Economic control of quality of manufactured
product/50th anniversary commemorative issue. American Society for
Quality. December 1980. Shewhart’s PDCA Cycle for Learning, also known as
the Deming PDSA Cycle, is a four step problem-solving process used as an effective management tool by institutions in the areas of continuous quality improvement. This process trains organizations to recognize an opportunity and plan a change. Institutions “close the loop” by evaluating the effects of the change.
