Introductions and Welcome! Introductions –level of knowledge with quality and what you hope to get...

Introductions and Welcome!• Introductions

– level of knowledge with quality and what you hope to get out of this training

• Why Continuous Improvement?

• What is Quality?

• Why Quality and Continuous Improvement?

• Alignment

Agenda For Today!• Quality Tools: Parking lot, plus/delta, radar

chart, brainstorming, affinity diagram, nominal group technique, process diagram

• Quality Processes: Overview of PDSA and PDSA- Define the System.

• Principles of Quality: Overview of the principles of quality, The Customer Principle

• The Continuous Improvement Classroom: Creating a continuous improvement environment (ground rules, classroom mission statements and goal setting)

What’s Your What’s Your Definition of Quality?Definition of Quality?

Every organization needs to understand what quality

is and what it isn’t.

What is a Quality Teacher?

Changing Mindset…• A paradigm is any set of rules or

regulations that defines boundaries and tells you how to behave.

• Paradigms help us get through the day, but they also can work against us.

Look at the words and name the colors you see. Don’t name the words you read.

Theory, Process, & Tools

Theory

Tools

Process

Baldrige Criteria

Our First Tools!• Parking Lot/Issue Bin:Parking Lot/Issue Bin: (Supplement #1)

Designed to allow participants to “park” ideas that need to be addressed in the future– Allows the meeting to stay focused and on task– Items can be placed on the parking lot

at any time

• Plus/Delta:Plus/Delta: (Supplement #2) An interactive “plus/delta” allows customer feedback throughout the session

Supplemental worksheet

2A (for classroom use)

Self Assessment - Radar Diagram• A radar diagram provides a visual display of

performance in various categories.

• See (Supplement #3) “Radar Diagram” for step by step directions

• Complete the “Self Assessment Radar Diagram” (Supplement #4) – What is your current level of knowledge of

continuous improvement process and tools?

The Continuous Improvement Classroom

• Creating the spirit and substance of continuous improvement in the classroom

• How do we create the environment?

• What does it look like, sound like and feel like?

• Review Supplemental #9 & #10

• PowerPoint- Intro to the Continuous Improvement Classroom

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

Review PDSA• With a partner, take a few minutes to review the

following:– Process & Tools Work Book pages 42 – 64

– Review “Improvement guide and PDSA Samples” (in the 3-ring binder to see actual school examples of PDSA

• Complete PDSA KWL (Supplemental # 5)

I know that PDSA is…

I want to know more about…

I learned that PDSA is…

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

7 Step Improvement Process (Pages 42-

64)•Communication Story Board (42-43)•Define the system (44-53)•Assess current situation (54-56)•Analyze cause (57)•Try out improvement theory (58-59)•Study the results (60-62)•Standardize improvements (63)•Plan for continuous improvement (64)

Let’s Get Started!

Ground Rules For Teams See page 13 in Process & Tools work book

• Expectations can help establish ground rules for working together– Expectations of Self– Expectations of Team

• Establish your ground rules• See handout “Ground Rules”

(Supplemental # 6)

Setting Ground Rules• Teams will process several ideas for

ground rules utilizing the following quality tools:– Brainstorming

– Affinity diagram

– Nominal group technique

Brainstorming (Supplemental # 7)

What is it?

• The free, uninhibited generation of ideas, usually in a group setting.

• A process for generating many ideas

BrainstormingGoals• To generate a wide variety and

extensive number of ideas.• Everyone on the team becomes

involved in the problem solving process.

• To insure that nothing is overlooked.• To create an atmosphere of creativity

and openness.

BrainstormingRules

• No criticism allowed.

• Each person has an equal opportunity to express ideas.

• Quantity over quality.

• Piggybacking or hitchhiking is encouraged.

Brainstorming

How is it made?

1. Select a recorder and group facilitator.

2. Generate ideas.

3. Record the ideas.

Try It Out- Brainstorming

• In teams, brainstorm a list of possible ground rules for your team.

1. Select a recorder and group facilitator.

2. Generate ideas.

3. Record the ideas-1 per sticky note

Now Let’s Organize Our Thoughts

•The affinity diagram

Affinity Diagrams

Affinity Diagram(pages 1-10 tool book)

What is it?

• Organized output from brainstorming session.

• A tool to generate, organize, and consolidate information.

Affinity DiagramHow is it made?

• Choose a group leader or facilitator.

• Move the sticky notes into like piles.

• Name each group/pile with header information (descriptive phrase).

• Discuss the piles and categories.

Affinity Diagram

Try It Out- Affinity Diagram• Complete the affinity diagram using

the list of ideas generated from the brainstorming session– Choose a group leader or facilitator.

– Move the sticky notes into like piles.

– Name each group/pile with header information (descriptive phrase).

– Discuss the piles and categories.

Getting to the Critical Few…

• If there are too many groups of ideas, teams may have to narrow selections down to the “critical few”

• A word about consensus (Page 16)

• Using the Nominal Group Technique (NGT) to narrow choices

Light Voting/NGT

Nominal Group Technique (pages 129-138 tool book)

What is it?

- A structured group process used to help make decisions

- A tool to give everyone on the team an

equal voice in decision making

- A way to generate more unique, higher

quality ideas

Nominal Group TechniqueHow is it made?

1. Begin by looking at the results of the affinity diagram (the grouped areas of focus)2. Discuss each group/pile and clarify3. Establish criteria for the voting

• Rank order, weighted vote, distribution vote

Nominal Group TechniqueHow is it made? (cont.)

4. Conduct a preliminary vote.

a. Individuals choose the items most

important to them.

b. Rank order the ideas.

c. Record the votes.

d. Discuss the results of the vote.

Try It Out- NGT• Now that the affinity

diagram is complete…• Individuals choose the items most

important to them.a. Rank order the cards (or vote)b. Record the votesc. Discuss the results of the vote

d. Agree/get consensus on decision

Ground Rules Report Out

• What are your group’s ground rules?

Probletunity!

Problems are opportunities in

disguiseEarly

experience often teaches that failure is to be avoided at all costs…

Your toughest problems can be

your springboard to the new paradigm.

A Probletunity…• A probletunity is a problem… yet

an opportunity for improvement

• Begin thinking about areas for improvement at your school– We will be going through the P-D-S-A

process using a real problem from your school

– If possible, a problem that is easily measurable works well

PDSA Team Assistance Guide• Locate your team’s PDSA Team

Assistance Guide (in your 3-ring binder). • One member of the team needs to keep

the “Master Copy” that will be used back at school. Identify who will be the keeper of the master copy.

• The PDSA Team Assistance Guide has online components to assist you after training.

ProbletunityReport Out

• Begin your PDSA by completing the PDSA Team Assistance Guide page 1 to provide some background information– Team members names– Area of opportunity– Reason for selection

• Examples on page 44 (workbook) and also see school examples in binder.

• What is your group’s probeletunity?– Share with the group (page 1 of the T.A.G)

Complete Page 1 of the Team Assistance Guide

Example on Page 44 of the workbook

Foundation Principles of QualityCustomer

Customers have dynamic needs and expectations

Knowledge

Knowledge comes from the rotating the Plan-Do-Study-Act cycle

Systems

Customers needs are satisfied through purposeful

activities or Systems

Variation

All systems exhibit Variation

People

People drive change

Planned Change

Continuous improvement of systems occurs through

Planned Change

Foundation

Principles

Foundation Principles Are…(Pages 18-39 & Supplemental # 8)

• A synthesis of the principles found in leading quality theory

• A system of thought to guide the total quality transformation of organizations

• Essential for understanding continuous improvement process and tools and why it works

CustomerCustomers have dynamic

needs and expectations

KnowledgeKnowledge comes from the rotating the

Plan-Do-Study-Act cycle

SystemsCustomers needs are

satisfied through purposeful activities or

Systems

VariationAll systems exhibit

Variation

PeoplePeople drive change

Planned ChangeContinuous improvement of

systems occurs through Planned Change

Foundation

Principles

Customer Satisfaction?

The Customer Principle (19)

• Customers are those who benefit from what you do

• They represent the individuals and groups whom you serve

• Schools are founded to respond to customer needs

• Without these customers and their needs, there would be no purpose for schools

The Customer Principle

• By providing services that respond to the customer needs, schools also create customer expectations

• Concepts of customer needs and expectations apply to both internal and external customers

Types of Customers• Internal

– Those within the school organization who benefit from its service

• External– Those outside the school who actually

receive its outputs; their needs are the school’s reason for being

– Those outside the school who have a stake in the work it does and may have power over it

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

Define the System(Workbook p. 66-90)

• Purpose: to have a description of all the characteristics of the system that is being studied and to begin gathering data on the system.

• Outcomes: a complete description of the system (as it currently exists), a project statement and data.

• Tools: Flow chart, operational definition, data gathering plan, check sheet, run chart

Process Form• Now that page 1 is completed…• Define the resources that are currently

being used to produce the product or outcome of the process you selected to improve?

• Model use of PROCESS form– We will do an example together– Process & Tools workbook page 71– See school examples (T.A.G. and PDSA

Samples tab)

Hands on Math notebook Assignment log

Students Mr. BriggsParents

Board Calculators 2 Computers

Math Skills

Help students become knowledgeable in math

Variability in math skills

10th grade math teaching and learning

Improvement in math, help from teacherStudents

Process Diagram- Try It Out• Complete the PROCESS diagram

(pages 2 & 2A of the T.A.G.)• Select a facilitator and recorder• Brainstorm ideas

for each section of the process diagram

• Complete the diagram as a group

The Continuous Improvement Classroom

• Classroom ground rules, mission statements, goal setting

What Questions Do You Have?

• Review parking lot

• Overview of day 2 (tomorrow!)– Continue “Define the System”

• Evaluate today’s meeting– Plus/Delta

Why This, Why Now?• Mission: To develop world-class

learners and responsible citizens

• Core Value: Data Driven Decisions

• Goal: Improve all student performance, enhance social, emotional & behavioral development

A framework for continuous improvement

• Why are we doing this??

What’s Your Definition of Quality?What’s Your Definition of Quality?

Every organization needs to understand what quality

is and what it isn’t.

Changing Mindset…• A paradigm is any set of rules or

regulations that defines boundaries and tells you how to behave.

• Paradigms help us get through the day, but they also can work against us.

Look at the words and name the colors you see. Don’t name the words you read.

Theory, Process, & Tools

Theory

Tools

Process

Baldrige Criteria

CustomerCustomers have dynamic

needs and expectations

KnowledgeKnowledge comes from the rotating the

Plan-Do-Study-Act cycle

SystemsCustomers needs are

satisfied through purposeful activities or

Systems

VariationAll systems exhibit

Variation

PeoplePeople drive change

Planned ChangeContinuous improvement of

systems occurs through Planned Change

Foundation

Principles

The Systems Principle• It is more productive to look for solutions or

improvements that take the entire system into account, including its customers and suppliers (rather than a single subsystem)

• All parts of the system are related… if a change is made in one part of the system, the change will likely affect the entire system itself

Random Acts of ImprovementAim of the Organizatio

n

Goals and Measures

Aim of theOrganization

Aligned Acts of Improvement

Goals and Measures

GOALS

SchoolImprovement

Plan

Aligned Acts of Improvement

= Programs and processes

Performance ExcellenceAt All Levels…

StudentC l a s s r o o m

G r a d e L e v e lD e p a r t m e n t

S c h o o lD i s t r i c t

Alignment: The Starting Point

GOALS GOALS

It’s About Alignment!

• Can we get everyone rowing in the same direction?

Leadership

• Requires leaders to set and communicate direction consistent with stakeholder requirements– How do leaders set and communicate direction?

The Critical Role of Walking Your Talk

Simply put: “If the leader doesn’t get significantly involved

with the effort, no one else will take it seriously.”

Lotus DiagramAlignment Systems

ThinkingPDSA/

Action Research

Data-Driven Decisions &

Measurement

Continuous Improvement Quality Tools

Leadership/

Quality Liaison Stakeholders & Customers

Staff Development

What’s Been Done…• “Navigating change in uncertain times” concept

(Michael Fullan)• L to J (Lee Jenkins)• Contemporary School Leadership• An overview of the Baldrige framework• Action Research and quality tools and processes

(Susan Leddick)– Groups: Beginners, Continuing, Pioneers…

Building …

• Continue Action Research teams• Utilize quality tools and the PDSA process for data

driven decisions• Continue to align student, classroom, school and District

actions• Connect all employees to CSIPs and the District strategic

plan• Continue driving toward student ownership and

accountability for learning

• Quality Level feedback

• Changes in Level document

• Research Links