o) Omega 4 Healthcare Exoalene in Business OsourngForeword Being entrusted with a Quality Analyst's role requires a shift in your mind-set. As today’s environment places a premium on quality together with the accompanying key factors of process, speed and flexibility, the ability to coach in uncertain situations becomes paramount. Quality Analysts cannot afford to compartmentalize like the regular associate. In fact, they are expected to view things holistically, As with many Quality Analysts, you too were likely a solo player now thrust into the new challenging position of grooming others. Left to your own devices, it could feel alien and even daunting; the first step is to accept the challenge. You also need to know that you are not the only one to face this transition and, yes, there is a methodology behind it: While there are no shortcuts to drive a team or an individual to perform at his/her peak, anew coach typically needs the right enablement to successfully take up the role of transforming and educating others. At the early stages in the Quality Analyst trajectory, aspirants need to acquire core skills in coaching and mentoring, and guide associates by helping them improve the capabilities that are required for optimal job performance. As an organization, Omega believes in the need to develop a critical talent pipeline of emerging quality control and process coaches. In line with this, we have developed a 2-day workshop on Quality Control and Process Coaching that will equip you with the right skills to enhance the performance of associates. | invite you to our Omega-certified Quality Professional program, to leverage the vast expertise that has gone into this program and build your Quality and coaching competencies. Guruvayurappan P. V Senior Vice President - Human ResourcesQC & PC CertificationTable of Contents ‘+ Building a Sense of Ownership © The Accountability Ownership Continuum ‘+ The Art of Questioning ‘+ Listening + Feed Forward + Managing Stakeholders © Quality: © What is Quality © Why is Quality required? © Cost of Poor Quality? © Understanding the roles and responsibilities of Quality Team ‘+ Measuring Quality ~ Defects, Defective and Defect Management ‘+ Sampling MS Excel & ABCDE Report + Accuracy Calculation Methods © Defects Per Opportunity © Defects Per Unit © Defective Accuracy © Practice Sessions © Analyzing Quality © Root Cause Analysis ~ Steps © Identification of root cause — 70¢ Tools © CAPA &its techniques © Practice Sessions ‘+ Improving Quality © Feedback Mechanism (Connect back to Feed Forward) © Feedback Etiquettes © Role Play / Practice © Tools for Effective Coaching "Coaching Dashboard = Assessment Tracker = Coaching Calendar = OMT Details + Refresher Training Tracker "Floor Coaching Tracker = Training Efficacy Report = Practice Sessions ‘+ Recap, Reflections and Next Steps 4|PaAccountability & Ownership 5|Page7 Ways to Build Accountable Organizations ‘An accountable workplace won’t appear overnight, but the right elements must be in place. Where do you need to invest your time and attention to build an environment of accountability? 1) Clear roles, team leadership and individual ownership. People struggle to be accountable when roles and processes are ambiguous. Removing as much confusion as possible about who is doing what and how they will proceed is an important step. If a team is truly accountable, members will identify gaps, learn new roles and processes, and ultimately build a more capable team: 2) Asense of ownership for team results. How does team accountability work? Focus on team processes. How is the team working toward goals and outcome? Are team members effective? Do they feel 100 percent accountable to improving the process? Each member should have the obligation to seek information, give and receive feedback and point out the need for corrective action at any time. 3) Freedom, support and control to navigate competing priorities. Most problems have multiple right answers, so give people the freedom and control they need to. make decisions. The first solutions your teams and direct reports come up with will probably be pretty good. Improve upon them instead of inserting your own. Support is the key — be sure people have the resources, knowledge and assistance they need, With this approach, team members increase their skills, confidence and ‘ownership. 4) It’s not about punishment. If your goal in fostering accountability is to know who to punish when revenue targets are not met or budgets are missed, you will only succeed in creating fear. No one will be willing to step up, speak out or try something new. Innovation and risk taking will be lost. Once the rumour mill of an organization circulates a story of someone stepping out and being punished, hundreds, even thousands, of other employees will be skittish about taking initiative to find solutions. 5) It’s about improvement. Accountability is the foundation for creating a learning organization. If you want sustainable high-quality processes, you need to be able to see what's working and what isn’t — and analyse the cause. To that end, each person needs to honestly say what they knew, what they thought and what they did (or didn’t do). One important thing you can do to support a learning 6 [Pageatmosphere is to take a systems approach as well as holding individuals accountable. Seek to understand what aspects of the situation have influenced the process, system, culture or circumstances. 6) The expectation of evaluation. In accountable organizations, no one expects to “stay under the radar.” In fact, people seek feedback because they know it is intended to improve the process and add to their knowledge. These organizations use multiple forms of feedback and evaluation to assess the health and success of a manager, process or department. Organizations lacking multiple feedback mechanisms only discover shortcomings when it is too late. 7) Integrity counts. People are called out if they don’t do what they say they will do. When anyone falls short, they admit it and work to improve. Someone consistently falling short? A sure sign of low commitment and a clue that something is missing in your culture of accountability. Source: http://www.forbes.com/sites/micahsolomon/2014/07/07/what-an-effective- customer-service-culture-requires/ The Secret Of A Successful Company Culture: Spread A Sense Of Ownership As a customer walking into a very small shop, you can often tell intuitively who the owner, the managing partner, the person in charge is. It’s not about their age, or what they're wearing. It’s the way the owner exudes attentiveness-to employees, to processes, to details, and, of course, to customers; it’s their uncanny peripheral vision and hearing for everything that’s going on around them; it’s their “I’m everywhere at once but in a good way” aura And if an operation is very, very small, and centred on the skills of one person (the shop my tailor operates, for example), it may be enough to have one person like that. Or perhaps two: the artisan and the manager. Spreading a sense of ownership But we're no longer a world primarily of artisans and small shopkeepers. And when an organization expands, it no longer serves to just have one, or a few, people with a proprietary attitude. You need to spread a sense of ownership to as many employees as possible. 7[PageFive tips that will help you build ownership Pulling this off is in some ways the ultimate goal to strive for when you're building your customer service culture. Here are five little tips that make a very big difference. 1) Give your employees nearly infinite discretion to solve issues. The most famous example of this, discussed at length in my book on the subject, is the Ritz-Carlton giving $2000 of discretionary power to spend to solve any guest problem. (Yes, per guest, per problem.) This was instituted at time (the 1980s) when a night at one of the ritziest Ritzes could be had for less than $200, so this was some real money. But the message the managers were giving was this: “Other companies talk about ‘lifetime customer value.’ We do more than talk-we truly value these guests, and if you, as an employee, need to do anything that needs to be done to retain one of these valuable guests, do it. Without hesitation, and without equivocation.” Which, of course, is how a proprietor, an owner, would act 2) Give your employees support to solve issues. Just saying “do it, we won't show you how” isn’t very useful. Standards matter, but standards should be defined in a way that makes it clear to the employee (as it would be clear to an owner) the reason behind the standards-and therefore when it may make sense to deviate from them. 3) Give an employee input into/control over how their own work-the work they do every day-is carried out. This is a moral as well as a business imperative. You can’t expect someone to act like an owner if every little thing is not only spelled out for them, but spelled out in a way they had nothing to do with. 4) Never underestimate the negative impact of an unfortunate hire. If three people are acting like owners and are forced to work with a fourth who isn’t, things will deteriorate pretty quickly. This hardly means you have to fire such a person, but you do need to work to figure out how to improve the situation, find a better fit in the organization for him, and avoid making a similar mistake the next time around in hiring or placement. And remember: It’s better to leave a position unfilled longer than you'd like to, than to fill it with someone who isn’t right for it. B[Page5) How you treat your employees-the ones you love and also the ones who don’t work out-makes all the difference in whether it’s even possible to cultivate an ownership culture successfully. If you’re not willing to hire, pay, and deal fairly with employees who succeed with you and the rare failures who have to move on, none of the rest of this article matters. Because employees will know they're always at your mercy, and that they can never, in any real sense, be owners. Source: http://www forbes.com/sites/micahsolomon/2014/07/07/what-an-effective-customer- service-culture-requires/ 10 Ways to Encourage Employees to Take Ownership in Their Work Every employee who works for you will eventually arrive at a crucial intersection, if they haven’t already. At that point, you hope they turn right and buy-in to your leadership and the vision and values of your company. Turning that direction means that they see a future for themselves with your organization so they'll invest themselves fully and go all-in. Unfortunately, some will turn left and quit on you without actually quitting. They'll take on the ‘me against the machine’ mind-set and begin looking for shortcuts and ways they can do just the MDR (Minimum Daily Requirement) that it takes to fly below the radar and avoid getting called out or fired. Your leadership determines their direction. Here are 10 ways to encourage your people to turn right, own their job and control their future in your organization: 1) Share Your Vision. Help employees feel part of something bigger than themselves. Communicate your mission and vision to them early and often, and ask for their continual input so that they see what you see and are committed to working toward that result. 2) Involve Employees in Goal Setting and Planning Activities. Seek out their ideas, knowledge, and insights, and invite them to help make important decisions. At the very least, let them see your process for making difficult decisions. 3) Explain the Why. Don’t just tell someone what to do without making absolutely certain they also understand why that task needs to be completed and why you've selected that individual for the job. Give the job context in the bigger picture of your operation. 9[Page4) Let Them Choose the How. Whenever possible, let your employees decide how to achieve the task you've assigned. Agree upon what constitutes a successful outcome, then let them chart their own course. This builds ownership in the process and they might figure out a method for getting the job done that is superior to the one you would have assigned. If that happens, call attention to it. If they choose a poor methodology, don’t jump in and scold them, but rather ask questions that enable them to see better options and give ’em another chance. 5) Delegate Authority, Not Just Work. Give employees a leadership role in some of the meetings they attend. Leadership skills develop over time, and they require practice. 6) Trust Them Before You Have to. Eventually, you'll have to trust them, but sometimes it’s worth the risk to trust them before that point to make a decision or step into a role that pushed them to the limit. Your trust in them will give them confidence, and that confidence is crucial to their personal development. 7) Encourage Them to Solve Their Own Problems. Listen to their problems but don’t, bark out the answer. Instead, ask probing questions that will lead them to determine the right answer. When they get it, compliment them and tell them that they don’t need to ask you about similar situations; that you have faith in them to figure it out. Don’t abandon them, but prove that you trust their judgment. 8) Hold Them Accountable. Remember that employer trust and employee autonomy is a two-way street. Holding employees accountable for their work and for meeting established goals and deadlines motivates them to achieve better results. Don’t let ‘em off the hook. Demand their best effort. 9) Provide Constructive Feedback. Regardless of the results, let them know how they're doing, and give them the coaching they need to improve. Although they might not always ask for it, they want and need your feedback to further develop their knowledge and skills. 10) Acknowledge Them on the Spot for Stepping Up. A few seconds of genuine one- on-one acknowledgement and recognition can go a long way toward reinforcing an employee's willingness to step up and stand tall. Show you appreciate their to Pageabove-and-beyond commitment with a reward that matches the result. Often times, the best reward is additional trust and an added level of responsibility. Sourc work/ \ttp://www.eriechester.com/10-ways-encourage-employees-to-take-ownership-at- The Accountability-Ownership Continuum Instructions: Think about the culture of your work unit. For each category, check the box that most clearly reflects your impression of where your area falls on the continuum between people being held accountable (on the left side) and taking ownership (on the right side) Pee UsTig Cree Complying with rules Living values Showing up on time Being emotionally present Discipline Loyalty Saying the right words Asking the right questions Meeting budgets Thinking entrepreneurially Meeting deadlines Working with passion Results Dreams Competence Caring What they say at work What they say at home Appearance Pride Treating with respect Honouring dignity Saluting Laughing Their life decisions Their job description Keeping feet to the fire Putting hearts into the work 11[PageTo create a visual picture of where your organization falls on the Accountability Ownership Continuum, have people complete this simple survey by checking one box for each row, calculate each row's average and enter it on a blank form, then sketch a line down the page linking the filled-in boxes. This can be done for the entire organization or for individual work units within the organization; it is also a useful tool for assessing perceived cultural differences between work units. While it is subjective and anecdotal, having a sufficient number of people complete this exercise and then aggregating the results will give you a feel for people’s perceptions of your cultural balance between accountability and ownership. Exercise Now that you have identified where you stand on the “Accountability and Ownership Continuum”. What will you do to become a leader who takes ownership without hesitation? By when will you complete this exercise for your team? Your Supervisor’s Expectations A leader can be successful only if he / she understand what his / her reporting supervisor's expectations of him / her are. Use this section to jot down your supervisor's expectations of you in terms of “Drive for Results”. Planned date of Supervisor Meeting: Actions agreed: Remarks: Supervisor's Name: Supervisor's Signature [PageQuestioning & Listening Skills 1B[ PageQuestioning & Listening Skills: Gathering information is a basic human activity — we use information to learn, to help us solve problems, to aid our decision making processes and to understand each other more clearly. Questioning is the key to gaining more information and without it interpersonal communications can fail. Questioning is fundamental to successful communication - we all ask and are asked questions when engaged in conversation. We find questions and answers fascinating and entertaining — politicians, reporters, celebrities and entrepreneurs are often successful based on their questioning skills - asking the right questions at the right time and also answering (or not) appropriately. Although questions are usually verbal in nature, they can also be non- verbal. Raising of the eyebrows could, for example, be asking, “Are you sure?” facial expressions can ask all sorts of subtle questions at different times and in different contexts. Why Ask Questions? Although the following list is not exhaustive it outlines the main reasons questions are asked in common situations. * To Obtain Information: The primary function of a question is to gain information — ‘What time is it?” * To help maintain control of a conversation: While you are asking questions you are in control of the conversation, assertive people are more likely to take control of conversations attempting to gain the information they need through questioning. * Express an interest in the other person: Questioning allows us to find out more about the respondent, this can be useful when attempting to build rapport and show empathy or to simply get to know the other person better * To clarify a point: Questions are commonly used in communication to clarify something that the speaker has said. Questions used as 14) Pageclarification are essential in reducing misunderstanding and therefore more effective communication. To explore the personality and or difficulties the other person may have: Questions are used to explore the feelings, beliefs, opinions, ideas and attitudes of the person being questioned. They can also be used to better understand problems that another person maybe experiencing — like in the example of a doctor trying to diagnose a patient. To test knowledge: Questions are used in all sorts of quiz, test and exam situations to ascertain the knowledge of the respondent. ‘What is the capital of France?’ for example. To encourage further thought: Questions may be used to encourage people think about something more deeply. Questions can be worded in such a way as to get the person to think about a topic in a new way. ‘Why do you think Paris is the capital of France?” In group situations: Questioning in group situations can be very useful for a number of reasons, to include all members of the group, to encourage more discussion of a point, to keep attention by asking questions without advance warning. How to Ask Questions Being an effective communicator has a lot to do with how questions are asked. Once the purpose of the question has been established you should ask yourself a number of questions: What type of question should be asked? Is the question appropriate to the person/group? Is this the right time to ask the question? How do | expect the respondent will reply? When actually asking questions - especially in more formal settings some of the mechanics to take into account include: Being Structured In certain situations, for example if you are conducting a research project or you work in a profes: n that requires the recording of information, it may be necessary to ask large numbers of questions. as| PageIn such cases it is usually a good idea to inform the respondent of this before you start, by giving some background information and reasoning behind your motive of asking questions. By doing this the respondent becomes more open to questions and why it is acceptable for you to be asking them. They also know and can accept the type of questions that are likely to come up, for example, “In order to help you with your insurance claim it will be necessary for me to ask you about your car, your health and the circumstances that led up to the accident” In most cases the interaction between questioner and respondent will run more smoothly if there is some structure to the exchange. Use Silence Using silence is a powerful way of delivering questions. As with other interpersonal interactions pauses in speech can help to emphasize points and give all parties a few moments to gather their thoughts before continuing. A pause of at least three seconds before a question can help to emphasize the importance of what is being asked. A three second pause directly after a question can also be advantageous; it can prevent the questioner from immediately asking another question and indicates to the respondent that a response is required. Pausing again after an initial response can encourage the respondent to continue with their answer in more detail. Pauses of less than three seconds have been proven to be less effective. Encouraging Participation In group situations leaders often want to involve as many people as possible in the discussion or debate. This can be at least partially achieved by asking questions of individual members of the group. One way that the benefits of this technique can be maximized is to redirect a question from an active member of the group to one who is less active or less inclined to answer without a direct opportunity. Care should be taken in such situations as some people find speaking in group situations very stressful and can easily be made to feel uncomfortable, embarrassed or awkward. Encourage but do not force quieter members of the group to participate. 16 | PageTypes of Questions Although there are numerous reasons for asking questions the information we receive back (the answer) will depend very much on the type of question we ask. Questions, in their simplest form, can either be open or closed - this page covers both types but also details many other question types and when it may be appropriate to use them, in order to improve understanding. Closed Questions Closed questions invite a short focused answer- answers to closed questions can often (but not always) be either right or wrong. Closed questions are usually easy to answer - as the choice of answer is limited - they can be effectively used early in conversations to encourage participation and can be very useful in fact-finding scenarios such as research. * Closed questions are used to force a brief, often one-word answer. * Closed questions can simply require a ‘Yes’ or ‘No’ answer, for example: ‘Do you smoke?,, ‘Did you feed the cat”, ‘Would you like a cup of tea?” * Closed questions can require that a choice is made from a list of possible options, for example: ‘Would you like beef, chicken or the vegetarian option?’, ‘Did you travel by train or car today?” * Closed questions can be asked to identify a certain piece of information, again with a limited set of answers, for example: ‘What is your name?’, ‘What time does the supermarket open?’, ‘Where did you go to University?” Open Questions By contrast, to closed questions, open questions allow for much longer responses and therefore potentially more creativity and information. There are lots of different types of open question; some are more closed than others! Leading or ‘Loaded’ Questions A leading question, usually subtly, points the respondent's answer in a certain direction. Asking an employee, ‘How are you getting on with the new finance system? This question prompts the person to question how they are managing with a new system at work. Ina very subtle way it raises the prospect that maybe they are not finding the new system so good. a |Page‘Tell me how you're getting on with the new finance system’ is a less leading question - the question does not require any judgment to be made and therefore does not imply that there may be something wrong with the new system, Recall and Process Questions Questions can also be categorised by whether they are ‘recall’ — requiring something to be remembered or recalled, or ‘process’ ~ requiring some deeper thought and/or analysis. Asimple recall question could be, ‘What is your mother’s maiden name”. This requires the respondent to recall some information from memory, a fact. A school teacher may ask recall questions of their pupils, ‘What is the highest mountain? Process questions require more thought and analysis and/or a sharing of opinion. Examples include, ‘What skills can you bring to this organization that the other applicants cannot?’ or ‘What are the advantages and disadvantages of asking leading questions to children?” Rhetorical Questions Rhetorical questions are often humorous and don’t require an answer. ‘if you set out to fail and then succeed have you failed or succeeded?’ Rhetorical questions are often used by speakers in presentations to get the audience to think — rhetorical questions are, by design, used to promote thought. Politicians, lecturers, priests and others may use rhetorical questions when addressing large audiences to help keep attention. ‘Who would not hope to stay healthy into old age?’, is not a question that requires an answer, but our brains are programmed to think about it thus keeping us more engaged with the speaker. Funnelling We can use clever questioning to essentially funnel the respondent's answers that is ask a series of questions that become more (or less) restrictive at each step, starting with open questions and ending with closed questions or vice- versa. 18| PageFor example: “Tell me about your most recent holiday." "What did you see while you were there?” "Were there any good restaurants?” "Did you try some local delicacies?” “Did you try the Clam Chowder?" The questions in this example become more restrictive, starting with open questions which allow for very broad answers, at each step the questions become more focused and the answers become more restrictive. Funneling can work the other way around, starting with closed questions and working up to more open questions. For a counsellor or interrogator these funneling techniques can be a very useful tactic to find out the maximum amount of information, by beginning with open questions and then working towards more closed questions. In contrast, when meeting somebody new it is common to start by asking more closed questions and progressing to open questions as both parties relax. Using Questioning Techniques You have probably used all of these questioning techniques before in your everyday life, at work and at home. But by consciously applying the appropriate kind of questioning, you can gain the information, response or outcome that you want even more effectively. Questions are a powerful way of: * Learning: Ask open and closed questions, and use probing questioning. * Relationship building: People generally respond positively if you ask about what they do or enquire about their opinions. If you do this in an affirmative way “Tell me what you like best about working here", you will help to build and maintain an open dialogue. * Managing and coaching: Here, rhetorical and leading questions are useful too. They can help get people to reflect and to commit to courses of action that you've suggested: "Wouldn't it be great to gain some further qualifications?" * Avoiding misunderstandings: Use probing questions to seek clarification, particularly when the consequences are significant. And to make sure you avoid jumping to conclusions, the The Ladder of Inference Add to My Personal Learning Plan tool can help too. 19| Page* De-fusing a heated situation: You can calm an angry customer or colleague by using funnel questions to get them to go into more detail about their grievance. This will not only distract them from their emotions, but will often help you to identify a small practical thing that you can do, which is often enough to make them feel that they have "won" something, and no longer need to be angry. * Persuading people: No one likes to be lectured, but asking a series of open questions will help others to embrace the reasons behind your point of view. "What do you think about bringing the sales force in for half a day to have their laptops upgraded?" Questioning S| Is - Self-Assessment Assess yourself and the progress that you have made by referring to the following workshop rubric and assessment sheet. You need to think seriously if You may need to rethink some plans if, You are going to be a winner if Recognition of role of questions You do not like to ask or be asked questions. You prefer to do the talking, You recognise that questions are important but do not feel confident to use them. You recognise that questions are the cornerstone of communication and will encourage their. Use of questions You do not use questions much ther than when you want You understand that there are different types of questions but do not know when to use them. ‘You use a variety of open and closed questions to guide inquiry and understand which type is appropriate. Management of questions You ask questions rapidly at times, but usually do not make time for questions You are keen to use questions but do not feel that you will succeed when using them. You understand the dynamics of question asking and will allow sufficient time for tis. ‘You will direct questions ina variety of ways and will use leading questions to keep inguiry alive, Spirit of inquiry You think that your team should always be seen and not heard, and should listen to you. You think that itis important for your team to think, but only when you tell them to, You are driven by the need to stimulate a spirit of inquiry in your team. This means encouraging them to ask questions. 20|PageListening A really good leader will have an ability to listen to what goes beyond the point at which most people are actually able to listen. As a result of these skills the leader is able to hear beyond what is actually said. There are actually several different forms of listening, although generally we discuss the topic as though there were only one. Cosmetic Listening Conversational Listening Active Listening Deep Listening Level 1 — Cosmetic listenin, someplace else. Level 2 — Conversational listening: ’'m engaged in the conversation, listening, talking, thinking, talking. looks like I'm listening, I’m not really, I'm Level 3 ~ Active Listening: I'm very focused on what you’re saying; I’m recording facts, paying attention. Level 4 — Deep listening: I'm more focused on you than on me; I'm getting a sense of who you are now. As our level of listening deepens, so does our focus and attention on the person we are listening to. 2i[PageGround rules for the listener: During the conversation, DO NOT = Presume to give the speaker ideas, solutions or suggestions relating to the situations that they are talking about. = Refer to or discuss any of your own similar circumstances, experiences or feelings. = Attempt to control the direction or content of the conversation. = Endeavour to look good or impress the other person in any way, e.g. by asking ‘clever’ questions, by recalling tremendous amounts of information, ete. Active Listening Use of open & closed questioning “~\ Show interest Avoid p> ston for vas SY SEP feelings Reflect Probe a , behaviour Signal encouragement Avoid interruption & distraction [PageListening Skills, a Perspective Listening is the ability to accurately receive and interpret messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood - communication breaks down and the sender of the message can easily become frustrated or irritated. If there is one communication skill you should aim to master, then listening it is. Listening is so important that many top employers provide listening skills training for their employees. This is not surprising when you consider that good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work. Listening is Not the Same as Hearing Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. We spend a lot of Time Listening Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001) Time Spent Communicating 23 PageThe 10 Principles of A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said. tening Effective listening involves observing body language and noticing inconsistencies between verbal and non-verbal messages. For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don't mean what they say. 1, Stop Talking “if we were supposed to talk more than we listen, we would have two tongues and one ear.” Mark Twain. Don't talk, listen. When somebody else is talking listen to what they are saying, do not interrupt, talk over them or finish their sentences for them. Stop, just listen. When the other person has finished talking you may need to clarify to ensure you have received their message accurately. 2. Prepare Yourself to Listen Focus on the speaker. Put other things out of mind. The human mind is easily distracted by other thoughts - what's for lunch, what time do | need to leave to catch my train, is it going to rain — try to put other thoughts out of mind and concentrate on the messages that are being communicated. 3. Put the Speaker at Ease Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare — show you are listening and understanding what is being said. 4. Remove Distractions Don't doodle, shuffle papers, look out the window, pick your fingernails or similar. Avoid unnecessary interruptions. These behaviors disrupt the listening process and send messages to the speaker that you are bored or distracted. 5. Empati 2a PageLook at issues from their perspective. Let go of preconceived ideas. By having an open mind, we can more fully empathize with the speaker. If the speaker says something that you disagree with then wait and construct an argument to counter what is said but keep an open mind to the views and opinions of others. 6. Be Patient Be patient and let the speaker continue in their own time, sometimes it takes time to formulate what to say and how to say it. Never interrupt or finish a sentence for someone. 7. Avoid Personal Prejudice Don't become irritated and don't let the person’s habits or mannerisms distract you from what the speaker is really saying. Everybody has a different way of speaking - some people are for example more nervous or shy than others, some have regional accents or make excessive arm movements, some people like to pace whilst talking - others like to sit still. Focus on what is being said and try to ignore styles of delivery. 8 Listen to the Tone A good speaker will use both volume and tone to their advantage to keep an audience attentive; everybody will use pitch, tone and volume of voice in certain situations — let these help you to understand the emphasis of what is being said. 9. Listen for Ideas - Not Just Words Maybe one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others. With proper concentration, letting go of distractions, and focus this becomes easier. 10. Wait and Watch for Non-Verbal Communication We don’t just listen with our ears but also with our eyes — watch and pick up the additional information being transmitted via non-verbal communication. 25 [PageSelf-Exercise: Assessing Your Listening Skills Objectives 1. To assess your listening skills. 2. To develop a personal development plan aimed at increasing your listening skills. Introduction LUstening i a critical component of effective communication. Unfortunately, research and case studies suggest that many of us are nat very good at actively listening, This is particularly bad in light ofthe fact that managers spend more time listening than they do speaking or writing. Tis exercise provides you the opportunity to assess your listening skils and develop a plan for Improvement. Instructions ‘The following statements reflect various habits we use when listening to others. For each statement, indicate the extent to which you agree or cisagree with it by selecting one number from the scale provided. Circle your response for each statement. Remember, there areno right or wrong answers. After completing the survey, add up your total score forthe 17 items, ané record itin the space provided. Listening Skills Survey 1 stronaly asagree 2 disagree 3. neither agree nor disagree 42 agree 5 = strongly agree 1. | dayéream or think about other things when listening to others 1 2.11do not mentally summarize the ideas being communicated by a speaker. 26 [Page3.1 do not use a speakers body language or tone of voice to help interpret what he or she is saying. 4. listen more for facts than overall ideas during classroom lectures, 5.1 tune out dry speakers 6. | have a hard time paying attention to boring people. 7-1ean tell whether someone has anything useful to say before he or she Finishes communicating a message. 8, | quit listening toa speaker when I think he or she has nothing interesting to say. 9. | get emotional or upset when speakers make jokes about issues or things that are Important to me. gry or distracted when speakers use offensive words. 11. do not expend 2 lot of energy when lstening to others. 112. | pretend to pay attention to others even when I'm not really listening. stracted when listening to others. 114 deny or ignore information and comments that go against my thoughts and feelings. 15. Ido not seek opportunities to challenge my listening sil 16. Ido not pay atention to the visual aids used during lectures, 17.1 60 not take notes on handouts when they are provided. Total seore_ —2-3-4- 27|PagePreparing a Personal Development Plan 4. Use the following norms to evaluate your listening sil: 17-34 = good Iistening skills {35-53 = moderately good listening skills 54-85 = poor listening skills How would you evaluate your listening skis? 2..Do you agree with the assessment of your listening skils? Why or why not? 3. The 17-item listening skils survey was developes to assess the extent to which you use the keys to effective listening presented in Table 14-3. Use Table 14-3 and the development plan format shown below to prepare your development plan. First, identify the five statements from the listening sils survey that received your highest ratings —high ratings represent low skills. Record the survey numbers in the space provided in the development plan. Next, compare the content of these survey items to the descriptions of bad and good listeners shown in Table 14-3, This comparison will help you identify the keys to effective listening being measured by each survey item. Write down the keys to effective listening that correspond to each of take to improve the the five items you want to improve, Finally, write down specific actions or behaviours that you can und listening skill being considered. Development Plan Surveytems | Key to Effective istening lwant to improve | Action Steps Required (What Do Vou Need to Do to Bulld LUstening Skills for This istening Characteristic?) 2B [PageYour Supervisor’s Expectations A leader can be successful only if he / she understand what his / her reporting supervisor's expectations of him / her are. Use this section to jot down your supervisor's expectations of you in terms of “Questioning and Listening Skills”. Planned date of Supervisor Meeting: Actions agreed: Remarks: Supervisor's Name: Supervisor's Signature 29|PageFeed Forward 30|P ageFeed Forward: MARSHALL GOLDSMITH In addition to giving feedback, start giving “Feedforward” —focus on the promise of the future rather than the mistakes of the past. Self-Discovery Evaluate . Performance oiscove a Assisted Discovery Improvement ~~“ X | Feed Commit to Fo rwa rd cause Action Consequences . Create ZF Options & Solutions Giving and receiving feedback has long been considered an essential skill for leaders. People need to know how they are doing, whether or not their performance meets expectations, and how to improve. Traditionally, this information has been communicated in the form of feedback from leaders, who need feedback in the form of suggestions for improvement, innovative ideas for new products and services, and input on their leadership styles. 31] PageThis information is commonly given in 360-degree feedback, but such feedback focuses on past events—not on the infinite possibilities of the future. Feedback is limited and static, as opposed to expansive and dynamic. Ihave observed more than 5,000 leaders as they play two roles. In one, they are asked to provide feedforward—to give someone else suggestions for the future and help as much as they can. In the second role, they are asked to accept feedforward—to listen to suggestions for the future and learn as much as they can. They are not allowed to give feedback about the past. In this feedforward exercise, people are asked to: + Choose to change one behaviour to make a positive difference in their lives. + Describe this behaviour to others. + Ask for two suggestions for achieving a positive change in the behaviour. « Listen to suggestions and take notes without commenting on them. + Thank others for their suggestions. + Ask others what they would like to change. + Provide feedforward—two suggestions aimed at helping them change + Say, “You are welcome.” when thanked for the suggestions. Giving and receiving feedforward only takes about two minutes. When asked to describe this experience, people use words like “great, energizing, useful, helpful, fun.” Few of us think of feedback as fun! HUBS Model * Helpful — Communicate with respect and dignity with intent to help + Unbiased — Feedback should focus on Observable behaviour or Result + Balanced - Show empathy but also be stern on reality + Specific — Feedback should be specific about results and consequences It is also important to monitor your Tone and Non-verbal actions 32|Page10 Reasons to Try Feedforward People enjoy receiving feedforward for 10 good reasons: 1. We can change the future, not the past. Feedforward helps people envision and focus on positive future, not a failed past. By giving people ideas on how they can be even more successful, we increase their chances of success. It is more productive to help people be right, than prove them wrong. Negative feedback often becomes an exercise in proving others wrong. This tends to produce defensiveness on the part of the receiver and discomfort on the part of the sender. Even constructive feedback is often seen as negative. Feedforward is positive. It focuses on solutions. Successful people like getting ideas aimed at helping them achieve their goals. They tend to resist negative judgment, accepting feedback that is consistent with the way they see themselves and rejecting or denying other feedback. They respond to (and even enjoy) feedforward. 4. Feedforward can come from anyone who knows the task, not just the person. Almost anyone can give your ideas on how you can improve. They don’t have to know you. Feedback requires knowing the person. Feedforward just requires having helpful ideas. 5. People do not take feedforward as personally as feedback. Constructive feedback is supposed to focus on the performance, not the person, and yet most feedback is taken personally 6. Feedforward assumes that people can make positive changes in the future, whereas feedback tends to reinforce stereotyping, self-fulfilling prophecies, and feelings of failure. How many of us have been “helped” by a spouse, friend, or colleague who recites our “sins” and shortcomings? Negative feedback reinforces the message, “This is just the way you are.” 7. Most of us hate getting negative feedback, and we don’t like to give it. Most of us are not very good at giving or receiving negative feedback Nor do we value the more positive skills of “providing timely feedback” and “encouraging and accepting constructive criticism.” 8. Feedforward can cover most of the same “material” as feedback, but in a more positive manner. Imagine that you just made a terrible presentation. Using the feedforward approach, your manager helps you prepare for future presentations by giving you very specific suggestions in a positive way, rather than make you “relive” this humiliating experience. 33|Page9, Feedforward tends to be more efficient and effective than feedback. For example, in giving ideas to people, you might say, “Here are four ideas for the future. Please accept them in the positive spirit that they are given. If you can only use two of the ideas, you are still ahead, Just ignore what doesn’t make sense for you.” With this approach, no time is wasted on judging the ideas or proving them wrong. 10. Feedforward can be used with managers, peers, and team members. Rightly or wrongly, feedback is associated with judgment. This can lead to very negative outcomes. Feedforward does not imply superior judgment. Since it is more focused on being helpful, it is easier to hear. Invite people to ask, “How can | better help our team in the future?” and listen to feedforward from fellow team members. So, in addition to giving feedback, start giving feedforward and make your life and workplace more enjoyable. By using feedforward, you not only convey the right message, you also ensure that those who receive it are receptive to its content, open to change, and focused on the promise of the future rather than the mistakes of the past. Marshall Goldsmith is the founding director of the Alliance for Strategic Leadership, and authority on helping leaders achieve positive change. marshall@gcnet.com. www.marshallgoldsmith.com. What's The Difference between Feedback & Feedforward? The easy way to understand the difference between conventional feedback and feed-forward is to think in terms of the past and the future. Conventional feedback is past focused. It provides information about past activity and performance. Feed-forward on the other hand is future focused. It provides information about what a person could do differently in the future. These suggestions for improvement enable people to make on-going adjustments in how they are performing. Why use feed-forward rather than feedback? Well, one of the key reasons is that feedback is typically delivered poorly by managers. Many managers tend to focus only on what’s gone wrong. As a result, not only do employees often dislike receiving feedback, but many managers dislike giving it. The great majority of 34[Pagefrontline managers avoid providing corrective feedback when it really is needed because of this The problem with feedback in this regard is that it focuses on the past. On what has and hasn't occurred. Feed-forward, on the other hand, focuses on the future. On the variety of things that can be, not the limited things that have been. This difference has a profound effect on how the conversation might go, and therefore on the motivation and engagement of your employees. Let's take a corrective feedback conversation. It will often go something like this: Frontline Manager (acting “Here’s the issue I've notice id you do that?” assertively): Here's thi I've noticed. Why did you do that Team Member (actin (acting “These are my excuses.” defensively): Frontline Manager (acting “Well it’s not good enough. Here’s what you should have aggressively): done. Get it right from now on.” Put yourself in the team member's shoes. What would you think and how would you feel about the effectiveness of your manager, the usefulness of the conversation, your level of engagement in the change requested, and your general level of work motivation resulting from this conversation? I’m guessing a rating of ‘low’ on all counts. Take the same situation, but with a focus on the future, It may go something like this “Here's the issue I've noticed. Remind me, why will it be important for us to get this right when we experience the same situation again in the future.” Frontline Manager (confronting the issue): Team Member (thinking forward): “Well, for this reason and for that reason.” Frontline Manager (inquiring "So what could you do differently when you face a similar further): situation in the future to ensure you get it right?” ‘Team Member (problem solving): “Well, | could do this or that.” “I think that the first of those ideas particularly has merit. Frontline Manager (providing tips): Additionally, here’s another suggestion of something that’s worked for me that might help you” a5|PageTeam Member (grateful for the “Thanks. That's a great idea. | think that’s something | could guidance) use.” Frontline Manager (seeking “So, can | get your commitment to putting that into effect commitment): the next time you face a similar issue?” Team Member (feeling positive "Yes.” pressure for a change): “Great. | know that you'll have a similar situation face you after lunch, so let's talk mid-afternoon to check how that changed approach has worked for you.” Frontline Manager (acting supportively): Again, put yourself in the team member’s shoes. What would you think and how would you feel about the effectiveness of this manager, the usefulness of the conversation, your level of engagement in the change requested, and your general level of work motivation resulting from this conversation? I’m guessing that your rating will be a lot higher on all counts. | notice that discussions that are mostly past focused feel more like an interrogation that creates defensiveness. On the other hand, discussion that is mostly future focused feels like a supportive coaching discussion that emphasizes problem solving and creates opportunities. To my mind, that is the essential difference between feedback and feed-forward. Source: htio://bravatrak.com/whats-the- difference-between-feedback-and- feedforward! 7 Benefits of Feedforward Vs Feedback Here are seven reasons why managers and leaders like Feedforward and find it helpful as opposed to painful, embarrassing, or uncomfortable. Their answers offer a great how to give positive feedback with feedforward explanation of why Feedforward can often be more useful than feedback as a developmental tool 1. We can change the future. We can’t change the past. Feedforward helps people envision and focus on a positive future, not a failed past. Race-car drivers are taught to look at the road ahead, not at the wall. By giving people ideas on how they can be even more successful, we can increase their chances of achieving this success in the future. 36 [PageFeedforward can come from people we have never even met. It does not require personal experience. One very common positive reaction to the exercise is that participants are amazed by how much they can learn from people they don’t know. For example, if you want to be a better listener, almost any fellow human can give you, ideas. They don’t have to know you. Face it! Most of us hate getting negative feedback, and we don’t like to give it. | have reviewed summary 360-degree feedback reports for more than 50 companies. These twoitems: “provides developmental feedback in a timely manner” and “encourages and accepts constructive criticism”, almost always score near the bottom on co-worker satisfaction with leaders. Traditional training does not seem to solve this problem. If leaders got better at providing feedback every time the performance appraisal forms were “improved,” most would be perfect by now! Feedforward can cover almost all of the same material feedback can, Imagine you have just made a terrible presentation in front of the executive committee. Your manager is in the room. Rather than make you relive this humiliating experience by detailing what went wrong, your manager might help you by offering suggestions for future presentations. These suggestions can be very specific and still delivered ina positive way —without making you feel even more humiliated. Feedforward tends to be much faster and more efficient than feedback. An excellent technique for giving ideas to successful people is to say: “Here is an idea for the future. Please accept it in the positive spirit in which it is offered. if you can use it, great! If not, just ignore it.” With this approach almost no time is wasted judging the quality of the ideas or trying to refute the suggestions. This kind of debate is usually negative, wastes time, and often counterproductive. By eliminating judgment of the ideas, the process becomes much more positive for the sender, as well as the receiver. Feedforward can be a useful tool with managers, peers, and team members. Rightly or wrongly, feedback is associated with judgment. This 37| Pagecan lead to very negative — even career-limiting — consequences when given to managers or peers. Feedforward does not imply superiority of judgment. It is more focused on being a helpful colleague than an expert. As such, it can be easier to hear from a person who isn’t in a position of power or authority. 4. People tend to listen more attentively to Feedforward than feedback. One participant in the Feedforward exercise noted: “| think that | listened more effectively in this exercise than | ever have in my life!” When asked why, he said, “Normally, when others are speaking, | am so busy composing a reply that will make sure that | sound smart that | am not fully listening to what the other person is saying. In Feedforward, the only reply that | am allowed to make is ‘thank you.’ Since | don’t have to worry about composing a clever reply, | can focus all of my energy on listening to the other person!” When to Use Feedforward The intent of this column is not to imply that leaders should never give feedback or that performance appraisals should be abandoned. The intent is to show how Feedforward can often be preferable to feedback in day-to-day interactions Aside from its effectiveness and efficiency, Feedforward can make life a lot more enjoyable. When | ask managers how they felt the last time they received feedback, the most common responses are negative. When managers are asked how they felt after receiving Feedforward, they reply that it was not only useful, but also fun. What's Your Feedback Style? Once you understand how you prefer to give (and be given) feedback, it will be easier to adapt your style to match the person on the receiving end. Few activities are more important in the business world than the giving and receiving of feedback. In most cases, it's only through input from others that we can improve our own performance. 38 [PageUnfortunately, feedback can be a minefield for managers and employees alike. It's all too easy to give feedback in a way that creates resistance and resentment. lll-timed or ill-phrased feedback can even ruin a previously good working relationship. The key to giving (and receiving) feedback effectively is first understanding your own feedback "style" and then adapting it to the feedback "style" of the other people around you, according to Dr. Joseph R. Weintraub, professor of management and organizational behaviour at Wellesley, Mass.-based Babson College. Some years ago, Weintraub's research identified the four following basic personality types, each of which has a characteristic way of giving feedback: 1. Dominance People with the "Dominance" personality type tend to be results-oriented and more concerned with the bottom line than with people's feelings. Aggressive in meetings, they tend to think of conversation as form of doing battle. When giving feedback, they tend to be direct and quick, impatient of explanations and excuses. Because they have strong egos, they take criticism without feeling bruised, They prefer to receive feedback the way that they give it: clear and specific. They want people to get to the point and then move on. 2. Influencing People with the "Influencing" personality type tend to be people-oriented. They're outgoing, with lots of energy, the life of the party. They tend to use their personalities to get things done. They're often quite emotional, a characteristic which expresses itself in their facial expressions and body language. When giving difficult to offer real criticism and may “soften the blow" so much that it feels like a pat on the back. They hate receiving negative feedback in public. When being criticized, they need a supportive environment. They like to be asked what they think about feedback, they tend to be indirect. In trying to please, they may the situation. 3, Steady People who are "Steady" tend to be patient and unemotional. They fit in anywhere. When giving feedback, they don't put much emotion into it. They're committed to their team and believe that good feedback includes both pluses and minuses for any given behavior. They prefer feedback to be non-threatening. 39| PageThey neither like, nor respect, people who need to control others. They don't do well with a lot of data that demands major change. They need a lot of assurance and support that things are going to be okay. They aren't risk takers and want to. make sure that they're being heard. They respond well to questions that begin with "How do you think that we can..." 4. Perfectionist People with "Perfectionist" personality type tend to be conscientious and detail- oriented. Such people tend to persuade through logic. They like explaining things, sometimes ad nauseam. They're very well organized and present feedback in a workmanlike manner. For example: "On march 13th on 3pm, you said the following..." If your organization has a manual that explains how to give good feedback, the "Perfectionist" won't just read it, but quote it word for word. In receiving feedback, they don't handle ambiguity very well. They expect people to prepare in advance and be ready with the details. If that's not the case, the feedback is simply rejected. How to Assess Your Feedback Style As | understand it, Weintraub uses sophisticated survey instruments when working with corporations, but when | interviewed him a while back, he helped me to devise a simple test to help you identify their basic feedback style. Answer the following of eight questions according to this sliding scale: Agree completely ‘Agree somewhat Neutral Disagree somewhat Disagree completely Q1. Do you frequently want to change the status quo? [] Q2. Are you willing to say anything to anybody in front of anyone? [ ] Q3. Is interacting with people the favourite part of your job? [] 40|PageQ4. Do you consider yourself charming and charismatic? { ] QS. Do people describe you as calm, patient and unemotional? [ ] Q6. Do you believe that keeping peace among team members is critical to success? [] Q7. Do you get ALL the facts before you make a decision? [] Q8. Does it bother you that you're taking a quiz without seeing statistical proofs? [] SCORING: * Put the total of questions 1 and 2 here: [ ] Dominance ‘© Put the total of questions 3 and 4 here: [ ] Influencing ‘* Put the total of questions 5 and 6 here: [ ] Steady ‘* Put the total of questions 7 and 8 here: [ ] Perfectionist The higher the score for each style category, the more your feedback style tends to correspond to that general personality type. It should be emphasized, however, that no single feedback style is inherently better than any other and, of course, most people are a combination of more than one style. Some combinations are particularly well suited for certain jobs. Dr. Weintraub, for example, has discovered that successful project leaders in innovative companies often have high scores in both "Dominance" and "Influencing." On the other hand, when asked, most people prefer to work for a "Steady." Such a boss may not be very exciting, but you know you'll always be treated fairly, even if you're called onto the carpet. According to Weintraub, when getting feedback, the trick is to consider the source of the feedback and listen to the real message without being distracted by the style. Similarly, when giving feedback, your challenge is to present it, not how you'd like to receive it, but in a way that the listener can most easily hear what you have to say. 41|PageYour Supervisor’s Expectations A leader can be successful only if he / she understand what his / her reporting supervisor's expectations of him / her are. Use this section to jot down your supervisor's expectations of you in terms of “Feedforward”. Planned date of Supervisor Meeting: Actions agreed: Remarks: Supervisor's Name: Supervisor's Signature 42|PageManaging StakeholdersManaging Stakeholders: We interact with different individuals and teams in the course of executing our jobs, a good fruitful interaction with ® these individuals and teams help us with achieving our business goals, these individuals and teams may be from eo e within our own organization or from an external organization. Sa 4a|PageNow that you know your stake holders. How do you build a better relationship with your stakeholders to be more effective as a Process Coach? Stakeholder 45 [PageWhat is Quality? Quality is defined as... v Val /ed by the cust , /alue perceived by the customer AV for uf ¥ Conformance to requirements ¥ Understanding, meeting & exceeding the customer's requirements ¥ Doing right at first time 46 [PageWhy Quality is required 2 ¥ To understand customer's expectation ¥ To define customer's expectation in measureable terms - e.g. Accuracy %, TAT ¥ To meet and exceed customer's requirements/specifications ¥ To standardize the business process and create defect free environment ¥ To focus on continuous improvement ¥ To exist and grow in this competitive era o<= & 1 \ 47 [PageCost of Poor Quality - COPQ THE BILLING ICEBERG Recine 8 Ete Chages + Inspection Cost ry is ! Lids + Excessive Overtime «Development Cost + Pricing Errors «Excessive Sales Service Cost «Legal cost / Penalty + Loss of Profit + Bad Market Reviews + Higher Freight Cost + Loss of Sales + Excessive Employee Tumover + Higher Customer Dissatisfaction + Higher Marketing Cost + Lower sales * Complaint Handling Cost * Low Moral of Employees + Billing Errors + Expediting Cost + Loss of Brand Image Access Inventory + Product Liability + Increased Paper Work + Loss of Market Share 4B [PageHow to measure the Quality ? Once clear understanding is developed on VOC, Quality Gap, COPQ and has identified the week area in the process using SIPOC and Process Map, We need to start measuring the quality in terms of accuracy %, TAT, no. of defects, etc. To measure the Quality, one should have sound understanding on quality terminology (such as Defects, Defective, Opportunity, Sampling etc.) and business metrics such as accuracy calculation (Defective), TAT ete “1 ei 49|PageDefects Any undesired result occurred in product/process or service where we fail to meet one (or more) of the acceptance criteria in eye's of customer ‘defect is a non-conformance! error occurred in one or more than one parameters/ specifications ‘which may affect the product in meeting customer's requirements “Wrong patient name Demography ‘Typo error in entering coding details in Charge Entry Process ‘Incorrect DOS entered “CPT down coded in charts Wrong final impression/ diagnosis done oe e Chart Defective Any product where one or more than one defects found which can make entire product not usable is called "Defective". A defective product may contain one or more defects in one unit, Demography info. Created for wrong patient “Wrong chart coded for insurance claim “Wrong CPT coded in charts “Wrong person approached by AR callers Defective Chart 50|PageDefect Management 4 Amajor QC objective is t reported and corrected. lentil defects. Once identified, defects need to be recorded, monitored, The primary goal is to prevent defects. The defect management process should be risk driven, i.., strategies, priorities and resources should be based on an assessment ofthe risk, Defect measurement should be integrated into the development process and be used by the project team to improve the development process % Defect information should be used to improve the process Imperfect or flawed processes cause most defects. ‘A defect can be defined in one of two ways = From the producer's viewpoint + A defect is a deviation from specifications, whether missing, wrong, or extra ¢ Fromthe Customer's viewpoint + Acdefect is anything that causes customer dissatisfaction, whether in the requirements or not; this isknow as “it for use.” S1[PageSampling Population: Agroup of data or collection which represents the same characteristics of products/process/ service is called “Population” Sample - A group of data / people or events drawn from the population to study the characteristics, and draw conclusion for entire population is called sampling When sampling is required 2 * Dealing with large no. of data * Data collection for entire process is destructive Type of Sampling > Simple Random Sampling > Stratified Sampling > Systematic Sampling > Convenience Method MSS Excel: 1. Day 1 Day 1 Excel Module 2. Day 2: Day? Excel Module 3. Day3: Day 3 Excel Module * Data collection process ia time consuming or one a 8 ‘Sample Population Soft copy will be provided 52|PageABCDE Report: Quality Accuracy Calculation Method Accuracy will be calculated in 2 methods * PO © Total scored opportunities/Total opportunities * DPU © 1-Errors#/Audited# ABCDE categorization Method. Eotegory = Assocetes not meeting SUAfor 3 Months © Only If the SLA is 98%, then = >1% of SLA- “A” = =SIA-"B" = <1% of SLA-“C” = Less than C Category “D” = “E” Category = Associates not meeting SLA for 3 months = Category “N”: Production available & audit not available. Sampling Calculation Method: Total audited#/Total Production# 53|PageAccuracy Calculation Method DPO (Defects Per Opportunity) DPO method is used when opportunity is clearly defined as critical and non-critical in the audit parameters. This method states how many opportunity each unit carries to produce the defects ‘Accuracy % (DPO)= ( +. SNe stOeiees _ ) x Total Audited Transaction X Opportunity A team is auditing the charts based on four parameters defined by the client. Each charts carry 4 ‘opportunity to produce the defects. One a particular day, team has identified 25 defects our of 1000, transaction audited. Calculate the accuracy % for this process ? DPU (Defects Per Uni DPU method is used when opportunity is not defined in the audit parameters. This method states how many defects can be produced in each unit ‘Total No. of Defects ets No. Deters ) x Accuracy % (DPU) = ( - Total no, of Audited Transaction Exercise : A charge entry process is following DPU method to calculate the accuracy. One a particular day team has identified 10 defects out of 800 transactions audited. Calculate the accuracy % for this process. 54|PageDefective Defective accuracy method is used when a single defect can affect the entire transaction and make entire transaction as defective (not useable). , Total No. of Defective Transactions Accuracy % (Defective) = ( anne nee ) x 100 Total no. of Audited Transaction Exercise A demography process is following the defective method to calculate their accuracy. On a particular day, team has found § transactions with errors in total of 250 transactions audited. Calculate the accuracy % ? Improve Audit Quality Important Considerations in Improving Audit Quality + AWell-Defined Process + Analyses of Both Positive and Negative Quality Events + Good Root Cause Analysis Drives Better Remediation Monitoring and Measurement—Observable Objective Evidence of Quality Process Map Seo 55|PageHow to Analyze the Quality ? “py e/ Root when? How ?— > Cause iS Who ? Why ? 56|PageRoot Cause Analysis Root cause analysis (RCA) is a problem solving method that tries to identify the root causes of faults or problems, RCA practice tries to solve problems by attempting to identify and correct the root causes of events, a8 opposed to simply addressing their symptoms. Focusing correction on root causes has the goal of preventing problem recurrence, Root Cause Analysis Basics Symptom of the problem. “The Weed” ‘Above te surface (obvious) ‘The Underlying Causes “The Root” Below the surface {not obvious) Tevet ot natcasearas es toe ning cases ean case Creative Solution S7|PageRoot Cause Analysis Points to remember - >The primary aim of RCA is to identify the factors that resulted in the process (impact toend customer) »RCA must be performed systematically for effective solution >There may be more than one root cause for an event or a problem >The purpose of identifying all solutions to a problem is to prevent recurrence at lowest cost in the simplest way Root causes identified depend on the way in which the problem or event is defined Steps to perform RCA? >Define the problem or describe the event factually, Include the qualitative and quantitative attributes of the harmful outcomes. »Gather data and evidence, classifying it along a timeline of events to the final failure or crisis. Ask "why" and identify the causes associated with each step in the sequence towards the defined problem or event. »Classify causes info causal factors that relate to an event in the sequence >ldentify all other harmful factors that have equal or better claim to be called "root causes.” Identify corrective action(s) that will wth certainty prevent recurrence of each harmful effect, including outcomes and factors. Identify solutions that, when effective, and with consensus agreement of the group, prevent recurrence with reasonable certainty, are within the institution's control, meet its goals and Objectives and do not cause or introduce other new, unforeseen problems. Implement the recommended root cause correction(s). 58|PageRoot Cause Analysis- CAPA 5 Why Analysis The 5 Whys Analysis is an technique used to explore the cause and effect relationships underlying a particular problem. The primary goal of the technique is to determine the root cause of a defect or problem This technique is followed while asking “Why’ until we reach to the root cause of the problem or ‘stage where we can not further answer the question. wn a. = s9|PageRoot Cause Analysis- CAPA Corrective Action (CA) Corrective action is a reaction to any of the cause/non-conformance being produced and can be divided in two phases 1) Identification of root cause (7 Quality Control Tools) 2) Taking necessary actions (PDCA) Preventive Action (PA) Preventive action is prediction of problem and trying to avoid the occurrence through self initiated actions and analysis related with processes/products. This can be initiated with the help of active participation of staff members/workers through improvement teams, improvement meetings, Management review, customer feedback and deciding own goals quantized in terms of business growth, reducing rejections, utilizing the equipment effectively, etc. 60|PaceIdentification of Root Cause - 70 Tools 2 Flow Chart W ? 3. Histogram oh le 7. Fish Bone Diagram 1. Check sheet Income Gin thousands) 6, Run Chart 5, Pareto Chart 61|PageHow to improve Quality ? Feedback Mechanism Feedback is a process where we discuss with respective individual about his past performance which may influences. his present or future performance. Types of Feedback Positive Feedback - Positive feedback is started with positive notes addressing the achievements, accomplishments done in past. Negative Feedback - Negative feedback always starts with area of improvements required on any specific field. Here we talk more on data, evidence, facts, incidents and target. Negative feedback also can be given in positive manner, such as “Your presentation is boring’, we can also say that “You can make it more interesting while adding more graphics”. Constructive Feedback - Constructive feedback is given when we talk about past performance along with also provide the way to improve the present or future performance 62| PageHow to improve Quality ? Feedback Etiquettes > Feedback should be provided on timely manner (usually should be covered within 24 hrs) > Collec all content opics/data which is tobe discussed during feedback session » Identify the root cause of the problem before passing feedback. Seek for more clarification > Feedback should be clear, specific o topic, precise, and effective > Discuss the severity of impact which can be drown due to imperfection to raise the awareness > Avoid gving feedback in pubicierowded place. Respect every individual's privacy > Prefer to take one to one discussion while giving feedback for more effectiveness > Feedback alvays shouldbe two way communication > Ask questions (what, why, how, et.) know the reason for mpertecton > Feedback shouldbe started with positive notes then can move fo improvement area and provide constructive feedback » Both the people (giver and receiver) should be on same page after feedback session > Atime duration should be given to employees to show the improvement and same tobe checked fr effectiveness Quality Team Roles & Responsibility Major Roles & Responsibilitie: > To identify the business metrics and capture the data as defined by SQD Team > To highlight the conceri/risk/challenges exists in the process which may impact end customer > To compliance on quality deliverables audit requirements/ meeting audit target/ maintaining SLAs > Ensuring to cover the sampling from each angle — user wise, project wise, facility wise, product wise etc. to catch the defects internally > Provide the feedback on timely and effective manner and review effectiveness > Ensuring to cover all QCA\s/resources in calibration and take action plan to fx the gap > Publishing dashboards on daily basis and sharing the weak areal challenges! concerns/ improvements! appreciations > Coordinating with Ops Team in meetings, reviews and share the updates 63 [PageTools for Effective Coaching for Quality Improvement: Coaching Help Kit Soft copy will be provided 64| PaceRecap & Reflections: Next Steps: 65|P age