Division Training- Workshop on

Continuous Improvement (CI)Program

May 01 - 05, 2017
RELC-NEAP XI, E. Quirino Avenue, Davao City
Expectation Setting
1) I expect this training to:

2) I expect the facilitators to:

3) To make this training successful, I am willing to:

Training Objectives
1) To introduce the 10 steps of the Continuous
Improvement (CI) methodology and the tools
used in carrying out these steps
2) To emphasize critical points under each CI step
3) To introduce the application of the CI
methodology in both the school and division
level
Learning Outcomes
By the end of the training, trainees will be able to:

1) Articulate their understanding of the basic

concepts and tools used in the CI methodology
2) Explain the CI methodology and its steps, and
3) Demonstrate CI application at the school level
with the guidance of a Coach.
WHAT IS QUALITY?
6
7
8
9
What is Quality?

• Characteristic or property
• Personal trait or character trait
• Essential character
• Superiority
• Degree of excellence
• A distinguishable attribute

10
Dimensions of Quality
• Performance • Aesthetics
• Reliability • Features
• Durability • Conformance to
• Serviceability Standards
QUALITY IN EDUCATION

12
Quality in Education

“Children have a right to an

education, a quality education”
(UNICEF, 2000)

13
14
What is Quality in Education?
(UNICEF, 2000, paraphrased)

• Relevant curricula and materials for the

acquisition of basic skills
• Child-centered teaching processes with well-
managed classrooms and schools
• Outcome-based learning relevant to achievement
of national goals and society

15
What is Quality in Education?
(UNICEF, 2000, paraphrased)

• Healthy learners supported by their families and

communities
• Safe and conducive learning environments
• Adequacy of resources and facilities

16
Quality in Education
• Education must be understood as a complex
system embedded in a political, cultural, and
economic context.
• It is important to keep in mind education’s systemic
nature, where interdependent dimensions influence
each other in ways that are sometimes
unforeseeable.
WHAT IS TOTAL QUALITY
MANAGEMENT
What is Total Quality Management?

A comprehensive and fundamental rule or belief for

leading and operating an organization, aimed at
continually improving performance over the
long term by focusing on customers while
addressing the needs of all stakeholders.

SOURCE: ISO TC 176/SC2/WG15/N131 --

Quality Management Principles and Guidelines on Their Application, 29 May 1997.
Total Quality Management as a
Framework for Quality Education
SYSTEMS THINKING
What is a SYSTEM?
• A System is a whole, which consists
of interdependent and interacting
parts with a single purpose.
23
What is Systems Thinking?
• It is a way of thinking about life, work, and
the world based on the importance of
relationships (interconnections).
25
The Stakeholder
• Stakeholders are people (individual or group)
who will be affected by any action taken by the
organization or people who can influence the
conduct of a project but are not directly involved
in doing the project work
• Examples are parents, children, customers,
owners, employees, associates, partners,
contractors, and suppliers, people that are
related or located nearby.
What is a Process?
• Set of interrelated or interacting activities which transforms inputs
into outputs. This set of activities is definable, repeatable,
measurable and predictable in a closed loop system.
“You cannot improve a process that you do not
understand”
Machine People Machine People Machine People

Process Step 1 Process Step 2 ... Process Step k

Output:
Product or Service
received by customer

Material Information Material Information Material Information

MEASURING PERFORMANCE
 Key Performance Indicators
(KPIs) tell us….
• How well we are delivering our output
• How well we are meeting our goals and satisfying
the needs of our customers/stakeholders
• How well our improvement initiatives contribute to
meeting goals and satisfying customer needs
Classification of KPIs
• Organization (Division/School/DepEd) KPIs –
broad, high level measures that generally pertain
to the overall performance of the organization;
often referred to as “results” or “outcomes”
measures
• Ex. NAT Score Performance, Employee Turnover
Rate, Number of Successful School
Accreditations, Satisfaction Rating, etc.
Classification of KPIs
• Process KPIs – are process-specific measures that
pertain to the performance of a division process;
often referred to as “process” measures. These
measures may or may not currently exist, but they
need to be established
• Ex. Number of Applications Processed, Personnel
Request to Hiring Turnaround Time, Timeliness of
Report Transmittal, Timeliness of Release of
Remedial Exams, etc.
Identifying the Measures
Process Results
measures measures
Suppliers Customers
Outputs
Inputs Process
Distinction Between Outcome and
Process Measure – A School Example
Workshop 1: Identify a Process, its
Stakeholders and the Stakeholders’ Needs
•Work with your team.
•Collectively, identify one school process that the
team is very familiar with.
•Identify the customers (both internal and external)
and other stakeholders of this process.
•Identify the needs of these stakeholders.
•Use meta-cards and manila paper.

TIME: 10 MINS.
Workshop 2: Identification of
Key Performance Indicators
• Work with your team.
• Identify existing KPIs in your school that can tell
the team whether or not the process meets the
stakeholders’ needs (refer to the process and
stakeholders’ needs identified by the team in
Workshop 1)
• List down these KPIs (if any) and the
corresponding goals/targets for each KPI (if any)
using meta-cards.
Workshop 3: Mapping of Process,
Stakeholders and KPIs
• Connect KPIs to stakeholders and the specific
need(s) that the KPI is supposed to address
• Connect the process to the KPIs using arrows.
Note that a Process can directly or indirectly
drive the achievement of the identified KPIs.
• Refer to the sample workshop output diagram in
the next slide.
 KPIs Stakeholder
(Goals) External Need 1

KPIs Stakeholder
(Goals) External Need 2

Process
KPIs Stakeholder
(Goals) Internal Need 1

KPIs Stakeholder
(Goals) Internal Need 2
Possible Outcomes of the Mapping Workshop

• There is a process measure but it is not good

enough to truly indicate good performance and
satisfaction of customers’ needs.
• There is a process measure but it does not connect
to any of the customers’ needs.
• There is no measure to know the extent to which
we have satisfied the customer needs.
Continuous Improvement Methodology

A methodology to continually assess,

analyze, and act on the performance
improvement of key processes focusing
on both customer needs and the desired
performance.
 Review: CI Methodology

Assess Analyze Act

Step 1: Get Organized Step 5: Do root cause Step 8: Pilot Your
analysis Solution
Step 2: Talk with Your
Customers Step 6: Develop Step 9: Roll Out your
Solutions Solution
Step 3: Walk the Process
Step 7: Finalize Step 10: Check Your
Step 4: Identify priority
improvement areas Improvement Progress
Plan
School CI Projects
Undertake Improvement Projects

• Evaluate school performance

Identify priority
improvement project
• Recommend an improvement project
• Get School Head approval on the project

Form the CI Team • Identify school personnel who will

undertake the project
Apply the CI improvement
methodology • Use Continuous Improvement
Methodology tools

Monitor and evaluate CI • Review project outputs and outcomes

program status
LETS PLAY!
Let’s Make Paper Planes
The team is tasked to make 30 paper
planes. with 3 designs (10 planes each)
using ½ sheet of bond paper, launch
the planes, measure the distance, and
record the measurements within 15
minutes. The planes must fall inside
the landing area and all relevant data
about the planes must be completely
recorded. Otherwise, the customer will
not buy the planes from you.
Let’s Make Paper Planes
Instructions:
1. Make the planes, number each plane and put the plane
maker’s initials.
2. Launch the planes one at a time, targeting the landing
area. Once launched, the plane cannot be launched
again.
3. Measure and record the distance travelled from the center
of the launch area to the part of the plane that is closest to
the landing area. Also, indicate if the plane is inside or
outside the landing area. The distance of planes that fell
inside the landing area must also be measured.
 45

Measuring
the Distance Target landing
area

Measurement 2

Measurement 1
Reference point for
measurement

Launching/
throwing area
Additional Instructions:
• Measure and record the following:
a. Time it takes to produce (cut, fold and label) each plane
b. Number of folds made in producing each plane design
c. Wingspan of each plane design (straight distance
measured from the tip of the left wing to the tip of the
right wing)
• Each team will be given 10 minutes to PLAN the
execution of the Paper Airplane Game Activity.
47
Define the Project

STAGE 1: ASSESS
 Review: What is the Assess Stage?
• Usually begins by examining
“results” or “outcomes” measures
and asking the question: “How are
we performing in the eyes of our
customers?”
• Defines the objectives of the project
and its respective measures from
the perspective of the customers
http://howtorunsuccessfulprojects.com/wp-content/uploads/2011/09/projectpuzzle.jpg
The Assess Steps

Identify
Get Talk with Your Walk the Priority
Organized Customers Process Improvement
Areas

• Project • VOC • SIPOC • Data Collection

Background • Affinity Diagram • Process Mapping Plan
• Broad Project • Defining the Metric • Activity Chart • Histogram,
Statement • Deployment Chart Pareto, and Line
• CI Project Chart
Template
Establishing the Continuous Improvement (CI) Teams

STEP 1: GET ORGANIZED

 52

CI Team Structure School Head (SH)

CI Team Leader
CI Coach

CI Team
Members

CI Team
Who composes the team?
• Creative and open minded
• Good team players
• Well respected among peers, stakeholders,
and other school leaders
Team Selection Criteria
• Ideal team size: 3-8
• Smaller Team Size: 3 to 4 - work faster
• Teams greater than 8 require additional
facilitation and often require sub-teams
Who Are Your Stakeholders?

SH

Other Stakeholders:
-Process Owner
-Teachers, Students,
Parents,
Community, etc

CI Team
 56

Process Owner

Process
Owner

Overall
Process

Dept A Dept B Dept C Dept D

Process Owner
• At this point, a process has already been
identified by the team and so should the process
owner be identified as well.
• Process owner worries about the overall process
health.
• Process owner has the responsibility and
authority to manage and improve a process
CI Project Background
Two components of a Project Background:
1. Brief definition/description of the
problem or issue
2. Statement of the broad organization
problem
Broad Problem Statement
Formulation
A problem statement is a statement that
specifies the gap between the current actual
performance level and the targeted standard
performance level. It highlights the deviation of
the current performance from the specified
performance standard.
Broad Problem Statement
Formulation
In cases where there are no set standards, it may
be established through benchmarking/use of
“acceptable” industry performance levels, use of
baseline performance data, or adoption of
national/international requirements.
Sample CI Project Background
• Numerates are pupils who can add, subtract, multiply
and divide whole numbers and can solve problems
involving the four (4) fundamental operations.
• Only 3 out of 178 or 1.7% of Grade IV pupils are
Numerates in terms of scores in Project AN (All
Numerates). The school wanted to attain 100% of
these pupils to achieve the Level of Numerates.
Sample CI Project Background
• Frustration reading level means that the student
scores 89% & below in word recognition based
on the Philippine Informal Reading Inventory
(PHILIRI).
• The result of the diagnostic reading test that was
administered to the Grade 6 learners last June
2013 shows that 83% of 633 students was
diagnosed to have frustration reading level in
word recognition.

2-62
 CI Project Template
PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS

Name of the Project

STAGE 2: ANALYZE
Team Members Solution Generation
BACKGROUND Value Analysis
Improved Process Diagram
Broad Problem Statement + VOC +
Project Scoping (SIPOC)
IMPLEMENTATION PLAN
CURRENT STATE
Tasks and Timeline
Budget and Resources
VOC + Process Map + Data Gathering and Stakeholder Analysis
Presentation Evaluation of Implementation
Risks

PROBLEM ANALYSIS TEST RESULTS

Before and After

STAGE 2: ANALYZE

Piloting
STAGE 3: ACT
Problem Definition
Root Cause Analysis Cost Benefit Analysis
Validation of Causes
LESSONS LEARNED
Project Closure
Project Sharing
CI Project Template Definitions
• PROJECT TITLE
• Name of the Project
• Team Leader and Team Members

• PROJECT BACKGROUND
• Brief information/data on the school issue
• State the broad organization performance problem
• Identify VOC and Project scope
CI Project Template Definitions
• CURRENT STATE Storm Clouds
• Map the current process
• Provide baseline data (time, output, cost)
• What specific outcomes are required?
• How will we know the implementation is successful?
• What will be the measure of performance?
• Use storm clouds to represent problems
• Problems can be:
• Customer complaints (defects or reworks)
• Gap between actual and target KPI
• Inefficiency and Wastages
CI Project Template Definitions
• PROBLEM ANALYSIS (For each storm cloud)
• Do root cause analysis
• Use the WHY-WHY Analysis
• Example: Wrong Grade
• 1st WHY – Error in computation
• 2nd WHY – Confused with another student
• 3rd WHY – Student name is wrong
• 4th WHY – Incomplete student registration
• 5th WHY – Error/Glitch in the registration procedure
• No need to actually reach up to 5 WHYs.
CI Project Template Definitions
• FUTURE STATE
• Describe the proposed solutions and the
possible interventions on the process
• Do Value Analysis
• Map the Improved Process
CI Project Template Definitions
• IMPLEMENTATION PLAN
• Spells out the WHAT (needs to happen), WHO (will
do it), WHEN (it will be completed), and OUTCOME
(expected results)
• Determine tasks and timeline
• Prepare budget and resource requirements
• Perform stakeholder analysis
• Evaluate implementation plan
• Do risk assessment
CI Project Template Definitions
• TEST RESULTS
• This refers to any PILOT, TRIAL RUN, or RAMP
UP of changes that need to be done.
• Test can be progressive.
• Show before and after results
• Long term follow up of the improvements by
recording the measures/metric of the process
and its outcome
CI Project Template Definitions
• When the desired results are not achieved,
then CI starts again.
• Cost refers to the cost of the
implementation plan
• Benefit refers to the waste reduction (may
not be monetary) i.e. safety, quality,
customer satisfaction, workplace
appreciation, etc.
CI Project Template Definitions
• LESSONS LEARNED
• Identify project learning
• Project sharing
• Recognition and Reward
• Project Closure
 PROJECT TITLE FUTURE STATE

Improvement on Examination Results Feedback Time 30 secs.

5 mins. 30 secs.
per exam
Team Members: DBH, EAF, BOG, VPR, RVP, DBS

BACKGROUND
Teacher Collect Check Return to
Exams Exams Students

The time between examination of students and the return of

examination results has an average of 7 days with a max of 14
days. Students rely on the results of the examination to know
their academic performance and to review for succeeding Student Submit
Exam
Receive
Examination
Results
lessons.

CURRENT STATE Recommendation:

1. Eliminate grouping of exam papers for each grade level.
1 to 5 days 2. Have a different set of exam for students who missed the exam.
5 mins.
30 secs. 30 secs.
per exam
IMPLEMENTATION PLAN
Teacher Collect
Group
exams per
Check Return to
Exams Exams Students
grade level
Week Week Week Week Week %
  1 2 3 4 5 Who Completion
Process Design           Team 100%

Student Submit
Exam
Receive
Examination
Dissemination of New
Design           DBH, RVP, BOG 100%
Results Simulation           EAF, VPR, DBS 100%
Gathering of Feedback
from Teachers           EAF, VPR, DBS 80%
PROBLEM ANALYSIS Refinement of Process
Design           Team 80%

TEST RESULTS
15

10

5 Feedback Time
0

LESSONS LEARNED
Improve on Information Dissemination
Teachers should be trained to the new process to be followed on
providing feedback to students.
Workshop 4: Setting up the CI
Project Template
• Use a Manila Paper
• Identify the Team Members and the Project Title for the Paper
Airplane Game
• Develop the Project Background of your Airplane Game
o Give a brief information about the game including the
requirements of the customer
o State the broad performance problem arising from the
game
PROJECT SELECTION CRITERIA

2-74
Project Selection Criteria Guidelines
• The expected project outputs and/or outcomes
support the targeted performance indicator (PI) or
school measure
• The project revolves around the improvement of an
identified internal school process.
• The project has outputs and outcomes which are
realizable within the six-month project duration. Two
months for the Assess stage, two months for the
Analyze stage, and two months for the Act stage

2-75
Project Selection Criteria Guidelines

• Project activities are generally executable

and within the control of the CI Project
Team, or through a local or school-level
stakeholder with whom the CI Team can
partner.
• The project does not require a capital outlay
to execute.

2-76
CHALLENGES OF CI
PROJECTS

2-77
Challenges of CI Projects
• No clear impact on organization performance

• No buy-in with the process owner

• No concept of customer needs/expectation

• Failure to properly scope projects

• Project sponsors or champions do not break

roadblocks or avoid addressing resistances.
The Assess Steps

Identify
Get Talk with Your Walk the Priority
Organized Customers Process Improvement
Areas

• Project • VOC • SIPOC • Data Collection

Background • Affinity Diagram • Process Mapping Plan
• Broad Project • Defining the Metric • Activity Chart • Histogram,
Statement • Deployment Chart Pareto, and Line
• CI Project Chart
Template
Getting the Voice of the Customers (VOC)

STEP 2: TALK WITH YOUR

CUSTOMERS
Key Message
A Customer-Focused Organization knows the
requirements of their customers, understands why
these requirements are needed, and measures
how well these requirements are met.
 Who are your customers?
• Individuals or groups who receive the
product or service

http://cdn.business2community.com/wp-content/uploads/2013/04/customer-service-people.jpg
Identifying our Customers
• In Education, the primary customer is always the LEARNER:
• LEARNERS come and acquire knowledge, skills, and values
• LEARNERS help us understand what we need to provide
and deliver to be successful in our goals.
• Remember, we also need to consider the needs of:
• Internal Customers
• Teaching staff, Admin Staff, Support Service, etc.
• External Customers
• Suppliers, Local Government, Parents, Community,
Businesses, etc.
Remember: Internal & External Customers’ inputs are also essential!
83
 84

What is VOC?

A qualitative statement or phrase of the Customers’ needs

and wants stated in the Customers’ own language

http://blog.mozilla.org/metrics/2009/07/13/does-mozilla-champion-the-voice-of-firefox-users/
VOCs can mean Needs or Wants
Needs Wants
• These are what customers • This is a preference of a
expect to receive from a customer on how to receive
concept or service a concept or service

We need both Wants

Make sure to address and Needs to create a
the Needs first before balance on the what
the Wants! and the how!
 Guidelines on Need and Want Statements
• The statements used should be in the parents’,
students’, and/or teachers’ own language if at all
possible.
• To get these statements, read through interview
notes, survey notes, comment cards, etc., and
highlight any statements you think are relevant to
your project.

http://www.knowledge-wave.com/Portals/0/Images/Headers/knowledge_wave_captures_the_voice_of_the_customer.gif
The VOC Tells Us…
• “WHAT” is important to our customers (parents, students,
teachers, etc.) – Knowing customers’ needs and wants
• “WHY” are those things important to them? – Probing is
necessary to understand the customers’ requirements
and what the customers actually mean
• “WHAT” we should measure – The themes in the affinity
diagram helps us identify what to measure
• “HOW” our customers want us to meet their needs – A
survey is necessary to set targets for these measures
The VOC Also Tells Us…
• “WHAT” our baseline performance is from the
perspective of parents, students, and/or
teachers
• “WHERE” we may focus our improvement
efforts
• “WHAT” parents, students, and/or teachers
really need and want
Understanding Customer Needs
• Real Needs vs. Stated Needs
• Functional vs. Emotional
• Perceived Needs vs. Functional Needs
• Intended vs. Actual Usage
• Effectiveness vs. Efficiency
Understanding VOCs (Examples)
Stated Needs Real Needs
• “I need access to the • “I need to have new
internet.” teaching materials.”
• “I need to have a • I need to have the entire
projector inside the class see the teaching
classroom.” materials.”
Understanding VOCs (Examples)
Perceived Needs Actual Needs

• “I want an understanding • “I need to have a strict

teacher” teacher
Intended Usage Actual Usage
• “I need a calculator”
• “I need a computer”
• “We need a place for
• “We need books in the students to study”
library”

3-91
Understanding VOCs (Examples)
Internal Customer External Customers
• “We need to provide • “We need more
chairs for our students in classrooms”
the classroom”

Effectiveness Efficiency
• “We need our students to
learn” • “We need our students to
graduate”
• “I need my students to
understand the lesson” • “I need to finish my lessons
on time”
 Affinity Diagram Features & How to Create
Statements written on
individual cards or notes Notes are clustered
based on intuition, not
logic
Theme 1

1. Gather ideas from interview

transcripts, questionnaires, Need 1 Need 2 Theme 3

etc.
2. Transfer verbatim quotes Title notes identify
onto index cards or self- themes

stick notes Theme 2

Need 6
OK to have

3. Group the cards to find the clusters of

one note
“affinity” Need 3 Need 4
Need 7

4. Label the groups of cards

5. Optional: group the clusters
Need 5
Can be several
layers of
clustering
Affinity Diagrams…
• Help us understand very large or complex
issues
• Encourage breakthrough thinking
• Enable us to find patterns in mountains of
language data
• Help us organize ideas, issues, opinions and
transform these into meaningful information
SAMPLE AFFINITY DIAGRAMS

2-95
What are the things you DON'T like to experience
when you drive thru?
Hotel Check-in Process Affinity Diagram

The “Right” Check-in Experience Available Ease of handling

Room Information “Stuff
• Get My Room Key • Clerk Should be • Should Have • Don’t Want to Carry
Quickly Friendly Information about Luggage a Long
• Get the Room I • Clerk Should Be Local Entertainment Way
Reserved Able to Resolve • Should Be Able to • Get Help With My
• Tell Me How to Get Problems Quickly Give Me Directions Luggage If I Need It
to My Room to Local Businesses • Park My Car If I
• Room Key Needs to • Check-in Location • Be Able to Tell Me Need It
Work Should be Obvious About the Hotel
• Make Sure I Get My • Recognize Me If I’ve Services
“Miles” Been Here Before • Tell Me Where My
Convention/Meeting
• Clerk Should Be is Located
Courteous • Give Me Advice on
• Treat Me Special If I Good Restaurants
am a Frequent
Stayer
• Keep My Personal
Data Private
Affinity Diagram for Grade 7 Students’ Requirements
on Learning English words

Sapat na oras sa klase Me saysay ang mga Akmang Kapaligiran para Sapat na paraan* para
natutunan ko sa pag-aral ng ingles matuto
• Kailangan ko ng sapat
na oras sa klase • Gusto ko magamit ang • Gusto ko ng tahimik na
aking natutunan sa • Gusto ng me laro.
• Gusto ko bigyan ako ng klase
labas ng klase • Gusto ko ng me
oras ni titser para maka- • Ayokong maingay sa klase
• Kailangan ko matuto ng “pictures”
recite habang nagsasalita si
salita na magagamit ko • Kailangan ko na me
• Gusto ko tulungan ako ni teacher
sa “internet chat” librong magamit sa
titser sa pag-practice • Kailangan kong makaupo
• Kailangan ko ng mas • Matulungan akong labas ng klase
ng maayos para hindi ako
makaintindi ng mga • Gusto ko
mahabang “time” para nahirapan
salitang inglish sa nakapagtanong ako sa
maturuan kami • Kailangan kong umupo sa
“google” guro ko
magbasa. malapit para makita and
• Gusto kong matuto ng • Gusto masaya sa klase
• Kulang ang oras para makarinig ng mabuti
mag-practice salitang ingles na • Ayokong malapit masyado
• Gusto ko dahan dahan makatulong sa aming sa harapan dahil
sa pagturo negosyo sa bahay “farsighted” ako *Paraan – also
refers to how to use
the teaching
materials
Workshop 5: Generating Customer
Needs and Wants
• Consider yourself as a customer of a fast food
restaurant
• Identify as many needs and wants as you can on
the products and services that you receive from a
fast food restaurant
• Write each need or want in a meta card
Workshop 6: Organize the Customer Needs into an Affinity
Diagram

• Use an affinity diagram to group the

customer needs generated by the
team you exchanged outputs with.
Translating VOC into Metrics
Measure

Measure

I want Measure

need
Measure

Measure

Measure
Responding to VOC: Identifying Measures
Product or service features, attributes, dimensions, characteristics
relating to the function of the product or service, reliability,
Quality
availability, taste, effectiveness—also freedom from defects,
rework, or scrap

Prices to consumer (initial plus life-cycle), repair costs, purchase

Cost
price, financing terms, depreciation, residual value

Lead times, delivery time, turnaround times, set-up times, cycle

Delivery
times, delays

Service requirements, after purchase reliability, parts availability,

Service & Safety service, warranties, maintainability, consumer required
maintenance, product liability, product/service safety

Corporate Ethical business conduct, environmental impact, regulatory and

Responsibility legal compliance
 10
3

Some VOC Reminders

• Interview or focus group discussions must be used
as a first step in understanding your customer.
• Surveys should be done ONLY AFTER you have
already understood your customers’ requirements.
• Surveys are usually done after the final affinity
diagram in order to validate the interview and
discussion results as well as to quantify necessary
performance measures.
 10
4

How Tools Can Be Used Together

FGD or
Conduct
Dyads or Triads observational
personal (one on
to obtain and groups to
one) interviews
capture desired obtain deeper
with the
“outcomes” and more
customers to
refined Surveys to
help identify and
understanding quantify
list what they
really need and and verify
want
Further Applications of VOC
VOCs may also be obtained and used in:

• Step 1 – Knowing the organization’s performance

• Step 3 – Finding the issue(s) within the identified process,

validating the process measures

• Step 5 – Finding and validating the root cause(s)

• Step 6 – Value/Non-Value Analysis, Process Streamlining,

Development of New Methods, etc.
Further Applications of VOC
VOCs may also be obtained and used in:
• Step 8 – Where and when to do the pilot
testing, feedback on results of pilot test, how
to further improve the solution design, inputs
for change management
• Step 9 – Feedback on initial results of roll-out,
necessary adjustments to make
implementation of new design successful
Workshop 7: Introducing Measures

• Based on the affinity diagram that your

team developed in the previous
workshop, introduce relevant performance
measures for each of the themes that
represent the critical fast-food customer
needs.
The Assess Steps

Identify
Get Talk with Your Walk the Priority
Organized Customers Process Improvement
Areas

• Project • VOC • SIPOC • Data Collection

Background • Affinity Diagram • Process Mapping Plan
• Broad Project • Defining the Metric • Activity Chart • Histogram,
Statement • Deployment Chart Pareto, and
• CI Project Line Chart
Template
STEP 3: WALK THE
PROCESS
Key Message
Walk the process is the key in
identifying where the issue is located
in the process.
Walk the process helps identify what
data to collect to further understand
the issue.
Walk through principles
• The objective is for you to totally know and
understand the process through direct observation.
• Do not rely on memory and knowledge of the
process.
• Do not use interview information to identify the steps
of the process.
• Be discerning of information provided by process
owners.
• Map the whole process yourself.
What is a Process?
 Set of interrelated or interacting activities which
transforms inputs into outputs. This set of activities is
definable, repeatable, measurable and predictable in a
closed loop system.
“You cannot improve a process that you do not
understand”
Machine People Machine People Machine People

Process Step 1 Process Step 2 Process Step k Output: Product or

... Service

Material Information Material Information Material Information

Why Map the Process?
• Creates a common
understanding of the process

• Clarifies steps in the process.

• Helps uncover problems and
identify improvement
opportunities in the process
(complexity, waste, delays,
inefficiencies and bottlenecks).
 11
4

Levels of Process Mapping

Key process activities can be defined at different levels of the organization:

New Product Demand Demand Customer

Level 1 development Generation Fulfillment Service

Level 2 Ordering
Materials
Producing Order Picking Shipping

Level 3 Mixing Filling Sealing Packing

 Levels of Process Mapping
Design
Develo
Strategi p Studen Develop
t Operati and
c Curricu ons
Suppor Manage
Plannin lum t
Manage
Stakeho
g Instruc ment
Service lders
tion s

Design Provide
Develo and Effectiv Evaluat
e Assess
p Deliver Instructi Student e
Curricu Professi onal
Achieve Progra
lum onalLea ment ms
Progra
rning ms

Align Define/ Provid

design Develo Develo
with e for p p Select Demon
federal curricul parent instruc strate
/state/ um
and scope/ instruc tional the
develo seque tional progra
local pment comm nce/ti calend resour
standa unity ces m
proced meline ars
rds ures input
SIPOC
S C
U U
P S
P T
L Inputs Process Outputs O
I M
E E
R R
S S
• A high-level view of a process helps to:
o define project boundaries (starting and
ending points);
o describe where to collect data.
SIPOC Example
Suppliers Inputs Process Outputs Customers
Manufacturer Printer/Computer Copies You

Office Supply
Company Paper File

Toner Printing Others

Process
Yourself Document

Power Company Electricity

Process Steps

Turn on Put Paper on Select Pinter Click

Get copies
Printer Printer Settings START
Workshop 8: Creating a SIPOC
• Create the SIPOC for the Airplane Game Process
• Use the SIPOC template
SIPOC Template
Suppliers Inputs Process Outputs Customers

Process Steps
 12
0

What is a Flowchart?

A diagram that uses graphic symbols

to depict the nature and flow of the
steps in a process
 12
1

Sample of a Flowchart
 12
2

Sample of a Flowchart
Sales Technical Shipping Coordinator
 12
3

Activity flowcharts
Are specific about what happens in a process.
They often capture decision points, rework loops,
complexities, etc.
 Hotel Check-out Process Process Name

1 2 YES 3
Approach front desk Is there
Wait
a line?
Clear
direction of
NO flow (top to
Numbered bottom or
4
steps Step up to desk left to right)

5
NO
Activity Flowchart
Clerk
available? 6
Wait

for a Hotel Key of symbols

Check-Out YES

Process Start/End
7
Give room number
Consistent
level of
detail
Action/Task
8
Check bill

Decision

9
Charges NO 10
Sequence
correct? Correct charges

YES

Clear starting
11
Pay bill and ending
Date of creation points
or update &
name of creator
 12
6

Deployment flowcharts

• Show the detailed steps in a process as well

as which people or groups are involved in
each step.
• They are particularly useful in processes
that involve the flow of information between
people or functions as they help highlight
handoff areas.
 People or groups
listed across the top Invoicing Process
Sales Billing Shipping Customer Elapsed
Time

Steps listed in 1
Delivers goods
Time flows
column of person or down the
group doing step or 2 8 page
in charge Notifies sales of
completed delivery
Receives
delivery
5 days

9
3 Records receipt and
Sends invoice to claims against this
customer delivery

10 days
4 10
Notifies billing Receives invoice
of invoice

11
5 Checks invoice
Files invoice against receipt

12
Pays bill

6
Receives and
records payment
Horizontal lines
7 clearly identify
Reviews weekly
report of overdue handoffs
accounts
Enrollment Process
 12
9

When creating a flowchart, work How to Create

with a group so you can get Flowcharts
multiple viewpoints.

• Brainstorm action steps

• Write these on self-stick notes or on

a flipchart
• Make sure to include the steps that
occur when things go wrong
 13
0

How to Create
• Arrange the steps in sequence
• Be consistent in the direction of flow—
Flowcharts
time should always flow from top to
bottom, or from left to right
• Use appropriate flowchart symbols
• Check for missing steps or
decision points
• Number the steps
 13
1

Four Mapping Perspectives

• Flowcharts can map four different perspectives
on a process:
o What you think the process is.
o What the process really is.
o What the process could be.
o What the process should be.
 13
2

Common Process Mapping Mistakes

• Being unclear about the focus of your process
mapping; activity steps are very generic and
therefore do not provide opportunities for
improvement
• Trying to create the “perfect” process maps (Why
are you mapping the process in the first place?)
• Wrong use of flowchart (i.e. using SIPOC to map
the project processes)
 13
3

Summary: Which Flowcharting

Technique Should I use?
SIPOC Activity Deployment
Flowchart Flowchart
 To identify the major  To display the  To help highlight
steps of the process complexity and handoff areas in
and where it begins decision points of a processes between
and ends process people or functions

 To illustrate where in  To identify rework  To clarify roles and

the process you will loops and bottlenecks indicate dependencies
collect data
SITUATING THE STORM
CLOUD
Characteristics of a storm cloud
• Storm Clouds represent issues that reside in the
current process. These issues must be relevant to
the background of the project.

Characteristics of a Storm Cloud:

• Specific WAITING
• Observable / Real
• Measurable
Sample CI Project Background
• Numerates are pupils who can add, subtract, multiply
and divide whole numbers and can solve problems
involving the four (4) fundamental operations.
• Only 3 out of 178 or 1.7% of Grade IV pupils are
Numerates in terms of scores in Project AN (All
Numerates). The school wanted to attain 100% of
these pupils to achieve the Level of Numerates.
 13
7

Situating the Storm Cloud Example for Problem

Solving Teaching Process
Can’t perform
basic
operation

OPENING CHECKING
DRILL REVIEW OF ASSIGN.
PRAYER
1.54 min. 2.33 min. 1.18 min.
20sec

Can't
complete
AGONA Unfamiliar Unfamiliar
words words

CHECKING
5 min.
PRESENTATION
ANALYZING THE UNLOCKING OF
OF THE
PROBLEM DIFFICULTIES
PROBLEM
15 min. 3min.
15 min.
 13
8

Workshop 9: Process Mapping and

Situating Storm Clouds
• Use the deployment flowchart to map the
Process that the team wants to improve.
• Identify Storm Clouds in the Process
The Assess Steps

Identify
Get Talk with Your Walk the Priority
Organized Customers Process Improvement
Areas

• Project • VOC • SIPOC • Data

Background • Affinity Diagram • Process Collection
• Broad Project • Defining the Metric Mapping Plan
Statement • Activity Chart • Histogram,
• CI Project • Deployment Pareto, and
Template Chart Line Chart
STEP 4: IDENTIFY PRIORITY
IMPROVEMENT AREAS
Link to walk the process
• The team has a detailed process map of the
process for improvement
• The team has identified storm clouds in the
detailed steps of the process for
improvement
• The team has identified relevant measures
on the storm clouds
Key Message

The Focused Problem makes it

easier to identify causes and
take corrective action by
identifying the critical storm
clouds/pain points
How Can Data Help You?
By Showing What It Really Is
Data Help Us . . .
• Separate what we think from what is really
happening
• See the pattern of the problem over time
• Identify and understand relationships that
might help explain variation
• Measure the impact of changes on a process
Data Collection Plan
Data Collection Plan Project:
What questions do you want to answer?

Data Operational Definition and Procedures

What Measure type/ How measured Related conditions Sampling notes How/where recorded
Data type to record2 (attach form)

How will you insure consistency and stability? What is your plan for starting data collection? (attach details if
necessary)
NOTES
1) Be sure to test and monitor How will the data be displayed? (Sketch below)
any measurement procedures/ instruments
2) “Related factors” are stratification factors
or potential causes you want to monitor as
you collect data
 Types of Data
Continuous Data
• Often obtained by use of a measuring
system.
• The usefulness of the data depends on
the quality of the measurement system.
• Counts of non-rare occurrences are best
treated as continuous data.
Discrete Data
• Includes percentages, counts, attribute,
and ordinal.
– Percentages = the proportion of items
with a given characteristic; need to be
able to count both occurrences and
and non-occurrences.
– For count data, it is impossible or
impractical to count a non-occurrence;
the event must be rare.
• Occurrences must be independent.
Recording Data using Checksheet
Defines what data
is being collected
Machine Downtime
- Line 13 -
Wendy Date May 19
Operator
Lists the characteristics or conditions of interest Reason Frequency Comments
Carton Transport

Metal Check
Has room for comments
No Product

Sealing Unit

Barcoding

Conveyor Belt

Burned Flakes
Bad Product
Low weight

Other

Includes place to put the data

May want to add space
for tracking
stratification factors
DATA PRESENTATION
Types of Data Presentation

• Histogram
• Line Graph
 15
1

Histogram
A frequency plot shows the shape or distribution of
the data by showing how often different values
occur.
Histogram of Final Course Grade
Stratified Frequency Plots
• Applicable when data comes from several
sources such that lumping them together
would result to a loss of some important
information.
• Data is divided into several subgroups or
categories (strata) on the basis of certain
factors. Differences in data behavior and
pattern across strata are then observed.
 15
4

Sample Stratified Frequency Plots 6

School A
5

0
All schools combined 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

6
School B
6 5

5 3
Count

4 2

3 0
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

2
6

1 School C
5

8 9 10 11 12 13 14 15 16 17 18 19 20 21 3

Scores 2

0
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
 15
5

Mean Scores of 3 consecutive Summative Test

Primary Level
Target
goal

Grade 1 Mean = 45.12 Grade 2 Mean = 37.21

Note: Vertical line means target

goal of 45 = 75%

Grade 3 Mean = 44.33

 15
6

Mean Scores of Grade 2 by Section

Mean = 43.81 Mean = 44.94

Mean = 32.17 Mean = 27.76

 Line Graph
• A time plot is a graph of data in time order.
• It show trends or patterns over a specified period of time.
Workshop 10: Data Presentation
• Use the appropriate data presentation technique
for the relevant data collected from the Paper
Airplane Game.
• Describe the trends, patterns, or behavior that
you see (if any).
FOCUSED PROBLEM
STATEMENT
The Conventional Problem Definition
Shallow
SHALLOW

Depth of
Analysis

DEEP
DEEP

FEW
FEW Problems Dealt With MANY
The Focused Problem Definition

SHALLOW “An inch wide and a mile deep.”

Quality not quantity
Depth of
Analysis

DEEP

FEW Problems Dealt With MANY

The Focused Problem Definition
The Focused Problem Statement is a narrowed down
version of the broad problem statement formulated by the
team in Step 1.

The Focused Problem Statement specifies the 4 Ws:

• What? (What is the specific issue?)
• When? (When is the specific issue frequently
happening?)
• Where? (Where is the specific issue happening?)
• What Extent? (What is the magnitude of the
specific issue?)
 Focused Problem Example
The canteen service is poor.
Broad or Somewhat Narrow
vague focused focus
What: Poor service

The cashier service of the

Broad or Somewhat Narrow
canteen is taking too long.
vague focused focus
What: Poor Service
What type of service: Cashier service
What about the service: It is too long.

The cashier service of the canteen Somewhat

Broad or Narrow
during class recess time takes 30 focused
vague focus
minutes to finish.every Monday.
What: Poor Service
What type of service: Cashier service
What about the service: It is too long.
How long: 30 minutes
When is this problem the greatest: Recess time. on
Mondays
Focused Problem Statement Example

Based on the gathered data, 24 out of 56 pupils or

42.85% in Grade III-Peacock incurred 7 absences
and above for the months of July and August 2013.
Workshop 11: Developing a Focused
Problem Statement

• Develop a focused problem statement based on

the data presented in the previous workshop.
STAGE 2: ANALYZE
What is the Analyze Stage?

• The analyze stage is focused on investigating

and validating the reasons for a well specified
division problem or opportunity.
• It also seeks to generate appropriate solutions
that address the requirements of the various
customers and stakeholders of the organization.
Analyze - Steps

Do Root Cause Finalize Improvement

Develop Solutions
Analysis Plans
STEP 5: DO ROOT CAUSE
ANALYSIS
Key Message
To effectively address the focused problem
statement, we need to identify the ROOT
CAUSE of the problem.
What is a Root Cause?
• It is the deepest
underlying cause, or
causes, of problematic
symptoms within any
process.
• If resolved, it would
result in elimination or
substantial reduction
of the symptom.
Why do Root Cause Analysis?

• Reality - fix symptoms without regard to actual

causes
o Jumping to solutions
• Root Cause Analysis - structured and thorough
review of problem designed to identify and verify
what is causing the symptoms.
Why-Why Diagram
A Why-Why Diagram is a Tree Diagram where
each child statement is determined simply by
asking 'why' the parent occurs.
“The Five Whys” and Mile-Deep Thinking
Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Problem Etc.
A B C D E F G H I J K L M

Local focus
“Ask the question on causes
‘Why’ five times”
1. Why did X happen? Why?
Wider focus
Because of W. on causes

2. Why did W happen? Why?

Because of V. Wider focus
on causes

3. Why did V happen?

Why?
Because of U. Wider focus
on causes
4. Why did U happen?
Because of T. Why?
Wider focus
on causes
5. Why did T happen?
Because of S. Why?
Wider focus
on causes
Example of Why-Why Diagram
Workshop 12: Root Cause Analysis

Do a why-why analysis on the focused problem

statement identified by your team in the previous
workshop.
COMMON MISTAKES IN
ROOT CAUSE ANALYSIS

6-178
Common Mistakes in RCA
1. Missing link between causes.
2. Focusing on the who, not on the why.
3. Causes identified are non-standard occurrence.
4. Causes that are disguised solutions.
5. Bias in identification of the causes.
6. Causes that begin with “no”, “none”, “lack of”
are discouraged.

6-179
Common Mistake #1
• Missing link between causes.

Problem Root Cause

Students are unable Why? Test instructions are

to correctly follow
long.
test instructions.

6-180
Common Mistake #2
• Focusing on the who, not on the why.
• What we want to know: Not who did it, but why did it happen?

Problem Root Cause

Teachers are
Students are unable Why? Students do not Why? incompetent in
to correctly follow understand the
giving instructions
test instructions. instructions.
to students.

Problem Root Cause

Copying of
assignments take Why? Students are slow in Why? Students are
more than 10 writing. unskilled in writing.
minutes.
6-181
Common Mistake #3
• Causes identified are non-standard occurrence.

Problem Root Cause

Preparation of
projector in class Why?
Brownout
take more than 10
minutes.

6-182
Common Mistake #4
• Causes that are disguised solutions.

Problem Root Cause

Instructions of
Giving of instructions Why? Why? Lack of training
teachers are
for group activities take for teachers in
unclear for
more than 10 minutes. giving instructions
students.

Solution: Give Training for Teachers?

6-183
Common Mistake #5
• Bias in identification of the causes.

Having an assumed root cause before conducting the analysis.

Root Cause Problem

Students do not Students are unable

Test Instructions are
understand the to correctly follow
long.
instructions. test instructions.

6-184
Common Mistake #6
• Causes that begin with “no”, “none”, “lack of”.

Problem Root Cause

Giving of instructions
Why? Teachers write the Why?
for group activities
instructions on the No Visual Aids
take more than 10
board.
minutes.

6-185
VALIDATING CAUSES
Scatter Diagrams/Plots
• Graphs pairs of numerical Y
data, with one variable on
each axis, to look for a
relationship between
them.
• If the variables are
correlated, the points will
fall along a line or curve.
The better the correlation,
the tighter the points will X
hug the line.
Breaking Down the Scatter Plot
Grade Point Ave.
Scatter Plot Patterns

Strong Positive Strong Negative

Correlation Correlation

Possible Positive Possible Negative

Correlation Correlation

No Correlation Other Pattern

A D-079
Correlation and Causation
• BEWARE: strong correlations do not always imply
causation. Use process knowledge to assess if it is
logical for the correlation to translate to causation
Height

Weight
Recall: Analyze - Steps

Do Root Cause Finalize

Develop Solutions
Analysis Improvement Plans

• Root Cause • Process Simplification

• Implementation
Analysis • Visual Workplace
Planning
• Cause Management/ 5S
Validation Tools • Mistake Proofing
STEP 6: DEVELOP SOLUTIONS
The What-How Approach

• Based on the validated root causes, WHAT does

the team need to do in order to achieve their
goals/KPIs?
• HOW does the team achieve the WHAT based on
a PROCESS perspective?
PROCESS SIMPLIFICATION
What is Process Simplification?

• An activity that involves breaking down the

process into smaller tasks
• Classifying each task whether it is value
(necessary) or non-value (redundant or wasteful)
from the perspective of the customers.
Objectives of Simplification
• Eliminate wasteful or non-value adding
actions
• Reduce process time
• Remove defects or disconnections between
process tasks
• Increase employee involvement
• Reduce process cost
Value and Non Value Adding Activities
• Value adding activities should meet three
criteria:
o The customer must be willing to pay for it.
o The activity must transform the product or service in
some way.
o The activity must be done correctly the first time.
• Non Value adding activities are not essential to
produce an output or render the service.
Components of an Activity
Value Adding (5%)
Necessary but non
Value Adding (35%)
Activity

Non Value Adding (60%)

Opportunity Flowchart
Value-Added Steps Nonvalue-Added Steps
Loop
Yes

An Opportunity Yes

Flowchart is an Loop

Activity Flowchart No No

which shows the VA

and NVA steps. Loop Yes

No
Workshop 13: VA and NVA in Paper Plane
Game
• Identify the VA and NVA Activities in the
Paper Airplane Game.
• Find ways to address the Paper Airplane
Problem Statement and Causes by
identifying the NVA activities
VISUAL MANAGEMENT
Workshop: 5S Game
• The “Numbers Game” is an exercise
that illustrates the power of 5s.
• The game consists of 7 quick rounds.
You must not look at the sheets until
instructed and must finish when the
time is up.
 INSTRUCTIONS:
end

13 = OK
13
start
= Reject
•Cross out numbers in sequence
from 1 – 49 with a diagonal line as
illustrated – bottom left to top right
13
•Do not turn over the sheet until
instructed
•Do not rotate sheet of paper
WHAT DO YOU THINK IS HAPPENING?
Smoke Tree WIRES
Sky
Fence Stairs Porch
Roof
Fire
Grass
Chimney Antenna
Door
Meter Window
Shrubs
 20
6

Set in
Sort
Order
No it’s a
well
organized
Bigfoot
plant

Sustain Shine

Standardize
8:50
 20
7

What Is 5S?
Step 1 SEIRI (SORT) Segregate and Eliminate
• Segregate necessary items from unnecessary items
and eliminate what is not needed.
• Dispose all unnecessary items.

Step 2 SEITON (SET IN ORDER) Arrange and Identify

• Arrange remaining items so that they can be found
quickly by anybody.
• Standardize the locations so that items can easily be
located and accessed by anybody.
 20
8

What Is 5S?
Step 3 SEISO (SHINE) Daily Cleanup Process
• Create a spotless workplace…swept and clean.
• Keep equipment and work are clean

Step 4 SEIKETSU (STANDARDIZE)

Constant Adherence to the First Three Steps & Safety
• Standardize cleanup activities so that these actions are
specific and easy to perform.
• Create a system to maintain order and a safe work
environment.
• Ensure compliance to procedures by conducting regular
daily exercise.
• This is the condition we support when we maintain the first
three steps.
 20
9

What Is 5S?
Step 5 SHITSUKI (SUSTAIN)
Motivate to Achieve Habitual Compliance

• Promote adherence to maintaining a high performance, high quality

and safe work environment.
• Use visual performance measurement tools.
• Make a habit of maintaining established procedures and ensuring
they are followed.
• Create discipline to maintain cleanliness and find ways to
enhance/improve the process.
 21
0

5S or Good Housekeeping
Provides ways to:
• Remove all unnecessary and unimportant
materials.
• Prevent accumulation of unnecessary and
unimportant materials.
• Organize needed and important materials.
• Minimize search and wasted time.
 21
1

4 Principles of a Visual System

• Know what is Happening

• Know what to do next
• Know how to do the work
• Know how well work was done
How do you have line of sight?
KNOW WHAT IS HAPPENING
 How to see what is happening
• Close proximity with no walls or enclosures separating the
linked operations
• Implementation of cells
• Reconfiguration of capital equipment
• Removal of shelves, cabinets, etc…which obstruct view
• Physically marking the product path
• Signals
• Kanban
• Andon
Office Cell Layout
 21
5

Elementary School CI Project Solution

The PUPIL’S ABSENCE NOTICE (PAN) is a
notice slip given to the parents of the pupil-
absentee.

PAN has four colors – yellow, pink, blue and

red. Each color determines the number of
absences a pupil incurred and the content of
the notice/letter.

1 absence - yellow PAN

2 absences – pink PAN
3 absences – blue PAN
4 and above – red PAN

215
Signal (Andon)
How do you communicate scheduling?
KNOW WHAT TO DO NEXT
Visual Scheduling
• A second basic aspect of the visual management is utilizing
visual tools to communicate scheduling requirements.
Visual Replenishment
Visual Replenishment

Re-order point
Visual Progress Boards
How do you do it the same way every time?
KNOW HOW TO DO WORK
Visual Standard Work
Makes use of job aids (or others) in
communicating to operators the required activity
sequence, quality requirements, or processes
Photographic Job Aids
Visual Tools for Standard Work
• Border – Sets boundaries, areas
• Home Address – Defines what item
belongs inside the border
• Label – Defines what the item is and
where it belongs
Border
• A line around an item to identify its boundaries.
• Traffic lanes
• Stationary items
• Mobile items
• Walkways
• Tool Outlines
• Hazardous Areas
Using Lanes in School Hallways
Supply Arranger for the drawer
 Shadow Board: Home Address
• A sign at the item’s home. It should include:
• Item name Scissors

• Location
• Picture/silhouette of item (opt.)
Bin A
Shadow Board for Office Supplies
Shadow Board for
Cleaning Instruments
How do you communicate performance
measures?
KNOW HOW WELL WORK
WAS DONE
Communicate Performance Measures
• The most common visual aid is the posting of performance
measures at different levels of the school environment.
Communicate Performance Measures
Visual Advantages
• Information is readily available to everyone
• Individuals can see the effect of their
contribution to the team's performance. Within
their team they can work on improvements
• Healthy competition is encouraged
• Clear, unambiguous displays aid
communication
Visual Controls
To be effective, visuals must be:
• Open, Honest and Relevant
• Clear and Simple
• Displayed Close to the Area
Concerned
MISTAKE PROOFING
(POKA-YOKE)
Mistake Proofing (Poka-Yoke)
• Poka Yoke = error proofing
• It is something in a product, process, or
procedure that physically or procedurally
prevents a person from committing an error.
Different Kinds of Errors

• Forgetfulness • Inadvertent
• Misunderstanding • Judgment
• Misidentification • No standards
• Inexperience • Unexpected
situations
• Willful
• Intentional
Dealing with Errors
Two mindsets in dealing with errors:
1. Errors are unavoidable
2. Errors can be eliminated
Levels of Error Detection
• Successive Detection
o Finding the error after the activity
• Self Detection
o Finding the error during the activity
• Source Detection
o The process or activity detects error making it
impossible to do wrong
Mistake Proofing our Electric Sockets
Practical Mistake Proofing Solutions
Avoiding Excess
Hand Carry Bag
Size in Airplanes
Mistake Proofing the Returning of Hair
Dryer in a Hotel
Mistake Proofing for
Parking Vehicles Using
Borders and Tire Stoppers
Disposal Bin

Poka Yoke
Temporary Restaurant Receipt
Review: Summary
• Simple
o Does not require continuous attention from the
operator (ideally, it should work even if the
operator is not aware of it)
• Inexpensive
• Immediate feedback
• Corrective action
Recall: Analyze - Steps

Do Root Cause Finalize Improvement

Develop Solutions
Analysis Plans

• Root Cause • Process Simplification • Implementation

Analysis • Visual Workplace Planning
• Cause Validation Management/ 5S
Tools • Mistake Proofing
Preparing to Pilot
STEP 7: FINALIZE
IMPROVEMENT PLAN
What Is Implementation Planning?

• Plan the work.

• Plan the tasks and the subtasks.
• Plan the time.
• Plan the people and resources.
Some Implementation Tasks
• Flowchart new procedures
• Revise job instructions.
• Prepare data collection forms.
• Provide training.
• Test on a small scale first if at all possible.
• Revise procedures based on the test.
• Do full-scale implementation.
• Monitor implementation.
Elements of the Implementation Plan
• Tasks and their timelines
• Budget and other resources required
per task
• Persons or groups responsible per
task
• Potential problem identification and
management
Sample Implementation Plan
Potential Problem (Risk) Management

• Identify potential problems that may arise

during the implementation of your solutions.

• Take steps to avoid or deal with these likely

problems in order to have a higher chance of
implementation success
Step 1: Risk Identification
Step 1: Risk Identification

Potential Impact if Risk Event

Description of Risk Event
Occurs

Describe the consequences of

Describe how the design or
each failure mode or risk. It is
process functions (or items)
extremely important to capture
can fail. The question being
the experiences of the
asked here is “How could it
customer. Thus, we must put
fail” not “If it will fail”. Provide
ourselves in the shoes of the
reasons why the failure mode
customer and know these
or risk can or will occur.
effects through their
perspective.
Step 2: Response Strategy
Step 2 : Response Strategy
Preventive Action Corrective Action

Provide actions to eliminate the trigger

of the risk. The strategy should lower the Provide actions to be done if the
impact of the risk by reducing the risk happened during
likelihood of occurrence, reducing the implementation
consequence, or both
Division System and Operational Risks
• School Risk Questions:

 Major increase in costs/budget needs?

 Changing internal and external customer
requirements?
 Too long a time table for implementing school
changes?
 Readiness and commitment of the division?
Project Planning Risks
Critical implementation date?
Unrealistic implementation target dates?
Low commitment by team and stakeholders?
Resources not available during implementation?
School and Stakeholder Risks
 Unrealistic expectations by students, parents,
teachers, administrators, etc.
 Resistance to change by the school and its
stakeholders?
 Extensive training and education of school
stakeholders?
External Risks
 Poor supplier support?
 Project critically dependent on entities or
activities outside of school control?
 Other projects can impact the school
initiative?
 Overlapping with other school projects?
Workshop 14: Develop Solution
• Develop the solution(s) based on the identified root
cause(s) of the problem in your Airplane Game (Use
Value Analysis, Visual Management, Mistake Proofing
Techniques, etc.). Each team shall be given five (5)
sheets of bond paper to aid in solution development.
• Develop the implementation plan based on your solutions
(Documentation of New Processes, Procedures, Work
Instructions, etc., Assignment of Tasks, Preparation of
Improved Activity/Deployment Flowcharts, Development
of a Test Plan, Risk Management, etc.)
Time: 45 minutes
Workshop 15: Pilot Testing
• Do a Pilot Test to determine the performance of your
solutions. Launch the 10 final planes made during the
previous workshop. Each plane may only be launched
ONCE. Measure and record the distance in the record
sheet provided.
• Graph the pilot test results and compare it against the
team’s performance during the first run of the paper
airplane game.
• Discuss any performance improvement observed based
on the pilot test results.
Time: 15 minutes
STAGE 3: ACT
What is the Act Stage?
• The Act stage focuses on testing the agreed
ideas/solutions through a pilot.
• The results of the test are compared to the
previous results.
• Change management plans are created in
preparation for the deployment of the verified
solution to the entire division/school.
Act

Pilot your solution Roll out your solution Check your progress

• Testing the developed • Change • Tracking,

solutions Management Monitoring,
• Communication Reviews, and
Plan Follow-ups
• Standardization and • Project Closure
Documentation
• Training
Test your solution and assess results

STEP 8: PILOT YOUR

SOLUTION
Why Test Solutions?
• Validate expected results
• Improve the solution
• Facilitate buy-in
• Understand potential problems (risks)
• Smooth implementation
• Identify previously unknown performance
problems
When to Test Solutions?
• You need to confirm the expected results and
practicality of the solution.
• You want to reduce the risk of failure.
• The scope of the change is large, and reversing
the change would be difficult.
• Implementing the change will be costly.
• Changes would have far-reaching, unforeseen
consequences.
Steps of a Test Program

1. Select steering 5. Train employees

committees
6. Conduct testing
2. Plan testing
7. Evaluate results
3. Brief participants
8. Increase scope
4. Inform stakeholders
Some Critical Issues in Planning a Test
of Solution
• Where to test? What school area or grade
level?
• How do we ensure that the full range of
process conditions is tested?
• What needs to be measured? When? Where?
Some Critical Issues in Planning a Test
of Solution
• How to minimize disruptive impacts on the
school schedule or student learnings while
ensuring the validity of the testing?
• How to evaluate the results of the test?
Evaluate the Test Results
• Compare results: Future and Current
State.
• Recalculate histogram, line chart.
• Analyze causal relationships and process
conditions.
 27
5

Displaying Before & After Data

Before After Good

}}
Improvement

Remaining Gap
Step 4 changes Target
implemented

Before After

} Improvement

A1 A2 A3 A4 A2 A1 A3 A4

Before After
Act

Pilot your solution Roll out your solution Check your progress

• Testing the developed • Change • Tracking,

solutions Management Monitoring,
• Communication Reviews, and
Plan Follow-ups
• Standardization and • Project Closure
Documentation
• Training
Plan and implement Change Management
STEP 9: ROLL OUT YOUR
SOLUTION
The People Side

There are three elements of people side

planning:
• Communication: the exchange of information
both from you to others and from others to you.
Increased understanding  decreased confusion
The People Side
• Participation: involving the affected personnel
in the planning & execution of a change so they
develop shared ownership and commitment.
Increased commitment  decreased resistance
• Education: providing affected personnel with
what they will need to know before they
successfully implement the desired changes.
Increased capability  decreased fear of failure
Commitment Planning

Goal/Purpose
• To identify and secure the support of and remove
the resistance of people and systems vital to the
accomplishment of the work
Commitment Signing
• Photograph and place in Facebook,
commitment wall inside the school.
• Pictures of signed commitments of the other
employees in the school must be placed in
the commitment wall.
Commitment Scale Definition
People or Groups
Level of Commitment Sales
Teacher Principal
Mgmt. Parents
Cust.
Enthusiastic support
Will work hard to make it happen
Help it work
Will lend appropriate support
Hesitant
Holds some reservations; won’t
volunteer
Indifferent
Won’t help; won’t hurt
Uncooperative
Will have to be prodded
Opposed
Will openly act on and state
opposition
Hostile
Will block at all costs
Develop a Communication Plan

• Define Your Influence Objective

• Increase Benefits
• Reduce Costs or Inconvenience
• Plan Your Influence Attempt
Five Influence Strategies
Reward and
Punishment

Assertive
Persuasion

Participation and
Trust

Negotiation

Creating a
common vision
DEVELOPING STANDARD
PRACTICES AND
PROCEDURES
Core Principle
• Nothing happens on a reliable, sustained basis
unless we build a system to cause it to happen
on a reliable, sustained basis.
• Standardization is what allows high quality to
happen on a reliable, sustained basis.
Standardization
• Making sure that important elements of a process
are performed consistently in the best possible
way
• Changes are made only when data shows that a
new alternative is better
• Documentation is key
o Making sure documentation is up to date and used
encourages ongoing use of standardized methods
Standardization = “Standard
Practices and Procedures”
• A standard practice is…
• “A definition of a work method wherein all
variables of the method have been specified
in detail.”
• It is a written agreement between the worker
and the company regarding how the job will
be done.
What Defines a Standard Practice?
• Purpose: To gather technology and process skill in
written form and to make it easier for everyone to do
their work.
• Contents:
• Written so even workers who are not fully trained
can use them easily
• Specific to the job, written at an appropriate level
of detail
• Describe how to prevent variation
• Provide clear instructions
• Considered priorities
Uses for Standard Practices
1. Create consistency among individuals or groups
(and so make process output more predictable)
2. Provide a basis for training new people
3. Provide a trail for tracing problems
4. Provide a means to capture and retain knowledge
5. Give direction in the case of unusual conditions
Flowcharts
• Flowcharts are a key type of documentation used
in standard practices.
• By the time you reach this step, you should already
have several flowcharts.
o Those you created in Step 3: Describing the current state.
o Those you created in Step 6: Describing the future state

• Here, you just need to make sure that the

flowcharts from Step 6 are complete and up-to-
date.
Training
• When you have completed the documentation,
you need to make sure that everyone using a
common process is trained in the new
methods.
• Even experienced employees need to be
trained in the new methods.
 Planning for Training
• Don’t try to develop a single training session to teach
people everything they may ever need to know about the
job.
• Focus on the most critical aspects of the job.
• When you make changes to a process, explain the
reasons behind the changes; people resist change for
change’s sake.
• Combine up-front training with performance support.
• Don’t expect everyone to learn everything at once;
provide job aids.
• Remember that most learning will occur on the job.
Act

Pilot your solution Roll out your solution Check your progress

• Testing the developed • Change • Tracking,

solutions Management Monitoring,
• Communication Reviews, and
Plan Follow-ups
• Standardization and • Project Closure
Documentation
• Training
Monitor and perform improvements on the
implemented solution
STEP 10: CHECK YOUR
PROGRESS
What You Need to Check
• Results
o Gather data on the same measures identified in
Assess Stage
o Use the same data collection procedures

• Methods
o Document what steps are actually followed during
implementation
Active Follow-up, Correction, and Support
• “The undervalued, mystery force in achieving a
successful change or transformation.”
Inputs Daily meeting* Output

– Action items
– Results (units,
quality, safety)
– Process measures
– Problems (delays,
waste, downtime,
scrap)

Follow-up
Levels of Fix System
to
Howuce it What to
d
Pro Produce

Process
Measurements Machines
Output

Fix Store
Inputs Produce it Product Customer
Product

LEVEL 1: FIX THE OUTPUT

Methods People Environment

LEVEL 2: FIX THE PROCESS

Policies

LEVEL 3: FIX THE SYSTEM

Importance of Closure
• Recognize the considerable time and effort that
went into the initiative.
• Improvement must be continuous, but individual
initiatives and project teams come to an end.
Importance of Closure
• Capture the learning from the initiative:
o About the problem or process being studied
o About the improvement process itself and hand over
responsibilities for standardization and monitoring to the
appropriate people.
• Develop managerial systems to capture learning and
enable the organization to address system issues.
• Documentation and recognition are two critical
aspects of project team closure.
• Celebrate!