Deming, Lincoln and King - Capital Quality and …[email protected]! P9D9S9Aor$Plan9Do9Study9Act$ WePLANwhatwewantto$ accomplishoveraperiodof$Fmeand ... Deming,

CQI Learning Lunch Deming, Lincoln & King

“Dignity, Responsibility and Transformation”

January 12, 2015 CQI Preview -‐ 9:00 AM to 10:00 AM – Dial-‐In

Capital Quality & Innovation Audio Bridge - Conference Access 1-567-314-9082

Conference Passcode 734 254 9433

Learning Lunch -‐ 10:30 AM to 1:00 PM – In Person University Club of Michigan State

3435 Forest Road, Lansing, MI 48909 517-‐353-‐5111

An IntroducFon to Learning Lunch •  Learning, not training

–  This is about you, not the facilitator

•  Dialogue, not a lecture –  We will facilitate the dialogue about the subject

•  We will not read the slides to you –  We will use the handouts as a point of reference

•  You do not need to read the slides –  But it might help you learn more if the subject ma;ers to you

•  Part of an Emerging TransformaFon of Quality –  Management Development – Philosophy, Principles & PracBces –  Professional, Quality Management Fundamentals –  Excellent OperaBons & Methods –  Profound Knowledge

Page 2 Dennis Sergent 517-‐285-‐5500 [email protected]

-‐ Higher Quality -‐ Lower Costs -‐ BeKer Workplaces -‐

Today’s Dialogue

Our Thesis – Lincoln, Deming and King Shared Common Values •  They valued the dignity of the individual

–  And reminded us of the power in each of us

•  They knew the responsibility of leaders –  And encouraged us to act responsibly

•  They encouraged us to begin the transformaFon with self –  Look within to transform

•  Today we look at how these common values pertain today •  Share Your Thinking with others in dialogue

Page 3 Dennis Sergent 517-‐285-‐5500 [email protected]


Dignity of the Individual -‐ StarFng Thoughts

•  W. Edwards Deming –  The most important act that a manager can take is to

understand what it is that is important to an individual.

•  MarFn Luther King, Jr. –  Thousands have come to see that it is ulBmately

more honorable to suffer in dignity than accept segregaBon in humiliaBon.

•  Abraham Lincoln – referring to the troops –  It was they “who rendered the hardest work in

support of the government”. It was they who “should be given the greatest credit.”

Dennis Sergent 517-‐285-‐5500 [email protected] Page 4


Deming: Dignity of People in Their Work

•  Remove the barriers that rob hourly workers, and people in management, of their right to pride of workmanship.

•  This implies, among other things, aboli;on of the annual merit ra;ng (appraisal of performance) and of Management by Objec;ve.

•  Again, the responsibility of managers, supervisors, foremen must be changed from sheer numbers to quality.

-‐ Higher Quality -‐ Lower Costs -‐ BeKer Workplaces -‐ Page 5 Dennis Sergent 517-‐285-‐5500 [email protected]

•  From The Deming Dimension by Henry R. Neave

Page 6

Deming’s Lifecycle Diagram

Dennis Sergent 517-‐285-‐5500 [email protected]


A Special Responsibility of Leaders & Managers

Everyone is different from everyone else. All people are moBvated to a different degree extrinsically and intrinsically. This is why it is so vital that managers spend Bme to listen to an employee to understand whether he is looking for recogniBon by the company, or by his peers, Bme at work to publish, flexible working hours, Bme to take a university course. In this way, a manager can provide outcomes for . . . people, and may even move some people toward replacement of extrinsic moBvaBon with intrinsic moBvaBon.



Responsibility of Leaders

•  W. Edwards Deming –  By coming here, you have taken on a solemn

responsibility -‐ and you can’t wriggle out of it.

•  MarFn Luther King, Jr.

–  We are witnessing the birth of a new age and we must face the responsibiliBes that come along with it.

–  Shall we say the odds are too great? Shall we tell

them the struggle is too hard? Or will there be another message, of longing, of hope, of commitment? The choice is ours.



Responsibility – Part 2

•  Abraham Lincoln –  The dogmas of the quiet past are inadequate

to the stormy present. The occasion is piled high with difficulty and we must rise with the occasion.

•  Viktor Frankl –  Man is capable of changing the world for the

be;er if possible, and of changing himself for the be;er if necessary.



Responsibility – More Thoughts From Deming

•  “We are here to make a better world”.

•  “The aim proposed here for any organization is for everybody to gain, stockholders, employees, suppliers, customers, community, the environment, over the long term.”

•  “The greatest waste is failure to use the abilities of people – to learn about their frustrations, the contributions they are eager to make.”



Transforming Ourselves

•  W. Edwards Deming –  We’ve got some big changes to make, and you’re going to have to

make them. Who else will do it?

•  MarFn Luther King, Jr. –  Make a career of humanity. You will make a greater person of

yourself, a greater naBon of your country , and a finer world to live in. . . . The leader has the responsibility of trying to find an answer.

•  Abraham Lincoln –  As our case is new, so we must think anew and act anew. We must

disenthrall ourselves and then we will save our country.

•  Viktor Frankl –  “Between sBmulus and response, there is a space. In that space is

our power to choose our response. In our response lies our growth and our freedom.”



TransformaFon -‐ Thoughts From Deming

•  "Personal transformation requires deep understanding of the theory of a system. It requires acceptance of the philosophy of win, win in negotiation between people, between countries, between companies, between supplier and customer, between union and management.

•  This personal transformation is discontinuous, sudden. Once transformed, one may thereupon work toward transformation of his own organization.”

•  "It is not necessary to change. Survival is not mandatory. Learning is not compulsory . . . neither is survival.”

•  “To successfully respond to the myriad of changes that shake the world, transformation to a new style of management is required. The route . . . knowledge for leadership of transformation. “



Viktor Frankl on Our Choices

“Man is not fully condiBoned and determined but rather determines himself whether he gives in to condiBons or stands up to them. In other words, man is ulBmately self-‐determining. Man does not simply exist but always decides what his existence will be, what he will become in the next moment. By the same token, every human being has the freedom to change at any instant.” “Everything can be taken from a man or a woman but one thing: the last of human freedoms to choose one's ajtude in any given set of circumstances, to choose one's own way. “For the world is in a bad state, but everything will become sBll worse unless each of us does his best.”

-‐ Viktor E. Frankl, Man's Search for Meaning



Final Thoughts From Deming

•  “We are living under the tyranny of the prevailing style of management. Most people imagine that this style of management has always existed, and is a fixture. Actually, it is a modern invention, a trap that has led us into decline. Transformation is required.”

•  “It is a prison created by the way in which people interact. This interaction afflicts all aspects of our lives – government, industry, education, healthcare.”

•  “There is no substitute for knowledge. Hard work, best efforts

and best intentions will not by themselves produce quality nor a market. Transformation of management is required – learning and application of profound knowledge.”



Where do we start as leaders?

•  Start with a theory •  Use PDSA – Plan -‐ Do -‐ Study -‐ Act •  Abandon “Flavor of the Month” •  Learn about:

–  Constancy of purpose –  Adopt the new philosophy –  Improve constantly and forever –  InsBtute learning and self-‐improvement for all –  Leadership by training people – through example –  Break down barriers –  Drive out fear (build trust)

•  This enables your transformaBon •  Which enables the organizaFonal transformaBon!



Management’s Influence on the System

A parBal list of influences •  Choice of workers, staff, management and leadership •  Choice of business to be in, business model •  Adherence to laws and regulaBons •  Values and principles, theories and educaBon •  Helpfulness of leader •  Choice of suppliers, terms & condiBons, contract duraBons •  Clarity of language used to specify terms •  CooperaBon from internal customers •  Level of standardizaBon in work and materials received •  Complexity of processes and organizaBon of workers within them •  Volume of work in a day •  Quality expectaBons, job descripBons, •  Budgets, Prices, Benefits, Credit and AccounBng PracBces



What is a Manager’s job?

•  Three major aims: –  Learn who is outside the system and needs special help –  Improve consistency of performance of the people in the system –  Improve the system conBnually, so everyone can do a be;er job with greater

saBsfacBon

•  Also –  Dig to get the knowledge in the data and facts from the team –  Understand the theory & learn what is going on –  Know when staBsBcal stability has been reached –  Know the difference between random or common cause and special cause of

variaBon –  Understand inspecBon, measurement systems and operaBonal definiBons –  Drive out fear so control systems & processes work


What is a Leader?

A Catalyst A Philosopher A Leader of Change •  Understands how the work of the team fits with the aims of the organizaBon •  Works with suppliers and customers in the process •  Enables people to do their job •  Tries to create joy in the work for the whole team •  Is a coach and counsel, not a judge •  Uses figures to help understand the team as individuals •  Works to improve the system the team works in •  Creates trust •  Does not expect perfecBon •  Listens and learns •  Teaches others what their theory is


P-‐D-‐S-‐A or Plan-‐Do-‐Study-‐Act We PLAN what we want to accomplish over a period of Fme and what we will do to get there.

Action Plan

Do Study

> Plan the objecFve. > Ask quesFons, make predicFons > Plan what, where, when and who to implement the cycle

Ron Moen’s arFcle with Cliff Norman on the Deming Cycle has expanded our views of the PDSA learning and improvement cycle.

> Carry out the plan. > Document problems and unexpected observaFons > Begin data analysis

> Analyze the data completely.

> Compare data to

predicFons

> Summarize learning

> Adopt the change.

> Adapt the change

> Begin the next cycle

We DO something that furthers the strategies and goals developed in our plan.

We STUDY the results of our acFons to make sure we achieve what we plan.

We ACT by developing procedures to ensure our plans conFnue to be successful and by changing what is needed to achieve the iniFal goals.



Page 19

Deming’s 14 Points Key to understanding the 14 Points is variation. The more special cause variation - the more waste, Deming’s 14 points are paraphrased here:

1.  Create constancy of purpose towards improvement.

•  Replace short-term reaction with long-term planning. 2.  Adopt the new philosophy. Win-Win. Everybody wins.

•  Management should walk the talk. 3.  Cease dependence on inspection.

•  Reduced variation eliminates need to inspect for defects. 4.  Move towards a single supplier for any one item.

•  Multiple suppliers mean variation between feedstocks. 5.  Improve constantly and forever.

•  Constantly strive to reduce variation. 6.  Institute training on the job.

•  Adequately trained staff will all work the same way, and reduce variation. 7.  Institute leadership.

•  Mere supervision is quota- and target-based 8.  Drive out fear.

•  Long term, it prevents workers from acting in the organization's best interests. 9.  Break down barriers between departments.

•  Use the 'internal customer', that each department serves other departments that use its output. 10.  Eliminate slogans.

•  It's not people who make most mistakes - it's the process they are working within. 11.  Eliminate “management by objectives”.

•  Deming saw production targets as encouraging the delivery of poor-quality goods. 12.  Remove barriers to pride of workmanship.

•  Many of the other problems outlined reduce worker satisfaction. 13.  Institute education and self-improvement.

•  Harassing the workforce without improving the processes they use is counter-productive. 14.  The transformation is everyone's job.

•  “You do not have to do this. Survival is not compulsory.”

Dennis Sergent 517-‐285-‐5500 [email protected] -‐ 04/11/2013 -‐ Page 20

A System of Order From Chaos

In YOUR System •  You have SUBJECT KNOWLEDGE

•  You DESIRE IMPROVEMENT

•  What is Your AIM?

•  What is Your THEORY?

•  What are we trying to accomplish?

•  How will we know a change is improvement?

•  What changes can result in an improvement?

•  Use the PDSA Cycle to learn if your THEORY is correct

–  If not, •  Change your theory if it is not correct

AIM

SUBJECT KNOWLEDGE

THEORY

DESIRE FOR IMPROVEMENT IN ANY SYSTEM

“What Is

In It For Me!”

Act Plan

Do Study

System of Profound Knowledge

A Theory of Knowledge

Understanding of Systems

Understanding of Variation

Psychology


Lunch! Let’s collect our lunch!

•  Room will be secure

•  Staff will take your drink orders when you return

•  While you lunch, conFnue the dialogue

•  Make sure everyone is heard from

•  Be prepared to share your answers to the following quesFons!


-‐ Higher Quality -‐ Lower Costs -‐ BeKer Workplaces -‐ Page 22

Table Discussions

AT EACH TABLE DISCUSS: •  WHAT ARE OUR NEXT ACTION STEPS?

–  What did we learn here? –  What do we need to discuss next? –  Who else needs to hear about this? –  What will we do with our learning? –  What adds value to you and your organizaFon? –  What are the posiFve ahributes you can use? –  What are the differences which influence your thinking?

-‐ Higher Quality -‐ Lower Costs -‐ BeKer Workplaces -‐ Dennis Sergent 517-‐285-‐5500 [email protected] Page 23

CQI Learning Lunch Deming, Lincoln & King

“Dignity, Responsibility and TransformaBon”

January 12, 2015 Learning Lunch -‐ 10:30 AM to 1:00 PM


Documents

Deming, Lincoln and King - Capital Quality and …[email protected]! P9D9S9Aor$Plan9Do9Study9Act$ WePLANwhatwewantto$ accomplishoveraperiodof$Fmeand ... Deming,