Running a Rigorous Learning System

Transcription

1 Running a Rigorous Learning System For employee engagement and development David Veech Leadersights, Inc. and The Ohio State University D. Veech 1

2 Objectives Engage your employees in problem solving Build critical thinkers within the workforce Improve leadership Build trusting relationships in the workplace 2018 D. Veech 2

3 2018 D. Veech 3 This workshop is about changing the way we think so we can prepare our organizations for an uncertain and potentially chaotic future

4 Desired Outcomes Higher Productivity Higher Profitability Higher Professionalism Faster (Shorter lead times) Better (Quality improvement) Easier (Less effort for workforce) Cheaper (Lower total cost) Fewer wasted resources More competitive for market-share growth High employee engagement & skill Less turnover & absenteeism Attract best talent Great place to work 2018 D. Veech 4

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6 2018 D. Veech 6 change...

7 2018 D. Veech 7 faster

8 2018 D. Veech 8 busier

9 2018 D. Veech 9 fewer resources

10 2018 D. Veech 10 a precarious environment

11 2018 D. Veech 11 excessive consumption

12 people rising up 2018 D. Veech 12

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14 Critical thinking Quantitative analysis Creativity Planning & organizing Evaluation 2018 D. Veech 14

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16 Engagement Excitement Involvement Compliance Defiance Minimal Effort Discretionary Effort 2018 D. Veech 16

17 The Framework Continuous Improvement Respect for People, the community and the environment Just- In- Time Trust Customer Satisfaction Jidoka Satisfaction Dynamic Stability Respect 2018 D. Veech 17

18 Integral Leadership Model Zone 1 Servant Leadership/Loving Zone 2 Level 5 Leadership/Learning Zone 3 Short-interval Leadership/Letting go Zone 4 Charismatic Leadership/Connecting 2018 D. Veech 18

19 The Continuous Improvement Engine Satisfaction Meaning Awareness Responsibility Suggestion System Standardized Work System Trust Learning Coaching Mastery Control Initiative Ideas Intrinsic Motivation Self-Efficacy 2018 D. Veech 19

20 How we learn Evaluate Create Analyze Remember Understand Apply Advanced (Problem Solving) stages of learning Fundamental stages of learning 2018 D. Veech 20

21 2018 D. Veech 21 Analyze

22 Act Analyze 2018 D. Veech 22

23 Concern Act Confirm Cause Define Countermeasure Control Improve Measure Analyze 2018 D. Veech 23

24 Concern Cause Countermeasure Confirm 1. Understand the current situation 3. Find the root causes 4. Formulate & evaluate countermeasures 6. Standardize & teach the new process 2. State the symptoms, identify the real problem, set a clear, HARD target 5. Plan & implement countermeasures 7. Track results to ensure the solution is effective 8. Reflect for learning & Recognize the accomplishment 2018 D. Veech 24

25 C4 Card 2018 D. Veech 25

26 C4 Card Notes The C4 card is designed to be the initial recording device for all the problems identified or exposed in the workplace. It is relatively simple and hopefully nonthreatening, so that every employee would have a high level of confidence that they can fill it out. The C4 card is sufficient by itself for many smaller problems that employees experience, but still requires all four steps. Since we are driving learning, and not just solving problems, it is essential that we require evaluation of countermeasures to reach those higher levels of learning for people. The C4 card is also sufficient for use in an employee suggestion system, where we can capture their ideas, and assist them in analyzing, evaluating, and implementing those ideas themselves, while giving us a tool to keep track of all of them. Many problems will be more significant and will require more resources to solve than the C4 card will support. A problem may be initially captured on the C4 card, but could quickly elevate to the next level, which brings us to the C4 worksheet D. Veech 26

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28 2018 D. Veech 28 Lucy Video

29 Exercise What s the theme? What s the ultimate goal? What problems did you observe in the video? Write a C4 card for 2 of them (Front side only) Think critically through those problems Who, What, When, Where, How Share one of your cards with the group 2018 D. Veech 29

30 D. Veech Problems with Problems The Missing Solution Problem Statement It is easy to describe the absence of something you expect: No pull system ; No kitting ; No training ; We don t have enough people These are not problems but solutions When you see these statements, ask yourself what the underlying problem is No pull system really means there is a problem you think a pull system would solve What s that problem?

31 D. Veech Problems with Problems The Un-stated problem statement Travel distance, weather, exchange of information, leadership, time, communication These are not problems, just statements. Instead, record the true problem: Travel distance is too far, bags are stored outside and get wet, required information doesn t get to the right people, supervisor doesn t check frequently enough, takes too much time to load by hand, we didn t know what we were supposed to do today.

32 Working the Card Post card Leader pulls Assign coach TL or Peer coach Dialogue Critical thinking 5 whys Initial evaluation Cross unit coordination Cross-shift/Cross-Dept Adjust inputs Countermeasures Explore multiple options Evaluate Plan Execute Confirm 2018 D. Veech 32

33 New Aimed Armed Fire in the hole Confirm 2018 D. Veech 33

34 C4 Board Aimed = Coach has completed initial discussion; idea cleared to move forward; Seeking input/coordination Together, the coach and team member complete as much of the card as they can. Good ideas will come clear, and bad ideas will fall out through the simple, non-threatening analysis. Often, other departments will need to see the planned change before it is implemented to share any concerns. The Board is a cross-shift and cross-functional information display Armed = Developing and evaluating countermeasures Fire in the hole = Countermeasure Implementation is planned or in process Confirm = Complete and ready for data collection 2018 D. Veech 34

35 Safety People Team Members C4 Board New Aimed Armed Fire in the hole Confirm Quality Attendance matrix or Vacation Planner Daily Morale Checker Crosstraining/Skills matrix and rotation plan Delivery Day-by-the-Hour Work Plan Hour Plan Cum Actual Cum Issues & Actions Team News Blank C4 A3 Worksheets Cost 8:00-9: Morning huddle 9:00-10: :00-11: :00-12: C4 A3 Worksheets for ongoing improvement projects and problems 12:00-1: min lunch 1:00-2: Environmt 2:00-3: :00-4: :00-4: C4 A3 Worksheets for ongoing improvement projects and problems 2018 D. Veech 35 Day Total Tray for tacks, pens, markers, etc.

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40 Exercise Create a mock up of a board that you might use back at work Discuss the small scope problems you brought from work and select 2 of them to work on Play alternating roles of learner and coach to complete the 2 cards Share your board and one of your cards with the group 2018 D. Veech 40

41 Escalation Division Team Group Department 2018 D. Veech 41

42 Theme Ultimate goal Date assigned Concern: Understand the current situation Who discovered the problem? Gather findings from C4 any previous studies of A3 this problem area. Worksheet What is happening to indicate a problem? Attach charts, diagrams, and/or photos to describe the situation. Current State Value Stream or Process Map. Summarize here, and indicate where others can find fully detailed map. C4/A3 Worksheet Concern Cause Countermeasure Confirm Countermeasure Team Name Team Lead C4 Coach Team Members Develop 5 mutually exclusive countermeasures for each root cause. Describe the Countermeasure, list the key action steps, and evaluate each independently against your evaluation factors in the space below. What standard is involved if any? Describe the ideal condition. When does this problem occur? Frequency? Pattern? What are the key problem areas on the map? (What are your angry clouds?) Break down the key problem (the Angry Cloud you intend to attack first). List the contributing problems below, sorting them by category if necessary. Where does the problem occur? Countermeasure Define and weight evaluation factors according to company priorities. Evaluate countermeasures against each other here, ranking them as 5 being the best option for that factor and 1 being worst. Countermeasures Evaluation Factors> Total score How bad is it? What is this problem costing the organization? Evaluation factor weights > Concern: Problem statement Be concise but as specific as possible. Clearly show the GAP. Create a simple chart. Examples: OEE is 46% when standard is 67%; Cycle time is 92 seconds v Takt time of 78 seconds; Operating Room changeover time is 127 minutes v target of 75 minutes. Baseline Data Set - ID key measure & current score in Concern stage. Future & Impact in Confirm stage Measure Current Goal Future Impact Short Term CM: Long Term CM: Selection rationale: Cause: Analysis 5 Whys Brainstorm & organize potential causes or obstacles using the stem & leaf cause analysis technique. Write the causes of the problem/obstacles to improvement in the space provided. Include evidence to verify that what you record is a true CAUSE of the problem. Eliminate those you can t confirm. Why? Why? Why? Why? Why? Develop an implementation schedule recording status and results as: Countermeasure: Implementation Plan 0 = Acceptable; Δ = Needs improvement; x = Poor Implementation Steps Who s responsible Milestone dates Date complete Confirm Standardize Track Results Reflect & Recognize Date standardized work updated: How long do we need to track results?: People Statement of the root cause: Priority Causes What else? Who else? When? Evaluation Therefore Rank order Document with before and after pictures for future training. Identify the location of these files for team members. Number of required samples: Method for tracking (visual) and location of information: Selfefficacy Process 2018 D. Veech by David Veech. All rights reserved. For additional information contact david.veech@theleanway.com Results Teamwork

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44 D. Veech Thank you! David Veech